Teacher's Resource Pack

www.santillana.es

TEACHER’SRESOURCE PACK

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INTRODUCTION

Student’s Book........................................................................................................ 4

Teacher’s Resource Pack.......................................................................................... 11

Values and key competences .................................................................................. 16

TEACHER FILES

Vocabulary organizer .............................................................................................. 19

Student language guidance..................................................................................... 20

Recording transcripts ............................................................................................. 27

Student’s Book answer key ..................................................................................... 32

Content objectives, key competences and assessment criteria................................. 46

REINFORCEMENT, EXTENSION AND ASSESSMENT

1 The Early Middle Ages ...................................................................................... 76

2 Feudal society ................................................................................................... 80

3 Medieval cities .................................................................................................. 84

4 Romanesque and Gothic ................................................................................... 88

5 Al-Andalus ........................................................................................................ 92

6 The Christian kingdoms.................................................................................... 96

7 The Age of Discovery ........................................................................................ 100

8 Political and economic change .......................................................................... 104

9 Renaissance and Reformation ............................................................................ 108

10 The Spanish Empire .......................................................................................... 112

11 Baroque............................................................................................................. 116

12 World population.............................................................................................. 120

13 Society and diversity ......................................................................................... 124

14 Rural and urban habitats ................................................................................... 128

15 European cities.................................................................................................. 132

Contents

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Essential Geography and History

Essential Geography and History is a four-level course which teaches the core curricular objectives of Geography and History to students aged 12 to 16. Drawing on recent progress in the field of CLIL (Content andLanguage Integrated Learning), it has been designed as an effective, user-friendly tool in the classroom. Its goal is to combine scientific andhistorical accuracy with clarity of presentation and simplicity of language.Research tasks and stimulating activities help learners to develop valuableskills and reflect on their learning process.

Our multi-disciplinary team is well aware that students need to achieve a sound grasp of contents and skills in Geography and History, and we never lose sight of the fact that this subject is being taught in English. Every opportunity has been taken to personalise the contents so that young learners develop curiosity, as well as feel responsibility for the world they live in.

Special attention has been paid to the following aspects:

• Sequencing of contents

• Level of difficulty in both the explanations and the activities

• Number and distribution of the activities

• Level of English used throughout the course

• Quality of the illustrations

ESSENTIAL G

EOG

RA

PHY

AN

D HISTO

RY

89-4

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Student’s Book

STUDENT’S BOOK CONTENTS

In Essential Geography and History 2, students study:

• The history and culture of Europe and Spain from the Early MiddleAges to the 17th century

• The world today: population, society and habitats

Learning to learnA series of simple activities at the beginning of the book (pages 3-5) isintended to motivate the class, elicit prior knowledge and encouragestudents to familiarize themselves with their Student’s Book.

Each unit is organised in the same way:

• An illustration on the introductory page helps to elicit prior knowledge. Thecontent and language objectives of the unit are also presented there.

• Key questions at the beginning of each section frame the clear, illustratedpresentation of content. Short activities are interspersed throughout the units.

• There are round-up activities at the end of each unit, usually in two-pagespreads.

The unitsThere are eleven History units whichhave between 8 and 12 pages each:

1 The Early Middle Ages2 Feudal society3 Medieval cities4 Romanesque and Gothic5 Al-Andalus6 The Christian kingdoms7 The Age of Discovery8 Political and economic change9 Renaissance and Reformation

10 The Spanish Empire11 Baroque

There are four Geography units whichhave between 6 and 12 pages each:

12 World population13 Society and diversity14 Rural and urban habitats15 European cities

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Population growth

The difference between the number of births anddeaths is called natural growth. When there aremore births than deaths, population grows. Whenthere are more deaths than births, it shrinks.

The natural growth rate is the relation betweenthe number of births and deaths per 100inhabitants in a year:

NGR � � 100

Today, the world’s growth rate is about 1.2 %.However, there are two opposing trends. Indeveloped countries, natural growth is very low.In poor countries, natural growth is high.

The overall growth rate takes migration intoaccount.

Young and ageing populations

The world population is growing older. Over 7 %of the population is over the age of 65 today.The situation is different in rich and poorcountries. In developed countries, life expectancyis high. A total of 15 % of the population is aged65 or over. In developing countries, only 5 % ofthe population is over 65. In some countries,more than a third of the population is under 15years old.

Population policies

Population growth brings different problems withit. In developed countries, the high number ofpopulation aged 65 or over, increases the expenseof healthcare, pensions, old people’s homes.

In developing countries, the population isgrowing faster than the economy. This leads tounemployment and poverty, and sometimes tofood shortages.

Consequently, governments sometimes intervenein population growth. Many developed countriesintroduce pronatal policies. They createkindergartens, give subsidies to large families,or reduce parents’ working hours. Some poorcountries introduce antinatal policies.

Births � Deaths

Total population

5. What is population growth?

Activity

1. Investigate.

a. What is the ‘one-child policy’? b. What were its consequences in China?

Population structure by age

0Germany United States Somalia

(%)

10

20

30

40

50

60

70

80

90

100

14.1 %

66.4 %

19.5 %

20.4 %

67.2 %

12.4 %

44.4 %

53 %

2.6 %

Over 65

Between 0 and 14

Between 15 and 64

POPULATION

The population of three countries by age

Chinese poster promoting birth control

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Language support

• The Key Language summaries and activities on pages 154-161underline the high level of language support.

• The Glossary on pages 162-166 provides key vocabulary, and studentscan write translations in L1. (The Vocabulary Organizer, provided on the CD, enables students to go a step further by encouraging themto look for word associations and to write definitions in English.)

• Recorded texts on the Student’s CD allow students to practise their pronunciation.

INTRODUCTORY PAGE

To take maximum advantage of this page, use some of these techniques:

• Focus students’ attention on the illustration and ask: What does thisphoto/painting/map represent? If they answer in L1, rephrase theiranswers in English: Yes, it’s a (photo) of… / it represents…

• Read the title and ask: How is the (photo) related to the title? Make sure you rephrase all their answers in English.

• Help them to activate prior knowledge by creating a word map on the board and eliciting words or phrases which are directly related to the topic.

• Introduce each of the three introductory sections separately.

Observe and think• Read the questions aloud, then ask students to work in groups

or pairs to answer them: Work in pairs to answer the questions.

• Encourage them to share and compare their responses: Let’s shareinformation for the first question. Do you remember anything about ...from previous courses?

• Add the vocabulary students contribute to the word map.

Content objectives• Read and explain the content objectives. Encourage learners to predict

what they will learn: What do you think we will discover about the firstobjective? Give priority to the content of their predictions rather than the correctness of their language.

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Key language • Read the headings and

examples aloud. Return to this section as you progress through the unit and ask students if they canprovide more examples: Can you make other sentences like these?

• Turn to the grammar section at the end of the book and show them how the key language issummarized and moreexamples are provided.

LEAD-INS

Devise a variety of lead-ins (short activities at the beginning of the lesson).Create a file with the more successful ones and use them every day withbooks closed. This adds an element of expectation to the daily routine.

Some practical suggestions:

• Use simple ‘true or false’ statements to focus attention on a new topic,for example: Germanic tribes lived to the north of the Roman Empire.Christopher Columbus was a Genoese sailor. Cities with more than 10 million inhabitants are called megacities. True or false? Conclude the discussion by saying: We are going to find out in this lesson.

• Do quick hand counts to assess how much practical experiencestudents have: Raise your hand if you have ever been in a Baroquebuilding; visited a medieval city; seen a shanty town… Count the handsand present your conclusions: Most students have never (already) visited a medieval city.

• Do ‘brain gym’: write the letters H I J K L M N O and tell them they represent the word ‘water’ (H to O or H two O); What is 2 and 2?(4 or 22). There are dozens of these little problems in books and on the Internet.

• Brainstorming: find three geographical terms beginning with the letter ‘s’; say the names of the continents in alphabetical order, etc.

• Focus on one vocabulary term. Write it on the board and ask individualstudents what it means in Spanish, how to pronounce it and whatassociation they have found for it.

Observe and think After the fall of the Roman Empire in the fifth century, three civilizations dominated Europe:

the Germanic kingdoms, the Byzantine Empire and Islam. • Which illustration belongs to each civilization?• What can you see in these pictures?• Who do you think the people are?• Why do you think the face of one person is not shown?

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The Early MiddleAges1

U N I T

Content objectivesIn this unit, you will:• Learn about the decline of the RomanEmpire

• Find out about life in the Germanickingdoms and in the Byzantine Empire• Learn about the founder of Islam and theKoran

• Compare maps of medieval andpresent-day Islam

Key language

Historical recount; ordering events:At first, the Byzantine Empire…Initially, the church was designed…Historical explanation; expressingcause and effect:

Thus, the western and eastern provinces…Consequently, there was very little…Historical recount; locating events in time:At the beginning of the 6th

century,…During the 7thand 8th

centuries,…

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Arouse students’ curiosity: cover a box the size of a shoe box with attractivepaper. Store this box in your classroom. When you come across aninteresting object (map, coin, piece of stained glass or pottery, etc.) that you can somehow connect to the content of the day’s lesson, put it in the box, set the box up somewhere visible in the room and ask students: What’s in my mystery box today? Encourage students to provide specimens too.

UNIT DEVELOPMENT PAGES

The content of the unit is divided into sections and the units containbetween 4 and 10 sections. (Some sections also include sub-sections which are given separate headings.)

Each section begins with a numbered question which contains key wordsthat focus attention on the answer to follow. The answer is then developed in short paragraphs which use the key language of the unit. Highly effectiveillustrations accompany the text, and key vocabulary is highlighted in boldtype to aid comprehension.

Did you know? boxes provide additional information about the main texts,and many of the content pages feature an Activities section in whichstudents are asked to complete tasks directly related to the content of the section or do supplementary research.

Whenever introducing a new section, use some of these techniques to aid reading comprehension.

Before reading• Presentation: Read the section number and question aloud,

for example: Two. Who were the Visigoths? As this is a wh- question, encourage students to brainstorm possible answers.

• Skimming: In order to help students acquire the habit of ‘taking in’ a page at a glance, ask a general question about the section, for example: What types of society are there? (page 29)The headings, highlighted words and the photographs provide animmediate answer: Three. Ask: What are they? and elicit the answer:Rural, industrial and post-industrial.This technique will help students become familiar with the way information is structured and presented.

• Scanning: Copy an incomplete sentence or definition from the sectionon the board and ask students to complete it with the appropriate word, for example: Germanic tribes lived to the north of the RomanEmpire. The Romans called them . Or ask a questionthat they can answer by looking at the text more closely: What datemarks the beginning of the Middle Ages? This technique will help themfocus on specific information.

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• Focus on key vocabulary: draw attention to key vocabulary and tellstudents to refer to the Glossary on pages 162-166. The Glossary is a basic tool which can be completed with translations to L1.However, the Vocabulary Organizer, provided in this Teacher’s Book,allows students to work on vocabulary in more depth. They can writesimple definitions or find associations. The Vocabulary Organizer allowsfor more flexibility in the choice of key vocabulary according to the level of the student and the class.

• Focus on key language: Before going into the historical or geographicalcontent of the page, ask: Can you find any examples of the key unitlanguage here? Students refer back to the introductory page to refreshtheir memory and scan the text again to find suitable examples. They identify them, copy the functions in their notebooks and colour-code both the functions and the grammar points to improverecall, for example:

• Historical recount; ordering events: At first, the Byzantine Empire…

• Historical recount; locating events in time: At the beginning of the 6th century,…

While reading• Students then read the page individually or in pairs in order

to complete a task, for example finding a definition or answering a specific question.

• As a more general task, they can be asked to find the main idea in the text.

After reading• Students can be asked

to summarize the text orally or in writing, especially if it describes a process or transmits an opinion.

• They can also read the text again and write down key facts in note form, for example: Germanickingdoms: Franks, Visigoths,Ostrogoths, Lombards…

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The caravel

Although the caravel had existed for hundreds of years,

the caravel of the 15th and 16th centuries was faster and

more spacious than its predecessors. It had square sails for

speed and triangular sails for manoeuvre. It generally had

three masts, although it could have between two and four.

Caravels had a crew of less than thirty men. The captain

and the officials had their own cabins, but the rest of the

crew slept in one cabin, in bunks or hammocks.

Without oarsmen, there was more space in the hold for

cargo. Long voyages were possible. The ships also carried

cannons to defend themselves from pirates and enemy

ships.

Did you know?

The Barbary pirates attacked Christian and non-Islamic ships in the

Mediterranean, on the west coast of Africa and in the North Atlantic.

They operated from the Barbary Coast in North Africa from the time

of the Crusades until the 19th century.

They captured many white Christians and sold them as slaves

in Morocco and Algeria.

Activity

1. True or False? Correct the false

information.

a. Caravels were first built in the

15th century.

b. They had a small crew.

c. All the crew had their own cabins.

d. The 15th and 16th century caravels

could carry more cargo.

The hulls were painted

in bright colours.

lateen or triangular sail

Captain’s cabin

mainmast foremast

rudder

anchor

They had brightly-

coloured flags.

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ILLUSTRATIONS

The illustrations in Essential Geography and History 2 include high-quality photos, drawings, maps, charts and diagrams which are captioned to provide explanations and / or additional information. The drawings illustrate states or conditions that cannot be represented with photos, for example, feudal relations. They are labelled to provide students with essential key vocabulary.

The illustrations that appear in Essential Geography and History 2satisfy the following criteria:

• Quality: great clarity and level of detail

• Representativeness: the best-known and most frequent examples are shown

• Ease of identification: all the necessary references are provided

Using illustrationsDepending on the type, an illustration can be used to help students grasp a complex idea or set of data quickly, describe a situation or a process,predict an outcome, support an explanation or develop observation skills and attention to detail.

To take maximum advantage of illustrations, do the following activities:

• Make sure students know the meaning of terms like close-up, timeline,cross-section, graph, bar graph, pie chart and table. Ask them to usethe correct term when describing an illustration.

• Identify the type of illustration and say what it represents: This is a (photo)of (a Visigothic cross). This is a (cross-section) of the (Palatine chapel).This (pie chart) shows the socio-economic status of Spanish society.

• Focus attention on the caption and read it aloud, then help students reword the information: This drawing shows Chartres cathedral. Read the labels thatflag the different parts of the illustration and make sure students know how to pronounce all the words. Point out that this useful vocabulary should be added to their Vocabulary Organizer.

• After using this approach several times at the beginning of the course, askstudents to follow the same procedurewhen working in pairs or groups. 86

4. What was Renaissance painting like?

Renaissance painting

Renaissance painters used colour, composition and backgroundscenes, such as buildings and landscapes, to create animpression of space and depth. They discovered perspective.

Inspired by classical Antiquity, their figures had harmoniousproportions and aimed for beauty by idealising faces, bodies and movements.

Although artists still painted religious subjects, they also did mythological scenes, nudes and portraits.

The Quattrocento

Florentine painters, such as Masaccio and Piero dellaFrancesca were pioneers in their use of perspective. One of the most important painters of this period was Botticelli.His idealised figures convey a sense of movement.

Four great artists of the Cinquecento

Renaissance painting reached its zenith in the 16th century.Four outstanding Italian artists were:

• Leonardo da Vinci, who brilliantly represented nature. He was a master of sfumato, a technique which involvedblurring outlines to create a sense of depth. His masterpiecesare the Gioconda, or Mona Lisa, and The Last Supper.

• Michelangelo Buonarroti painted the frescoes in the SistineChapel in Rome, scenes full of movement and expression.

• Raphael achieved perfection in his use of colour, drawingand composition. His works include frescos for the Vaticanpalace and his madonnas or virgins.

• Titian, as a Venetian painter created highly colourful worksof art. He is famous for his portraits, and paintings ofreligious and mythological themes.

This idealised city was painted by Piero della Francesca, making full use of perspective.

The Gioconda, by Leonardo da Vinci

The Holy Family with a lamb, by Raphael

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5. What was Renaissance sculpture like?Renaissance sculpture

Sculpture also followed the models ofclassical Antiquity. Great importance wasgiven to proportions and anatomicalstudies of figures, and this was reflected in the great number of sculptures of nudes.Other types of sculpture which becamepopular were portrait sculptures, or busts,and equestrian statues. In both cases, the figures had idealised bodies and features,although the artists also tried to capture the personality of the subject.

As occurred in Antiquity, most sculptureswere made of bronze or marble. The firstRenaissance sculptor was Ghiberti. He sculpted the Gates of Paradise, for theBaptistery of the Cathedral in Florence. The artist applied the laws of perspective to these bronze panels, giving the scenes an impression of depth.

The greatest sculptor of the Quattrocentowas Donatello. He captured the Renaissanceideal of sculpture in works like David.

Michelangelo was the most importantsculptor of the Cinquecento, and wasconsidered to be the master of Renaissancesculpture.

Activities

1. Complete the sentences.

a. Renaissance sculpture was inspired by .

b. Sculptures of nudes became popularand so did and .

c. Most sculptures were made ofor .

d. Ghiberti sculpted bronze reliefs on the baptistery doors in the .

e. An impression of depth was achievedin sculpture by the use of .

2. Investigate.

Find out more about the Medici family.

The Gates of Paradise,

by Ghiberti

Did you know? During the Middle Ages, artists were considered

ordinary artisans who worked in workshops

and did not sign their creations.

In the Renaissance, artists

began to sign their works

and tried to achieve fame

and recognition.

Artists counted on the support

of art patrons.These were rich

people, such as the Medici family of Florence,

who financed works of art and protected

their creators.

Statue of David,

by Donatello

Panel of the Gates of Paradise,

by Ghiberti

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ACTIVITIES

In many sections, there are activity boxes, highlighted in beige, to help studentsanalyse, revise, extend and summarize concepts. An activites section concludeseach unit. There are different types of activities:

Global comprehension activitiesThese include questions to help students clarify concepts, compare elements bydescribing similarities and differences, draw inferences from known facts or uselogic to solve problems. These questions require a certain degree of linguisticcompetence, and students should be encouraged to consult the Key languageboxes in each unit and at the end of the book.

Activities based on illustrationsThese involve observing or producing a drawing, a diagram, a graph or a chart in order to complete the given task. Remind students that clear, uncluttered pages and neat labelling are essential, and spelling should always be double-checked. Peer correction is a useful technique here, as mistakes often go undetected by those who make them.

Activities based on researchThese aim to help develop research skills and skill in collecting, selecting andpresenting information gathered from different sources such as encyclopedias,books, specialised publications and the Internet. Students can be asked to work in groups, especially to do the Web task, which is highlighted with a CD symbol.Encourage them to create multi-media presentations which they then show to the rest of the class.

Activities based on artistic expressionThese involve creating something which will help students to appreciate aparticular fact or concept. They include making a mosaic (The Early Middle Ages, Unit 1).

STUDENT’S CD

The Student’s CD provides the following resources:

• Audio tracks. These recordings can be used either in class or by thestudents at home to revise the content of the unit and, crucially, to practisethe pronunciation of key vocabulary and expressions.

• Web tasks. There is one per unit. Each task poses a question to solve, togetherwith several pre-selected links to the Internet. Web tasks are mini-researchtasks. Students are instructed to go to selected web pages to find theinformation they need. They then represent the results in the form of reports,graphs, posters, etc. Web tasks can be done individually, in pairs or in groups.

• Activity sheets. These blank diagrams help students revise key unitvocabulary. They can be printed out and completed individually or in pairs.

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Teacher’s Resource Pack

STUDENT LANGUAGE GUIDANCE

In recognition of the fact that Geography and History are being taught in English (and English through Geography and History), this section, on pages 20-26 of this Teacher’s Book, provides language models which you can use to help your students. It provides suggestions for language used in oral discussion, and gives guidance for written expression.

PROGRAMMING

This double page includes the objectives and contents as well asassessment criteria for each unit. It also lists the competences whichstudents are expected to acquire. (See pages 46-75.)

VOCABULARY ORGANIZER

The Glossary on pages 162-166 of the Student’s Book provides a quickcheck-list for students. Many of them will find this helpful to record difficult words in L1. However, the Vocabulary Organizer, on page 19, enables the students to work in much greater depth and with moreautonomy, adapting their lexical choices to their own level and thenecessities they detect as they progress through the book.

The sheet is divided into four columns. The English term is in the firstcolumn and the Spanish translation in the second. Pronunciation is writtenin the third column, while associations are given in the fourth. In this lastcolumn, students include anything which helps them remember the firstthree elements. This could be a drawing, a play on words or a diagram.Encourage them to use colour to highlight important information or wordsthey have difficulty remembering.

The Student’s Book Glossary and the Vocabulary Organizer can be used asalternative or complementary tools according to the characteristics of the class.

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REVISION, EXTENSION AND ASSESSMENT WORKSHEETS

There are four worksheets per unit:

• Worksheet 1: Resource page. These are blank maps or very simplediagrams which allow students to revise key concepts or language.

• Worksheet 2: Revision. Simple exercises recycle and revise the language and the contents of the unit.

• Worksheet 3: Revision and extension.

• Worksheet 4: Check your progress. A variety of activities, such as completing tables or answering questions, are used to test thestudents’ progress. Listening activities are taken from the Student’s CD(These tracks are also on the Teacher’s recording.). The answers areprovided on the Class CD.

CLASS CDs

The Class CDs include all the material on the Student’s CD, as well as photocopiable material from this Teacher’s Book. They also include:

• Answer keys to the Activity sheets.

• Audio material. There are a series of listening tasks in addition to all the recordings on the Student’s CD.

• PowerPoints. (See the following section.)

• Web tasks. (See the following section.)

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ISLAM IN THE MIDDLE AGESACTIVITY SHEET 1

RESOURCE PAGE

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THE CASTLE

ACTIVITY SHEET 5

RESOURCE PAGE

2NAME:

CLASS: DATE: Write the letter in the correct place.a. wall

b. battlementsc. towerd. barbican

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POWERPOINTS

PowerPoints on the Teacher’s CDThere are fifteen PowerPoints, one for each unit in the Student’s Book. They include maps and images which will allow you to present key pointsfrom the unit.

PowerPoint presentationsPowerPoint presentations are an excellent medium for imparting andreceiving information in the classroom. Teachers and students alike benefit from combining text, sights and sounds in interactive slideshows.

PowerPoint is a presentation software program, included as part of theMicrosoft Office package, that can be used for producing slideshows whichcan incorporate text, graphics, video and animations. If your computer ispre-loaded with Microsoft Office, you probably already have PowerPoint. Just click Start and select Programs to find it. Not all Microsoft Officepackages include PowerPoint, however. If yours doesn’t, visithttp://office.microsoft.com/es-es/powerpoint/default.aspx to find out how you can get it and how much it will cost.

It is quite easy to create PowerPoint presentations. If you have never used it before, there are many good tutorials on Internet. Here are a few:

• http://www.actden.com/pp/

• http://www.bcschools.net/staff/PowerPointHelp.htm

• http://www.internet4classrooms.com/on-line_powerpoint.htm

For students, creating PowerPoints can be highly stimulating and good fun.The research, ideas and analytical skills that go into the task are at least as important as the final result. Students must learn that they have to usePowerPoint as a means to an end (presenting their work) rather than an end in itself (creating a presentation). Knowledge and skills are acquiredby completing the task.

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WEBQUESTS

What are webquests?Webquests are activities in which students must obtain most of theinformation they need from the Internet. The information is pre-selected so that the student does not get lost in the huge amount of informationavailable, much of which is not reliable. The student’s main task is to analyse and synthesize the information. Webquests combine individual and group work, so the students work together and learn throughcooperation. They provide:

• Motivation. Most students enjoy working with computers and find it motivating. The webquests also pose problems which inspire curiosity and a desire to find answers.

• Skills development. Webquests encourage students to find, select,synthesize and analyse information. Students also learn to develop theirown criteria and draw their own conclusions.

• Personalisation. Webquests allow students to work in a morepersonalised way.

OrganisationThe Webquests have five parts:

1. Introduction. This gives the student basic information about theproposed activity. It also creates interest and curiosity about the subject.

2. The task. This section explains what the student is expected to do.Tasks can vary: creation of a webpage, a report or a brochure; an oral presentation, a dramatisation, a role-play, etc.

3. The process. This stage describes the steps the student should followin order to carry out the task successfully. All the links needed to obtain the necessary information are provided and are clearlyconnected to the questions asked.

4. Evaluation. This comes at the end of the process when the task has been completed. A table of assessment is supplied which canassess content, final outcome, and personal involvement of thestudent in carrying out the task. This type of assessment has itsadvantages: the students know what is expected of them at everystage. This helps them to focus on their task. They can also assessthemselves and thus become aware of their own learning process.

5. The conclusion. The final stage of the task gives students theopportunity to reflect on their work and what they have learned. It also provides an opportunity to correct possible errors and improve the Webquest.

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EXPLOITING THE WEBQUESTS

Before starting• Give a short introduction. Explain the different sections and talk about

the general organisation of the Webquest: the topic, group formationand the role of each member, the time they have to do the task and the final outcome. It is important for all students to understand the objective of the Webquest. If necessary, they can write down thepurpose of the task so they can refer to it.

• Focus the students’ attention on the task and awaken their interest in the subject. For example, you could read an extract from a relevantbook or show a scene from a film.

Collecting information• Explain to the students that they have a variety of sources at their

disposal and they have to select those which are relevant. They should analyse the information and decide if it is useful. A useful technique is to underline important information and then make an outline. Advise them to print out only useful information.

• Suggest to students that, as they collect information, they organise it by creating a rough draft.

• Explain that they may need to collect pictures or recorded material to finish their task.

• Finally, explain the importance of communicating their findings and ideas to the other members of the group.

Processing information• Remind students that they should synthesize the information

obtained, keeping in mind how they are going to communicate it later.

• Explain the importance of editing the information: they should write carefully and make any necessary corrections.

Communicating the information• Tell students that they should express their main ideas clearly.

• Explain that they should keep in mind their audience and the format they are supposed to use.

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Values and key competences

VALUES

Transversal themes make a significant contribution to the acquisition of moral and social values. They help students to build up their own system of values, develop their critical abilities and take the initiative in changing and improving their world.

The study of Geography and History is an appropriate context in which to help students reflect on issues related to the environment and to society. In Essential Geography and History 2, the topics presented for discussioninclude medieval society, the importance of the Road to Santiago,representative examples of Romanesque, Gothic and Baroque art, life inPre-Columbian America: the Mayas, the Incas and the Aztecs, in addition to current issues such as population distribution and density, fertility andmortality rates and the differences between developing and developedcountries.

KEY COMPETENCES

Competence is the capacity to use one’s acquired knowledge, abilities and personal attitudes in different contexts and situations. Going beyondknowing and knowing how to, it also includes knowing how to be.

Key competences have the following characteristics:

• They focus on the development of abilities rather than the narrowassimilation of knowledge: individuals become ‘competent’ when theylearn how to solve problems effectively.

• They are dynamic because they develop progressively and can be acquired in different learning situations.

• They are interdisciplinary and transversal because they integrateknowledge that originates in different academic disciplines.

• While their aim is to guarantee an education that will respond to the real necessities of our time (quality), all students are expected to accept and develop them (equity).

• Once acquired, they become part of a lifelong learning experience.

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Key competences in the ESO curriculum • Key competences integrate formal and informal learning experiences.

• They allow students to use their skills in widely differing contexts.

• They help clarify objectives, content and assessment criteria in all fields.

• Each area can contribute to the development of key competenceswhich are then applied in other areas or subjects.

The key competencesThe following key competences are considered essential and should be developed in all the subjects of the curriculum:

Competence in linguisticcommunication

The use of language as a tool for oral and writtencommunication.

Mathematical competence The ability to use numbers, perform basic operations,and understand the symbols and forms ofmathematical reasoning.

Knowledge and interactionwith the physical world

The ability to interact with the physical world, and applya scientific approach to explain its phenomena.

Processing information and digital competence

The ability to find, obtain, process and transmitinformation using traditional and modern technologies.

Social competence and citizenship

The ability to understand the social reality in which we live and the desire to contribute to its improvement.

Cultural and artisticcompetence

The appreciation of cultural and artistic manifestationsthrough the ages and in different cultures.

Competence in ‘learning to learn’

The ability to plan courses of action and set oneselfgoals in order to develop efficiency and autonomyduring a lifelong learning process.

Autonomy and personalinitiative

The ability to imagine, develop and evaluate individualor collective projects creatively, self-confidently andcritically.

The contribution of Essential Geography and History

• Linguistic communication. This key competence figures prominentlyon every page of Essential Geography and History 2. It includes the use of formal terminology and the ability to use it with precision in both oraland written work.

• Mathematical competence. Mathematical competence enablesstudents to elaborate mathematical models and solve problems (such as calculating population density in Unit 12).

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• Knowledge and interaction with the physical world. Knowledge of the physical world figures prominently in several units, such as Unit 12 (World population), Unit 13 (Society and diversity), or Unit 14(Rural and urban habitats). Students are directed towards strategieswhich help them to learn how to define and solve problems, designsmall inquiries, work out solutions, analyse results and communicatethem. Knowledge of one’s own body and caring for one’s health are alsocrucial in the acquisition of this competence, as are the interrelations ofpeople and their environment.

• Digital competence: using new technologies.The ability to select and use information found in digital media involves using textprocessing (copying, pasting, inserting images…) and surfing theInternet. In Essential Geography and History 2, Internet-based activitiesfeature in the Webquests, the web tasks and numerous Investigateactivities. This competence also allows students to become familiar withthe different codes and formats of scientific language (numerical andgeometrical models, graphic representations, statistics, etc.)

• Social competence and citizenship. This competence helps developgroup cooperation, solidarity and satisfaction at completing given tasks.A fundamental dimension of citizen culture is aimed at sensitizingcitizens to the grave dangers faced by our environment while allowingthem to form opinions based on solid data. Citizenship also involvestolerance and sensitivity to different cultures. There are many examplesof this competence in Essential Geography and History 2. For example,students learn about the impact of the growth of the world population(page 117), or investigate the impact of social revolutions (page 131).

• Cultural and artistic competence. This area deals with the ability to produce accurate and elegant models to represent scientific facts and results. It also highlights the development of humanity’scultural and artistic patrimony. This competence is especially present in Units 4, 9 and 11.

• Learning to learn. The acquisition of this competence is based on the instrumental character of a great deal of technicalknowledge. Operating with theoretical models helps students developimagination, powers of analysis and observation skills, creativity and a critical attitude. All of which fosters autonomous learning.

• Personal initiative. The study of Geography and History requiresautonomy and initiative. Students permanently need to elect theirresources, plan their methodology, solve problems, manage theirresources and revise their results.

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VOCABULARY ORGANIZER

English My language Pronunciation Association

UNIT

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Page 11

Activity 2:

Investigate.

a. What were the differences between the GreekOrthodox Church and the Catholic Church?

Language for comparing:

There are several differences between the GreekOrthodox Church and the Catholic Church, for example,the language…Also, the icons…In addition, the walls and ceilings of Greek Orthodoxchurches were often covered with…

c. Why do we say that religion affected life in theByzantine Empire?

Language for describing and explaining:

The Emperor was active in…The Church was an important… Byzantine art showed…Byzantine culture…

Pages 16 – 17

Activity 3b:

Describe the mosaic on the left: what it represents,how people dressed, and any interesting objects.

Language for describing:

This mosaic is very (beautiful / elegant / shiny).It shows…Jesus is wearing…The disciples are wearing…Some of them are sitting on…

Page 19

Activity 2:

Investigate. Find out more about the Vikings.

Language for recounts:

Most people lived…Their houses…Both men and women wore…

The Vikings worshipped…Thor was…

Viking stone crosses…

Viking ships were…The Vikings traded…They discovered and settled…

Page 20

Activity 1:

Describe the illustration.

Language for describing:This illustration shows a…The barons are…The king is…

Page 21

Activity 2:

Investigate. Find out about the life of a knight.

Language for describing:A man became a knight by… The Code of Chivalry was…Knights wore iron armour and used…

Activity 3:

Think and discuss.

a. Who are the people in the illustration?

Language for oral discussion:

I think the people in this illustration are…

b. What do you know about King Arthur and hislegend?

Language for historical recounts:King Arthur was a (famous warrior). He defended Britain against…There is a famous legend about King Arthur.According to this legend, King Arthur lived in…He knew a wizard named…He founded the knights of the…

Page 24

Activity 2:

Think. Who had a better life, noblemen or noblewomen? Why?

Language for explaining:

I think noblemen had a better life because…They could…They were…

I think noblewomen had a better life because…They could…They were…

UNIT 2: FEUDAL SOCIETY

UNIT 1: THE EARLY MIDDLE AGES

Student language guidance

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21� ESSENTIAL GEOGRAPHY AND HISTORY 2 � PHOTOCOPIABLE MATERIAL © 2008 Richmond Publishing / Santillana Educación, S.L. �

Page 24

Activity 3:

Investigate. Find out more about medievaltournaments.

Language for historical recounts:

There were…

In England…

In France…

However, in all countries knights had to be…

Page 25

Activity 3:

Investigate and imagine. Imagine you are a medieval monk.


I live in (a monastery).

We are always very (busy).

There are a lot of rules to follow.

We have a daily timetable.

We get up very early, at…

We spend most of our time…

Page 31

Activity 2:

Investigate.

a. Why were mouldboard ploughs more efficient?

Language for explaining:

Mouldboard ploughs were more efficient because…

This was an important improvement.

The cutting blade…

The strip of soil was lifted and…

The farmers needed less…

Page 33

Activity 1:

Imagine. You are a young peasant who wants to migrate to a city.

Language for convincing:

My life here is…

I want to go to live in the city. There I could…

Then, I could help…

Then we could all…

Pages 36 – 37

Activity 1:

Analyse an aerial photograph of a medieval city.


The cathedral was the most important… Priests celebrated…The walls were used to…People gathered in the main square to…

What are the streets like in the old part of the city? What are the most important buildings?


The streets are very narrow and…The most important buildings are the cathedral and…

How has the old part of the city changed?


You cannot see the changes in the old part of Ávila verywell in the photograph, but today there are…

Activity 4:

Find out how bread was made in medieval times.

Language for describing a process:

First, the wheat was harvested. Then, they ground…They mixed the flour with…Next, they kneaded the bread and let it…Finally, they put the bread in…

Activity 5:

Answer the questions.

d. How do people learn trades today?


Today, there are several ways to learn a trade.One option is to study…Another is to learn a trade as you…This is called an… It means on the job training.Some people also learn a trade at night while…

Page 39

Activity 2:

Look at the map and compare the three routesfollowed by the Crusaders.

Language for comparing and historical argumentation:The (First) Crusade is the (shortest).

It is also the least (complicated).It began in (Metz) and ended in…

UNIT 4: ROMANESQUE AND GOTHIC

UNIT 3: MEDIEVAL CITIES

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Activity 3:

Investigate.


(Philip II / Philip Augustus) was a (French king).He was an important leader of (medieval Europe).He participated in the (Third Crusade) to the Holy Land(1189-1192).However, he left most of his army with…He returned to…

Page 42

Activity 2:

Investigate. Who went to university?


The students at medieval universities were…They went for several reasons. The Church needed…Students studied a variety of subjects such astheology,…

Page 43

Activity 1:

Investigate. What new topic or theme was introducedin Gothic paintings?


There were some important innovations in Gothicpainting.Not all paintings had…Some painters perfected the technique of…Many painted portraits.The Flemish school in particular showed great…Realism…

Page 45

Activity 2:

Think and investigate. Most Romanesque art wasanonymous. Do you think this changed in the GothicPeriod?


Gothic art was both…At the beginning of the period,…Later, the artist’s style and imagination…

Page 47

Activity 6:

Investigate. Find the names of other famous Gothicpainters.

Language for recounts:

(Giotto) is a famous Gothic painter from (Florence).

He lived during the (14th) century.You can see his paintings in (museums).You can see his (frescoes) in (Italy).

Page 50

Activity 1:

Interpret the map.


In the 12th century, the Iberian Peninsula was…During the next two hundred years, the Christianterritory…By the 14th century, the Muslim territory…

Page 57

Activity 2:

Think. Why did the Christians live in mountainousregions?

Language for expressing ability:

Christians lived in mountainous regions because…They could…They were able to…

Page 59

Activity 2:

Think. Who illustrated the Beatus of Liébana?


The Beatus of Liébana was illustrated by…It is (very colourful).The gestures and movement are…The perspective is…

Page 60

Activity 1:

Investigate. Find out more about the military orders.

Language for describing in the past:

The military order of (Calatrava) was one of the mostimportant.It was founded in…The order had land and castles in…The knights of this order lived…They vowed to…They also had many obligations such as…

UNIT 6: THE CHRISTIAN KINGDOMS

UNIT 5: AL-ANDALUS

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Page 61

Activity 2:

Investigate. Why is Toledo called The City of the Three Cultures?

Language for describing:Toledo is called The City of the Three Culturesbecause…In Toledo, there are various monuments built inmedieval times which we can see today, for example,…

Page 62

Activity 2:

Investigate. Find out about the plague which affectedCastile in 1348.

Language for historical recounts:The plague of 1348 is also known as…It started in…It was spread by…Probably about … people died in Europe.As a result, Europe’s social structure…King … died of the plague.

Pages 64 – 65

Activity 1:

Project. b. Investigate. The Road to Santiago.

Language for describing and recounting:• The Road to Santiago is also called the Way of St.

James. Apparently, the first pilgrims walked thisroad in the (8th) century. Large numbers ofpilgrims began to visit Santiago in the (10th)century. Pilgrimages became highly organized…

• There were at least two important routes thatpilgrims used. One… The other…

• The pilgrims wore a hat, a hallowed squash tocarry water or wine, and…

Project. c. Imagine you were a medieval pilgrim.

Language for describing and recounting:Today was especially interesting because…We went through…There were…It was cold and…My feet are…My clothes…

Activity 4:

Investigate. Find out about later books and films.

Language for describing and reporting facts:

(Robin Hood) is a legendary figure.

The origins of this legend are…The first reference appears…It is (difficult / impossible) to know…The historical Robin Hood…There is (very little / unreliable) evidence to prove…Perhaps Robin Hood’s true identity…

Page 68

Activity 2:

Investigate. Find out more about Bartolomeu Diasand Vasco de Gama.

Language for historical recounts:(Bartolomeu Dias) was a (Portuguese nobleman).He sailed…He returned to Lisbon after…He was married and…He died…

Page 71

Activity 1:

Look at the map and answer the question.


Diogo Cao’s route began in … and went… BartoloméDías’ route began in … and then he went…Vasco de Gama began in … and went…

Page 72

Activity 2:

Think.

Language for defining:

‘Colonialism’ means…

Language for expressing advantages / disadvantages:

One of the advantages of the new empires was theintroduction of new animals, for example,…One of the disadvantages for the new empires was…

Page 73

Activity 2:

Project: Pre-Columbian America.


• The (Mayas) lived in what is today (southernMexico and northern Central America).

• Their society was (hierarchical). There were(many small kingdoms).

• The main economic activity was (agriculture).

UNIT 7: THE AGE OF DISCOVERY

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• They ate (corn, beans, rabbit) and…• These three civilizations were similar because…

However, they were also different because…

Page 75

Activity 2:

Think. Why was the plague called the Black Death?

Language for explaining:The plague was called the Black Death because (it wasso terrible and people lost hope).

Page 79

Activity 1:

Investigate. What did the Inquisition punish peoplefor?

Language for historical recounts:The Inquisition punished people for (heresy / notfollowing the teachings of the Catholic Church), for…They punished people by (detaining / humiliating /torturing) them and by making them…

Page 83

Activity 3:

Investigate. Find out more about these people.

Language for historical recounts:(Thomas More) was born in…He died in…He was (an English statesman).He was also a (humanist scholar) who…In … Thomas More became a…He worked…He was a friend of (Erasmus of Rotterdam).Both of them wanted to…

Page 87

Activity 2:

Investigate. Find out more about the Medici family.

Language for historical recounts:The Medici family lived in…They were a very powerful family especially during the… centuries.They dominated… and allowed humanism to…The Medici family and other Italian families were veryimportant for the…

Page 89

Activity 2:

Think and investigate. How do you think El Greco gothis name?

Language for speculating:

I think El Greco got his name because…

I was right / wrong. El Greco was born in…

Page 100

Activity 1:

Investigate. Find out about the Spanish conquest of America.


Spain was a pioneer in…

During the first years, the only secure Spanishsettlement was…

The islands in the Caribbean became the launch padfor…

The Spanish conquistadors were very…

In 1518, there was an important meeting…

The Spaniards were very surprised when…

The golden objects were sent…

Hernando Cortes began an expedition to…

Page 109

Activity 2:

Investigate. Choose a 17th century scientist.


(Newton) was an important 17th century scientist.

He was born in… and he died in…

He is most famous for…

He was extremely knowledgeable and he was active inmany fields, such as,…

He wrote …, which is his most famous work.

It is considered…

Among (Newton’s) many contributions to science are(his description of the laws of gravitation, the inventionof the reflecting telescope,…)

UNIT 11: BAROQUE

UNIT 10: THE SPANISH EMPIRE

UNIT 9: RENAISSANCE AND REFORMATION

UNIT 8: POLITICAL AND ECONOMIC CHANGE


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Page 115

Activity 2b:

Look at the photograph and write a brief description of it.

Language for writing descriptions:

In this photograph we can see…

We are looking at it from…

There is / are … in the foreground.

There is / are … in the background.

On the left…

On the right…

In the centre…

The design is clearly…

On the day this photograph was taken, there were notmany people in St. Peter’s Square, however…

Page 121

Activity 2:

Investigate. Birth rates.

a. Language for making predictions and analysingchange:

If the birth rate is high in a poor country, there may bemany problems.

For example, there may not be enough…

The children may not be able to …

There may be no access to…

b. Language for making predictions and analysingchange:

If the birth rate is low in a poor country, there may beproblems too.

However, there will be fewer problems if the birth rate islow than if it is high.

For example, there may not be enough children to…

The ageing population…

Retired people…

Page 123

Activity 3:

Investigate. Why do women live longer than men?

Language for reporting facts:

It is true that women live longer than men.

There are many reasons for this, for example, theirhormones protect them from…

Also, men (fight in wars / smoke more) and…

Page 124

Activity 1:

Investigate. The ‘one-child policy’.

a. Language for reporting facts:In 1979, China began a…This policy means that Chinese couples…However, some couples still…In urban areas, these couples may have to…

b. Language for describing consequences:As a result of this policy, China has been able to…There are…The current fertility rate is…One of the consequences is…(Another is the disproportionate number of boys.)

Page 125

Activity 2:

Investigate. Is immigration changing the populationstructure of Spain?

Language for reporting facts:Yes, immigration is changing the population structureof Spain.There are more than…They come mainly from…In my region,…

Page 131

Activity 2:

Investigate. Ask your parents about their lives 15years ago.

Language for reporting:Fifteen years ago, my mother…My father…I think my life is different / similar to theirs.I can…I cannot…I think / do not think we are living through a socialrevolution.

Page 133

Activity 1:

Think. Do you think men and women live better now?

Language for expressing an opinion:I think / do not think men and women live better nowthan they did in the 1970s.

UNIT 13: SOCIETY AND DIVERSITY

UNIT 12: WORLD POPULATION


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26

In the 1970s,…Today,…Therefore,…

Page 135

Activity 3c:

Investigate. Find out about the gypsy community.

Language for reporting facts:

There are large gypsy communities in many Europeancountries, for example, in (Hungary).Today, there are probably about (200,000) gypsiesliving in (Hungary).They tend to have large families, so… These gypsies also came from…They speak…There is some prejudice against gypsies, as can beseen in (the schools they go to).

Page 137

Activity 2:

Think. Rural areas.

a. Language for explanation:

Industries have moved to rural areas because (land ischeaper there / they can comply with environmentalprotection laws there / transportation is easier there).Business parks and shopping centres have been builtthere (land is cheaper there / transportation is easierthere / more people are moving to these areas).b. Language for explanation:

Many people work in the city but live in the countrybecause (housing is less expensive there / they can buylarger homes there / their children will have more spaceto play there).c. Language for expressing facts:

There are advantages to living in the country. Forexample, housing is cheaper and…There are disadvantages to living in the country. Forexample, cultural centres are usually in cities and…

Page 141

Activity 3:

Think.

a. Language for making predictions:

If all the world population migrated to cities, (life wouldbe very difficult). We would not have enough (services) and…There would not be enough (food) and…

b. Language for describing:

Decisions made in New York can affect people’s lives inother countries.If prices on the stock market (rise / fall), then…If prices for commodities (rise / fall),…If important companies decide to invest in / promote…

Page 143

Activity 2:

Think. Solutions to the problems in the cities.

Language for making suggestions:

There must be solutions to the problems of cities.But (they are not obvious).For example, old neighbourhoods (have to berenovated).Housing…Public transportation…Schools…Hospitals…Jobs…

Page 151

Activity 1b:

Investigate. Different kinds of rural homes.


Rural homes in (Andalucía) are usually (white). The roof is (flat) and made of (tiles).The windows are (large).There is a (porch) in front.(There are flowers in the garden, especially geraniums.)

Page 153

Activity 1:

Analyse your town.


My town is located (near a big city). This location has many advantages, for example, (thereare many job opportunities) and…My house is (on the outskirts).It too has many advantages, such as,(a garden), and…Our street is (very quiet). However, there are some disadvantages too.I cannot walk (to the centre of my town) and myfriends…

UNIT 15: EUROPEAN CITIES

UNIT 14: RURAL AND URBAN HABITATS


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Track 1Student’s Book text, page 7.

Track 2

Unit 1, page 7

Read page 7. Listen and answer the followingquestions.

• Who lived to the north of the Roman Empire?

• Who did the Emperor Theodosius divide theempire between?

• Where did the Franks live?

• Where did the Visigoths live?

• Where did the Angles and the Saxons live?

• What language did some Germanic peoplesadopt?

• What religion did some Germanic peoples adopt?

Track 3

Unit 1, page 11

Read page 11. Listen and choose the correctalternative for each answer.

• What language replaced Latin as the officiallanguage? Greek or German?

• When was the East-West Schism? 1054 or 1074?

• What are icons? Holy people or holy images?

• Who tried to prohibit icons? The emperors or themonks?

• What covered the walls and ceilings of churchesand palaces? Paintings or mosaics?

Track 4

Unit 2, page 20

Read page 20. Say if the following sentences are trueor false.

• Europe was divided into numerous kingdoms.

• The kings were very weak.

• The nobles had to work for the peasants.

• Great nobles had complete control over theirlands.

• The kings’ power was unlimited.

• The barons became the king’s vassals.

• The kings received a fief or manor.

• There were many wars in this period.

Track 5

Student’s Book text, page 23.

Track 6

Unit 2, Page 23

Read page 23. Then answer the following questions.

• How many estates were there?

• Whose duty was it to defend the population?

• Who prayed for the spiritual salvation of thepeople?

• Were all the workers peasants?

• What did the workers produce and sell?

• Which people were not born into an estate?

• Which estates did not have to pay taxes?

• Which people did not have to do manual work?

Track 7Student’s Book text, page 32.

Track 8

Unit 3, page 33

Read page 33. Complete the following sentences.

• In the 12th century, cities began to…

• New cities appeared, often at a crossroads or ona trade…

• Medieval cities were…

• Many peasants had to migrate to cities to find…

• Many merchants went to live in the city becausein the cities there were…

• City life was better for the peasants because theywere…

• Each city had its own government, which wasdirected by a…

• Most of the population were…

• The people who lived in the ghettoes were the…

• On the Iberian Peninsula there were…

Track 9

Unit 3, page 34

Listen to the following words.

• master craftsmen

• workshops

• apprentices

• guilds

• journeymen



UNIT 1: THE EARLY MIDDLE AGES

Recording transcripts

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Now say which word is being defined.• The place where craftsmen worked.• All artisans in the same profession belonged to

these.• The people who owned the workshops.• Skilled craftsmen who received wages.• These young men worked for their master without

payment.

Track 10


Track 11

Unit 4, page 41

Read page 41. Choose the correct answer from thetwo alternatives.

• How many people could read and write? Many or not many?

• What function did art have? Educational,religious, or both?

• How were human figures represented?Realistically or unrealistically?

• What kind of colours were used? Pale or bright?• Where were there wooden carvings? On the

facades or the altars?• Where were the most important paintings?

Outside or inside the churches?• What parts of the figures were emphasised?

Eyes and hands or heads and feet?• Where were the lives of saints and martyrs

shown? On altars or in miniatures?

Track 12

Unit 4, page 42

Read page 42. Say if the following sentences are trueor false.

• The changes in urban life affected art andculture.

• The clergy built palaces.• New religious orders were started by merchants

and noblemen.• The Franciscans and the Dominicans were the

most important orders.• Urban schools and universities were built.• Cathedral schools were religious.• Municipal schools were for the urban

bourgeoisie.• University teachers and students wanted to be

controlled by the Church.

Track 13

Unit 5, page 51

Read page 51. Complete the sentences.• Al-Andalus had a prosperous…• Most of the population worked in…• In order to bring water to dry land, they

developed techniques of…• As a result of this water system, there was an

increase in…• They introduced new crops such as cotton, and

a dye for use in the textile industry called…• In the cities, there was high quality…• The Muslims made magnificent wooden…• The merchants in Al-Andalus bought gold and…

Track 14


Track 15

Unit 5, page 53

Read page 53. Then answer the following questions.• What were closed at night?• What was the medina?• Where was the religious life of the city centred?• What were the arrabales? • What was located in the highest part of the city?• Where was the social and economic life situated?• What did the merchants keep in the alhóndigas?

Track 16


Track 17

Unit 6, page 57

Read page 57. Answer the questions.• Which part of the Iberian Peninsula was not

conquered by the Muslims?• Who took refuge in these areas?• How long did Al-Andalus and the Christian

kingdoms coexist for?• Was this coexistence always peaceful?• Which Visigothic king fought the Muslims

at the Battle of Covadonga?• Where was the court established?• When was the capital of the kingdom moved

to León?


UNIT 5: AL-ANDALUS


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Track 18

Unit 6, page 62

Read page 62. Say what is being described.• The battle where the Muslims were defeated in

1212.• This country became independent in 1230.• The function of this institution was to approve or

reject new taxes.• An animal with high quality wool.• The sheep breeders’ assemblies.• A town with an important trade fair.

Track 19


Track 20

Unit 7, Page 67

Read page 67. Answer the following questions.• Which explorer allowed Europeans to know about

India, China and Japan?• Why did the Europeans need to go on maritime

expeditions?• What were the new maps called?• What navigational instruments were developed?• What kinds of ships could travel long distances?

Track 21

Unit 7, page 70

Read page 70. Say if the sentences are true or false.• Christopher Columbus was from Spain.• The Catholic Monarchs financed his expedition.• The expedition left the port of Cádiz. • There were three ships on the expedition.• The journey was short and Columbus had no

problems with his men.• They arrived on the 12th of October 1492.• Columbus thought he was in Japan.• Columbus never went back to America after his

first visit.• The name America comes from the name of the

Italian sailor Amerigo Vespucci.• Columbus died in America in 1504.

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Track 23

Unit 8, page 77

Read page 77. What or who are the definitionsdescribing?

• The system of centralised administration createdby the monarchs.

• This was made up of troops who were paid bythe monarch and followed his orders.

• This was created to maintain relations with othercountries.

• The king’s residence.

• The four great kingdoms.

• These two people unified all the Iberiankingdoms, except Portugal.

• This man unified Russia.

Track 24

Unit 8, page 79

Read page 79. Complete the sentences.

• Ferdinand and Isabella created a judicial policeforce called…

• They also reorganised and strengthened thehighest judicial body, called the…

• The chief magistrates were called…

• They took privileges away from the…

• Their army became one of the best in…

• In 1492, they conquered the last Muslim territoryin Iberia, the Kingdom of…

• In order to prosecute heretics, they founded theTribunal of the…

• Muslims who converted to Christianity werecalled…

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Track 26

Unit 9, page 83

Are the sentences true or false?

• Humanism developed in the 15th and early 16th

century.

• Humanists were concerned with God.

• They needed translations to study the texts fromAntiquity.

• Humanists were curious about everything.

• They liked to specialise in one field.




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Unit 9, page 86

Read page 86. Name the artist.

• He was one of the pioneers in the use ofperspective.

• His idealised figures convey a sense ofmovement.

• He was a master of sfumato and painter of theGioconda or Mona Lisa.

• He painted the frescos in the Sistine Chapel.

• He was famous for his frescos for the Vaticanpalace and his madonnas or virgins.

• He was from Venice and was famous for portraitsand religious or mythological themes.

Track 28

Unit 10, page 98

Read page 98. Choose the correct alternative.

• Who was Charles V’s son, Philip I or Philip II?

• Was his empire powerful or not very powerful?

• Was Phillip II the son of a Portuguese or an Italianprincess?

• Did the king rule his territories from Lisbon orMadrid?

• What was one of his objectives, religious freedomor to defend Catholicism?

Track 29


Track 30

Unit 10, page 104


• In the 17th century, the population in Spain…

• People died because of bad…

• Half a million people were killed in 1599 bythe…

• Another cause of death in the population was thefrequent…

• Many people emigrated to…

• The Spanish economy went into…

• The products imported from northern Europewere…

• Much of the population did no productive…

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Track 32

Unit 11, page 109

Read page 109. Are the sentences true or false?• The Baroque period started in the 17th century

and lasted for most of the 18th century.• It was influenced by religious unity in Europe.• In Catholic countries, economic success was

highly valued.• Baroque art was inspired by classical forms.• Baroque artists wanted to idealise reality.• Great literature was written.• Bach was a Baroque composer.• Empiricism was a way of looking for truth

through observation and experiment.

Track 33

Unit 11, page 111

Read page 111. Which painter is being described?• Who was the most outstanding Italian baroque

painter?• Who was the most outstanding painter in the

Dutch school?• Who specialised in interiors of bourgeois homes?• Who was the most outstanding painter in the

Flemish school?• Who was renowned for his elegant portraits and use

of colour?

Track 34


Track 35

Unit 12, page 118

Choose the correct alternative in each question.• Do sparsely populated areas have a large or a

small population?• Does 90% of the population live in the northern

or southern hemisphere?• How do we describe the area between 20º and

50º latitude north, a cold or a temperate zone?• Is the most populated continent Asia or Africa?• How much of the world’s population lives in

China and India, 90 % or 40%?


UNIT 11: BAROQUE


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Track 36

Unit 12, page 122

Read page 122. What is being described?

• This measures the number of deaths in apopulation.

• This refers to the number of children who diebefore they are one year old.

• The number of years someone is expected tolive.

• A country where people rarely live to be morethan 40.

• The parts of the world where people live to bemore than 80.

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Track 38

Unit 13, page 133

Read page 133. Which period does the sentence refer to?

• Spanish women had their first child at 25.

• People can get divorced.

• One tenth of women were illiterate.

• On average women get married at 28.

• Six percent of members of Parliament werewomen.

• Three million Spaniards live alone.

• Most couples only have one child.

• Bikinis were considered indecent.

Track 39

Unit 13, page 134

Read page 134. Answer the questions.

• What three adjectives describe western societytoday? When has there been a change in thetraditional roles of the sexes? What has beenaffected by women going out to work? How manyimmigrants arrived in the European Unionbetween 2001 and 2004? How do we describe asociety which is made up of many differentnationalities?

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Unit 14, page 139

Read page 139. Correct the mistake in each sentence.

• Residential areas occupy the least space in acity. Poor people live in the city centre or inexpensive housing developments on theoutskirts. Rich people live in less attractivedistricts. The larger the city, the fewer services itoffers. London has the smallest stock exchangein Europe. Rotterdam’s main function isfinancial. Jerusalem and Mecca are tradedestinations. Today most industries are locatedinside the cities.

Track 42

Unit 14, page 140


• In developed countries, 75% of the populationlive in… Cities with more than 10 millioninhabitants are called… There will be 26megacities by the year… The largest city in theworld is… Metropolitan area refers to a large cityor… Amsterdam, Rotterdam and The Hague are an example of a…

Track 43

Unit 15, page 149

Read page 149. What do the definitions refer to?

• In Ancient Greece this was the public marketplace. These buildings were located on theAcropolis in Ancient Greece. This city was thecapital of the empire in ancient times. This wasthe square in a Roman city where there were themost important buildings. This happened in 476.This surrounded Medieval cities.

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Track 45

Unit 15, page 151

Are the sentences true or false?• Today half the population is rural.• Many people moved to the cities in the 1990s.• Some villages have become popular again.• Old houses are being destroyed.• New houses are being built.• Some places have become dormitory towns

for nearby cities.• Tourism has brought new life to some towns.


UNIT 14: RURAL AND URBAN HABITATS

UNIT 13: SOCIETY AND DIVERSITY

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Student’s Book answer key

Page 3

A: 3. B: 12. C: 1: D: 4. E: 8. F: 11. G: 14. H. 6. I: 9. J: 7. K: 10. L: 15. M: 13. N: 2. O: 5.

Pages 4 and 5

Model answers:• THE EARLY MIDDLE AGES: Istanbul; the Eastern Roman

Empire; Germanic tribes; the part of the Iberian Peninsulaunder Muslim control; yes; the nobles; the serfs

• MEDIEVAL ART: Romanesque: San Martín de Frómista,Santa María Magdalena in Zamora; Gothic: Cathedral ofBurgos, Cathedral of Toledo; cathedrals were religious andcultural centres

• DISCOVERIES: India and China; He sailed to the NewWorld several times in the late 15th century. He discoveredAmerica.; Magellan; They were Spanish conquistadors inLatin America.

• POLITICAL HISTORY: Kingdom of León, Kingdom ofAsturias; They were the rulers of Spain in the late 15th

century. They were very powerful. The had a great empire.;He married many times. Some of his wives were executed.

• RENAISSANCE AND BAROQUE CULTURE: JohannesGutenberg: He invented the printing press.; NicolausCopernicus: He said that the Sun was the centre of theuniverse.; Leonardo Da Vinci: He made important scientificdiscoveries and is also a famous painter and sculptor.; ElGreco: He is a famous painter.; Cervantes: He wrote ElQuijote.; Newton: He discovered gravity.; Vivaldi: Hecomposed beautiful music.; They have a lot of decorationand ornaments. Examples: St. Peter’s Basilica in Rome, theConvent of San Antón in Madrid

• WORLD POPULATION: China and India; The birth rate hasdropped because more women are working, people arepractising birth control and housing is very expensive.

• RURAL AND URBAN HABITATS: Open answers.

• EUROPEAN CITIES: in cities because there are moreservices and more employment opportunities; Madrid,Barcelona; Madrid is in the centre of the country. It is thepolitical centre of Spain also. Barcelona is on the coast. It isclose to France. Many people speak Catalan.

STUDY UNIT 1 The first page:• The Early Middle Ages

• Observe and think

• Four: Observe and think: questions about the photographs,Content objectives: what we are going to learn in this unit,Key language: some examples of the language which is inthis unit

• The Roman Empire, the Germanic kingdoms, theByzantine Empire, Islam and the Koran

The rest of the unit:

• Seven sections.

• With a question.

• Important words. They help us focus on the most importantinformation.

• They are maps or illustrations of things (artwork andarchitecture) from the Early Middle Ages.

• They are at the bottom of some pages, on two full pagesand at the end of the unit.

• Three longer activities.

• It means that we can hear the text on the CD.

• The web task is on the Student CD.

• The CD also has Activity sheets.

Page 7

1. a. F The Germanic tribes came from the north of theRoman Empire. b. T c. F Cities declined and there wasvery little long-distance trade. d. T

2. a. It meant ‘foreigner’. Yes, it was a Latin word. Today itmeans ‘cruel, or primitive’.b. They adopted Latin as their language and Christianityas their religion because they intermingled with theRomans.

Page 8

1.

410: The Visigoths attacked Rome.416: Honorius asked the Visigoths to help expel other

Germanic peoples from the Iberian Peninsula.711: Muslims invaded the Iberian Peninsula.

Page 9

2. a. San Pedro de la Nave is a Visigothic church inCampillo, in Zamora.b. It was built before the Muslim invasion in 711.c. The church was originally located near the River Esla.d. Gothic churches were bigger than this church.e. Reliefs showing scenes from the Bible can be seen onthe columns.

3. a. I can see God’s hand.b. God is going to stop Isaac’s father from killing his son.

UNIT 1: THE MIDDLE AGES

LEARNING TO LEARN

Early 6th century Early 7th century Late 7th century

– Franks expelledVisigoths fromGaul

– Visigoths wentto IberianPeninsula

– Peak ofVisigothickingdom

– King Leovigildextended histerritory andmade new laws

– King Reccaredbecame Catholic

– Constantfightingbetween kingsand nobles

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Page 10

1. a. Byzantium → Turkey; Constantinople → Istanbulb. Model answer: Rome, Athensc. Model answer: Italy, Spain, Greece, Croatia, Bulgaria, etc.

Page 11

1. a. Justinian conquered many territories in North Africa,the Iberian Peninsula and Italy.b. After Justinian’s death, the Byzantine Empire began tolose territory.c. We say that religion affected life in the ByzantineEmpire because of the schism between the RomanCatholic Church and the Byzantine Orthodox Churchwhich caused disagreement.

2. a. and c. Investigate. See the Student guidance section inthis Teacher’s Book.b. The East-West Schism was the separation between theRoman Catholic Church and the Byzantine OrthodoxChurch.

Page 12

1. Left to right and top to bottom: mihrab, quibla, mimbar,prayer hall, ablutions fountain, minaret

Page 13

1. Model answers: a. The Muslims grew many cropsincluding oranges, sugar cane and cotton. b. The Muslimscollected rain water and used underground tunnels toirrigate their crops. c.The Muslims made many importantadvances in medicine, for example, in surgery(amputations and surgery of the eye, ear and throat), by inventing instruments for surgery and in doing studiesof circulation.

Page 15

2. a. France, Belgium, Holland, Luxembourg, Switzerland,Austria, etc. formed part of the Frankish kingdom. b. Charlemagne conquered Saxony, the area near Milan,the Duchy of Spoleto and the land near Eastern Europe.

3. a. It was the capital of Charlemagne’s empire: Aachen. b. The city was built on this river: River Rhine. c. Therewere many of these at the palace: buildings. d. Only thispart of the palace remains today: Palatine Chapel. e. Materials were taken from these to build the chapel:Roman monuments.

Pages 16 – 17

1. a. • It represents a period of time. It corresponds to the 7th and 8th centuries. • In the Middle Ages, Islam wasestablished in Spain, the North of Africa and the westernpart of Asia. • No, there was one Islamic state. • Yes,there was great distance between the eastern and westernboundaries of Islamic territory.b. • The Islamic religion is more widespread today. • Model answer: Most people in Morocco, Algeria, Egypt,Saudi Arabia and Indonesia follow the Islamic religion. • For example, Syria, Oman, Iran and Iraq were Islamic in

the Middle Ages and still are today. • Mauritania, Niger,Sudan, Somalia and Indonesia were not Islamic in theMiddle Ages but they are today. • Islam has spread intoAfrica and into Asia since the Middle Ages.

Write down the results of your analysis. Open answers.

2.

3. a. Steps to make a mosaic: 1 Cover the walls with threelayers of plaster made of lime, sand and straw. 2 Paint thedesign of the mosaic on the wet plaster. 3 press thetesserae, or tiles, one by one into the wet plaster to matchthe painted surface.b. Describe the mosaic. See the Student guidance sectionin this Teacher’s Book.c. Make a mosaic.

Page 19

1.

2. Investigate. See the Student guidance section in thisTeacher’s Book.

Page 20

1. Model answer: On the left, there is a king sitting on histhrone. On the right, there are several people kneeling.The people kneeling are probably barons paying homageto their king, promising him their allegiance.


Germankingdoms

ByzantineEmpire Islam

Whogoverned?

the king the emperor the caliph

Was it a ruralor an urbancivilization?

rural urban

What weretheir mostimportanteconomicactivities?

agriculture agriculture,craftsmanship,trade

What wastheir religion?

Christianity Orthodoxy Islam

Was itpolytheistic ormonotheistic?

monotheistic monotheistic monotheistic

What was itslevel ofculturaldevelopment?

high high

Invaders Originated from Settled in

Vikings Scandinavia British Isles, northernFrance, southern Italy

Magyars steppes of Asia Eastern Europe

Saracens Islamic Empire Mediterranean coasts ofEurope

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34

2. a. Land granted to a noble by the king or a higher noble:fief. b. A person who received land from the king or ahigher noble in return for homage and allegiance: vassal.c. A member of the lowest feudal class obliged to work fora noble: serf.

Page 21

1. a. Under feudalism, the king did not have much of this:power. b. It was formed by a group of lawyers, clergy andsoldiers: court. c. It was not very big: the king’s army. d. The king asked them to help him when his kingdomwas in danger: nobles.

2. Investigate. See the Student guidance section.

3. Think and discuss. See the Student guidance section.

Page 23

1. a. F A fief or manor was land received from the king inexchange for allegiance. b. T; c. T; d. F The lords took atoll from the merchants who crossed their land and theirbridges. e. T

2.

Page 24

1. Model answers: a. ‘Lineage’ refers to the people whodescend from a specific ancestor. b. A tournament is acontest between two groups of knights on horses. Therewere very strict rules. c. An order of knights is a group ofknights founded to defend the Catholic Church and go oncrusades.

2. Think. See the Student guidance section.


Page 25

1. Top to bottom, left to right: Pope, bishops, abbots, priests,friars, monks and nuns

2. a. The Pope had a very powerful influence on medieval lifebecause he could excommunicate a king. b. Excommunication was very serious because, if a kingwas excommunicated, his subjects did not owe him anyallegiance. c. Bishops were the leaders of the secular clergy. d. Dioceseswere large areas controlled by bishops. e. Priests worked inparishes. f. Abbots were the leaders of religious orders.

3. Investigate and imagine. See the Student guidance section.

Page 27

1. a. They could not get married without permission. serfsb. They could take personal decisions. freemen c. Theypaid a tithe to the church. freemen d. They were not paidfor their work. serfs e. They could leave the fief. freemen

2. Model answer: Serfs were subjected to their lord’s authority.Freemen worked on the lord’s land, but they could leave.

Serfs could not get married without permission. Freemencould. The lord often treated serfs badly.

3. Model answer:

Pages 28 – 29

1. In order of power: king, lord, knight, craftsman, richpeasant, poor peasanta. The privileged groups are the king, the lords and theknights.b. The peasants are at the bottom of the pyramid becausethey worked on the lord’s land and did not live well.c. I placed craftsmen between knights and peasants. Theydid not belong to the nobility, but they had a better lifethan the peasants.

2. Write about castles. Open answers.

3. a. • It was made in the 11th century. • The Bishop ofBayeux in France commissioned it. • It shows the Normanconquest of England in 1066. • The people in the tapestryare soldiers and historical figures such as King Harold andWilliam, Duke of Normandy. • In the first segment of thetapestry, we see King Harold. In the second segment, wesee soldiers preparing a banquet.

Page 31

1. a. In the year 1000, the population was 41 million. In theyear 1300, the population was 74 million. b. Foodproduction increased and there was less hunger.


Page 32

1. a. The Mediterranean route linked Spanish and Italiancities with the Byzantine Empire. b. Luxury items, such asperfumes and silks, were imported by the Europeans. c. A merchants’ association, called the Hanseatic League,dominated the Atlantic and Baltic route. d. Merchantsbought and sold goods at trade fairs.

2. Agricultural production increased. → The population grew.→ Trade increased.

3. Credit is when a person receives something or someservice and pays later. This system is used today. A bill ofexchange is a written order for a certain amount of moneyto be paid to a certain person. Today we sometimes usechecks or bank transfers.



The lords provided the vassals with

The vassals provided the lords with

military protection military aid

legal defence counsel

sustenance economic aid

Medieval peasant

Present-dayfarmer

Food They sufferedmalnutrition.

They have nutritious food.

Housing Houses were made ofmud and wood. They hadone room.

Houses are much largerand more comfortable.

Clothes They made their own. They usually buy them.

Health They died much younger. They enjoy better health.

Tools They had simple tools. They have manymachines.

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35

Page 33

1. Imagine. See the Student guidance section.

2. a. Gdansk – Poland; b. Bergen – Norway; c. Kiev – Ukraine;d. Hull – England; e. Bruges – Belgium; f. Cologne –Germany; g. Avignon – France; h. Damascus – Syria

3. Draw a pyramid of society in a medieval city. Top tobottom: merchants – craftsmen, shopkeepers, domesticservice – poor people.

Page 34

1.

Page 35

1. a. F Monarchs became stronger in the 12th century. b. T;c. T; d. F Parliaments were composed of the king, thenobles, the clergy and the city mayors.

Pages 36 – 37

1. a. Analyse an aerial photograph. Open answers. See theStudent guidance section.b. • The streets are narrow. • The most important buildingsare the cathedral and the churches. • The modernbuildings are outside the walls. • The old part of the cityhas changed very little.

2. a.

b. Improvement in agriculture → increase in foodproduction → less hunger → increase in population →migration to cities → growth of cities → increase indemand for craftsmen’s products → development of trade

3. 1. First, the wool was washed and carded. 2. Then, the woolwas made into thread using a spinning wheel. 3. Then, thethread was made into cloth, using a loom. 4. Next, the woolwas dyed a different colour. 5. The cloth was thencompressed and tensed. 6. Next, the cloth was carded, orcombed. 7. Lastly, the cloth was sheared to make it even.

4. How bread was made in medieval times. See the Studentguidance section.

5. a. Guilds were professional organizations. Guildscontrolled production and distributed raw materials. b. Amaster craftsman was the owner of a workshop. He alsoowned the tools and the raw materials. A journeyman wasa skilled craftsman who received wages. An apprenticewas a young man who wanted to learn a trade. He livedand worked with his master. He did not receive payment.c. Model answer: Some guilds exist today, but they are notthe same. d. See the Student guidance section.

Page 39

1. a. The Church was important because it had a lot ofsocial, political and economic power. It owned a lot ofland, and it organised large armies.b. The Crusades were military expeditions to take the HolyLand from the Muslims.

2. Look at the map. See the Student guidance section.


Page 40

1. The words which best describe a Romanesque church:stone, solid, dark, spiritual.

Page 41

1. a. Romanesque art had an educational purpose.b. The scenes shown were mainly religious.c. There was not much interest in realism.d. People were often painted bigger because they weremore important.e. Romanesque art was often brightly coloured.

Page 42

1. a. Between the 11th and 13th centuries, works of art werecommissioned by the church, noblemen and richmerchants.b. Noblemen and rich persons lived in palaces.c. Friars started new religious orders.d. Urban schools were built because kings needededucated administrators.e. Teachers and students formed universities to escapefrom the control of the Church.


Page 43


Page 44

1. a. This style came before the Gothic style: Romanesque.b. This was the most representative building in Gothictimes: cathedral.c. Flying buttresses supported its weight: rib vault.d. The windows in Gothic cathedrals were made of this:stained glass.



Occupation Activity

weaver making cloth

cooper making and repairing barrels

blacksmith making objects out of metal, especially iron

baker making bread

dyer dying cloth

carpenter making and repairing wooden objects

Changes inthe 12th and13th centuries

Politicalchanges

Increase in monarchies’ power

Creation of parliaments

Loss of nobles’ power

Economicchanges

Development of trade

Improvement in agriculture

New financial methods

Importance of craftsmen

Socialchanges

Growth of cities

Importance of cities

Population increase

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36

Page 45

1. a. Gothic art introduced pointed arches, rib vaults, pillars,arch buttresses, flying buttresses, stained glass windowsand rose windows. The ground plan had a polygonal eastend and the central nave was much higher and wider thanthe side aisles. b. Model answer: Romanesque churcheshad round arches and big columns and pillars. Thewindows were very small. Gothic churches had pointedarches, thinner walls and larger windows. They were highand filled with light. c. Model answer: There are roundarches and pointed arches on the main façade.


Pages 46 – 47

1. Model answer: Today cathedrals and churches are usedmainly for religious services and religious ceremonies suchas weddings, baptisms, First Communions and funeralmasses.

2. Activities which took place in medieval cathedrals: kingswere crowned and buried, baptisms, marriages andfunerals were held, townspeople often conducted businessinside a cathedral, and people could often see playsperformed on cathedral steps. Cathedrals were places ofpilgrimage.

3. a. T; b. F Ordinary citizens also contributed. c. FQuarrymen were the people who extracted stone fromquarries. d. F The original workers died before thecathedral was finished. e. T

4. Investigate and write. Open answers. There is a model inthe SB.

5. a. Model answers: • They represent scenes from theBible. • Jesus Christ and the Apostles appear in bothpaintings. • The top one (A) is symmetrical, but thebottom one (B) is not. There are more people on the leftside. • B is three-dimensional, but A is not. • I think heused real people. • It is more realistic and it showsmovement.b. Model answer: The differences between the paintings:The figures in A are rigid. The postures are not real. Thefacial expressions are similar. The eyes and the hands areemphasised. Each apostle is carrying a symbol. Thefigures in B are moving. The postures are exaggerated butnot rigid. The facial expressions are different. The eyesand hands are natural. The fabrics are important.


Page 49

1. a. The Muslim armies entered the Iberian Peninsula fromthe south. b. After that, they went north through Córdoba,Mérida, Toledo, Talavera, Guadalajara, etc. c. During theCaliphate, most of Spain was occupied by Al-Andalus.Only the north of Castilla, Galicia, Asturias, the BasqueCountry and part of Catalonia were not occupied. d. TheChristians lived in the north of the Iberian Peninsula.

Page 50

1. Interpret the map. See the Student guidance section.

2. a. He was the prime minister of Al-Andalus: hayib.b. They were ministers in Al-Andalus: visirs.c. He was the political and religious leader: caliph.d. In 1031, the caliphate was divided into these: taifas.

3. Timeline:

711 Beginning of Muslim conquest750 Ummayad family assassinated756 Abd-Al-Rahman I became emir of Córdoba912 Abd-Al-Rahman III became emir of Córdoba929 Abd-Al-Rahman III became Caliph976 Hisham II became Caliph (Al-Mansur led the

government)1031 The Caliphate was divided into taifas1085 Christians conquered Toledo1147 Almohads came to power1212 Battle of Navas de Tolosa1492 Granada was conquered by the Catholic Monarchs

Page 51

1. a. T; b. T; c. F They grew new crops, such as cotton,indigo, rice, sugarcane, aubergines and artichokes. d. FAndalusian merchants exchanged crafts for slaves andgold.

2. a. The jar and ceramic vase were used to keep liquids.The gold dinar and the silver dirhem were coins used incommercial transactions.b. Open answers.

Page 52

1. Social pyramid of Andalusian society: (top to bottom)Arabs – Berbers – Muladíes, Mozarabs, Jews

2.

3. Investigate. Open answer.

Page 53

1. Model answer: Arab equivalents of the words: fortified area(alcázar); mosque (aljama); market (souk); warehouse(alhóndiga)

2. The municipal employees and authorities lived in thealcázar or fortified area. People went to the aljama or main mosque to pray. Social and economic life was centred on the souk or market.Merchants kept their goods in alhóndigas or warehouses.

UNIT 5: AL-ANDALUS


Social Group Characteristics

Arabs They had the best land. They were incharge of government.

Berbers They were more numerous. They had fewerprivileges and sometimes rebelled.

Muladíes They were former Christians who became Muslims. They did not pay taxes.

Mozarabs They were Christians in Al-Andalus. They paid taxes.

Jews They were important in the economy. They usually lived in separate districts.

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The expansion of the Christian Kingdoms (11th to 13th centuries)

Conquered by When?

Duero peasants colonised 9th and 10th centuries

Tajo Portugal and Castile 11th and 12th centuries

Guadalquivir Castile 13th century

Ebro Aragón 11th and 12th centuries

Levante Aragón 13th century

BalearicIslands

Aragón 13th century

Government Economy Culture

Crown ofCastile

Unified state Agriculture andstockbreeding

Architecture:Romanesque,Gothic

Crown ofAragón

Catalan counties,Aragón, Valenciaand Mallorca

Agriculture andtrade

Romanesqueand Gothic

The Christian Kingdoms

8th century 9th century 10th century

Asturias-León

Kingdomfounded.Pelayo wasking.

Burgos, Zamoraand Coimbrajoined. Greatest expansionunder Alfonso III

Capital moved to León.It becameKingdom of León.

Navarre Navarre formed Jimena dynasty.Sancho III theGreat, the mostpowerfulChristian king

Aragón Aragón formed Aragon under therule of the King ofNavarre

Catalancounties

Catalan countiesformed. Wilfred the Hairyunited the counties.

Cataloniaconsolidated itsindependence.


Date Event Art Economy Society

Conquestandemirate

711 – Invasionandconquest

– Start ofAl-Andalus

– Splendid– Especially

architectureCharacteristics:– poor

materials– abundant

decoration– play of light

and shade– water– plasterwork– horseshoe

arches– flat, wooden

roofs

– Prosperous– Agriculture– Innovations:

irrigationnew crops

– Craftwork– Trade (gold

dinar andsilverdirhem)

– ArabsandBerberswere thedominantgroups

– Theotherswereorganizedaccordingtoreligiouscriteria:Muladíes,Mozarabsand Jews

756 – Abd-Al-RahmanIbecameEmir ofCórdoba

Caliphate 929 Abd-Al-Rahman IIIbecameCaliph

Taifas 1031 Al-Mansurdied

AlmoravidsandAlmohads

1147 Almohadscame topower

Nazharikingdom

1212 – Battle ofNavas deTolosa

– Granadawas lastkingdom

Page 55

1.

2. Make a poster. Open answers.

Page 57

1. a. T; b. F They co-existed for eight hundred years. c. FThe Battle of Covadonga took place in 722. d. T

2. See the Student guidance section.

Page 58

1.

Page 591. a. These were the three styles of art characteristic of the

Christian kingdoms: Asturian, Mozarabic and Mudejar.b. This style developed between the 8th and 10th centuries:Asturian. c. These features are characteristics of Islamic art:horeshoe arches and capitals.d. Bricks and ceramic tiles were used in this style of art:Mudejar.


Page 601. Investigate. See the Student guidance section.

Page 61

1.


Page 621. a. The Crown of Castile became the most powerful

kingdom when Alfonso VI conquered Toledo and the Tajovalley. After the battle of Navas de Tolosa, they conqueredalmost all of Andalusia. b. Merino sheep were veryimportant because their high quality wool was exported orused in the textile industry. c. The Honourable Council ofthe Mesta was given the right for their sheep to graze onpeasants’ land. d. Medina del Campo was importanatbecause there was an important trade fair there.


Pages 64 – 651. a. • Pilgrims started to go to Santiago in the 9th century.

• Santiago was a popular destination for pilgrims because,according to legend, the remains of the apostle Jameswere buried there. • The Road was important to Castilebecause many businesses were started on the route tomeet the travellers’ needs.b. Investigate. See the Student guidance section.c. Imagine. See the Student guidance section.

2.


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Page 65

3. a. • El Cid was born in Vivar. He married Jimena. KingAlfonso VI sent him into exile. He conquered Valencia. • Model answer: I think it is imaginary. It is not proved byhistorical documents. • The Song of the Cid emphasizescertain episodes because they portray El Cid as a hero.b. • No, sometimes El Cid fought for money or land. • No,knights like El Cid did not always obey the king withoutquestion.


Page 67

1. a. Europeans knew of India, China and Japan at thebeginning of the 15th century. b. They knew of thembecause of Marco Polo’s journeys. c. Europeans launchedmaritime expeditions because they needed new traderoutes. In addition, there were technical advances thatimproved navigation.

2. Astrolabes were astronomical instruments. Navigatorscould use them t determine positions. Quadrants wereused to measure angles (up to 90º). They allowednavigators to detemine their course by using the latitude of the destination.

Page 68

1. a. In the early 15th century, Portugal wanted to find a newsea route to India.b. After the Portuguese had discovered the MadeiraIslands and the Azores, they sailed round the Africancoast.c. The Portuguese were the first European people to goround the southern tip of Africa.d. The Spaniards decided to sail towards the west.


Page 69

1. a. F Caravels had existed for hundreds of years. b. T. c. FOnly the captain and the officials had their own cabins. d. T

Page 70

1. a. During his first voyage, Columbus was at sea more thantwo months. b. He finally landed in America. c. Hethought he was in Cipang, Japan. d. On his next threevoyages he went to Central and South America. e. He wentto explore and establish Castilian dominion of theseterritories. f. America got its name because an Italiansailor, Amerigo Vespucci, realised that these landsbelonged to a new continent.

Page 71


2. a. The Azores are in the Atlantic Ocean west of Portugal.b. The Eskimos, the Hurons and the Mohicans are threeNorth American peoples.

c. The Pygmies, the Bantus and the Hottentots are threeAfrican peoples.d. Magellan-Elcano did the longest expedition in terms ofdistance.e. Vasco de Gama reached teh Chinese Empire.

3. The timeline should include:

1492 Christopher Columbus discovers America1504 Columbus returns to Spain1519 Magellan-Elcano expedition leaves Seville1520 Magellan-Elcano expedition finds a strait connectingthe Atlantic and Pacific Oceans

Page 72

1. a. The set of foreign territories that Portugal ans Spaineach ruled over: overseas empires.b. The agreement between Portugal and Spain dividingunexplored territories between them: the Treaty ofTordesillas.c. Al line dividing two areas: demarcation.


Page 73

1. Open answers.

2. Project. a. See the Student guidance section.b. Open answers.

Page 75

1. a. The crisis in Europe at the end of the Middle Ages wascaused by poor harvests, wars and illness.b. In the 15th and 16th centuries, the economy becameprosperous because the population grew and there wasgreater demand for agricultural products and crafts.c. Financial transactions became easier because of newpayment and lending methods.d. Cities had the most economic power because artisansand trade were concentrated there.


Page 76

1. During the 14th century, the population of Europedecreased greatly because of the plague. However, in the15th century, the population increased and became almostas large as at the beginning of the 14th century.

2. a. F The most privileged classes were the nobles and theclergy. b. T; c. T; d. F Peasants continued to live underharsh conditions.

3. a. They belong to the bourgeoisie. b. They lived very well.They were rich and had a very nice home.

Page 77

1. European monarchs implemented their decisions in manyways. They created a bureaucracy and a professional




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39

administration. They built up the army. They increasedtaxes, and they created a diplomatic system.

2. a. The men are very well dressed. Their clothes areluxurious.b. They were diplomats. They represented their countryabroad. This was important to maintain good relations withother countries.

Page 78

1. The main European kingdoms included the Kingdom ofPortugal, Kingdom of Spain, Kingdom of France, Kingdomof Scotland, Kingdom of England and the Holy RomanEmpire.

2. Model answer: Navarre is now part of Spain; the Kingdomof Scotland and the Kingdom of England are now withinthe United Kingdom; Genoa,Venice and the Kingdom ofNaples are all part of Italy. There are many other changes.

Page 79


Pages 80 – 81

1. The causes of population growth in the 15th century: the endof many wars and the end of the plague. The effects of thisgrowth: harvests improved and trade and craft productiongrew. Other effects: the bourgeoisie became powerful.

2.

3. • The monarchs increased their power in the Early Modernperiod by centralising power. • They took their new powersfrom the nobility, the Church, the municipalities and theParliaments. • The bourgeoisie belonged to the middleclasses. • The bourgeoisie was made up of rich andpowerful merchant and banking families. • Their situationchanged in the Early Modern period because they becamemore influential. • We consider that the noblemen of theMiddle Ages were more powerful than those of the EarlyModern period because in the Early Modern period thekings took away some of their privileges. • Peasants’ livesimproved because in most countries they became free andwere no longer serfs.

4. a. Diplomatic network: relationships established with othercountries.Dynasty: a family that rules a country through differentgenerations.

Marriage alliance: union between a man and a woman forpolitical reasons, not for love.b. The Holy Brotherhood was a judicial police force to fightagainst bandits and the abuses of the nobility.c. The Tribunal of the Inquisition prosecuted heretics,people who did not follow the Catholic faith.d. Conversos were Jews who converted to Christianity.e. The Catholic Monarchs strengthened their power overthe municipalities and the nobility by appoiningcorregidores, or chief magistrates, to establish royalauthority in the towns. They strengthened the RoyalTreasury and took privileges away from the nobles.

5. Open answers.

Page 83

1. The characteristics of humanism:It was concerned with human beings.It was inspired by the literature, philosophy and art ofAntiquity.It defended the search for truth through reason andexperience.Humanists were curious about everything.

2. The printing press helped to spread humanism becausehumanist thought could reach more people.


Page 84

1. a. According to this theory, the Sun is the centre of theuniverse: Heliocentric theory.b. According to this theory, the Earth is the centre of theuniverse: Ptolemaic theory / Geocentric theory.c. This inspired Renaissance art: Antiquity.

2. a. Quattrocento referred to 15th century art. Cinquecentoreferred to 16th century art.b. Florence and Rome played an important role duringthese periods.

Page 85

1. a. The building below is Renaissance style.b. It has semicircular arches and classical columns.c. The other building is Gothic style.d. Model answer: The church above has pointed archesand stained glass windows. It is taller and has a lot ofdecoration.

Page 87

1. a. Renaissance sculpture was inspired by models ofclassical Antiquity.b. Sculptures of nudes became popular and so did bustsand equestrian statues.c. Most sculptures were made of bronze or marble.d. Ghiberti sculpted bronze reliefs on the baptistery doorsin the Cathedral in Florence.e. In impression of depth was achieved in sculpture by theuse of perspective.




The reign of the Catholic Monarchs

Monarchs Period Territories Domestic policy

Foreign policy

– IsabellatheCatholicQueen

– Ferdinand,theCatholicKing

1469-1504

Castile andAragon

– HolyBrotherhood

– RoyalCouncil

– Corregidores– Royal

Treasury– professional

army– Religious

unity

Territorialexpansion:Granada,Navarre,Naples,Melilla, Orán,CanaryIslands,conquest ofthe Americas

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Page 89

1. a. An architectural style that predominated in manyEuropean countries until the 17th century: Gothic. b. The style used in the Palace of Charles V, in theAlhambra in Granada: Italian Renaissance. c. A style typical of the Spanish Renaissancecharacterised by abundant ornamentation: Plateresque.

2. Think and investigate. See the Student guidance section.

Page 90

1. a. T; b. F Martin Luther wrote 95 Theses in which hecriticised the Pope. c. T; d. F According to predestination,people are condemned or saved before they are born. e. F Henry VIII wanted to divorce his wife, Catherine of Aragón.

Page 91

1. a. There are several countries in Europe today which havea Catholic majority: Austria, Portugal, Spain, France, Italy,Belgium, Ireland, Switzerland, Poland, etc. There areseveral countries in Europe today which have a Protestantmajority: Iceland, Norway, Sweden, Finland, Lithuania,Latvia, Estonia, Denmark, etc.b. This situation has not changed much since the 16th

century.c. Model answer: Catholicism and Protestantism havespead to many countries in Africa and in America.

Pages 92 – 93

1. a.

Model answer: It is not always possible to name thepainter because these paintings are very old and goodrecords were not always kept so long ago. Also, somepaintings may be the work of more than one artist. b. Model answer: If we look at the paintings from left toright, there is definite change. The one on the left is verystatic and rigid. The one on the right shows movement.The Virgin becomes more human and shows moreemotion as the centuries pass. The backgrounds changealso. At first, they show architectural styles, but in the lastpainting we can see the sky. Jesus also becomes more likea real baby and the proportions are more natural. He issitting on his mother’s lap in the first three paintings. Inthe last one he is lying down. Also, there are many morecolours in the last painting.c. • The altarpiece from the 12th century is Romanesque; theVirgin and Child from the 14th century is Gothic, the other two

belong to the Renaissance. • The Virgin and Child at Alesaniis from the Quattrocento and the Holy Family by El Greco isfrom the Cinquecento. We know this because one is from the15th century and the other one is from the 16th century. d. Open answers.

2. The beginning of the Early Modern period.

Comparing art.


Subject Figures Period Painter

1 Virgin and child Virgin Mary andJesus

12th century unknown


14th century Ugolinoda Siena


15th century unknown

4 The Holy Family Virgin Mary, St.Joseph, Jesus,St. Anne and St.John the Baptist

16th century El Greco

Humanism Renaissance Reformation

What is it? Cultural andintellectualmovement

Social andcultural changesin 15th and 16th

centuries

Movement thatcriticised theCatholic Church

Period 15th and 16th

centuries15th and 16th

centuries16th century

Characteristics – It wasconcernedwith humanbeings.

– It wasinspired bythe literature,philosophyand art ofAntiquity.

– It defendedthe search fortruth throughreason andexperience.

– Humanistswere curiousabouteverything.

– Science and artdeveloped.

– QuattrocentoandCinquecento(architecture,painting,sculpture)

– Critical withthe CatholicChurch andthe Pope

– Lutherans,later calledProtestants,left theCatholicChurch.

– It spread allover Europe.

– Newmovementsinspired by theReformation:Calvinism andAnglicanChurch

People Erasmus ofRotterdam,Thomas More,Juan Luis Vives

– Science:Copernicus

– Quattrocento:Brunelleschi,Leon BattistaAlberti,Masaccio,Piero dellaFrancesca,Botticelli,Ghiberti,Donatello

– Cinquecento:Bramante,Michelangelo,Maderno, DaVinci, Raphael,Titian

Martin LutherHenry VIII

Quattrocento Cinquecento

Architecture Characteristics

Artists andWorks

Brunelleschi:Cathedral ofFlorence,façade of PittiPalace,churches of SanLorenzo andSanto Spirito.Leon BattistaAlberti: RucellaiPallace, Basilicaof Sant’Andrea

Bramante,Michelangeloand Maderno:Saint Peter’sBasilica inRome

Painting Characteristics They discoveredperspective.

Renaissancepaintingreached itszenith.

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3. Project. Open answers.

Page 95

1. a. As king, Charles V inherited all Spain’s possessions: theCrowns of Castile and Aragón, and territories in America,Italy, the Mediterranean and Africa.b. As emperor, Charles V inherited some land in Germany,the Low Countries and France.

Page 96

1. a. Castilian cities and Castilian nobles were angry becauseCharles V created new taxes and he gave the mostimportant government positions to foreigners.b. The revolt started in Toledo.c. The king came to an agreement with the Castiliannobles. This contributed to his victory.d. The leaders of the rebellion were executed.

2. Some of the changes which occurred after the Revolt ofthe Comuneros:– Charles V paid more attention to Castile and spent more

time there.– He got married and raised his son at the Spanish court.– He appointed Castilian nobles to the highest

government posts, and they helped him in his militaryexpeditions abroad.

Page 97

1. a. The court did not stay in one place; it was itinerant.b. The king appointed a viceroy or governor in eachterritory to act in his name.

2. a. Charles V’s main objective was supremacy in Europe.b. No, Charles V was not successful because of the warwith France, the problems with the Ottoman Turks and therebellion of the German Protestant princes.

Page 98

1. a. Philip II’s mother was this nationality: Portuguese.b. Portugal had possessions in these countries: Africa,Asia and Brazil.c. This was the place where Philip II established his court:Madrid.d. This was the name given to Philip II’s monarchy:Hispanic Monarchy.e. These were Philip II’s policies: preserve his territoriesand defend Catholicism.

Page 99

1. a. Philip II inherited Spain, the Low Countries, a large partof Italy and other territories in Central Europe, plus theViceroyalty of Peru and the Viceroyalty of New Spain andpossessions in North Africa and the Far East.b. He added Portugal’s possessions throughout Africa,Asia and Brazil.

2. Model answer: They meant that the Sun was alwaysshining on some land which was part of Philip II’s empire.This meant that his empire was all round the world.

Page 100


Page 101

1.

Page 102

1. a. T; b. F When the truce with the United Provinces cameto an end, Philip started the war against the Flemish rebelsagain. c. T

2. a. The Count-Duke of Olivares tried to share militaryexpenses among all the territories of the HispanicMonarchy. He also tried to increase the king’s power byreducing the autonomy of the territories.b. These reforms met with strong opposition.

Page 103

1.

Page 104

1. a. Population figures remained more or less stable in the17th century in England.b. Population fell drastically between 1620 and 1660 inGermany.c. Population increased towards the end of the 17th

century in Germany, France, Russia and Italy.



Quattrocento Cinquecento

Artists andworks

Masaccio,Piero dellaFrancesca,Botticelli

Leonardo daVinci: Gioconda,Last SupperRaphael:madonnasTitian

Sculpture Characteristics

Artists andworks

Ghiberti: Gatesof ParadiseDonatello: David

Michelangelo

The Reign of Philip III

Foreign policy Results

Pacifist: Treaty withEngland (1604) Twelve Years’ Truce (1609)

Money spent on maintaining court:bankruptcy

Domestic policy Results

Moriscos expelled (1609) Depopulation ruined many regions

Policies of Count-Duke of Olivares

Domestic policy Results

Centralist policy. Objectives:– To share military expenses– To increase the king’s power

Rebellion in Cataloniasuppressed. Portugal declared itsindependence.

Foreign policy Results

Thirty Years War Treaty of Westphalia (1648):independence of UnitedProvinces, loss of Spanishsupremacy in Europe

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2. Reasons for the decline in the population in Spain in the17th century:– Bad harvests – Outbreaks of the plague– Expulsion of the Moriscos– Deaths caused by frequent wars– Emigration to America

3. a. Cheap imports affected this activity: craftsmanship.b. Droughts and floods affected this activity: agriculture.c. The nobles were very rich thanks to these: rents.d. Industry and agriculture were ruined by these: highprices and taxes.

Page 105

1. a. These were two methods which Louis XIV used toincrease France’s power: extending France’s frontiers andcreating a colonial empire.b. This is the name given to a monarchy where the kinghas more power than any other institution or social class:absolute monarchy.

2. a. Spain lost control of trade. Spain and Portugal werereplaced by the United Provinces and England.b. The political systems of England and the UnitedProvinces were parliamentary states. In France there wasan absolute monarchy.

Pages 106 – 107

1. a. The arrival of precious metals increased throughout the16th century.b. The prices went up throughout the period because ofthe arrival in Europe of precious metals.c. As a result of the increase in prices, many peoplebecame poorer.d. The arrival of precious metals did not affect the Spanishnobility because they could afford luxury goods.

2. a. Events which could have caused Spain’s military defeatinclude:– The series of bankruptcies– France joining the Thirty Years War– The fact that chief ministers governed instead of kingsb. Model answer: – The series of bankruptcies: the kings did not have

enough money to finance their armies.– France joining the Thirty Years War: France was more

powerful than Spain.– The fact that chief ministers governed instead of kings:

the kings did not have control over their countries.c.

d. The Thirty Years War caused the final crisis in theSpanish Empire.e. Model answer: Yes, the crisis would have occurredanyway because of the long-term causes.

3. Model answer: A Spanish nobelwoman’s dress wasuncomfortable, and these women needed a lot of time andhelp to get dressed.

Page 109

1. a. In Catholic countries, new attitudes were reflected inintense spirituality, which affected every area of life. InProtestant countries, life was viewed in a moreindividualistic way, and economic success was highlyvalued.b. Empiricism was the search for truth through observationand experiment. Rationalism was the use of reason.


Page 111

1. Open answers.

Page 112

1. Model answer: I can see religious and mythological topicsshown with realism and strong emotions.

Page 113

1. a. The main characteristics of baroque sculptur arerealism, very intense feelings, movement, effects of light,and energy and vitality.b. Bernini is the most famous Baroque sculptor.

2. Model answer: We can see realism and very intensefeelings in the sculptures by Bernini and Pedro de Mena.We can see the effects of light in the altarpiece by GregorioFernández and also in the sculptures. There is a sense ofmovement, energy and vitality in the sculpture by Bernini.

Pages 114 - 115

1. a. • In this painting we can see Princess Margarita, hermaids of honour, two dwarfs, servants, Philip IV andMariana of Austria, José Nieto and Velázquez. They are in Velázquez’s studio. • No, They are not posing. b. • The people appear in the lower half. • The PrincessMargarita is at the centre of the composition.c. • There are areas of light in the foreground and areas of shade in the backgroud. This technique is calledchiaroscuro. • Velázquez used perspective to achieve asense of depth. • Some faces are in the shade, whileothers are highlighted. • The contrast between the hugepicture frame at the front and the staircase at the back.d. Model answer: I think that Velázquez painted thepeople in a realistic way. Some of the people are notpretty. I don’t think they are idealised.

2. a. • Rome was so important in the 16th century becausethe Pope lived there. • The building of the basilica startedin the early 16th century. • Model answer: The colonnadesymbolizes the arms of the Church embracing the faithfuland welcoming them. b. Look at the photograph and write a brief description ofit. See the Student guidance section.

UNIT 11: BAROQUE


Causes of the end of Spanish supremacy

Short-term Long-term

France joining the Thirty YearsWar

The series of bankruptciesThe fact that chief ministersgoverned instead of kings

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Page 117

1. The regions of the world, from the most populated to theleast populated are Asia, Africa, Europe, Latin America,North America and Oceania.

2. a. The demographic explosion began in the second half ofthe 20th century.b. World population will continue to grow, but at a slowerrate.c. Asia has the largest population.d. Oceania has the smallest population.

Page 118

1. a. The most densely populated regions of the world areSouth and East Asia, because more than half of theworld’s population lives there.b. China and India are the most densely populatedcountries, but not all their territory is densely populated.

2. Absolute population is the number of people living in anarea. Population density is the relation between thenumber of inhabitants and the area they occupy.

Page 121

1. a. The birth and fertility rates in developed countries arelow.b. The birth and fertility rates in underdeveloped countriesare high.c. Fertility rates by region: Africa 5.1; Asia 2.6; Europe 1.4;Latin America 2.7; North America 1.9; Oceania 2.4.


Page 123

1. a. The number of children in a population who die beforethey are one year old: infant mortality rate.b. The number of years a person is expected to live atbirth: life expectancy.c. The relation between the number of deaths and thepopulation figure in the same year per thousand: mortalityrate.

2. a. Africa and some countries in Asia have the highestmortality rates. These rates are caused by epidemics,illnesses, bad nutrition and poor sanitation.b. West and South Africa have the lowest life expectancy.c. Model answer: The richest regions have higher lifeexpectancy because the people who live in these regionseat better, receive better medical care and are able to takegood care of themselves.


Page 124


Page 125

1. a. Spain’s population is unevenly distributed in severalways:

– 60 % of the population lives in four AutonomousCommunities.

– Some provinces have very low population density.– Within each province, most of the population lives

in cities.b. In the last century, Spain’s population has grownsteadily. c. There has been a sharp increase in population since the year 2000 because of the arrival of manyimmigrants.


Page 126 – 127

1. a. The information is given for each province.b. Each colour indicates a different population density. c. Classification of the provinces by population:– Over 500 inhabitants per km2: Madrid, Vizcaya,

Barcelona– Between 120 and 500 inhabitants per km2: A Coruña,

Pontevedra, Guipuzcoa, Valencia, Alicante, BalearicIslands, Sevilla, Málaga, Cádiz, Santa Cruz de Tenerife,Las Palmas

– Between 80 and 120 inhabitants per km2: Asturias,Cantabria, Álava, Girona, Tarragona, Murcia

– Between 20 and 80 inhabitants per km2: Lugo,Ourense, León, Palencia, Burgos, Valladolid, Segovia,Salamanca, Ávila, La Rioja, Navarre, Zaragoza, Lleida, Castellón, Cáceres, Badajoz, Toledo, CiudadReal, Albacete, Huelva, Córdoba, Jaén, Granada,Almería

– Less than 20 inhabitants per km2: Zamora, Soria,Huesca, Teruel, Guadalajara, Cuenca

d. No, the map does not tell us how the population isdistributed in each province.


3. a. Population density = Number of inhabitants / Area occupied (in km2)b.

4. a. • Model answer: I think that the yellow dots representareas where there is a lot of light. • There are many moredots in the northern hemisphere. • There are more dots inEurope, America and Asia.b. • No, the dots do not always coincide with the mostdensely populated regions of the world. • The dotscoincide with areas which are illuminated. • They don’tcoincide in some areas of Africa and some areas of Asiabecause these are poor areas and they do not have a lot of lights on.



Population(in thousandsof inhabitants

2004)

Area(km2)

Populationdensity

UnitedKingdom

59,428 241,590 246

Japan 127,799 394,744 324

Ghana 21,377 230,020 93

Spain 43,197 505,988 88

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Page 129

1. Spanish society is post-industrial, because most of thepopulation works in high-level services.

2. a. Model answers: I think the top photograph shows arural society in Africa, for example, Kenya. The middlephotograph shows an industrial society, for example, inPoland. The bottom photograph shows a post-industrialsociety, for example, Canada.b. Model answers: Top photograph: any country insouthern Africa; middle photograph: any developedcountry; bottom photograph: a post-industrial country (theUnited States, Western Europe, Japan) and some cities indeveloping countries (for example, Rio de Janeiro andBuenos Aires).

Page 130

1. a. • A society is a group of people who cooperate with eachother, protect themselves and improve their quality of life.b. Societies cover different needs through their economicsystem, their political system and their laws.c. We live in a capitalist society.d. In a capitalist society, people are classified in socialclasses mainly according to their wealth.

Page 131

1. a. • A static society is a society where people are born intoa certain class and stay there.b. A dynamic society is a society where it is easier tochange class.c. A sociel revolution is one which affects the entire society.


Page 132

1. a. The majority of the Spanish population is between 15and 64 years old. b. Spanish, Catalan, Galician and Basque are spoken in Spain.c. 5.9 % of the Spanish population are atheists.d. 1.6 % of the Spanish population is right-wing.

Page 133


Page 135

1. a. People choose to live in this place probably becausethey were born nearby and here they have food.b. This is a rural society.


3. a. • The gypsy people came from the north-east of India. • There are about 12 million gypsies round the world. • There are probably between 650,000 and 700,000 inSpain. • They speak Romany-Kalo.b. Think. Open answers.c. Investigate. See the Student guidance section.

Page 137

1. a. A town is larger than a village.b. A city is larger than a town.


Page 138

1. a. The layout of a town or city tells us about its history.b. Towns or cities ofen have different layouts in differentareas because they were built at different times.c. The buildings in a city indicate its age.

Page 139

1. Investigate. Open answers.

Page 140

1. a. They have expanded.b. Ouagadougou has grown much more. c. Tokyo-Fukuoka is considered a megalopolis becausethe metropolitan areas of several cities meet each otherforming conurbations. These conurbations also meet toform a megalopolis.d. I think this happened when the cities expanded eastand west.

Page 141

1. a. A megacity is a city that has more than 10 millioninhabitants.b. A metropolitan area is a large city or metropolis and itssurrounding urban areas.c. A conurbation is when the metropolitan areas of two ormore cities meet each other.d. A megalopolis is when several conurbations meet.

2. A world metropolis has global influence, a national metropolishas influence in a particular country and a regionalmetropolis has influence on a particular region of the country.


Page 142

1. a. In cities in developing countries, a wealthy minority livesin modern buildings in the best districts, and the majorityof the population lives in poor areas in the centre and inshanty towns on the outskirts. Also, modern factories liveside by side with traditional craft workshops.b. I think that the main reason for these differences is thevery large difference between the wealthy people and thepoor people.

2. a. There are colonial buildings in the centre.b. The poorest people live on the outskirts.

Page 143

1. a. Cities in developed countries also have contrasts. Thecity centre is the Central Business District (CBD), which ismodern and dominated by skyscrapers in North Americaand Canada, but in Europe it is next to old buildings, andmany of the historic monuments are located there.

UNIT 14: RURAL AND URBAN HABITATSUNIT 13: SOCIETY AND DIVERSITY


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b. The main problems in the cities in developed countriesare high housing prices, traffic, pollution, crime andpoverty.c. An ethnic neighbourhood is an area in a city wherepeople with the same ethnic origin live. A ghetto isnormally a poor area where people of the same race live,and they have limited economic resources.


Pages 144 – 147

1. Open answers.


3. a. • The most urbanized countries are Canada, the UnitedStates, Mexico, Cuba, Colombia, Venezuela, FrenchGuiana, Brazil, Uruguay, Argentina, Chile, Spain, France,the United Kingdom, Belgium, the Netherlands, Germany,Denmark, the Czech Republic, Iceland, Norway, Sweden,Libya, Gabon, Saudi Arabia, Oman, U.A.E., Israel, Jordan,Kuwait, Japan, South Korea, Taiwan, Australia and NewZealand. • The biggest city in the world is Tokyo. On themap it has the tallest column. • If the population figureswere not on the map, I could calculate them by the heightof the columns.b.

Page 149

1. a. The first cities were not in Europe. They were in Asiaand Africa.b. Sparta and Athens were two important cities in AncientGreece.c. These Greek cities had a public square called the agoraand a high area with temples called the acropolis.d. Roman cities had two main streets, the cardo and thedecumanus. The main square was called the forum.e. In Medieval times, cities usually had a wall aroundthem.

Page 150

1. a. In the working-class district in Yorkshire, the houses arenear the factories. In the bourgeois district in Paris, thehouses are luxurious.b. Life in the working-class district would be more difficultand uncomfortable than in the bourgeois district. Itprobably would be noisier in the working-class district andthere would be a lot more pollution.

2. Investigate and discuss. Open answers.

Page 151


2. Model answer: Population figures for five Spanish cities:Pamplona – 196,000; Santander – 182,000; Albacete –160,000; Jaén – 118,000; Lugo – 92,000

Page 152

1. a. Madrid and Barcelona have the largest populations.b. Valladolid, Vitoria/Gasteiz, Zaragoza, Barcelona, Madrid,Valencia, Alicante, Murcia, Seville, Cádiz and Málaga arethe most urban provinces.c. Pontevedra, Lugo, Vigo, Ourense, León, Palencia,Zamora, Soria, Segovia, Ávila, Huesca, Teruel, Lleida,Girona, Toledo, Cuenca, Cáceres and Badajoz are themost rural provinces.


Page 153

1. Analyse your town. See the Student guidance section.

2. Open answers.



Continent City Population

America New YorkLos AngelesMexico CityRio de JaneiroSao PauloBuenos Aires

18,300,00012,000,00018,700,00011,200,00017,900,00013,000,000

Europe Moscow 10,500,000

Africa LagosCairo

10,100,00010,800,000

Asia KarachiDelhiMumbaiCalcuttaDhakaBeijingShanghaiOsaka-KobeTokyoManilaJakarta

11,100,00014,100,00017,400,00013,800,00011,600,00010,800,00012,800,00011,200,00035,000,00010,400,00012,300,000

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� ESSENTIAL GEOGRAPHY AND HISTORY 2 � PHOTOCOPIABLE MATERIAL © 2008 Richmond Publishing / Santillana Educación, S.L. �46

1. Learning about the decline of the Roman Empire

2. Finding out about life in the Germanic kingdoms

3. Finding out about life in the Byzantine Empire

4. Learning about the founder of Islam and about the Koran

CONTENT OBJECTIVES

The Early Middle Ages

CONTENTS

CONCEPTS • The Germanic migrations

• The Visigoths

• The Byzantine Empire

• Islam

• The Carolingian Empire

PROCEDURES • Interpreting and comparing information in texts, maps and photos

• Finding places on a map

• Comparing maps and texts to answer questions

• Completing sentences based on a text

• Using information on a website

• Summarising information and completing a chart

ATTITUDES • Curiosity to know about different cultures

• Precision in interpreting texts and maps

• Precision in copying and plotting a timeline

• Appreciation of art, architecture and sculpture

• Appreciation of the technique of making mosaics

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� ESSENTIAL GEOGRAPHY AND HISTORY 2 � PHOTOCOPIABLE MATERIAL © 2008 Richmond Publishing / Santillana Educación, S.L. � 47

1. Using political maps in conjunction with texts to obtain information

2. Using political maps to identify changes in a territory, a civilization or a religion

3. Using political maps and texts to compare civilizations

4. Showing comprehension of texts about history in oral or written form

ASSESSMENT CRITERIA

KEY COMPETENCES

Linguistic communication

• Vocabulary related to different civilizations

• Historical recount; ordering events: At first, the Byzantine Empire…

• Historical explanation; expressing cause and effect:Thus, the western and eastern provinces...

• Historical recount; locating events in time: At thebeginning of the 6th century,...

Learning to learn

• Learning how to interpret, compare and useinformation from various sources

Mathematical competence

• Being able to copy and plot a timeline to scale

Digital ICT competence

• Accessing a website for information

• Doing a web task

Temporal competence

• Comprehension of the time-scale of importantfigures and events during this period

Spatial competence

• Locating places on a map

Interpersonal and civic competence

• Appreciating the importance of differentcivilizations

• Reflecting critically on changes in civilizations

Autonomy and personal initiative

• Analysing written and graphic information

• Looking for information outside the textbook

Knowledge and interaction with our world

• Comparing a civilization of the Middle Ages withthat of the present time

• Comparing the Islamic population in the MiddleAges with that of today

Cultural and artistic expression

• Matching illustrations and civilizations

• Copying and labelling a mosque

• Observing the interior of a chapel

• Making a mosaic

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1. Learning about the second invasions of Europe

2. Understanding the structure of feudal society

3. Discovering how the different people in a feudal society lived

CONTENT OBJECTIVES

Feudal society

CONTENTS

CONCEPTS • The second invasions of Europe

• Feudalism

• How medieval society was organised

• The nobles in medieval society

• The clergy in medieval society

• The peasants in medieval society

PROCEDURES • Completing a table using information from a text

• Completing a table to make comparisons

• Answering questions based on a text

• Investigating via a website

• Interpreting and discussing an illustration

• Correcting false information

• Comparing the lives of different people in medieval society

• Making a social pyramid to represent the structure of a society

• Writing notes and converting them to complete sentences

• Discovering how a tapestry depicts an historical event

ATTITUDES • Curiosity to know about the second wave of invasions of Europe

• Curiosity to know about how different societies were organised

• Critical attitude towards hierarchy in medieval society

• Appreciation of the importance of tapestries in recording historical events

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1. Showing ability to find specific information in texts

2. Showing comprehension of the different peoples involved in the new invasions

3. Showing comprehension of the social structure and way of life in feudal society


ASSESSMENT CRITERIA

KEY COMPETENCES


• Vocabulary related to feudal society

• Historical recount; pronunciation /t/: They promisedto govern…

• Historical recount; pronunciation /d/: They turnedto the nobles…

• Historical recount; pronunciation /id/: Three newtribes invaded Europe.


• Accessing websites for the purpose of investigation


Temporal competence



• Investigating, sharing information and producingtexts together


• Using a website to find out more about aspects of feudal society


• Discussing King Arthur: what has been learntthrough books and films

• Comparing the life of a medieval peasant with thatof a present-day farmer


• Drawing or finding pictures to illustrate findings

• Describing illustrations and discovering theirhistorical value

• Interpreting a tapestry as a historical document

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1. Identifying the causes of population growth in the 12th and 13th centuries

2. Drawing a social pyramid of society in a medieval city

3. Learning about the importance of guilds

4. Understanding how medieval monarchies grew stronger

CONTENT OBJECTIVES

Medieval cities

CONTENTS

CONCEPTS • How Europe became more prosperous

• Growth of trade and cities

• The role of craftsmen

• Why monarchies grew stronger

PROCEDURES • Understanding the link between agriculture and population increase

• Using graphs for information

• Matching information: craftsment and their activites

• Analysing an aerial photograph

• Classifying aspects of political, economic and social changes

• Describing processes

ATTITUDES • Curiosity to know how and why cities changed

• Curiosity to know the impact of changes in trade and tradesmen

• Appreciation of the impact of agriculture on population

• Appreciation of the changing role of the monarchy and the introduction of parliaments

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1. Using graphs effectively to understand or record information

2. Showing comprehension of developments in agriculture and trade and their impact on society

3. Identifying in what ways monarchies grew stronger

4. Showing comprehension of the stages in a process


ASSESSMENT CRITERIA

KEY COMPETENCES


• Vocabulary related to medieval cities

• Making impersonal statements: Forests were cutdown.

• Making generalisations: Cities began to grow again.• Making comparisons: There was less hunger.


• Plotting information on graphs


• Using graphs as a source of information


Temporal competence


Spatial competence

• Using a map to see the development of trade


• Appreciating political, economic and socialchanges in the 12th and 13th centuries


• Producing a list of convincing arguments for a peasant wanting to migrate to a city


• Looking for the modern-day names of countrieswith medieval cities

• Finding out about guilds in medieval times andguilds and trades today


• Using an aerial photo to analyse a medieval city

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1. Understanding the importance of the Church in the Middle Ages

2. Comparing the routes of the three Crusades

3. Identifying the characteristics of Romanesque art and architecture

4. Identifying the characteristics of Gothic art and architecture

5. Comparing Romanesque and Gothic paintings

CONTENT OBJECTIVES

Romanesque and Gothic

CONTENTS

CONCEPTS • Medieval Christianity

• Romanesque architecture, sculpture and painting

• How Europe evolved between the 11th and 13th centuries

• Gothic architecture, sculpture and painting

PROCEDURES • Using a map for comparison

• Describing a Romanesque church

• Completing sentences based on a text

• Investigating Romanesque art

• Comparing Romanesque and Gothic art

ATTITUDES • Appreciation of Romanesque and Gothic art

• Curiosity about Medieval Christianity

• Curiosity about Europe’s evolution

• Initiative in carrying out investigations

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1. Showing ability to use a map for comparison

2. Showing ability to skim and scan texts for information

3. Showing ability to compare different art forms


ASSESSMENT CRITERIA

KEY COMPETENCES


• Vocabulary related to Romanesque and Gothic art,painting and architecture

• Expressing obligation: Christians had to go tochurch…

• Making impersonal statements: The facades of the churches were decorated.


• Using the Internet for investigation and answeringquestions in a task


Temporal competence



• Working with a classmate to carry out a task


• Choosing a subject to investigate from a list

• Answering questions, investigating and writing


• Listing activities taking place today in cathedralsand churches

• Writing about a medieval church still standingtoday


• Observing religious sculptures

• Interpreting religious paintings

• Comparing the differences between Romanesque and Gothic art

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1. Learning about the history of Al-Andalus

2. Appreciating the importance of the Caliphate of Córdoba

3. Learning about the diversity of the Islamic society

4. Identifying the special characteristics of Islamic architecture

5. Describing examples of the legacy of Al-Andalus in Spain today

CONTENT OBJECTIVES

Al-Andalus

CONTENTS

CONCEPTS • Al-Andalus

• The Muslim kingdoms

• The Al-Andalus economy

• The Al-Andalus society

• Life in Muslim cities in medieval times

• Islamic culture and architecture

PROCEDURES • Comparing maps in order to answer questions

• Interpreting a map

• Matching definitions to vocabulary

• Making and comparing tables

• Investigating different social groups

• Identifying words

ATTITUDES • Curiosity to learn about Al-Andalus

• Precision in recognising different stages and main events in Al-Andalus history

• Curiosity to learn about different social groups

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1. Showing comprehension of the diversity of Islamic society

2. Showing ability to complete a table based on a text

3. Showing comprehension of chronological events and the ability to plot them on a table

4. Recognising the important innovations in this period of time


ASSESSMENT CRITERIA

KEY COMPETENCES


• Vocabulary related to Muslim kingdoms

• Historical argumentation; comparisons: Themedina contained the most important…

• Presenting alternatives: Instead, their armiesoccupied…

• Historical explanation; expressing purpose: To avoid attack, the taifas…


• Making an accurate timeline to reflect stages

• Making an accurate chronological table

Learning to learn

• Learning the use of a chronological table as a revision tool



Temporal competence


Spatial competence

• Using maps to trace territories and movement


• Appreciating the diversity of another society

• Reflecting critically on an unequal society

• Working in a group to investigate and produce a poster


• Investigating how different groups lived together


• Investigating and describing a present-day city thatis a legacy of the period


• Considering the use of different craftwork

• Making a poster to include photos or drawings

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1. Finding out about the beginnings and the growth of the Christian kingdoms

2. Learning the history of the Reconquest of the Iberian Peninsula

3. Appreciating cultural diversity in 13th century Spain

4. Analysing the differences between legends and historical facts

CONTENT OBJECTIVES

The Christian kingdoms

CONTENTS

CONCEPTS • How the Christian Kingdoms began

• The art of the Christian kingdoms

• How the Christian kingdoms advanced

• How the Crowns of Castile and Aragón evolved

PROCEDURES • Comparing a text and a map giving information about kingdoms

• Using a table for comparison of kingdoms

• Investigating about military orders

• Completing a chronological table for comparison

• Doing a project

• Analysing a biography

ATTITUDES • Curiosity to know how different kingdoms began and how they evolved

• Initiative in using different sources of information

• Critical attitude towards legend as distinguished from reality

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1. Showing comprehension of the development of different kingdoms

2. Showing comprehension and appreciation of different examples of art

3. Showing ability to summarise information on a table


ASSESSMENT CRITERIA

KEY COMPETENCES


• Vocabulary related to the history of the Christiankingdoms

• Giving examples: Churches such as San Miguel de Lillo…

• Locating events in time: In 718, the Visigoths…


• Using the Internet to access information


Temporal competence


Spatial competence

• Using maps to compare kingdoms in differentperiods


• Distinguishing between legend and reality based on documentation


• Showing knowledge of and ability to use differentsources of information


• Finding out if monuments standing today were builtin medieval times

• Finding out if well-known figures are based on legend or historical fact


• Observing a picture of a cathedral as a prompt

• Describing the colour, movement and perspectiveof an illustration

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1. Learning about maritime expeditions in the 15th and 16th centuries

2. Finding out about the discovery of America

3. Understanding the consequences of the discoveries

CONTENT OBJECTIVES

The Age of Discovery

CONTENTS

7

CONCEPTS • Reasons for the discoveries

• The new sea routes

• The discovery of America

• The first voyage around the world

• The consequences of the discoveries

PROCEDURES • Answering questions on texts

• Investigating matters related to the Age of Discovery

• Finding out about the discoverers

• Interpreting information from maps

• Identifying the advantages and disadvantages of the new empires

• Recording information on index cards

ATTITUDES • Curiosity to learn about the importance of the expeditions

• Appreciation of the consequences of the discoveries

• Initiative in carrying out investigations

• Critical attitude towards different civilizations

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1. Showing comprehension of the link between the discoveries and the present day

2. Showing ability to investigate using different sources of information

3. Identifying similarities and differences in different civilizations


ASSESSMENT CRITERIA

KEY COMPETENCES


• Vocabulary related to maritime expeditions

• Expressing quantity: Not very much was known…• Expressing ability: Ships could no longer travel

longer distances.• Ordering events: Then, they headed south.


• Using the Internet to find photos related to aproject


Temporal competence

• Drawing a timeline with dates on it


Spatial competence

• Using maps to compare seas, voyages

and locations


• Doing a group project on Mayas, Aztecs and Incas


• Drawing on personal knowledge related to thediscoveries

• Learning to identify and record importantinformation on index cards


• Identifying the impact of the discoveries on the present day


• Describing photos downloaded from the Internet

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1. Learning about changes in population, economy and society

2. Finding out about the birth of the modern state

3. Understanding authoritarian monarchies and the Catholic Monarchs

4. Analysing social evolution

CONTENT OBJECTIVES

Political and economic change

CONTENTS

8

CONCEPTS • The Catholic Monarchs

• The growth of the economy and the population

• Changes in different social groups

• How new states emerged

• The Spanish kingdoms

• The rule of the Catholic Monarchs

PROCEDURES • Using a map and a graph to obtain information about population decline and increase

• Using a painting for information

• Producing a list based on a text or a map

• Comparing maps of the past and the present

• Establishing cause and effect

• Completing a diagram

• Analysing social changes

ATTITUDES • Curiosity to learn about the causes and consequences of different factors related to population, economy and society

• Initiative in interpreting different sources of information

• Recognising the importance of different social groups within a society

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1. Showing comprehension of reasons for economic change

2. Showing ability to interpret data in different forms

3. Showing ability to make comparisons


ASSESSMENT CRITERIA

KEY COMPETENCES


• Vocabulary related to changes in population,economy and different social groups

• Expressing cause and effect: Conditions improvedbecause the peasants became free.

• Making comparisons: In 1500, Europe’s populationwas almost as large as before the plague.

• Referring to the distant past: This was the samedynasty which had governed…

Learning to learn

• Learning how to analyse information given on a chart

• Learning to notice the causes and effects of historical events



Temporal competence

• Establishing a chain of cause and effect

Spatial competence

• Using maps for information about kingdoms


• Sharing opinions

• Appreciating the impact of different crises on theeconomy and population


• Analysing data in different forms

• Investigating


• Identifying changes by comparing maps


• Using photos / paintings to acquire information and prompt discussion

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1. Learning about humanism

2. Discovering Renaissance art and architecture

3. Analysing the evolution of painting

4. Understanding the effects of the Renaissance in Spain

5. Learning about religious change in Europe

CONTENT OBJECTIVES

Renaissance and Reformation

CONTENTS

9

CONCEPTS • Renaissance art, architecture, sculpture and science

• Renaissance humanism

• Leonardo da Vinci and Michelangelo

• How the Renaissance spread in the rest of Europe

• The Reformation

• The Counter-Reformation

PROCEDURES • Comparing Renaissance and Gothic architecture and sculpture

• Listing charactersitics of humanism and investigating three humanists

• Answering questions about scientific theories

• Answering questions about Renaissance art, architecture and sculpture

• Comparing the art and skills of Leonardo da Vinci and Michelangelo

• Finding out abut the spread of the Renaissance style to Spain and other parts of Europe

• Comparing the Church in the Reformation, the Counter-Reformation and now

ATTITUDES • Appreciation of similarities and differences in art and architecture of different ages

• Curiosity to learn about a cultural and intellectual movement

• Curiosity to learn about different theories and discoveries

• Critical attitude towards religious change and its consequences

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1. Showing comprehension of the characteristics of humanism

2. Showing comprehension of development of science, art, sculpture and architecture in the Renaissance period

3. Showing appreciation of the importance of important figures of the time

4. Using maps with historical information to draw conclusions

5. Using tables to record different types of information


ASSESSMENT CRITERIA

KEY COMPETENCES


• Vocabulary related to humanism, science, art,architecture and religion

• Historical explanation; cause and effect: The socialand cultural changes were so profound that thisperiod was given its own name.

• Historical argumentation; comparisons:Michelangelo is one of the greatest and mostversatile artists of all times.

• Historical recount; impersonal statements: Europewas divided into two religious blocks.

Learning to learn

• Learning to appreciate and compare art fromdifferent periods

• Learning to use a table to organise the main pointsof a topic and to make comparisons


• Understanding the difference between heliocentricand geocentric theory



Temporal competence


Spatial competence

• Using maps to compare areas of different religions


• Comparing paintings with a partner

• Doing a project: the legacy of 15th and 16th

centuries in your region


• Finding out about people who contributed to humanism

• Finding out more about El Greco

• Finding and describing a Renaissance painting


• Identifying examples of Renaissance art in Spain

• Understanding the importance of the invention of the printing press

• Relating the development of Spanish Renaissanceto the present day


• Describing and comparing examples of architecture and sculpture

• Comparing buildings

• Appreciating painting and sculpture

• Analysing the evolution of painting

• Creating a mural

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1. Learning about the reigns of 16th and 17th century Spanish monarchs

2. Discovering the reasons for the rise and fall of the Spanish Empire

3. Finding out about expeditions to the New World

4. Analysing the short-term and long-term causes of the Spanish crisis

CONTENT OBJECTIVES

The Spanish Empire

CONTENTS

10

CONCEPTS • Emperor Charles V / King Charles I of Spain: his reign and his empire

• The revolt of the Comuneros

• The reigns of Philip II, Philip III, Philip IV and Charles II

• Why Spain lost its supremacy

• The crisis in the 17th century

• The situation in Europe in the 17th century

PROCEDURES • Completing gaps and answering questions on texts

• Matching references to a historical text

• Completing a table to record the results of different policies

• Interpreting a chart about population

• Analysing the economic impact of the discovery of America

• Analysing the causes of the Spanish crisis

ATTITUDES • Curiosity to know about Spanish monarchs in the 16th and 17th centuries

• Appreciation of the problems different monarchs had to face

• Curiosity to learn how Spain organised its Empire and what losing its supremacy meant

• Critical attitude towards the results of different policies

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1. Using maps to obtain historical information

2. Showing comprehension of the reigns of Spanish monarchs of the period

3. Using tables and lists to summarise information in texts

4. Showing comprehension of maps and texts about history in oral or written form

ASSESSMENT CRITERIA

KEY COMPETENCES


• Vocabulary related to reigns, inheritance, policiesand confrontation

• Expressing degree: He hardly spoke Spanish.• Expressing obligation: Philip II had to face many

problems.• Historical recount; reporting past events: Louis XIV

inherited the throne of France.

Learning to learn

• Learning to use charts giving information aboutpopulation

• Learning to analyse causes and consequences ofdifferent policies


• Interpreting population trends on a chart


• Using the Internet to find out about the Spanishconquest of America


Temporal competence


Spatial competence

• Using maps for historical information


• Working in pairs to write about the results of anInternet investigation


• Interpreting maps in order to answer questions

• Judging Success of Emperor Charles V

• Carrying out a detailed analysis of the causes of the Spanish crisis


• Learning historical facts about an importantbuilding still in existence

• Observing various works of art from that periodwhich are still in existence


• Observing and speculating about a painting

• Comparing a painting of an emperor with his familytree

• Observing and commenting on a painting of anexecution

• Drawing an impression of a dress

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1. Learning about the baroque style

2. Finding out about new methods of scientific research

3. Discovering baroque art and architecture

4. Analysing a baroque painting

CONTENT OBJECTIVES

Baroque

CONTENTS

11

CONCEPTS • What baroque was

• Baroque architecture

• Baroque painting

• The Golden Age of Spanish painting

• Baroque sculpture

PROCEDURES • Discussing a picture

• Answering questions about Protestant and Catholic countries

• Finding out about a 17th century scientist

• Describing and analysing baroque paintings

• Answering questions about baroque sculpture

• Answering questions on a text

ATTITUDES • Appreciation of the baroque style in art, architecture and sculpture

• Curiosity to know what scientists and thinkers were discovering

• Curiosity to know about important figures of this period

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1. Showing appreciation of authors of artwork of this period

2. Showing appreciation of scientific research and thinking of this period

3. Showing ability to analyse in depth art of this period

4. Showing comprehension of maps and texts about history in oral or written form

ASSESSMENT CRITERIA

KEY COMPETENCES


• Vocabulary related to the baroque style and theculture of the time

• Making impersonal statements: Baroque art wasinspired by classical forms.

• Describing artwork: Baroque architects used richand colourful materials.

• Historical argumentation; making comparisons:Literature reached one of its finest moments.

Learning to learn

• Learning how to analyse a painting in depth


• Accessing paintings on a website


Temporal competence



• Giving opinions about the different developments of this period


• Investigating a 17th century scientist


• Describing and speculating about a present-daypalace

• Noting the influence of artists of that period withwell-known artists today

• Learning about existing architecture in the baroquestyle


• Appreciating examples of baroque painting and sculpture

• Choosing and describing two baroque paintings

• Analysing a baroque painting in detail

• Writing a description of a photo

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1. Learning about the population of the world and Spain

2. Studying population using birth and fertility rates

3. Understanding why populations differ

4. Analysing a thematic map

CONTENT OBJECTIVES

World population

CONTENTS

12

CONCEPTS • What the world population is

• The most densely populated areas

• Birth and fertility rates

• The mortality rate

• What population growth is

• The population in Spain

PROCEDURES • Identifying regions with very large or very small populations

• Using charts and maps to compare world populations

• Working out more densely / less densely populated areas and establishing reasons

• Using a map and text and charts to find out about birth and fertility rates

• Using a map and a chart to find out about mortality rate and life expectancy

• Using statistics

ATTITUDES • Curiosity to learn about factors related to world population

• Precision in calculations about world population

• Initiative in analysing information and reaching conclusions about population

• Appreciating consequences of different factors related to population growth or decline

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1. Using data in maps, texts and tables

2. Making precise calculations

3. Showing comprehension of the evolution of population in different areas around the world


ASSESSMENT CRITERIA

KEY COMPETENCES


• Vocabulary related to population

• Reporting facts: Around 6,500 million peopleinhabit the world.

• Reporting change: The population has increasedover the years.

• Expressing quantity: The average birth rate isaround 20%.

Learning to learn

• Learning to calculate and compare rates

• Learning to interpret a thematic map


• Calculating rates using formulae



Temporal competence

• Dealing with information on different time-scales

Spatial competence

• Using maps to compare population density, worldfertility and world mortality rates


• Collating and comparing data


• Investigating problems related to birth rates

• Comparing life expectancy

• Investigating consequences of a policy

• Finding out about generational changes in one’s family


• Learning about the evolution of population related to present day

• Investigating the consequences of immigration in Spain


• Studying different photos reflecting density of population

• Analysing a satellite photo

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1. Learning about different types of societies

2. Understanding social diversity and change

3. Studying Spanish society

4. Finding out about young people in Spain

CONTENT OBJECTIVES

Society and diversity

CONTENTS

13

CONCEPTS • Types of society

• How societies are formed

• How societies change

• The structure of Spanish society

• How Spanish society has changed

• What Western society is like

PROCEDURES • Answering questions based on texts and photographs

• Investigating lives in the past and analysing change

• Analysing pie charts and a table and making deductions based on photos

• Finding out about different segments of society

• Comparing society in the past with society in the present

• Analysing a community

ATTITUDES • Curiosity to learn about different types of society and different segments in society

• Curiosity to know about changes in society and their implications

• Precision in analysing pie charts and tables

• Initiative in making comparisons and drawing conclusions

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1. Showing comprehension of different societies at different times in history

2. Showing ability to make comparisons based on data presented in texts, pie charts and a table


ASSESSMENT CRITERIA

KEY COMPETENCES


• Vocabulary related to societies

• Reporting facts and events: There are three maintypes of society.

• Reporting change; cause and effect: Production is increasing thanks to modern machinery.

• Expressing quantity: More than a third of the labourforce works in industry.

Learning to learn

• Learning to use pie charts


• Using percentages and fractions


• Using the Internet for investigation


Temporal competence

• Dealing with information on different timescales

Spatial competence

• Interpreting a map showing societies


• Doing a project in groups


• Investigating within one’s family

• Investigating a community

• Reaching conclusions


• Learning about present-day types of society around the world


• Making observations based on a map or photos

• Writing about world languages and religions

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1. Discovering human habitats

2. Finding out about the location and structure of towns and cities

3. Learning about population and world capitals

CONTENT OBJECTIVES

Rural and urban habitats

CONTENTS

14

CONCEPTS • Different habitats

• How cities and towns are built

• How cities are structured

• How cities and towns have grown

• The world’s urban network

• Cities in developing countries

• Cities in developed countries

PROCEDURES • Comparing different habitats

• Comparing layouts of towns and cities

• Investigating about a town

• Reading and comparing maps

• Identifying contrasts in cities in developing and developed countries

• Compiling tables about cities

ATTITUDES • Curiosity to compare different habitats

• Critical attitude towards structures of cities and towns

• Concern for urban problems in developing and developed countries

• Appreciation of the importance of the characteristics of different habitats

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1. Showing comprehension of differences between urban and rural habitats

2. Showing comprehension of structures and functions of cities

3. Using maps to ascertain populations and urban growth

4. Showing comprehension of urban problems

5. Identifying capital cities


ASSESSMENT CRITERIA

KEY COMPETENCES


• Vocabulary related to rural and urban habitats

• Expressing possibility: These locations may be onthe coast.

• Talking about change: Many industries have leftthe city.

• Expressing cause and effect: Consequently, thisdetermines the structure of the city.

Learning to learn

• Learning how to compare different town and citylayouts

• Learning to interpret a diagram of a city

• Learning to read a proportional symbol map


• Working with percentages



Spatial competence

• Using photos to compare the concentration of communities

• Using maps to compare urban growth


• Sharing information about capital cities

• Comparing tables showing countries and theircapitals

• Doing a project


• Investigating and writing about a town


• Obtaining information about villages, towns and cities in the world today


• Writing about a capital and illustrating with pictures

• Interpreting information in different kinds of maps

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1. Learning about European cities

2. Finding out about Spain’s rural and urban populations

3. Understanding the urban hierarchy

4. Analysing your town

CONTENT OBJECTIVES

European cities

CONTENTS

15

CONCEPTS • What European cities used to be like

• How European cities have changed

• Spain’s rural and urban population

• The urban hierarchy

PROCEDURES • Comparing cities

• Investigating rural and urban areas

• Using a map to analyse urban hierarchy

• Answering questions on maps and texts

• Using a street map to prompt analysis and description of a place

• Completing a table

ATTITUDES • Curiosity to know about different cities at different times

• Initiative in investigating and discussing results of investigation

• Precision in using information in a map and a text

• Appreciation of one’s own town

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1. Showing comprehension of urban areas

2. Showing comprehension of changing characteristics of cities

3. Using a map to make observations about urban networks and populations

4. Showing ability to forecast the future of cities


ASSESSMENT CRITERIA

KEY COMPETENCES


• Vocabulary related to towns and cities

• Expressing change: The Spanish population haschanged from rural to urban in a very short time.

• Giving additional information: This forum waswhere the most important buildings were found.

Learning to learn

• Learning to use a street map for analysis


• Looking for photos on the Internet


Spatial competence

• Using a map showing urban populations

• Calculating location on a street map


• Comparing and contrasting information about EU cities


• Initiative in investigating populations

• Writing a project

• Initiative in analysing advantages and disadvantages of a place


• Writing a report about a Spanish city

• Observing characteristics of different cities


• Comparing photos and speculating

• Imagining cities of the future: the ideal and reality

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76

ISLAM IN THE MIDDLE AGESACTIVITY SHEET 1 RESOURCE PAGE1

NAME: CLASS: DATE:


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THE GERMANIC KINGDOMS AND THE BYZANTINE EMPIREACTIVITY SHEET 2 REINFORCEMENT1

NAME: CLASS: DATE:

The Germanic kingdoms. Match the phrases.

a. Germanic tribes 1. lived in Britain.

b. The Romans called the Germanic tribes 2. invaded the Roman Empire.

c. The Franks 3. did not intermingle.

d. The Visigoths 4. lived in France.

e. The Lombards 5. declined.

f. The Angles and the Saxons 6. barbarians.

g. Long distance trade and cultural activity 7. lived in Italy.

h. At first the Romans and Germanic tribes 8. lived in Spain.

The Visigoths. Write true (T) or false (F) after these sentences. Then rewrite the false sentences.

a. In 410, the Visigoths attacked Rome.

b. They helped expel other Germanic peoples from the Italian Peninsula.

c. At the beginning of the 6th century, the Visigoths went to the Iberian Peninsula.

d. They made Teruel the capital of their kingdom.

e. The Visigothic kingdom became Catholic.

f. The Visigothic kingdom disappeared after the Roman invasion in 711.

The Byzantine Empire. Underline the correct answer.

a. The Eastern Roman Empire was poorer / richer then the Western Roman Empire.

b. The Byzantine Empire lasted for two / ten centuries.

c. The Emperor Justinian tried to rebuild the Roman / Muslim Empire.

d. In 711 / 1453 Constantinople was conquered by the Turks.

e. This marked the end / beginning of the Middle Ages.

3

2

1

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ISLAM AND CHRISTIANITYACTIVITY SHEET 3 REINFORCEMENT AND EXTENSION1

NAME: CLASS: DATE:

Read the text and complete the words.

Islam

Muhammad was a m from Mecca who heard the call of God and preached a new religion: Islam.

This religion believed there was only one God called A . Muhammad was considered a d to

society and so he moved to Medina in 622. He formed a powerful a , and in 628 he conquered Mecca.

From there, Islam spread to all parts of Arabia.

The K is the sacred book of the Muslims. Muslims have five obligations of their faith, for example,

they have to pray f times a day, they have to fast during the month of R , and they have to go

to M at least once in their lifetime if possible.

Group work.

Find out about the origins and beliefs of the Christian religion and compare them to what you have read about Islam. Here are some questions to help you:

• What is the name of the son of God in whom Christians believe?

• Where was he born?

• What was his father’s job?

• What is the name of the Holy Book in the Christian religion?

• What is the name of the list of obligations for Christians?

• Who did God give this list to?

• What is the symbol of the Christian religion? Why?

• What can you see in the photo below, and what can you find out about early Christian burials?

When you have found the answers, write a short paragraph about Christianity. Then discuss features which are shared by Judaism, Christianity and Islam.

2

1

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THE EARLY MIDDLE AGESACTIVITY SHEET 4 CHECK YOUR PROGRESS1

NAME: CLASS: DATE:

Complete the sentences with the words below.

a. Germanic tribes lived to the of the Roman Empire.

b. Some of the Germanic invasions were .

c. In , the emperor Theodosius divided the empire between his two sons.

d. Romulus Augustus was the emperor of the Western Empire.

e. For some historians, 476 marks the of the Middle Ages.

f. At that time it was dangerous to .

g. Many disappeared.

h. People to the countryside.

Classify these words. Which period of history do they belong to?

Read and identify.

a. This person was the highest authority of the Muslim empire:

b. The capital of the Visigothic Empire:

c. An important Byzantine emperor who modernised Roman Law:

d. His father was called Pippin the Short and his son was called Louis the Pious:

3

2

1

cities last north travel 395 violent beginning moved

Germanic kingdoms Byzantine Empire Islam

Orthodoxy Hagia Sophia Lombards gunpowder Toledo

Franks Latin Justinian Code Ostrogoths Greek

mosque Baghdad jihad Constantinople algebra

Arabia Visigoths barbarians East-West Schism caliph

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THE CASTLEACTIVITY SHEET 5 RESOURCE PAGE2

NAME: CLASS: DATE:

Write the letter in the correct place.

a. wall

b. battlements

c. tower

d. barbican

1

e. drawbridge

f. moat

g. courtyard

h. tower of homage

h

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THE SECOND INVASIONS AND FEUDALISMACTIVITY SHEET 6 REINFORCEMENT2

NAME: CLASS: DATE:

Match the two halves of each sentence.

a. From 850 to 1100 1. were Muslim pirates.

b. The Vikings 2. Europe was invaded by three new peoples.

c. The Magyars 3. came from Scandinavia.

d. The Saracens 4. came from the steppes of Asia.

Complete the sentences with the following words.

a. After the Carolingian empire, Europe was divided into many .

b. The kings were very .

c. The peasants had to work for the nobles and became their .

d. Barons governed in the king’s name in exchange for a or manor.

e. The barons paid to the king.

f. They became the king’s .

g. The nobles and king frequently among themselves.

Write Lords or Peasants at the beginning of each sentence.

a. possessed a demesne where everything grown was theirs.

b. lived in villages.

c. paid their rent in money, products or by working on the lord’s land.

d. had to pay a tax to use the mill, the oven and the press.

e. took a toll from merchants who crossed their land.

3

2

1

homage kingdoms fief serfs fought vassals weak

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82

MEDIEVAL MONASTERIESACTIVITY SHEET 7 REINFORCEMENT AND EXTENSION2

NAME: CLASS: DATE:

Medieval monasteries.

Identify and number the parts of the monastery.

Look at the illustration.

a. What do you think the monk is doing?

b. What is he wearing? Is he a member of the secular or regular clergy?

Famous people.

Work in groups of three. How did the following people get their nicknames? What were they really like? Student A: William the Conqueror; Student B: Ethelred the Unready; Student C: Richard the Lionheart. Find pictures and illustrations to show other students. These websites might be useful:

http://britishhistory.suite101.com/article.cfm/ethelred_the_unready

http://www.historic.com/HistoryUK/England-history/RichardTheLionheart.htm

http://en.wikipedia.org/wiki/William_the_Conqueror

3

2

1


1 church 2 guesthouse 3 cells 4 vegetable garden 5 cloister

2

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Match the phrases. Then listen and check your answers. /

a. The nobles 1. did not pay taxes or do manual work.

b. The clergy 2. defended the population.

c. The workers 3. were mainly peasants.

d. The nobles and clergy 4. prayed for the spiritual salvation of the people.

Medieval society. Underline the correct answer.

a. Ninety percent of the population were peasants / nobles.

b. Pages / Serfs were the sons of nobles.

c. The nobles’ main activity was agriculture / war.

d. Some peasants were freemen / squires and had more independence.

e. The peasants lived better / worse than the noblemen.

f. Noblewomen who did not work / marry went into convents.

g. Peasant women had to / did not have to work.

h. Nobles / Peasants had to be ready to go to war at any time.

Complete the sentences.

a. Great nobles had complete over their lands.

b. Except for the , everyone was born into an estate.

c. The Church was present in all of western Europe.

d. The Pope could a king.

e. Nobles trained for war in

3

2

521

83

FEUDAL SOCIETYACTIVITY SHEET 8 CHECK YOUR PROGRESS2

NAME: CLASS: DATE:


Analyse a painting.

Describe the relationship between the two people in the painting.

4

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EUROPE IN THE 14TH CENTURYACTIVITY SHEET 9 RESOURCE PAGE3

NAME: CLASS: DATE:

Compare the two maps. List the modern states which already existed in the 14th century.1

PO

RTU

GA

L

GRANADA

NAVARRE

DUCHYOF

AQUITAINE

KINGDOMOF FRANCE

ENGLAND

SCOTLAND

IRELAND

Corsica

Sardinia(Aragón)

Sicily(Aragón)

KINGDOMOF

NAPLES

PAPALSTATES

PROVINCE

SERBIANKINGDOM

ALBANIA

BYZANTINEEMPIRE

OTTOMAN

TURKS

DUCHYOF

ATHENS

BULGARIA

KINGDOM

OF

HUNGARY

KINGDOMOF

POLAND

GRAND DUCHY

OF

LITHUANIA

RUSSIAN STATES

PRINCIPALITYOF MOSCOW

COUN

TR

IES

KINGDOM

OF SWEDENKINGDOM

OF

NORWAY

DENMARK

HOLY

ROMAN

EMPIRE

SELJUKTURKS

GOLDENHORDE

PRINCIPALITYOF MOLDAVIA

PRINCIPALITYOF WALLACHIA

GENOA

VENICE

CASTILEARAGÓN

Black Sea

OF THE TEUTO

NIC

ORDER

A T L A N T I C

O C E A N

BOSNIA-HERZEGOVINA

UNITEDKINGDOMIRELAND

BELGIUM

NETHERLANDS

LUXEMBOURG

60°

30º

SPAINPORTU

GAL

CROATIA

FRANCE

ITALY

GERMANY

SUIZA AUSTRIA

CZECHREPUBLIC SLOVAKIA

HUNGARY

NORWAY

SWEDEN

DENMARK

ESTONIA

LATVIA

LITHUANIA

FINLAND

RUSSIA

BELARUSPOLAND

ICELAND

BULGARIA

UKRAINE

ROMANIA

TURKEY

MOLDOVA

SERBIA

MACEDONIAALBANIA

GREECE

MALTA

ARMENIAAZERBAIJANGEORGIA

RUSSIA

A T L A N T I C

O C E A N

CYPRUS

MONTENEGRO

SLOVENIA

LIECHTENSTEIN

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MEDIEVAL TRADE AND CITIESACTIVITY SHEET 10 REINFORCEMENT3

NAME: CLASS: DATE:

Answer the following questions.

a. What was the Hanseatic League?

b. Where did merchants meet?

c. What new financial methods were introduced?

d. What did the Europeans export?

e. Where were the biggest fairs held?


a. Medieval cities 1. lived in Moorish quarters.

b. Many merchants went to live 2. were small.

c. Cities offered peasants 3. was directed by a mayor.

d. The city council 4. in the cities where the markets were.

e. The Islamic people 5. a better life.

Underline the correct answer.

a. Craftsmen made their products by machine / hand.

b. Craftsmen of the same profession often lived in the same street / town.

c. All artisans in the same profession joined a guild / workshop.

d. Apprentices got paid / did not get paid.

e. Master craftsmen sold / owned the workshops.

f. Nobody could work in a trade if they did not join a workshop / guild.

Explain how the following factors influenced the growth of cities.

a. New farming techniques:

b. The absence of feudal lords:

c. The growth of trade:

4

3

2

1

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MEDIEVAL AGRICULTURE AND CRAFTSMENACTIVITY SHEET 11 REINFORCEMENT AND EXTENSION3

NAME: CLASS: DATE:

Unscramble the words and complete the sentences.

SUED HIBTAESLSED ERCTAED DUORTNICED

a. New land was by cutting down forests and draining marshes.

b. Crop rotation was .

c. In Mediterranean areas, new crops were .

d. Wind and water mills were more extensively.

Find eleven words connected with medieval work.

Then use five of these words to describe the work people did in medieval times.

.

.

.

.

.

Medieval life.

Imagine you live in a medieval city and your father is a weaver. Describe a typical day in his workshop.

.

.

.

.

Working with maps.

Look at a map of your city or village. See if there are any street names which refer to the professions of the craftsmen who originally worked in these streets. Write a list in your notebook.

4

3

2

1

J O U R N E Y M A N A

W G H E T T O I Q X P

X F A I R P K G Z K P

Y W G P A N W R C Y R

M O U L D B O A R D E

Z X I O E K X T A Z N

L H L U W Z W E F V T

F P D G Y Q F W T W I

P Z O H Z X K M S P C

W O R K S H O P S X E

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NAME: CLASS: DATE:

Classify these words and complete the table.

Underline the correct word. Then listen and check your answers. /

a. There were two important land / sea routes.

b. The Mediterranean route linked Spanish and Italian cities with Muslim ports and the Roman / Byzantine Empire.

c. The Hanseatic League was a merchants’ / Muslim association.

d. The members exchanged Spanish and English wood / wool.

e. Bills of exchange made it unnecessary / necessary to carry money.

Put these sentences in order. Then write the sentences in the correct order using these linking words:First, Then, Next, Later, Finally.

a. The apprentice became a journeyman, which meant he was paid by the hour. He was given a certificate

and could travel to other towns and countries to learn the art of other masters.

b. A journeyman could be received as a master craftsman.

c. A new employee had to work as an apprentice with a master craftsman. This was a period of training

and learning the techniques of the trade.

d. After this journey and several years of experience, the journeyman had to demonstrate his capacity

by producing a masterpiece.

e. The apprentice had to work for several years, and after producing a qualifying piece of work, he could

be promoted.

3

732

1

Agriculture Trade Craftsmen

journeymen crop rotation Hanseatic League water and wind mills

guilds workshops banking mouldboard plough irrigation

apprentices bills of exchange credit trade fairs new crops

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A ROMANESQUE CHURCHACTIVITY SHEET 13 RESOURCE PAGE4

NAME: CLASS: DATE:

Label the picture.1

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Tick (✓) the correct sentences. Correct the false ones.

a. Christianity was the main religion in Europe in the Middle Ages.

b. The Church did not have any power.

c. Romanesque churches were made of wood.

d. The churches were built in the shape of a square.

e. Romanesque art aimed to bring people close to God.

f. Most people in the Middle Ages could not read or write.

g. Images taught the people about religion.

h. In Romanesque painting, all the figures were the same size.

i. Bright colours were used.

Complete the following sentences with a verb in the past tense.

a. Between the 11th and 13th century there a renaissance in cities.

b. Noblemen and rich merchants palaces to live in.

c. New religious orders in the cities.

d. Bishops or town councils city schools.

e. Teachers and students to escape from the control of the Church.

f. So, they to form corporations or universities.


a. Gothic sculpture had 1. was replaced by stained glass windows.

b. In Gothic sculpture, 2. an educational purpose.

c. Gargoyles 3. became popular.

d. Mural painting 4. often represented grotesque beings.

e. Later, painting on wood 5. figures expressed feelings.

3

2

1

ROMANESQUE AND GOTHICACTIVITY SHEET 14 REINFORCEMENT4

NAME: CLASS: DATE:

want be live decide build control

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MEDIEVAL CHURCHES AND RELIGIOUS ORDERSACTIVITY SHEET 15 REINFORCEMENT AND EXTENSION4

NAME: CLASS: DATE:

Describing artwork in churches.

Describe each picture in your notebook. Use these questions to help you.

• What can you see in the picture?

• Is it an example of architecture, sculpture or painting?

• What materials have been used?

• How would you describe the windows in the church?

• Are any feelings expressed in the figures in the sculpture or the painting?

• What religious scene is represented in the sculpture and the painting?

• Do you like what you can see?

Group work.

Use the Internet or other sources to find out about the history of two important religious orders, the Franciscans and the Dominicans.

• Who founded them?

• Where do these orders work today and what do they do?

• Have you ever visited one of their monasteries?

Share your information with your classmates.

2

1

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NAME: CLASS: DATE:

Answer these questions. Then listen and check your answers. /

a. What were the Christian territories known as in the Middle Ages?

b. Who carried out the rites of baptism, marriage and death?

c. Who had to pay rent to the Church?

d. What regulated the peasants’ working hours?

e. What was a tithe?

f. Who organised the Crusades?

Write a comparison of Romanesque and Gothic art. Include separate paragraphs on church architecture, sculpture and painting. Use some of the ideas from the following table.

2

1041

ROMANESQUE GOTHIC

CHURCH ARCHITECTURE

– Symbols were…

– Artists were…

– Spirituality was conveyed by…

– Arches were…

– The windows were…

– The columns and pillars were…

– The arches were…

– There were flying buttresses…

– Windows were made of…

– The central nave was…

– Churches showed…

SCULPTURE

– The human figures were…

– The colours were…

– Carvings were made of…

– The facades of the churches were…

– The function of the scuptures was…

– The human figures were…

– They often showed…

– Carvings were made of both…

– The choir stalls were…

– The function of the scuptures was…

PAINTING

– Human figures were…

– They were outlined in…

– The colours were…

– Panel painting was used on…

– Human figures were…

– Portraits became…

– Gold was…

– Landscapes appeared…

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A MEDIEVAL MUSLIM CITYACTIVITY SHEET 17 RESOURCE PAGE5

NAME: CLASS: DATE:

Label the picture with as many buildings as you can identify. Then write a short description of medieval Muslim cities.

1

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HISTORY OF AL-ANDALUSACTIVITY SHEET 18 REINFORCEMENT5

NAME: CLASS: DATE:

Complete each sentence with the correct name.

a. became emir of Córdoba in 756.

b. inherited the throne in 912 and fought against internal revolts and Christian attacks.

c. became caliph in 976 when he was only 11 years old.

d. led the government for the young caliph.


a. Taifas 1. were small kingdoms.

b. Parias 2. were Berber warriors from North Africa.

c. The Almoravids 3. were taxes paid to the Christian kings.

d. The Almohads 4. were defeated at the Battle of Las Navas de Tolosa.

The economy of Al-Andalus. Unscramble the words and match them.

EVLOIS DNIIGO SIAECRMC HRIDEM SVLSAE

a. One of the main crops:

b. One of the new crops:

c. An example of high quality craftwork:

d. One of the coins merchants used:

e. One of the things the merchants bought:

Complete each sentence with the correct word.

a. The had the best land and were in charge of the government.

b. The had fewer privileges and sometimes rebelled.

c. The had been Christians but changed to Islam.

d. The were Christians who had to pay taxes because they were not Muslims.

e. The were important to the economy. They usually lived in a separate part of the city.

The economy of Al-Andalus. Answer these questions.

a. What were the main crops grown by the people in Al-Andalus?

b. Why did crop production increase?

c. What was indigo and where was it used?

d. What two precious metals formed part of the craftwork of the Muslims?

e. What did the merchants buy in exchange for their craftwork?

f. What were the dinar and the dirhem?

5

4

3

2

1

Abd-al-Rahman I Al-Mansur Hisham II Abd-al-Rahman III

Berbers Arabs Muladíes Jews Mozarabs

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AL-ANDALUSACTIVITY SHEET 19 REINFORCEMENT AND EXTENSION5

NAME: CLASS: DATE:

Write five lines explaining what we mean by Al-Andalus.

Famous buildings.

Work with a partner. Identify these two buildings. Explain why they are famous.

Write a short history of each one. Compare your texts with your classmates.

Group work.

Plan a trip to a place in Spain where you can see the remains of Muslim Spain.

• What place are you planning to visit?

• Why is it important?

• What are you going to see here?

• Did any important event take place here? Which?

• Write a short description of your trip. Include drawings and photographs.

• Compare your trip with those of your classmates. Have you chosen the same places? Whose trip seems to be the most interesting?

3

2

1

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AL-ANDALUS SOCIETYACTIVITY SHEET 20 CHECK YOUR PROGRESS5

NAME: CLASS: DATE:

Complete the text. Then listen and check your answers. /

Muslim cities

Muslim cities were very (a) compared to those in other parts of Western Europe.

For example, (b) had about 100,000 inhabitants, whereas London had less than

(c) . Muslim cities had gates which were (d) at night.

The (e) , or old city, contained the most important buildings. The aljama was

the name of the main (f) and the (g) were the workers’ districts.

The centre of political life was the (h) , and the souk was the centre of the social

and (i) life. The merchants kept their goods in large warehouses known

as (j) .

Match the dates and the events.

a. 711 1. Toledo fell into Christian hands.

b. 1085 2. The battle of Guadalete took place.

c. 1212 3. The Nasrid Kingdom fell to the Catholic Monarchs.

d. 1492 4. The Battle of Las Navas de Tolosa took place.

Classify these words and complete the table.3

2

1451

agriculture fountains irrigation souk horseshoe arches Mozarabs craftwork

decoration medina pools Jews dinar Berbers Muladíes dirhem

arrabales alhóndigas plasterwork alcázar

Cities Architecture People Economy

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MEDIEVAL SPAINACTIVITY SHEET 21 RESOURCE PAGE6

NAME: CLASS: DATE:

Choose a century between the 12th and 15th centuries. Colour and label the map for that period.1

León

Lisb

oa

Tole

do

Vale

nci

a

Bar

celo

na

Zar

agoz

a

Pam

plo

na

Gra

nad

a

Me

di

te

rr

an

ea

nS

ea

AT

LA

NT

IC

OC

EA

N

Ba

y

of

Bis

ca

y

Chr

istia

n te

rrito

ries

Mus

lim t

errito

ries

yello

w

oran

ge

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THE CHRISTIAN KINGDOMSACTIVITY SHEET 22 REINFORCEMENT6

NAME: CLASS: DATE:

Unscramble the words and match them.

OLNASOF III NEFARN ZOLEGANZ POELYA CASHON III RELDWIF

a. He defeated the Muslims in 722:

b. He was king of the Asturian kingdom from 866 to 910:

c. He was the Count of Castile from 930 to 970:

d. He was given the title ‘Great’:

e. He was called the ‘Hairy’:

Copy and complete the table.

The Reconquest. Underline the correct word.

a. The Christian kingdoms advanced north / south to the River Duero valley.

b. Groups of peasants / soldiers colonised the land and formed small villages.

c. The Muslim kingdoms paid parias to the Christian kingdoms to avoid taxes / attacks.

d. Conquered territory was given to religious orders / military orders.

e. In 1212 the Muslims won / lost the Battle of Las Navas de Tolosa.

3

2

1

Mozarabic art Mudejar art

Where it emerged: Where it emerged:

Time period: Time period:

Developed by: Developed by:

Characteristics: Characteristics:

Examples: Examples:

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THE CHRISTIAN KINGDOMSACTIVITY SHEET 23 REINFORCEMENT AND EXTENSION6

NAME: CLASS: DATE:

The Crown of Aragón. Tick (✓) the correct sentences.

a. The Crown of Aragón was created in the 12th century.

b. The first King of Aragón was James I the Conqueror.

c. In the 13th century the Crown of Aragón expanded around northern Europe.

d. It was made up of the Catalan counties and the kingdoms of Aragón, Valencia and Mallorca.

e. The Generalitat in Sardinia and Naples ensured that the decisions of the Cortes were respected.

f. The Justicia defended the rights of individuals in Barcelona.

Read the following text about the Mesta and answer the questions.

The Mesta

In the 12th and 13th centuries, the main source of income for much of Castile was sheep farming. Sheepfarmers moved their flocks around the country in order to allow them to graze all year round. The land wassparcely populated, and they were vulnerable to the attacks of the Muslims’ armies. After the Battle of LasNavas de Tolosa, these attacks ended, and sheep farming became even more important. In one century,Spain became the first producer of wool in Europe. At the beginning of the 14th century, there were onemillion sheep in Castile. By the end of the 15th century, there were five million. These numbers meant therewere problems in sharing the pasture areas. Mapping the paths which the sheep followed to move aroundthe country was also a problem. To regulate these problems, the Honourable Council of the Mesta wasestablished.

a. Why did the farmers move their sheep around the country?

b. When did sheep farming become even more important?

c. Why was the Mesta established?

Group work.

Look for information on the Internet and answer these questions.

• Does Spain still produce wool? If so, where?

• Locate Medina del Campo on a map. Find out about the trade fairs that took place there. Is Medina del Campo famous for anything nowadays?

Look for information about medieval Spanish castles and complete the table.4

3

2

1

Medieval Spanish castles

They were built by:

Their role was:

They were built because:

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THE CHRISTIAN KINGDOMSACTIVITY SHEET 24 CHECK YOUR PROGRESS6

NAME: CLASS: DATE:

Order the sentences chronologically. Then listen to the recording to check your answers. /

a. In the 9th century, Burgos, Zamora and Coimbra joined the Kingdom of Asturias.

b. These Christian kingdoms coexisted with Al-Andalus for 800 years.

c. The Muslims conquered the Iberian Peninsula except for Cantabria and the Pyrenees.

d. In the 10th century, the capital was moved to León, and the region became the Kingdom of León.

e. The Visigoths in Cantabria chose Pelayo as their king.

f. The Kingdom of Asturias and León originated in Cantabria.

g. The Kingdom of Navarre and the Aragonese and Catalan counties originated in the Pyrenees.

h. By 800, the Kingdom of Asturias stretched from Galicia to Álava.

i. Pelayo defeated the Muslims at the Battle of Covadonga.

j. Many Visigoths took refuge in the north where they founded the Christian kingdoms.


a. Who was Pelayo and what did he do?

b. What happened during the reign of Alfonso III?

c. Who was Sancho III the Great?

d. Who united the Catalan counties in 874?

e. What is the best known example of Asturian art?

f. Who developed the Mozarabic style of art?

g. Where did Mudejar art emerge?

h. What were parias?

i. What were fueros?

j. What happened at the Battle of Las Navas de Tolosa?

k. What were the three main cultures after the Reconquest?

l. Who founded the Crown of Castile and when?

m.When was the Crown of Aragón created?

2

1661

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PREHISPANIC AMERICAACTIVITY SHEET 25 RESOURCE PAGE7

NAME: CLASS: DATE:

Complete and colour the map and answer the questions.1

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

Cuzco

Tenochtitlán

Amazon

40º80º 60º100º120º

20º

0º

Tropic of Capricorn

Equator

20º

40º60º

0º

20º

20º

Tropic of Cancer

40º

• What is it? Describe it.

• What is it? Describe it.

Aztec Empiregreen

Inca Empireyellow

Maya civilizationorange

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DISCOVERIESACTIVITY SHEET 26 REINFORCEMENT7

NAME: CLASS: DATE:

Vocabulary. Read the definitions and write the words.

a. Another name for a map:

b. An instrument which indicates north, south, east or west:

c. A kind of ship used in the 15th century:

d. The name of the ocean to the west of Europe and Africa:

e. The people who worked on ships:

f. To sail round the world:

g. The passage between the Atlantic and Pacific Oceans:

h. The continent named after an Italian sailor:

Famous explorers. Complete the sentences with the correct names.

a. opened up trade routes to India, China and Japan that brought silks and spices

to Europe.

b. rounded the Cape of Good Hope and opened the sea route to the Indian Ocean

in 1488.

c. reached India in 1498.

d. left Huelva in August 1492 and arrived on the new continent in October 1492.

e. gave his name to the new continent known as America.

f. took command of Magellan’s expedition after he was killed.

Which word is wrong? Cross it out and write the correct one.

a. Christopher Columbus made one trip to America.

b. Portugal and Spain destroyed two great overseas empires.

c. The Treaty of Tordesillas divided the unexplored regions between Brazil and Spain.

d. In the Treaty of Tordesillas, Castile received territories east of the line.

e. When Columbus arrived in America he thought he had reached China.

Classify the following as causes or consequences of the discoveries.

a. The use of compasses.

b. The invention of the caravel.

c. The decline of the indigenous population of America.

d. The growth of international trade.

e. The use of improved maps.

f. European supremacy.

4

3

2

1

Causes Consequences

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EXPLORERSACTIVITY SHEET 27 REINFORCEMENT AND EXTENSION7

NAME: CLASS: DATE:

Complete the table.1

Find out information on the Mayas, Aztecs and Incas. Complete the table.2

Group work. Find out more about the Barbary Pirates. Use the following websites to help you.

http://lexicorient.com/e.o/barbary.pirates.html

http://www.cindywaller.com/barbarycorsairs.html.24k

3

Explorer Where he travelled Year

Prince Henry the Navigator

Bartolomeu Dias

Vasco de Gama

Christopher Columbus

Ferdinand Magellan

Juan Sebastián Elcano

Mayas Aztecs Incas

Where? (Modern countries)

Cities

Society

Government

Other aspects

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THE AGE OF DISCOVERYACTIVITY SHEET 28 CHECK YOUR PROGRESS7

NAME: CLASS: DATE:

Read and add as many missing words as you can. Then listen to the recording and complete the text. /

At the beginning of the 15th century, Europeans knew (a) more than Europe. They knew

a little about (b) , and Japan because of Marco Polo’s journeys. The rest

of the world was a total (c) . Europeans started to go on (d) expeditions

for various reasons. They needed to find new (e) .

In 1453 the Turks conquered (f) and took over the Byzantine Empire. This (g)

the trade routes. Many (h) advances improved navigation. (i) charts were

developed. Also, (j) were improved and could travel longer distances.

Look at the wordsearch and find 12 words related to sailing and exploration.

Order the information. Then write a paragraph using the linking words: First of all, Secondly,Then, Next, After that, Finally.

a. Europeans needed to find new trade routes to the east because the old ones had

been interrupted.

b. He reached land, but it was not Asia. It was a new continent later called America.

c. Castilians decided to set sail to the west across the Atlantic.

d. There were many technical advances which improved navigation.

e. Several Portuguese explorers discovered new territories and shipping routes to India.

f. Columbus left with three ships thinking he was going to reach the east coast of Asia.

3

2

1971

D M F L A G S C A C

O U P M P R I R N A

M T S A I L S E G N

I I D C R E W W X N

N N F M A S T S L O

I Y V S T R A I T N

O Q W U E P O N M S

N S X A S P I C E S

Q U A D R A N T Z T

V O Y A G E Z Y B C

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104

ANALYSING A GRAPH AND A MAPACTIVITY SHEET 29 RESOURCE PAGE8

NAME: CLASS: DATE:


Analyse a graph.

a. How much did the population of Europe grow by between 1200 and 1300?

b. What was the population of Europe in 1300? In 1350? In 1400?

c. How did population evolve during the Middle Ages?

1

Colour the map following the key.2

Evolution of European population

1200 1300 1400 1450 1550 1650

60

40

(In millions of inhabitants)

1250 15001350

80

100

120

140

160

180

200

1600 1700 1750 1800

HamburgLondon

ParisVienna

VeniceMilan

MarseilleGeneva

Florence

Rome

Naples

Constantinople Trebizond

Rhodes CyprusCrete

Kaffa

Tana

BLACK SEA

MessinaSicily

Tunisia

Sardinia

Corsica

Balearic Isla

nds

M E D I T E RR

A N E A N S E A

AlmeríaOran

LisbonBarcelona

Valencia

ATLANTIC

OCEAN

NORTH

SEA

Green Regions not affectedby Black Death

Regions affectedby Black DeathRed

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EUROPEAN SOCIETY IN THE 14TH–16TH CENTURIESACTIVITY SHEET 30 REINFORCEMENT8

NAME: CLASS: DATE:


a. What three factors contributed to the decrease in the population in the 14th century?

b. When did the Black Death break out?

c. How many people in Europe died because of the Black Death?

d. When did the population begin to increase again?

e. How did geographical discoveries affect the economy?

Underline the correct words. Then write a short description of each group.

Nobles / clergy

privileged / non-privileged

paid taxes / did not pay taxes

unimportant positions / important positions

minority / majority

Peasants

a few poor / most poor

easy living conditions / harsh living conditions

some no longer serfs / all remained serfs

Bourgeoisie

influential / not influential

poor families / rich and powerful families

no political power / some achieved great political power

no contact with monarchy / some associated directly with the monarchy

Complete the paragraph with these words.

The union of Castile and Aragón

Henry IV was the of Isabella. He also had another daughter called

La Beltraneja, but when he died she did become queen. In 1477, after five years

of war, Isabella was finally proclaimed Queen of Castile.

Ferdinand was the of the King of Aragón and he Isabella. Later, in 1479,

he became King of Aragón. So the Crowns of Castile and Aragón were . Isabella’s daughter

was called Joanna the . When her mother she could not become Queen.

So, Joanna’s son, took over both Crowns in 1516.

3

2

1

married Charles I Mad civil notJoanna united son died father

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HENRY VIII AND THE CATHOLIC MONARCHSACTIVITY SHEET 31 REINFORCEMENT AND EXTENSION8

NAME: CLASS: DATE:

Group work.

Use the Internet and find out more about Henry VIII of England.

• What happened during his reign?

• How many wives did he have?

• Who were they and what happened to them?

• What happened to his relations with the Pope?

• What was the name of the church he established in England?


a. The Holy Brotherhood 1. took privileges away from the nobles.

b. The Royal Council 2. was the highest judicial body.

c. The conversos 3. was a judicial police force.

d. The Monarchs 4. was founded to prosecute heretics.

e. The Inquisition 5. were chief magistrates in the cities.

f. Corregidores 6. were Jewish converts persecuted by the Inquisition.

Write about the Catholic Monarchs.

• Did the Catholic Monarchs do things which benefited their kingdoms?

• What controversial laws and institutions did they introduce?

• Contrast the different types of measures: On the one hand, … On the other hand, … However, …

• Your conclusion can include your personal point of view: In my opinion…

3

2

1

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POLITICAL AND ECONOMIC CHANGEACTIVITY SHEET 32 CHECK YOUR PROGRESS8

NAME: CLASS: DATE:

Write true (T) or false (F). Then listen to check your answers. Correct the false sentences. /

a. The monarchs created a bureaucracy which depended directly on them.

b. Troops were paid by the monarch and followed his orders.

c. The monarchs reduced taxes.

d. The monarchs created a diplomatic network.

e. The court, or king’s residence, travelled from city to city.

f. In the15th century there were four great kingdoms: France, England, Spain and Italy.

g. In England, there was a civil war during a large part of the 15th century.

h. The Catholic Monarchs unified all the Iberian kingdoms including Portugal.

Complete the table.2

2281

Economy and population

killed a quarter of the population in Europe.

expanded thanks to more trade with recently discovered lands.

The system improved.

had great economic power because artisans and trade were there.

Changes in society

The and the clergy continued to be highly privileged.

The began to achieve more social and political status.

The were no longer serfs in most countries.

New states

Monarchs continued to reinforce their .

monarchies were common in Europe

The settled in one city and governed from there.

There were great kingdoms.

Spanish kingdoms

The Crowns of and were united by the marriage of Isabella and Fernando.

Joanna the was unable to occupy the throne when Isabella died.

, Joanna’s son, confirmed the dynastic union.

The Catholic Monarchs

1478: The was founded to prosecute heretics.

1492: The Catholic Monarchs the Kingdom of Granada.Jews had to convert to or leave Spain.

1512: The Catholic Monarchs annexed the Kingdom of .

A royal decree established the conversion or expulsion of , or Spanish Muslims.

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ANALYSING RENAISSANCE ARTACTIVITY SHEET 33 RESOURCE PAGE9

NAME: CLASS: DATE:

Complete the information.1

Type of building:

Function:

Decoration:

Type of art:

Subject:

Characteristics:

Type of art:

Subject:

Characteristics:

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THE RENAISSANCEACTIVITY SHEET 34 REINFORCEMENT9

NAME: CLASS: DATE:

Read the definitions and write the words.

a. One of the greatest scholars of the Renaissance. He lived in Rotterdam:

b. Johannes Gutenberg invented this in 1440:

c. This man developed the theory that the Sun was the centre of the universe:

d. The name which is applied to 15th century Italian art:

e. The 16th century art which flourished in Rome:

f. The German monk who wrote 95 theses criticising the Pope:

g. The creator of the Anglican Church:

h. The order founded by Saint Ignatius Loyola:

i. The organisation that published a list of prohibited books:

Match the famous people with their achievements.

a. Thomas More 1. was a famous painter of the Quattrocento.

b. Andrea Vesalius 2. studied blood circulation.

c. Miguel Servet 3. was one of the greatest humanists.

d. Brunelleschi 4. painted the Sistine Chapel in Rome.

e. Michelangelo 5. studied anatomy.

f. Botticelli 6. was the outstanding architect of the Quattrocento.

Complete the text.

Renaissance sculpture

In Renaissance sculpture great importance was given to proportions and (a) studies of figures.

This is reflected in the number of sculptures of (b) . Most sculptures were made of bronze or

(c) . The greatest sculptor of the (d) was Donatello. (e) was

the most important sculptor of the Cinquecento. He is also considered to be one of the greatest and most

complete artists of all times.

Underline the correct word.

a. Indulgences were documents issued by the Pope / king to pardon sins.

b. The Pope excommunicated / pardoned Martin Luther.

c. Lutherans were later called Anglicans / Protestants.

d. Calvinism was based on predestination / Catholicism.

e. The king / Pope was the head of the Anglican Church.

4

3

2

1

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110

RENAISSANCE AND REFORMATIONACTIVITY SHEET 35 REINFORCEMENT AND EXTENSION9

NAME: CLASS: DATE:


a. What period does the Renaissance cover?

b. When did the Reformation begin?

c. Why was the invention of the printing press important?

d. What aspects of the Catholic Church were criticised at the beginning of the 16th century?

e. What religious practice provoked Martin Luther’s protest?

f. What was the Council of Trent?

Tick (✓) the correct sentences.

a. El Greco painted The Burial of the Count Orgaz.

b. The Monastery of San Lorenzo of the Escorial was designed by Albrecht Dürer.

c. The façade of the University of Salamanca is an example of the Plateresque style.

d. Leonardo da Vinci is the sculptor of a famous statue of David.

e. This sculpture represents the Renaissance man: strong, beautiful, serene and rational.

Find out more about Thomas More. Write a short text, which includes answers to the following questions.

• What was ‘Utopia’?

• How and why did Thomas More die?

Group work.

• Prepare a poster about either Michelangelo or Leonardo da Vinci.

• Find out about his background, education and his most famous works.

• Write short texts explaining some of his works and techniques.

• Find pictures to illustrate your poster.

4

3

2

1


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Complete the sentences. Then listen to check your answers. /

a. One of the most important features of the Renaissance was the growth of .

b. Humanists were concerned with .

c. Humanists were inspired by the literature, philosophy and art of .

d. Humanists defended the search for truth through and .

e. Humanists wanted to be specialists in many .

f. The printing press was a revolutionary .

g. Thanks to the printing press, humanist thought reached more .

Quattrocento or Cinquecento? Decide and write Q or C.

a. 15th century h. Leon Battista Alberti

b. 16th century i. Botticelli

c. Donatello j. Bramante

d. Raphael k. Michelangelo

e. Brunelleschi l. Masaccio

f. Maderno m. Piero della Francesca

g. Leonardo da Vinci n. Titian

Classify these words and complete the table.3

2

2591

111

RENAISSANCE AND REFORMATIONACTIVITY SHEET 36 CHECK YOUR PROGRESS9

NAME: CLASS: DATE:


Anglican Church Michelangelo Society of Jesus Ptolemaic theory Henry VIIIJuan Luis Vives Spanish Inquisition Calvinism Sistine Chapel

Leonardo da Vinci Martin Luther Council of Trent Copernicus Protestants

Renaissance Reformation Counter-Reformation

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NAME: CLASS: DATE:

Complete the map using the key.1

THE SPANISH EMPIREACTIVITY SHEET 37 RESOURCE PAGE10

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CEA

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PA

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NAME: CLASS: DATE:

Write true (T) or false (F). Correct the false sentences.

a. Charles I of Spain was also Charles V of Germany.

b. The Castilian nobles were happy with their new king.

c. The Castilian cities started the Revolt of the Comuneros.

d. The leaders of the revolt were executed.

e. After this revolt, Charles spent less time in Castile.

f. His son was called Philip V.

g. Charles V gave important government posts to the Castilian nobles.


a. Could Charles V make decisions alone?

b. Whose approval did he need before increasing taxes, for example?

c. Who ruled each territory in the king’s name?

d. Why did the king need to ask for loans?

e. Why did Charles V have problems with France?

f. Why were the Ottoman Turks his rivals?

g. What was his most serious problem?

h. How did he divide his possessions when he surrendered his power?

Complete the information about Philip II.

a. His territories before he claimed the right to the Portuguese Crown:

b. The Portuguese territories he inherited:

c. The location of his court:

d. His two objectives:

e. Some consequences of these objectives:

f. The four countries or empires he had problems with:

3

2

1

CHARLES V AND PHILIP IIACTIVITY SHEET 38 REINFORCEMENT10

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NAME: CLASS: DATE:


1520 Revolt of the

1521 Battle of . Charles V was victorious.

1556 Charles V .

1566 The northern provinces rebelled against and declared their

. A war began which lasted years.

1588 Philip II sent the to fight against England, but it was defeated.

The New World. Complete the sentences.

a. There were many expeditions of .

b. Hernán Cortes conquered the Empire.

c. Francisco Pizarro conquered the Empire.

d. There were also many expeditions of .

e. Francisco de Orellana was the first to sail down .

f. Miguel López de Legazpi left Mexico to conquer .

g. The advised the King on matters of government.

h. The Casa carried out trade with America.

i. Large quantities of were discovered in America and helped the kings to finance

their empire.

Read the text and answer the questions.

The Count-Duke of Olivares

Gaspar de Guzmán (1587 – 1645) Count of Olivares and Duke

of Sanlúcar, was born in Rome, where his father was Philip II’s

ambassador. He was educated in Salamanca. From 1615, he was

one of the supporters of the future heir to the throne. As soon as he

became king, Philip IV left his government in the hands of Olivares.

For more than twenty years, Olivares ruled in the monarch’s name.

His centralist policy caused various revolts in the Hispanic Monarchy.

Because of the count-duke’s poor health, Philip IV took his position

away from him in 1643.The Count-Duke retired to Toro, where he died

in 1645.

a. Where was Olivares born?

b. During whose reign did he have an important role?

c. What did his centralist policy cause in the Hispanic Monarchy?

3

2

1

THE HISPANIC MONARCHY AND THE NEW WORLDACTIVITY SHEET 39 REINFORCEMENT AND EXTENSION10

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NAME: CLASS: DATE:

Match the two halves of each sentence. Then listen and check your answers. /

a. Philip II 1. spread to the Low Countries.

b. He defeated 2. the United Provinces.

c. At the Battle of Lepanto 3. the French at the start of his reign.

d. Calvinism had 4. the Turks were defeated.

e. The Low Countries became 5. was defeated by the English.

f. The Spanish Armada 6. was the most powerful king of his times.

Complete the information.2

29101

THE HISPANIC MONARCHYACTIVITY SHEET 40 CHECK YOUR PROGRESS10

King Charles V

1516

1520

1521

King Philip III

1598

1604

1609

King Philip IV

1621

1635

1648

Charles II

1665

1675

1700

King Philip II

1556

1566

1571

1588

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NAME: CLASS: DATE:

Look at the pictures and complete the information.1

ANALYSING BAROQUE PAINTINGACTIVITY SHEET 41 RESOURCE PAGE11

Type of painting:

Subject:

Characteristics:

Type of painting:

Subject:

Characteristics:

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1. Underline the correct word.

a. The baroque period started / ended in the 17th century.

b. There was an attitude of individualism / intense spirituality in the Catholic countries.

c. In Protestant countries religious / economic success was highly valued.

d. It was / was not an exceptional time for literature and music.

e. In some countries, academies of sciences were closed / opened.


a. Where did the baroque style of architecture originate?

b. Why did it happen there?

c. Name two important architects of this period.

d. Which Spanish architect was famous for his extravagant baroque style?

e. Which famous town squares were built in Spain during this period?

f. Which famous palace was built in France?


a. Caravaggio was an outstanding baroque painter of the school.

b. Rembrandt, Frans Hals and Vermeer were baroque artists of the school.

c. Rubens and Van Dyck were artists of the school.

Write a description of the characteristics of baroque painting.4

3

2

1

NAME: CLASS: DATE:

BAROQUEACTIVITY SHEET 42 REINFORCEMENT11

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NAME: CLASS: DATE:

Classify these people and complete the table. Add more names. Then write a brief account of the life and work of one of the people.

1

Group work.

Choose a famous Spanish painter and prepare a poster about the painter. Include:

• Biographical details

• Examples of his work and a description of the paintings

• An example of one of his most famous paintings

Discuss.

Were there famous women artists at this time? If not, can you think of any reason?

3

2

BAROQUEACTIVITY SHEET 43 REINFORCEMENT AND EXTENSION11

Shakespeare Bach Galileo Kepler CervantesHandel Molière Newton Vivaldi

Literature Science Music

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NAME: CLASS: DATE:

Complete the text with these words. Then listen and check your answers. /

Baroque culture

The baroque period began in the 17th century and lasted for most of the (a) century.

It was influenced by the (b) conflict which had divided Europe. Catholic countries were

more influenced by spiritual attitudes, whereas Protestant countries viewed life in a more (c)

way. Baroque art was (d) to Renaissance art in the way it was inspired by (e)

forms, but baroque artists wanted to portray reality as it was, without (f) it. It was a time

of great literature, known in Spain as the Spanish (g) of literature. Famous baroque

musicians included Vivaldi, Handel and Bach, and the first (h) were written. Baroque

scientists and thinkers believed in (i) and (j) . Famous scientists of this

time included (k) , Kepler and Newton.

Find ten characteristics of baroque art in the wordsearch.

Complete the following table.3

2

31111

BAROQUEACTIVITY SHEET 44 CHECK YOUR PROGRESS11

classical empiricism operas similar idealising rationalismGolden Age Galileo religious individualistic 18th

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

Baroque Architecture Baroque Painting Baroque Sculpture

Characteristics

Artists

Spanish artists

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NAME: CLASS: DATE:

Colour the map.1

POPULATION DENSITY IN SPAINACTIVITY SHEET 45 RESOURCE PAGE12

AT

LA

NT

IC

OC

EA

N

CEU

TA

MEL

ILLA

BALE

ARIC

ISLA

ND

S

SAN

TA C

RU

ZD

E TE

NER

IFE

NAV

ARRA

ÁLA

VA

GU

IPÚ

ZCO

AVIZ

CAY

ACAN

TABRIA

ASTU

RIA

SLU

GO

A C

ORU

ÑA

PON

TEVED

RA

OU

REN

SE

LEÓ

N

ZAM

ORA

PALE

NCIA

BU

RG

OS

LA R

IOJA

SEG

OVIA

ÁVIL

A

VALL

AD

OLI

DSO

RIA

HU

ESCA

ZARAG

OZA

SALA

MAN

CA

CÁCER

ES

BAD

AJO

Z

TOLE

DO

MAD

RID

GU

AD

ALA

JARA

CU

ENCA

ALB

ACET

ECIU

DAD

REA

L

JAÉN

MU

RCIA

ALI

CAN

TE

VALE

NCIA

CASTE

LLÓ

N

TARRAG

ON

ABARCEL

ON

A

GIR

ON

ALL

EID

A

ALM

ERÍA

GRAN

AD

A

CÓ

RD

OBA

SEV

ILLA

MÁLA

GA

CÁD

IZ

HU

ELVA

TERU

EL

LAS

PALM

AS

Less

tha

n 20

Bet

wee

n 20

and

80

blue

gree

n

Bet

wee

n 80

and

120

Bet

wee

n 12

0 an

d 50

0

Ove

r 50

0

PO

PU

LATIO

N D

EN

SIT

Y(I

nhab

itant

s/km

2 )

yello

w

oran

ge

red

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NAME: CLASS: DATE:


a. Why did the population growth rate increase in the 18th century?

b. What happened to world population in the 20th century?

c. What four conditions are required for the population to live in certain areas?


a. Absolute population 1. has 90% of the world’s population.

b. Population density 2. is the most populated continent.

c. The northern hemisphere 3. are more populated than rural areas.

d. The southern hemisphere 4. is the number of people living in an area.

e. Asia 5. are the most populated countries in the world.

f. China and India 6. refers to inhabitants and the area they occupy.

g. Urban areas 7. is more sparsely populated.

Tick (✓) the correct sentences.

a. The birth rate refers to the number of births recorded in a certain place, normally during a year.

b. Women of childbearing age are those between the ages of 25 and 55.

c. Today the birth rate is high in developed countries.

d. Africa has the highest birth rate.

e. Every woman should have an average of 2.15 children to maintain the population.

Complete these sentences.

a. In poor countries parents have children.

b. In developed countries children are to maintain.

c. When women have had more education, the number of children is usually .

d. Many religions encourage .

4

3

2

1

POPULATIONACTIVITY SHEET 46 REINFORCEMENT12

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NAME: CLASS: DATE:

Group work.

Find out more about Doctors without Borders and other non-governmental organisations (NGOs) that work indeveloping countries.

• Would you be prepared to work in one of them? Why? Why not?

Work with your group:

• What problems face most people in developing countries?

• Would their situation be better if the birth rate fell? Why? Why not?

• Why do many people in Africa die before they are 40 years old?

• Why is a child in an underdeveloped country more likely to die than a child in a developed one?

Write an essay.

What are the advantages and disadvantages of living in a village compared to living in a big city? Organise your ideas into the following lists:

Then write an essay based on your ideas. Your essay should have an introduction, and a conclusion whichcould include your personal opinions. Use paragraphs and the following linking words:

On the one hand … Besides, … In addition … Also …

On the other hand … However … In contrast ...

In conclusion … In my opinion …

2

1

NON-GOVERNMENTAL ORGANISATIONSACTIVITY SHEET 47 REINFORCEMENT AND EXTENSION12

Advantages and disadvantages of living in a city Advantages and disadvantages of living in a village

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NAME: CLASS: DATE:

Are the following sentences true or false? Listen and check your answers. /

a. Around 6,500 million people inhabit the world.

b. In 1900 the population was 7,000 million.

c. A large increase in population is known as a demographic explosion.

d. The world population is growing by about 18 million people a year.

e. People live in areas where there is a hot climate.

f. Valleys and plains usually have fertile soil.

g. Water is unnecessary for economic development.

h. Minerals and petroleum are sources of energy.

Compare the population in rich and poor countries.

Complete the paragraph with the following words.

In Spain there has been a (a) in the birth and fertility rates because more women go out

to (b) , more (c) is used and women get (d) and have

children (e) . Spain has one of the (f) life expectancy rates in the world.

Consequently, the Spanish population is (g) . Most of the population lives

in (h) Autonomous communities. Inland provinces are more (i) populated.

In each province, most of the population lives in (j) .

3

2

34121

WORLD POPULATIONACTIVITY SHEET 48 CHECK YOUR PROGRESS12

Rich Poor

Birth rate

Fertility rate

Natural growth

Mortality rates

Life expectancy

Population policies

four highest contraception city latersparsely fall ageing work married

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NAME: CLASS: DATE:

Colour the map. 1

• Discuss.

Do you agree with this classification?

WORLD CULTURESACTIVITY SHEET 49 RESOURCE PAGE13

IN

DI

AN

OC

EA

N

PA

CI

FI

C

OC

EA

NA

TLA

NT

IC

OC

EA

NP

AC

IF

IC

OC

EA

N

AR

CT

IC

OC

EA

N

AN

TA

RC

TI

CO

CE

AN

Wes

tern

cul

ture

Latin

Am

eric

an c

ultu

re

oran

ge

dark

gree

n

Isla

mic

cul

ture

Afric

an c

ultu

re

light

gree

n

yello

w

Slav

cul

ture

Chin

ese

cultu

re

pink

blue

Japa

nese

cul

ture

Indi

an c

ultu

re

red

purp

le

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NAME: CLASS: DATE:

Tick (✓) the true sentences. Then discuss your ideas with your partner. Do you agree with each other?

a. There are three main types of society: rural, industrial and post-industrial. ____

b. Societies have an economic system which guarantees government, law and order. ____

c. Every society has social classes which are organised into a hierarchy. ____

d. Social structure never varies. ____

e. In a capitalist society, people are classed according to their wealth. ____

f. There are three social classes in a capitalist society. ____

g. The caste system in Hindu society has been totally eliminated. ____

Look for information and complete the table.

Complete the paragraph with these words.

Social change

In the 1970s, people got married (a) and had (b) children than today. Not

many women (c) outside the home, and very few took part in (d) life. One

tenth of women were (e) , which means they could not read or write. Women could not do

certain things without the consent of their (f) . Nowadays Spanish society is more

(g) than in the 1970s. People can get (h) , live together without marrying,

take contraceptives and wear bikinis without being considered (i) .

3

2

1

CHANGES IN SOCIETYACTIVITY SHEET 50 REINFORCEMENT13

Neolithic revolution Liberal revolutions

When?

Changes?

liberal divorced husbands political workedyounger indecent more illiterate

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NAME: CLASS: DATE:

Describe the photograph.

In your opinion, are these sentences true or false?

a. In the developed world, information technology is fundamental.

b. Domestic tasks have been completely revolutionised by technology.

c. Manual work is more important than intellectual work.

d. Telecommunications mean that people have almost immediate access to information.

e. Telework means that many people can work from home thanks to the Internet.

f. Buying on the Internet is becoming more popular.

g. All the people in the world have access to a computer.

h. Computers work very slowly in comparison to people.

Write down your ideas. Then discuss them with your partner.

• What are the advantages and disadvantages of telework?

• Do computers make people more isolated?

Use the Internet.

Find out more about the following people:

• Tim Berners-Lee

• Bill Gates

4

3

2

1

INFORMATION TECHNOLOGYACTIVITY SHEET 51 REINFORCEMENT AND EXTENSION13

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NAME: CLASS: DATE:

Complete each sentence with a number. Then listen and check your answers. /

a. There are main types of society.

b. In industrial societies, more than a of the labour force works in industry.

c. In post-industrial societies, more than of the population works in a variety of high level services.

d. Less than of the population works in industry.

e. Less than work in agriculture.

Order the information.

Put the following information into chronological order. Then write complete sentences using linking words: at first … later … then … after that … nowadays.

a. Neolithic revolution 9th millennium BC – first towns appeared

b. Post-industrial – information – multicultural society

c. clans and tribes

d. capitalist society – classes according to wealth

e. bigger, more complex groups – villages, cities, states, empires

f. liberal revolutions 18th and 19th centuries – end of system of estates

g. Middle Ages and Modern Age – estates – determined by birth

Tick (✓) the correct sentences. Correct the false sentences. Then write more sentences which give examples, and provide additional information.

a. The traditional family has been affected by women going out to work.

b. Nowadays there is no discrimination at all.

c. Women get married younger and have more children.

d. Western society is becoming multicultural because of immigration.

3

2

37131

SOCIETY AND DIVERSITYACTIVITY SHEET 52 CHECK YOUR PROGRESS13

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NAME: CLASS: DATE:

Complete the table based on your own experience.

Discuss.

Look at the photographs. What solutions can you suggest for these problems?

2

1

SOCIAL PROBLEMSACTIVITY SHEET 53 RESOURCE PAGE14

Problems My neighbourhood

Transport

Pollution

Social conflict

Other

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NAME: CLASS: DATE:

Read the definitions and write the word.

a. A rural habitat where buildings are far apart:

b. A rural habitat where buildings are grouped together to form villages or small towns:

c. Urban growth that has not been planned:

d. Urban growth that has been planned:

e. When the areas of two or more cities meet each other:

f. This word describes cities such as New York, Tokyo and London:

Circle the correct alternative.

a. London is an important religious / financial centre.

b. Rotterdam is important for football / trade.

c. Salamanca is important for culture / politics.

d. In the 17th / 19 th century industries were started in the cities.

e. New York / Tokyo is the largest city in the world.


a. Where do most people live in developed countries?

b. What is a city with more than 10 million inhabitants called?

c. What is the Ganges River Valley an example of?

d. What are the urban problems in developing countries?

e. What has caused these problems?

3

2

1

URBAN AND RURAL HABITATSACTIVITY SHEET 54 REINFORCEMENT14

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NAME: CLASS: DATE:

Compare two cities.

Work in pairs. One student finds information about Rio de Janeiro in Brazil and the other finds out aboutSydney in Australia. Make notes.

• Compare your notes. Which city would you prefer to live in? Why?

Compare societies.

What are the differences between the problems of living in a city in the developed world and those of living in acity in the developing world?


Write the correct comparative adjective in the following sentences.

a. European cities are than cities in North America.

b. The price of houses in the city centre is than the price of houses in the suburbs.

c. Cities in developing countries are growing than those in developed countries.

3

2

1

COMPARING CITIESACTIVITY SHEET 55 REINFORCEMENT AND EXTENSION14

Rio de Janeiro Sydney

Geographical location

Climate

Population

Language

Employment

Industries and services

Problems

Other

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NAME: CLASS: DATE:

Listen to the recording and decide if the following sentences are true (T) or false (F).

Correct the false sentences /

a. In scattered communities, families cultivate the land. ________

b. Concentrated communities are not as common as scattered communities. ________

c. In developed countries many industries have left the cities. ________

d. In rural areas most people work in industry and services. ________

e. Many people who work in cities commute from the country to the city. ________

Quiz.

What do you know about cities?

a. Where do you find older buildings in a city?

b. What is a skyscraper?

c. What occupies the most space in a city’s structure?

d. What is the main function of all capital cities?

e. Which city has the largest stock exchange in Europe?

f. Which city has the largest port in Europe?

g. What is Oxford famous for?

h. Name two cities whose main function is religious.

i. What is an urban network?

j. Where can you find shanty towns?

Rearrange the letters to find the name of a city.

a. M A I L

b. D R A M I D

c. N O T B O S

d. K O O T Y

e. C E C M A

3

2

4014

1

URBAN AND RURAL HABITATSACTIVITY SHEET 56 CHECK YOUR PROGRESS14

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NAME: CLASS: DATE:

Design a city on this map.

The old city centre is shown. Add:

• Residential areas

• Industrial zones

• Shops

• Parks

• Sports centres

1

DESIGN A CITYACTIVITY SHEET 57 RESOURCE PAGE15

Newford

Gr

ee

nR

iv

er

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NAME: CLASS: DATE:

Complete the sentences with the correct word.

About 80% of the European Union’s population is (a) . Most people live in (b)

or (c) cities. Only a few cities have more than one (d) inhabitants. London

and Paris are the (e) cities in the EU. City (f) grew during the second half

of the 20th century. (g) estates and industrial (h) , business parks

and shopping and (i) centres were built there.

Spain’s rural population. Underline the correct word.

a. A quarter / a half of Spain’s population is rural.

b. Younger / older generations left villages and moved to towns.

c. The rural population has died / aged.

d. All / some villages have become popular again.

e. Tourism / industry has brought new life to some towns.

Tick (✓) the correct sentences. Correct the false sentences.

a. Madrid is a national metropolis.

b. Seville is also a national metropolis.

c. San Sebastian is a sub-regional metropolis.

3

2

1

CITIESACTIVITY SHEET 58 REINFORCEMENT15

largest million housing medium-sizedleisure urban outskirts towns estates

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NAME: CLASS: DATE:

Describe a photo.

Work in pairs. Look at the photos in this unit. Choose one and describe it to your partner without saying whichone you have chosen. Can your partner guess which one you are describing?

Then choose one of the places and explain why you would, or wouldn’t, like to live there.

Put the following words in the table.

Some words may appear more than once. Can you add any other words?

Write a description of Greek, Roman, medieval or modern cities.3

2

1

ANCIENT AND MODERN CITIESACTIVITY SHEET 59 REINFORCEMENT AND EXTENSION15

functional cardo irregular bridges narrow, winding streets

churches public baths wall beautiful agora forum

monuments decuman important buildings in the centre

gardens amphitheatres acropolis sewage

Greek cities

Roman cities

Medieval cities

Modern Age

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NAME: CLASS: DATE:

Listen to the recording and complete the text. Use the following verbs in the past tense. /

a. Industrialization at the end of the 17th century and the beginning of the 18th century.

b. Cities fast.

c. People the countryside.

d. Medieval city walls were knocked down so that the cities grow.

e. There different districts in industrial cities.

f. In working class districts, workers in unhealthy conditions.

g. Bourgeois districts wide avenues, luxurious buildings and good services.

h. The cities to improve conditions.


a. When and where were the first cities located?

b. What were the two focal points of Greek cities?

c. Where was the Forum located in Roman cities? What was it?

d. What surrounded a medieval city?

e. How would you describe cities in the 16th -18th centuries?

Write the following information in complete sentences. Add additional information.

1950 – 60 half the population of Spain rural / people started moving away to cities

Now – a quarter of the population rural / villages popular – renovated – second homes

Cities – one fifth of population – suburbs growing – high cost of living

3

2

44151

EUROPEAN CITIESACTIVITY SHEET 60 CHECK YOUR PROGRESS15

have be begin work can live leave grow

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All rights reserved. No part of this book may be reproduced, storedin a retrieval system or transmitted in any form or by any means,electronic, mechanical, photocopying, recording or otherwise, without the prior permission in writing of the publisher.

Essential Geography and History 2 is a collective work, conceived, designed and created by the Secondary Education department at Santillana, under the supervision of ENRIQUE JUAN REDAL, TERESA GRENCE RUIZ and MICHELE C. GUERRINI

Contributing authors: Jane Kilner, Javier Santa-Isabel, Mady Musiol, Teresa Grence Ruiz, Antonia Perales Álvarez, Raquel Rubalcaba Bermejo, Jesús Diéguez Nanclares, Olga Espino de Torres-Peralta, Daniel Marías Martínez and Pilar Moralejo MateosConsultants: Marlene McOmish, Elena María Martín Monje and Jeannette WestLanguage consultant: Ana Llinares García (Professor at the Autónoma University, Madrid)Editors: Martin Minchom, Kirsten Ruiz-McOmish and Sheila Klaiber

Powerpoints and webquests: Jeannette West, Marcos Kroeger and Javier Sánchez ClaramonteWeb tasks: Javier Santa-Isabel HernándezRecordings: EFS Production Ltd

Art director: José CrespoDesign coordinator: Rosa MarínDesign Team:

Cover: Martín León-BarretoInterior: Manuel García

Coordinator, design development: Javier Tejeda Design development: José Luis García and Raúl de Andrés

Technical director: Ángel García EncinarTechnical coordinator: Marisa ValbuenaLayout: Pedro Valencia and Javier PulidoArtwork coordinator: Carlos AguileraCartography: José Luis Gil, Belén Hernández, José Manuel Solano and Francisco Javier FernándezResearch and photographic selection: Amparo Rodríguez and Kirsten Ruiz-McOmish

Photographs: Algar; J. V. Resino; Krauel; Michele di Piccione; O. Boé; ORONOZ; A. G. E. FOTOSTOCK; AGENCIA ZARDOYA; EFE/EPA PHOTO/Adrian Bradshaw, Chema Moya; EFE/SIPA-PRESS/SIPA ICONO; HIGHRES PRESS STOCK/AbleStock.com; MUSEUM ICONOGRAFÍA/J. Martin; SEIS X SEIS; BIBLIOTECA DEL REAL MONASTERIO DE EL ESCORIAL; IGLESIA DE SAN LUIS DE LOS FRANCESES, ROMA; MATTON-BILD; MAUSOLEO DE GALA PLACIDIA, RÁVENA; MUSEO NACIONAL DEL BARGELLO, FLORENCIA; ARCHIVO SANTILLANA

The publishers would like to express their gratitude to the following teachers for their insightful comments and useful suggestions throughout the preparation of Essential Geography and History:Carlos Álvarez Santos (Liceo Zuloaga); Elaine Blaus (British School of Alicante); Cristina Delgado Vico; Carlos Díez Hernando; Julián González Fraile; María González Sanz (Colegio B. V. María, IBVM);M.ª Antonia Hervada Bermúdez de Castro; David Hinojar San Román; Irena Jaroszynska (IES Ciudad de Jaén); José Ramón Noya (Liceo Zuloaga); Juan Carlos Ocaña Aybar; Elena del Pozo; Eli Sagasta (Viator School);Maureen Vidal Gafford.

© 2008 by Santillana Educación, S. L. / Richmond PublishingTorrelaguna, 60. 28043 Madrid

Richmond Publishing is an imprintof Santillana Educación, S. L.

PRINTED IN SPAINPrinted in Spain

ISBN: 978-84-294-0691-7CP: 843161D.L.:

Richmond Publishing26-28 Hammersmith GroveLondon W6 7BAUnited Kingdom

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