ISBN 9788468029146

EDUCAPLAY

CRUCIGRAMA SOBRE PAÍSES Y CAPITALES

https://es.educaplay.com/es/recursoseducativos/4243377/countries_and_its_capitals.htm

MAPA INTERACTIVO SOBRE LAS COMUNIDADES AUTÓNOMAS ESPAÑOLAS

https://es.educaplay.com/es/recursoseducativos/4155963/mapa_politico_de_espana.htm

MAPA INTERACTIVO SOBRE LAS CAPITALES DE PROVINCIA

https://es.educaplay.com/es/recursoseducativos/4156346/mapa_de_capitales_de_provincia.htm

CUESTIONARIO SOBRE LA TIERRA (inglés)

https://es.educaplay.com/es/recursoseducativos/4241462/the_earth_s_movements.htm

KAHOOT

KAHOOT SOBRE LAS COMUNIDADES AUTÓNOMAS

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KAHOOT SOBRE GEOGRAFÍA

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1. The Early Middle Ages

2. Feudal Europe

3. The High Middle Ages

4. Culture and art in the Middle Ages

5. Al-Andalus

6. The Hispanic Christian Kingdoms

7. Territorial organisation

8. World Population

9. Cities

10. World population and cities

11. Europe: population and cities

12. Spain: territory, population and cities

Remember: your note-book should always be available to check, at anytime. Your marks depend on it!

Unit 1:

1. Barbarian. Huns. Germanic. Theodosius: two parts. Byzantine Empire. Battle of the Catalaunian Plains. AD 476. Odoacer-Romulus Augustulus.

2. Smaller kingdoms (which and where). Kings were helped by... New languages in Romanised regions. Languages in regions with Germanic influence

3. Battle of Adrianople. Sack of Rome. Visigoth's capital in Hispania. Main visigoths kings in Hispania. Aula Regia. The most important political positions. Say all the estates in society at this time. The main economic activity was...and also cattle raising and artisans or craftsmen

4. Eastern Roman Empire. Constantinople. Byzantium. Code of Justinian. Basileus. State officials. Diplomats. 1453: Turks. Political leader. Religious leader. Major cities. Division of Christianity (East-West Schism). Iconoclam: definition. Greek cross plans. Latin cross plans

5. Monotheistic: three religions. Hegira. 622. Quran. The five pillars of Islam (and explain them: imam, Ramadam, among others...)

6. Jihad. Emirates. Caliph. Different officials (viziers, qadis, walis, emirs)

7. Islamic society: different classes

Unit 2

1. The real rulers: Mayors of Palace. Charles Martel. Battle of Poitiers. Pepin the Short. Charlemagne conquered... The Carolingian Empire name. Holy Roman Empire. The Empire was organised into... Treaty of Verdun. The two most important successor kingdoms to the Carolingian Empire were...

2. The new invasions: second wave of invasions in Europe. The royal council.

3. Feudalism was... Vassal is... Homage. Fief. Serfs. Demesne. Plots of land. Toll

4. What were the three estates? (the whole paragraph) (nobility, clergy, peasants, merchants, craftsmen (smiths). The nobility: types. Pages > squires > knights. Noblewomen's main role. What about unmarried noblewomen?

5. The peasants: types, explain them. Crops.Two-year crop rotation. Three-year crop rotation.

6. The Church had great influence in many fields (political: excommunicate; economic: tithe; cultural: read and write)

Two types of clergy. The Crusades. Pilgrimages, and places

Exam: 26th October

Unit 3

1. High Middle Ages lasted... The population of Europe grew Two main trade sea routes, and they linked. Hanseatic League. The most important trade fairs. Bills of exchange

2. Jewish quarter and Moorish one. Charter (fuero). City hall or council

3. The main buldings. Parishes.. Market square. Unhealthy cities. Three stages in becoming an artisan. Guilds.

4. Two types of school. The first universities. Thomas Aquinas. New genres: epic, lyrical. Dante Alighieri. Vernacular languages.

5. European monarchs strengthened their authority over the feudal lords. The growth of royal power. Several monarchies emerged. Differences between Castile and Aragon.

The Hundred Years' War. The Western Schism. Martin V

6. High Middle Ages and Late Middle Ages. Agriculture: climate, overexploitation, famine, destructive wars. Social tensions: Jacquerie, Peasant's Revolt. The Black Death

Unit 4

1. Romanesque & Gothic: Where, when? International styles. Reliefs and mural paintings (they could not read or write). The main purpose. Architecture. 

Romanesque, Cluny, rural. Pilgrimage routes. 

Gothic, urban, city halls, markets...

2. Romanesque: churches, cathedrals, stone, fires, barrel vault, dome, round arches, columns, pillars, thick walls, buttresses, Latin cross, naves, apses, transept, ambulatory

3. -Sculpture: People illiterate. Religious figures. In architecture, human representation, colour (polychrome)

Types of sculptures: reliefs in capitals, portals (tympanum). Free-standing: Christ on the cross, Virgin and child

-Painting: the same as sculpture: adapted to buildings, cathedrals. Christy in Majesty, Virgin and Child. Human representation. Colour. Types: murals, altarpieces, miniatures

4. Gothic Architecture: urban art. Civil buildings (city hall, palaces), cathedrals too. Pointed arch, ribbed vault, flying buttresses, stained glass windows, latin cross plan.

5. Gothic sculpture and painting: Christ on the Cross, the Virgin and Child. Human emotion: suffering on the cross. Curves: movement. Funeral sculpture, altarpieces, gargoyles.

Exam: 7th December. No se puede cambiar

          Second Term: Units 5-8 (5-6 + 7-8)

Maps: Politics (Europe, Asia, Africa, North and Central America, South America, Oceania, Antarctica, Spain), according to periods: green, yellow and red.

Be careful: United States, United Kingdom, Australia, Canada and Spain must be explained in detail

En esta segunda evaluación tienes que presentar los siguientes mapas políticos: Europe, Asia, Africa, America, Oceania, Antarctica, Spain

Unit 5. Al-Andalus

1. Early history: 711. Roderic. Battle of Guadalete. Musa. Tariq. Córdoba. Emirate. Damascus.

Umayyad family (Damascus) killed by Abbasid family. Abd al-Rahman (umayyad) escaped to Cordoba > independent, but accepting religious supremacy of the caliph.

Abd al-Rahman III: Caliph (political and religious authority) > hajib, viziers, walis.

Hisham II, Caliph. Al-Mansur

2. Fragmentation

Taifas. Parias. Almoravids. Almohads. Battle of Las Navas de Tolosa, 1212. Nasrid Kingdom of Granada

3. Life

Conquerors: Arabs (Middle East, aristocracy), Berbers (North Africa, people)

Muladis: Christians converted to Islam

Mozarabs: Christians who did not convert to Islam

Jews: In Jewish quarters

Cordoba. Others: Sevilla, Toledo, Valencia, Murcia

Medina. Alcázar. Main mosque. Souk. Sewage systems. Hammams.

Agriculture: Grains, grapes, olives, fruit trees. Irrigation techniques. New crops

Craftwork. Workshops

Trade: dinar, dirham or dirhem. Alhondiga.

4. Culture and art: Bricks, decoration, plant motifs, geometric patterns, Quran verses.

- Horseshoe arch. Horseshoe pointed arch

- Latticework

- Water, fountains and pools

- Roofs, flat and made of wood

Cultural achievements

- Libraries

- Poetry

- Philosophy and science: Averroes and Avempace. Maimonides was a Jewish philosopher.

Unit 6 Hispanic Christian Kingdoms

1. Origins of Christian Spain: 711

- Cantabria: kingdom of Asturias

- Pyrenees: Kingdom of Navarra (Aragonese and catalan counties emerged)

Pelayo: Asturias. Battle of Covadonga, start of the Christian Reconquest.

First capital: Oviedo, later moved to León, and now it is the Kingdom of León.

Hispanic March. Navarra, Aragon, Catalan counties

- Navarra: King of Pamplona > Kingdom of Navarra

- Aragón: Counties of Aragón, Sobrarbe, Ribagorza

- Catalan counties: Wifredo the Hairy expanded his territories from Frankish rule.

2. Emergence of the Christian kingdoms

Leon and Castile

Count Fernan Gonzalez of Castile, vassal of the king of Leon.

Fernando III: Crown of Castile

Portugal

Navarra

Kingdom divided among Sancho's sons:

- García Sánchez: Navarra

- Fernando I: Castile, became an independent kingdom

- Ramiro I: Aragón

- Gonzalo: Sobrarbe and Ribagorza counties

1512: Navarra was conquered by Fernando the Catholic

County of Aragon became part of the Kingdom of Navarra. Ramiro I is the first king of Aragon.

Ramon Berenguer IV, count of Barcelona, became engaged to marry Petronilla of Aragon. This united Aragon and the Catalan counties, and led to the creation of the Crown of Aragon.

3. Reconquest and settlement. Duero. Tajo and Ebro. Parias. Navas de Tolosa 1212.

Repopulation: New towns were granted charters (fueros), rights and privileges

Land distribution

Military orders: warrior-monks for conquering and defending territories.

Castile: Alcántara, Calatrava, Santiago. Aragón: Montesa

4. Crown of Castile: Parliament, Royal Council, High Court

Municipal government: A council, with councillors (their positions for life). Mayor. Chief magistrate.

Concejo, regidor, alcalde, corregidor.

Transhumance, cañadas, merino sheep, wool, Flanders, Mesta, Trade Fairs

5. Crown of Aragon: Catalan counties, kingdoms of Aragon, Valencia and Mallorca. Parliament or Cortes. Generalitat. Justicia de Aragón

Expansion: Ebro valley, Valencia, Alicante, Murcia, Balearic Islands, Sicily, Sardinia, Naples

Aragón: Agriculture and livestock

Cataluña: manufacturing, naval construction

Valencia: trading centre

Book of the Consulate of the Sea

6. Castile: Economic crisis, peasant revolts, noble rebellions (Trastamara dynasty). Canary Islands.

Aragon: Black Death. Peasant revolts.

Seis malos usos catalanes

Cargas a las que estaba sujeto el payeses de remensa en el régimen señorial catalán. Dieron origen a la sublevación de los payeses de Cataluña la Vieja en la segunda mitad del siglo XV. Fueron abolidas por la Sentencia Arbitral de Guadalupe, dictada por Fernando el Católico en el año 1486 (ver payeses de remensa).

Estos seis "usos" llamados malos, a los que estaba sujeto el payés eran:

• 1. La "remensa", uso por el cual el payés no podía abandonar el predio que cultivaba si no pagaba al señor el precio de la redención o "remensa" que el señor fijaba arbitrariamente.

  2. La "intestia", uso por el cual el señor se apropiaba de la mitad o tercera parte de los bienes muebles del payés que fallecía sin haber testado.

  3. La "exorchia", por el cual el señor se apropiaba de parte de los bienes del payés que moría sin descendencia.

  4. La "cugucia". Prestación que el payés debía hacer al señor en caso de que su mujer cometiera adulterio y que consistía en la apropiación de la mitad de los bienes de la adúltera.

  5. La "arsia" o "arsina". El señor se apropiaba de parte del patrimonio del payés si se incendiaba casualmente el predio que cultivaba.

  6. La "firma de spolii". Gabela (tributo) que el señor percibía por autorizar al payés para que hipotecase las tierras que tenía aquel en garantía de la dote de su mujer y del "esponsalicio" o donación que el esposo hacía a la desposada por razón de su virginidad.

La Sentencia Arbitral de Guadalupe de 1486 acabó con el conflicto, ya que a cambio del pago de un censo a sus señores, los payeses consiguieron la abolición de los malos usos y el reconocimiento de su domino sobre la tierra con facultad para traspasarla. El señor seguía teniendo la propiedad de la tierra mientras que el campesinado conservaba el dominio útil a cambio de una renta.

http://glosarios.servidor-alicante.com/terminos-economicos-historicos/seis-malos-usos-catalanes

Urban conflicts. Valencia, the main port

7. The artistic legacy

Romanesque style: Through the Pyrenees and along the pilgrimage route

Small rural churches: San Clemente de Tahull (Lleida)

The way of Saint James: San Martín de Frómista, Palencia, Monastery of San Juan de la Peña, Huesca, cathedrals of Zamora and Santiago de Compostela.

Gothic style:

Castile: Cathedrals of Leon, Toledo, Burgos

Aragon: Church of Santa Maria del Mar and lonjas of Palma and Valencia (commercial exchanges)

Unit 7 Territorial organisation

Passport. DNI. Visa.

Schengen Agreement

1. Territories and borders: Natural frontiers. Political frontiers

          Third Term: Units 9-12 (9-10 + 11-12)

Criterios de evaluación

1. Localizar los países del mundo clasificados por continentes así como los estados europeos y sus capitales.

1.1. Localiza en mapas los distintos países del mundo y los estados europeos con sus capitales utilizando cartografía analógica o

digital.

2. Conocer y analizar los elementos que intervienen en el estudio de la población y realizar operaciones sencillas de elaboración

de tasas que permitan comparar datos.

2.1. Describe cada uno de los elementos que interviene en el estudio de la población.

2.2. Resuelve operaciones sencillas para convertir en tasas los indicadores demográficos y permitir comparar unos países con otros.

3. Conocer y contrastar las características de los países desarrollados y los países en desarrollo.

3.1. Compara y contrasta países con diferente grado de desarrollo económico.

3.2. Estudia los regímenes demográficos de varios países, analiza sus efectos y propone políticas demográficas adecuadas.

4. Elaborar e interpretar las pirámides de población de diferentes países del mundo con el fin de contrastar su dinámica de

crecimiento.

4.1. Elabora e interpreta una pirámide de población indicando su perfil.

4.2. Compara y contrasta pirámides de países con distinto grado de desarrollo y pirámides de países europeos.

5. Comentar la información en mapas del mundo sobre la densidad de población.

5.1. Localiza en el mapa mundial los continentes y las áreas más densamente pobladas.

5.2. Toma conciencia de los problemas demográficos en el mundo actual y las políticas demográficas aplicadas.

6. Analizar la población europea, en cuanto a su distribución, evolución, dinámica y políticas de población.

6.1. Expone las características de la población europea.

6.2. Coteja la población europea entre países según su distribución, evolución y dinámica utilizando diferentes indicadores demográficos.

7. Comentar la información en mapas del mundo sobre los movimientos migratorios.

7.1. Describe el impacto de las oleadas migratorias en los países de origen y en los de acogida.

7.2. Comprueba la existencia de movimientos migratorios forzosos y la problemática sociopolítica que generan y propone soluciones.

8. Conocer las características de diversos tipos de sistemas económicos.

8.1. Describe el funcionamiento de diversos tipos de sistemas económicos con ejemplos.

8.2. Diferencia aspectos concretos y su interrelación dentro de un sistema económico.

9. Reconocer las actividades económicas que se realizan en Europa, en los tres sectores,

identificando distintas políticas económicas. 

9.1. Diferencia los diversos sectores económicos europeos.

9.2. Elabora un organigrama con las políticas económicas que se aplican en los países miembros de la Unión Europea en materia

económica.

10. Constatar como el aprovechamiento agrario está condicionado por factores físicos y humanos.

10.1. Analiza el peso de la actividad agraria en la economía mundial y en el espacio geográfico europeo y comprueba con ejemplos cómo los factores físicos y humanos condicionan en gran medida el aprovechamiento agrario de un país.

11. Distinguir entre los principales tipos de agricultura, ganadería y pesca.

11.1. Define cada tipo de agricultura y ganadería y busca ejemplos e imágenes.

11.2. Describe y localiza en un mapa los diferentes paisajes agrarios y los caladeros del mundo y de Europa.

12. Localizar los recursos agrarios y naturales en el mapa mundial y en el europeo.

12.1. Sitúa en el mapa las principales zonas agrarias y las más importantes masas boscosas del mundo y de Europa.

12.2. Precisa en un mapa las principales zonas exportadoras de materias primas.

13. Comprender las deficiencias existentes en materia de producción de minerales y energía en el ámbito mundial y de la Unión Europea.

13.1. Identifica en un mapa las principales zonas productoras y consumidoras de energía en el mundo y en Europa.

13.2. Señala en un mapa las principales zonas productoras de minerales en el mundo y en Europa.

13.3. Averigua la dependencia energética de ciertos países con respecto a fuentes de energía estratégicas y sus implicaciones.

14. Valorar la necesidad de buscar energías alternativas para conseguir el desarrollo sostenible.

14.1. Define “desarrollo sostenible” y describe conceptos clave relacionados con él.

14.2. Enumera algunas energías alternativas.

14.3. Examina las ventajas y los inconvenientes de las energías convencionales y de las energías alternativas a través de un caso concreto.

15. Explicar la distribución desigual de las regiones industrializadas en el mundo.

15.1. Describe los principales factores que explican la localización de la industria y aplica estos conocimientos al análisis de casos oncretos.

15.2. Define los conceptos de “deslocalización industrial” y “globalización” a través de ejemplos.

15.3. Compara las características y problemática de la industria en los países desarrollados y en los países en desarrollo.

15.4. Localiza en un mapa a través de símbolos y leyenda adecuados, los países y las regiones más industrializados del mundo y de uropa.

16. Analizar el impacto de los medios de transporte en su entorno.

16.1. Traza sobre un mapamundi el itinerario que sigue un producto agrario y otro ganadero desde su recolección hasta su consumo en

zonas lejanas y extrae conclusiones.

16.2. Dibuja en un mapa el recorrido que sigue un producto industrial desde su diseño hasta su distribución, para constatar el proceso de deslocalización industrial y su relación con los medios de transporte.

17. Analizar los datos del peso del sector terciario de un país frente a los del sector primario y secundario. Extraer conclusiones.

17.1. Compara y contrasta datos del sector terciario de un país frente a los del sector primario y secundario y extrae conclusiones.

18. Señalar en un mapamundi las grandes áreas urbanas y realizar el comentario.

18.1. Sitúa en el mapa del mundo las veinte ciudades más pobladas, las relaciona con el país al que pertenecen y explica su posición económica.

19. Identificar el papel de grandes ciudades mundiales como dinamizadoras de la economía de sus regiones.

19.1. Muestra el funcionamiento de los intercambios a nivel internacional utilizando mapas temáticos y gráficos en los que se refleja las líneas de intercambio.

19.2. Realiza un gráfico con datos de la evolución del crecimiento de la población urbana en el mundo.

20. Comprender el proceso de urbanización, sus pros y contras en Europa.

20.1. Distingue los diversos tipos de ciudades existentes en nuestro continente.

20.2. Resume elementos que diferencien lo urbano y lo rural en Europa.

21. Analizar gráficos de barras por países donde se represente el comercio desigual y la deuda externa entre países en desarrollo ydesarrollados.

21.1. Analiza gráficos de barras por países donde se represente el comercio desigual y la deuda externa entre países en desarrollo y desarrollados.

21.2. Crea mapas conceptuales (usando recursos impresos y digitales) para explicar el funcionamiento del comercio desigual y el origen de la deuda externa entre países en desarrollo y desarrollados.

21.3. Indica los organismos supranacionales que agrupan las zonas comerciales y explica su funcionamiento.

21.4. Realiza un informe sobre las medidas para tratar de superar las situaciones de pobreza con ejemplos como el Comercio Justo y el

Consumo Responsable.

22. Analizar textos que reflejen un nivel de consumo contrastado en diferentes países y sacar conclusiones.

22.1. Compara las características del consumo interior de países como Brasil y Francia, o cualquier otro ejemplo significativo.

23. Relacionar áreas de conflicto bélico en el mundo con factores económicos y políticos.

23.1. Señala áreas de conflicto bélico en el mapamundi y las relaciona con factores económicos y políticos.

24. Despertar curiosidad por conocer otros continentes desde el punto de vista del medio humano.

24.1. Investiga sobre los continentes: África, Asia, Oceanía y América, con el fin de aunar todos los conocimientos adquiridos sobre el medio humano.

1. Distinguir la nueva situación económica, social, política y cultural de los reinos germánicos.

1.1. Compara las formas de vida (en diversos aspectos) del Imperio Romano con las de los reinos germánicos y los sitúa en un mapa.

1.2. Explica la evolución política del reino visigodo.

1.3. Aprecia el patrimonio artístico y cultural visigodo.

2. Caracterizar la Alta Edad Media en Europa reconociendo la dificultad de la falta de fuentes históricas en este período.

2.1. Utiliza las fuentes históricas y entiende los límites de lo que se puede escribir sobre el pasado.

2.2. Reflexiona sobre la ruptura o continuidad entre el mundo romano y el mundo altomedieval.

3. Comprender el nacimiento, desarrollo y fin del Imperio Bizantino y sus principales características políticas, sociales, económicas y culturales.

3.1. Expone, utilizando diversas fuentes, los acontecimientos más importantes y las características fundamentales del Imperio Bizantino incidiendo en sus relaciones con el resto de territorios europeos y mediterráneos.

3.2. Razona el valor de la cultura y el arte bizantino.

4. Considerar el Imperio Carolingio como un enlace entre el Imperio Romano y los futuros intentos de integración europea.

4.1. Expresa brevemente los hitos y características de dicho imperio y lo ubica espacial y cronológicamente.

4.2. Valora el Imperio Carolingio como una secuela del Imperio Romano y la corte de Aquisgrán como un referente cultural.

5. Analizar el nacimiento del islam y la evolución política de los territorios musulmanes.

5.1. Expone los orígenes del Islam, expansión y evolución a través de mapas y ejes cronológicos.

5.2. Conoce y entiende los preceptos del islam y las características de esta religión.

6. Describir los aspectos sociales, económicos, administrativos y culturales de los territorios musulmanes.

6.1. Redacta un informe con las principales características (sociales, económicas, administrativas y culturales) de los pueblos musulmanes durante la Edad Media.

6.2. Toma conciencia de la importancia del legado científico y cultural de la civilización islámica.

7. Explicar la organización feudal y sus consecuencias.

7.1. Caracteriza la economía y la sociedad feudal insistiendo en los vínculos de dependencia entre señores y campesinos.

7.2. Describe la organización de un feudo.

7.3. Señala las limitaciones de las monarquías feudales.

8. Reflexionar sobre el concepto de cristiandad y la importancia de la Iglesia en la historia medieval.

8.1. Entiende el concepto de cristiandad y la importancia de la Iglesia en la Edad Media.

8.2. Explica la jerarquía eclesiástica y su importancia en el sistema feudal.

9. Conocer el nacimiento y evolución política de Al-Ándalus.

9.1. Relata el origen de Al-Ándalus y su evolución, utilizando el comentario de mapas, textos y ejes cronológicos.

10. Reconocer los rasgos administrativos, sociales, económicos y culturales de AlÁndalus.

10.1. Elabora un informe con las características administrativas, sociales, económicas y culturales de Al-Ándalus.

10.2. Demuestra la importancia de Al-Ándalus en la Edad Media.

10.3. Evalúa la influencia de Al-Ándalus en la configuración de la cultura española.

11. Entender el proceso de las conquistas y la repoblación de los reinos cristianos en la Península Ibérica y sus relaciones con AlÁndalus.

11.1. Interpreta mapas y ejes cronológicos que describen el nacimiento de los primeros núcleos cristianos y los procesos de conquista y repoblación cristianas en la Península Ibérica.

11.2. Justifica la influencia de la repoblación en la configuración territorial y administrativa de España.

11.3. Conoce el papel y la influencia de las Órdenes Militares durante la Edad Media en el territorio de la actual Castilla la Mancha.

11.4. Reflexiona sobre el concepto de Reconquista.

12. Analizar la evolución de los reinos cristianos peninsulares, en sus aspectos socioeconómicos, políticos y culturales.

12.1. Muestra la importancia del Camino de Santiago.

12.2. Redacta un informe sobre las características administrativas, sociales, políticas y culturales de los reinos cristianos peninsulares.

12.3. Valora la convivencia de diversas culturas en la Península Ibérica durante la Edad Media.

13. Identificar las causas y las consecuencias del Renacimiento Urbano medieval. 

13.1. Define los conceptos de burgo, burguesía, gremio, fuero, feria, rotación trienal, letra de cambio, Hansa, lonja, concejo y patriciado

urbano.

13.2. Razona, a partir de fuentes diversas, las causas y consecuencias del Renacimiento Urbano Medieval.

13.3. Investiga sobre la vida cotidiana en la Edad Media utilizando diversas fuentes y expone los resultados a sus compañeros.

14. Señalar los cambios culturales desarrollados durante el Renacimiento Urbano medieval.

14.1. Explica el papel y la influencia de las nuevas órdenes monásticas y las universidades.

14.2. Señala las características de la cultura medieval.

15. Exponer la evolución política de los principales reinos europeos durante el periodo pleno y bajo medieval.

15.1. Determina el concepto de monarquía feudal y cortes medievales, diferenciando éstas de las actuales cortes democráticas.

15.2. Elabora un mapa conceptual con las características básicas de los principales reinos europeos en esta época y los ubica en un mapa.

16. Describir las relaciones internacionales durante la Plena y Baja Edad Media.

16.1. Analiza la importancia de las Cruzadas y la Guerra de los Cien Años.

16.2. Considera el papel y la relevancia del Papado y del Sacro Imperio Romano Germánico en las relaciones internacionales de la Edad Media.

17. Comprender las funciones diversas del arte en la Edad Media.

17.1. Describe y reconoce las características del arte Románico, Gótico e Islámico.

17.2. Identifica visualmente conocidas obras de arte Románico, Gótico e Islámico.

18. Entender la crisis bajomedieval, sus causas y consecuencias políticas, económicas y sociales.

18.1. Comprende las causas y las consecuencias de una crisis demográfica y económica en las sociedades medievales europeas incluidos los aspectos mentales y culturales.

18.2. Lee y comenta textos y otro tipo de fuentes  sobre la crisis medieval y su incidencia.

Criterios de calificación y recuperación

De acuerdo con las pruebas realizadas, se obtendrá una calificación, que será la media aritmética de las puntuaciones obtenidas en cada una de las pruebas, a lo que habrá que sumar la aportación personal del alumn@ en relación con los trabajos y projects presentados, de acuerdo con los criterios básicos, intermedios y avanzados, cuyos porcentajes serán, de un 5o, un 40 y un 10 %, respectivamente.

De este modo, se puede perfectamente alcanzar una puntuación alta, incluso la máxima, a criterio del alumn@, bien a través de las diferentes pruebas desarrolladas a lo largo de la evaluación, bien a través de los diferentes trabajos de desarrollo e investigación propuestos, siempre de acuerdo con las directrices que marca el Decreto 40/2015, de 15/06/2015, por el que se establece el currículo de Educación Secundaria Obligatoria y Bachillerato en la Comunidad Autónoma de Castilla-La Mancha. [2015/7558].

Se realizará una prueba de recuperación por cada evaluación suspensa, preferentemente una vez hayan sido entregadas las notas del trimestre en curso, de modo que las familias puedan conocer previamente la calificación obtenida por el/la alumn@.

1.     The Early Middle Ages

1.1. What were the Germanic migrations?

The decline of the Roman Empire

The Germanic Kingdoms

1.2. Who were the Visigoths?

1.3. What was the Byzantine Empire like?

The Byzantine Empire

Justinian

A slow decline

1.4. What were Byzantine religion art like?

Tradition and religion

Art

1.5. What is Islam?

Muhammad, the founder of Islam

Islamic religion

1.6. How did Islam evolve?

The expansion of Islam

A brilliant civilization

1.7. What was the Carolingian Empire?

The Carolingian Empire

Government

The division of the Empire

2.     Feudal society

2.1. What were the second invasions?

New invasions

2.2. What was feudalism?

The origin of feudalism

Feudalism: a new social system

The powers of the king and his court

2.3. What was a fief?

A fief

2.4. How was medieval society organized?

Medieval society

2.5. Who were the nobles?

Nobles or knights

Noblewomen

2.6. Who were the clergy?

The Church

Religious orders

Life in monasteries

2.7. How did peasants live?

Serfs and freemen

Everyday life

The peasant’s work

3.     Medieval cities

3.1. Why did Europe become more prosperous?

Agriculture and population

3.2. How did trade grow?

The development of trade and banking

3.3. Why did cities grow?

The importance of cities

The causes of urban growth

Inhabitants

3.4. What was the role of craftsmen?

Craftsmen

Guilds

Trades

3.5. Why did monarchies grow stronger?

The growth of royal authority

The creation of parliaments

Conflicts between European kingdoms

4.     Romanesque and Gothic

4.1. What was Medieval Christianity like?

Christianity

4.2. What was Romanesque art like?

Romanesque

Romanesque architecture

Romanesque sculpture

Romanesque painting

4.3. How did Europe evolve after the 11th century?

Urban culture

The creation of universities

4.4. What were Gothic sculpture and painting like?

Gothic sculpture

Gothic painting

4.5. What was Gothic architecture like?

Gothic architecture

New techniques

5.     Al-Andalus

5.1. What was Al-Andalus?

Al-Andalus

The Independent Emirate

The Caliphate of Cordoba

5.2. What were the Muslim kingdoms?

The Taifas

Almoravids and Almohads

The Nasrid Kingdom of Granada

5.3. What was the economy of Al-Andalus like?

Economic activity

5.4. What was society like?

An unequal society

5.5. What was life in cities like?

Muslim cities

5.6. What were Islamic culture and architecture like?

Cultural legacy

Architecture

Unit 1

BIZANTIUM AND CHARLEMAGNE

1.     Theodosius divided the empire into two:

The emperor Theodosius (the last one) divided the empire into two: East and West, putting the front of their children, Arcadius and Honorius, respectively.

2.     Rome was destroyed by:

West, with its capital in Rome, was destroyed by barbarian tribes, who settled in Spain, the Swabians and Visigoths, Ostrogoths in Italy, Angles and Saxons in Britain, and Franks in Gaul. 

3.     East, with its capital in                                , managed to stay until the fifteenth century.

East, with its capital in Constantinople, managed to stay until the fifteenth century (1453).

4.     There was no difference between the two religions (orthodox and catholic), except that the Orthodox do not recognize the superiority of                                              

There was no difference between the two religions, except that the Orthodox do not recognize the superiority of the Pope of Rome. 

5.     Mehmet II entered Constantinople in 1453, and was renamed                            

Mehmet II entered Constantinople in 1453, and was renamed Istanbul.

6.     The Carolingian Empire, 8th and 9th centuries reached the Iberian Peninsula, at a border called                                                  

The Carolingian Empire, 8th and 9th centuries (ss. VIII-IX) reached the Iberian Peninsula, at a border called the Spanish March

7.     What’s the meaning of Treaty of Verdun?

Spread of territory: His children, in the Treaty of Verdun divided the Empire: Charles the Bald, France; Lothario, the Italian peninsula, and its extension to the north of the continent, and finally, Louis the German, Germanic territories, so that the Carolingian Empire disintegrated.

8.     Justice is administered by the                                  

Justice is administered by the Palatine Court

9.     Make the relationship:

10.   Charlemagne ceded                    nobles, who would be the manors of feudal times.

Charlemagne ceded territories to nobles, who would be the manors of feudal times.

11.   What about the cities with the barbarian tribes?

These people ended up with cities, and returned to the rural lifestyle.

12.   Middle Ages begin and finishing…

This period ranging from 476 (fall of Western Roman Empire), until the fall of the Byzantine Empire in 1453.

13.   Muslim culture spread…

From Arabia, Muslim culture spread to the Iberian Peninsula to the west, and even India in the east, with the religion preached by Muhammad, Islam.

14.   The Christian culture developed…

The Christian culture developed in the Carolingian Empire in the eighth and ninth centuries, occupying the Frankish kingdom and the Byzantine Empire. 

15.   Byzantine Empire: Where and influences

Dropping the eastern Roman Empire, the Byzantine Empire was established with its capital in Constantinople, ancient Byzantium, receiving influences from the East (Greeks) and Western (Roman administration and religion).

16.   Justinian the Great got…

Justinian the Great, Byzantine emperor recovered Italy the Ostrogoths, North Africa to the Vandals and South Iberian Peninsula to the Visigoths.

17.   Byzantium crisis… (de caracter religioso)

The crisis was the most important religious: the Roman Church split from the west, with the Pope at the head of the Western, and the Orthodox Church led by the Patriarch of Constantinople, at the East

18.   Organization of the Byzantine Empire:

- Emperor, with political, military and religious power

- Territory divided into provinces (counties), ruled by a governor

- Administration well organized, with many officials (missi dominici)

- Army strong could not control the Turkish advance, despite having hired mercenaries.

19.   Tell something about the artisans…

The artisans are organized in unions: carpenters, boilermakers, blacksmiths, potters ...(gremios)

20.   The agriculture was worked through…

Large estates called “latifundios”, worked by settlers and slaves in the hands of large landowners, administration officials.

21.   The Frankish kingdom:

 The Franks came from the Rhine, and settled in Gaul after the fall of Western Roman Empire. Clodoveo managed to unite Gallo-Romans with Franks, defeated the Visigoths of Hispania, and managed to enter their territory.

22.   “Mayors of the palace”

Officials who are the kings leave power, like Charles Martel, who defeated the Muslim advance in the battle of Poitiers, thus slowing their advance into Europe.

23.   Carolingian Dynasty:

Pepin the Short, son of Charles Martel, gave the Pope the papal territories in their struggle against the Lombards.

24.   Spanish march

The Carolingian Empire, 8th and 9th centuries (ss. VIII-IX) reached the Iberian Peninsula, at a border called the Spanish March (marca hispánica)

25.   Charlemagne was succeeded by…, who had to…

Charlemagne was succeeded by his son Louis the Pious, who had to suffer the division of the empire.

26.   The “marches” were…, administered by…, with…

 The “marches” were the sites of other territories border (remember the Hispanic, in the northeast mainland), administered by a duke or marquis, with military authority.

Unit 2

FEUDAL EUROPE

1. Feudal society: There were closed groups:

- Nobility: Dedicated to the war.

- Clergy: Dedicated to pray, and there were big differences between priests, friars and monks in economic questions.

- Peasants worked the land, and could be free or dependent of the manor and its lord, who could not leave.

2. What does “theocentrism” consist of?

The medieval religious feeling: God was in the centre of all things, and everything revolved around the idea of religion: this is called theocentrism.

3. Who fought in the Crusades?

The Crusades were wars of Christians against the Muslims to regain the Holy Land (Jerusalem)

4, What does “trivium” consist of?

Trivium (grammar, rhetoric and dialectic)

5. What does “quadrivium” consist of?

Quadrivium (arithmetic, geometry, astronomy and music)

6. Say the centres of culture media that you know (2 at least).

The basis for the universities as centers of culture media (Bologna, 1088, Oxford, 1096)

7. The Pantocrator belongs to                           art (What style?)

Romanesque art

8. What did the pilgrimages do?

The pilgrimages were visits to holy places (Jerusalem, Santiago de Compostela), to practice and receive the faith.

9. What was the division of clergy?

- Secular Clergy: Priests do not belong to any religious order.

- Regular clergy: They were the religious orders, who were dedicated to work and pray.

10. In this time trade disappears (true or false). Why?

True, because feuds produced everything they needed, so trade disappears

11. Feudalism is a rural society. Why?

The poor go to live in the land feuds or feudal lords, looking for work and protection. 

12. The subjects offered to his master…

The subjects offered military aid to his master (distress, auxilio), and political assistance (advice, consejo).

13. Feudalism: dependence

Relations of personal dependence: Feudalism was based on relations of personal dependence: a person is placed under the protection of another more powerful. It was a pyramid of dependencies.

14. Relation of vassalage

The "relation of vassalage": the noble king gave help and advice and received feuds with people living in them. So the nobles became vassals of the king

15. Types of nobility

The high nobility were the feudal lords, while the gentry (low nobility) were the knights, who only had guns and horses.

16. Types of vassalage

- Between the King and the feudal lords

- Between the feudal lords and knights

- Between the feudal lords and the peasants

17. Parts of the feud-manor

The feud: It was the castle, the moat, houses, church, mill, blacksmith, etc. As well as the noble land, livestock grazing, forests for firewood and cropland

18. Land was divided into:

     Reserve: Were the lands they worked the servants were not free.

     Farm: Plots that lord gave the free peasants in exchange for part of the harvest

19. The famous middle-age expression “ora et labora”

We have the Benedictines (the rule was "ora et labora")=> “pray & work”

20. Peasants could be...

Free or not free (slaves)

21. Romanesque art: main features (4)

Churches of pilgrimage routes in Western Europe

It was a rural art

Churches, monasteries and castles

The walls are thick

The plant is a Latin cross

Religious themes found in stone on the facades of the churches (relief), representing the Pantocrator (Christ sitting blessing)

The Virgin and Child, without expression

Look for information about “seis malos usos” in Spanish middle-age. Explain them. Explain the finish.

Units 3, 4, 5

AL-ANDALUS, MEDIEVAL CITIES, ROMANESQUE AND GOTHIC

Al-Andalus

1.     The independent emirate.

Abd-al-Rahman managed to escape when his family was assassinated (750), and reached the Iberian Peninsula, where he took power, becaming Emir of Córdoba Abd-al-Rahman I. As independent emir, he no longer obeyed the Caliph, although he recognized his religious authority.

2.     Who helped in government with Abd-al-Rahman III?

Abd-al-Rahman III had to fight successfully against internal revolts and Christian attacks, and he became Caliph: political and religious leader, who governed with the hayib (prime minister), visirs (ministers) and walis (governors in the provinces).

3.     What was the meaning of the “Caliph”?

Caliph: political and religious leader, who governed with the hayib (prime minister), visirs (ministers) and walis (governors in the provinces).

4.     What were the “parias”?

It were taxes, called parias, payed to the Christian kings to avoid attacks

5.     What were the “taifas”?

After Al-Mansur died, the Caliphate was divided into taifas (small kingdoms), such as Seville, Toledo and Zaragoza

6.     Say, in order, the last times of Muslims in Spain.

Taifas, Almorávides, Almohades, The Nasrid Kingdom of Granada

7.     What type of money they used?

The merchants bought slaves and gold, with two different coins: the gold dinar and the silver dirhem.

8.     What do the merchants buy?

The merchants bought slaves and gold

9.     What happened to Toledo?

The Muslims were tolerant towards Jews and Christians. It was a society made up of people with different customs and religions (Toledo: the city of the three cultures: Jews, Christians and Muslims).

10.   What was the most important group in the society?

The most important group: conquerors and their descendants, Arabs and Berbers.

-       Arabs: They had the best land, with charges in government.

-       Berbers: They were more, but they had fewer privileges => sometimes rebelled.

11.   What was the population, according to religious criteria? (explain it)

Rest of the population: organized according to religious criteria:

-       Muladíes: They were former Christians adopting religion, language and customs of Islam. With this, they avoided paying taxes.

-       Mozarabs: They were Christians practicing their religion: they were not Muslims, so they had to pay taxes. Many of them emigrated to the northern kingdoms to escape persecution.

-       Jews: They were very important in economy (producers). Jewish districts were in a separate part of the city, like Toledo, Granada, Zaragoza

12.   What about the representations of animals and people?

The materials, covered with abundant decoration (Islam did not permit the representation of animals and people: instead, geometrical and plant motifs were used, and also calligraphy to cover the walls with poems and texts from the Koran)

13.   Explain: medina, aljama, alhóndiga, alcázar, arrabales, souk

Medina: the old city, the main area, containing the most important buildings (aljama or main mosque).

Around the medina, there were arrabales (worker’s districts), with craft workshops. The alcazar is the centre of political life. The souk or market is the centre of the social and economic life. The alhóndigas were large warehouses where merchants kept their goods.

14.   Raids were…

Fights leaded by Muslims against Christians, at the first moment

15.   Razzias were…

Fights leaded by Christians against Muslims, ending with the presence of the Muslims in the Iberian peninsula

16.   Las Navas de Tolosa

The Almohads, who were also Berbers, were defeated by Christians at the Battle of Las Navas de Tolosa (1212): The Christians conquered almost all of Al-Andalus.

17.   Batalla de Guadalete

Musa and his general (Tariq) defeated Roderick at the Battle of Guadalete. It’s the beginning of the Muslim presence in Iberia (711 a. D.)

Unit 3

Medieval cities

18.   What is the system of crop rotation? (31)

The three-year system means this left only one third of the land fallow every year

19.   Establish a relation between food production and the population increase (31)

Food production increased and there was less hunger, so there was a sharp population increase

20.   The Hanseatic League (32)

The Atlantic and Baltic route was dominated by merchants, the Hanseatic League, linking the ports of Portugal and Cantabria with Flemish, German and Russian cities.

21.   Why money / coins are not used? (32)

As a result of the increase in trade, banking techniques changed and new financial methods were developed: Payment by credit and bills of exchange

22.   What are the main sea routes by trade? (32)

There were two important sea routes: The Mediterranean route and the Atlantic and Baltic route

23.   What does the payment produce? (32)

The growth of the banks

24.   Causes of urban growth (33)

New farming techniques, a revival in trade, cities offered peasants a better life, so people go to live in the cities

25.   Different kinds of people, attending to economic criteria, living in cities… (three at least) (33)

-       Rich merchants (they governed the city)

-       Craftsmen (shopkeepers, domestic service)

-       Poor (they had to beg or commit crimes)

26.   What was a “ghetto”? (33)

It’s a parted site of the city, where group of people not well-accepted lived in: Jewish, Moorish

27.   What about craftsmen and the street they lived in? (34)

Craftsmen of the same profession often lived in the same street: Baker Street, Tannery Row, Caldereros, Bataneros, Herreros, Cuchilleros

28.   Explain what was a “guild” (34)

All artisans in the same profession joined a guild, with its own statute, which established members’ rights and obligations (prices…)

29.   Explain the three categories of craftsmen (34)

-       Master craftsmen owned the workshops

-       Journeymen: they received wages for their work

-       Apprentices: young men who wanted to learn a trade

30.   What did the Roman law to the kings? (35)

The Roman law gave much more power to the kings than traditional law

31.   The only people who were represented in parliaments… (35)

The only people who were represented in parliaments were the king, the nobles, the clergy and the city mayors

Unit 4

Romanesque & Gothic

32.   Say all you know about the “tithe” (39)

It was a tenth of their harvest. In Spanish: diezmo. It was paid to feudal lords or the Church, in its case

33.   What is the origin of name “Romanesque” (40)

Because it is reminiscent of the Roman Art

34.   Why the churches were cruciform in Romanesque art? (40)

The churches were usually cruciform, to recall the cross on which Jesus died: a Latin Cross

35.   The most representative buildings in Romanesque art are… (40)

Churches, cathedrals and monasteries

36.   At first, they used wooden roofs, and finally, they used                , because it was                    (40)

37.   In the Middle Ages, art had a function                                             and                        (41)

38.   What were the subjects of the facades? (41)

The facades were decorated with subjects such as Christ in Glory and the Last Judgement

39.   Two main themes were shown (sculpture):      virgin and child    and         christ in the cross                (41)

40.   In the Romanesque painting, human figures were          rigids      and         schematic              (41)

41.   The two most important religious orders were                franciscans           and         dominicans           (42)

42.   In Gothic sculpture, what was the most commonly used material? What became increasingly popular? (43)stone. wood

43.   What was the purpose of gothic sculpture? (43) educational and religious

Unit 6.  

   THE CHRISTIAN KINGDOMS

How did the Christian kingdoms begin?

1.     What was conquered by the Muslims in the Iberian Peninsula?

They conquered almost the entire Iberian Peninsula except for Cantabria and the Pyrenees

2.     Say the two kingdoms that lead the Reconquest, and where they were?

The kingdom of Asturias and León

The kingdom of Navarre and the Aragonese and Catalan counties

3.     What was the evolution in the kingdom of Asturias?

In the 10th century, the capital of the kingdom was moved from Oviedo to León,

and the region became the Kingdom of León

4.     Who was Pelayo, and what he did?

The Visigoths in Cantabria chose Pelayo as their king, and he defeated the Muslims

5.     What did Alfonso III?

He joined the Kingdom, with cities such as Burgos, Zamora, Coimbra. This is an expansion

How did Castile evolve?

6.     Say the three independent regions were formed when the Carolingian Empire dissolved.

Navarra, Aragón and the Catalan counties

7.     Who and where was Fernán González?

He was a count of Castile, and thanks to him, Castile became an independent kingdom

8.     Who and what did Vifredo el Velloso (Wilfred the Hairy)?

He united the Catalan counties, and he ruled them independently

9.     What are the Pyrenean region kingdoms, counties, etc?

The kingdom of Navarre, the Aragonese counties, and the Catalan counties

10.   How was Castile governed and who did govern it?  

It was divided into counties under Count Fernán González

The art of the Christian kingdoms

11.   How many kinds of art do you know in the Christian kingdoms? What are they?

Asturian art, Mozarabic art and Mudejar art

The Asturian is pre-romanesque –christian-

The Mozarabic is from mozarabs who had run away from Al-Andalus

The Mudejar is from the Muslims who remained in the Christian Kingdoms

12.   Explain the use and the type of art of Santa María del Naranco

It was originally built as a palace but later used as a church. Asturian art (Arte Pre-

Románico español)

13.   What is a “beatus”, and explain its origin (what art?)

It is a religious manuscript with illustrations. Mozarabic art

14.   Explain the meaning of the name “mudejar”. Make the relation with “mozarab”

Mozarabs: Christians living in Al-Andalus

Mudejars: Muslims living in the Christian kingdoms

15.   Where can we find Mudejar and Mozarabic art (just one country)? What cities?

Mudejar and Mozarabic art is only found in Spain. Some of the best examples of

Mudejar art are found in León, Toledo and Teruel

How did the Christian kingdoms advance?

16.   Where did the Christian kingdoms advance?

The Duero valley, the Tajo and Ebro valleys, the Guadalquivir valley, Levante and the

Balearic Islands

17.   What the “repopulation” is?

It was not a military advance. They are groups of peasants colonized the lands and

formed small villages

18.   How did the repopulation in the Duero valley?

It was not a military advance. They are groups of peasants colonized the lands and

formed small villages

19.   What a “fuero” is?

In order to encourage emigration, the kings gave privileges called ‘fueros’ to the towns

(for instance: not to pay taxes)

20.   The military orders: what they were, their work, and which. See picture page 60.

Also where: Castile and Aragon.

The military orders were formed by monks who were also knights. Their work was to

conquer and defend territories against the Muslims. Calatrava, Santiago and Alcántara

in Castile; Montesa in Aragon

21.   What did happen in Las Navas de Tolosa? What year?

This turning-point opened up Al-Andalus to the Christian armies: In 1212 the Muslims

lost the battle of Las Navas de Tolosa

22.   Define the three main cultures in Christian territories

Christians: the dominant group

Mudejars: muslims who remained in Christian territory

Jews: They were sometimes persecuted, because of their economic activity: lending

money

How did the crown of Castile evolve?

23.   Ferdinand III: his main fact.

He united Castile and León, and founded the Crown of Castile

24.   The Mesta:

It was a sheep breeder held assembly, to discuss their problems: privileges, such as

                right for sheep and cattle to graze on peasants’ land

25.   Explain the trade fairs. Examples.

Once a year, sellers and buyers made their exchanges: Medina del Campo

26.   The Crown of Aragón was created…

It was created in the 12th century (Petronilla of Aragon married to the Count of Barcelona, Ramón

Berenguer IV: their son, Alfonso I the Battler, first king of Aragon)

27.   The crown of Aragón conquered…

Zaragoza, Valencia, Alicante, Murcia, Balearic Islands, Sicily, Sardinia, Naples

28.   The crown of Aragón was made up of…

The Catalan counties and the kingdoms of Aragon, Valencia and Mallorca

29.   The King of Aragón could establish new taxes or laws if… (if he had the approval…)

The Cortes of each kingdom agree

30.   Say the types of art we can find in Aragón in this time.

Romanesque: Monastery of San Juan de la Peña, Huesca

Gothic: Palma de Mallorca Cathedral

31.   Main institutions in Aragon territories

Catalonia: Generalitat

Valencia: Generalitat

Aragón: Justicia

7.     THE AGE OF DISCOVERY

Why were the discoveries made?

1.     What did Europeans know about the world in the 15th century?

They knew little more than Europe, lands around the Mediterranean and the Black Seas.

India, China and Japan was shown by Marco Polo

The rest of the world was a total mystery

2.     Say the technical advances which improved navigation (5 at least)

New maps (called portulan charts), showing the coastline

Navigational instruments: compass, astrolabe, quadrant

Ships, such as caravels, which could travel longer distances

3.     Why Europeans had to search for new routes to Asia? How?

The Turks conquered Constantinople, and took over the Byzantine Empire, interrupting the trade routes

between Europe and the Far East, so it was necessary to search for new routes to Asia, 1) round the

African coast or  2) across the Atlantic Ocean

What were the new sea routes?

4.     Portugal discovered…

The Madeira Islands and the Azores

5.     Bartolomé Díaz…, and Vasco de Gama…

The first one (Bartolomé Díaz) rounded the Cape of Good Hope (Cabo de Buena Esperanza), opening

the sea route to the Indian Ocean

The second one (Vasco de Gama) reached India

How was America discovered?

6.     Columbus thought he had reached                   (              ) on                                          (date)

Columbus thought he had reached Cipango (Japan) on 12 october 1492

7.     Fernando Magellan and Juan Sebastián Elcano did want…

They wanted to find a passage between the Atlantic and Pacific Oceans, founding a strait connecting

both oceans: Strait of Magellan

8.     Fernando Magellan and Juan Sebastián Elcano were the first to…

They were the first to circumnavigate the world and prove that the Earth was round

What were the consequences of the discoveries?

9.     Treaty of Tordesillas… (very important)

To avoid problems between Portugal and Spain, a line was established: Portugal received the east of

the line (Africa, Asia and Brazil), and Castile received territories west of the line: most of the territories

in the Americas

10.   The contact between different peoples: diseases…

Diseases introduced by the Europeans caused a dramatic decline in the indigenous population of

America

Unit 8

POLITICAL AND ECONOMIC CHANGE

Why did the economy and population grow?

1.     Why do we say the recovery of the population in the 15th century? What did happen in the 14th century?

The population began to recovery slowly, because in the 14th century, Europe suffered a crisis as a

result of poor harvest, wars and illness: many people died (Black Death, 1348)

2.     What can you say about the banks?

The banking system improved, and new payment and lending methods made financial transactions

easier

3.     Say, at least, five influential cities, talking trade

Venice, Florence, Lisbon, Sevilla and London

How did society change?

4.     The three estates: make a summary

Nobles and clergy continued to be the most highly privileged classes. They did not pay

taxes, they were a minority

The bourgeoisie was made up of rich merchant and banking families (Medici in Italy,

Fugger and the Welsers, German bankers (Almagro)

Peasants continued to live under harsh conditions and most were very poor

1.     Say, in order, the kings of this period, and their main features

Charles I of Spain (V of Germany) (Revolt of the Comuneros, the Ottoman Turks, German Protestant princes)

Philip II (war with France, war with Turks –Lepanto-, Revolt in Low Countries –calvinists-, confrontation with England –Invincible Armada-)

Philip III (economic and social crisis, expulsion Moriscos 1609)

Philip IV (Thirty years’ war)

Charles II (last Hapsburg; war of succession; next dynasty: Bourbon)

Who was Charles V?

2.     Charles V succeeded to the Spanish throne, because…

After the death of Isabella of Castile, the legal successor was Joanna the MAD (daughter of Isabella and mother of Charles)

3.     A vast empire is inherited by Charles I of Spain and V of Germany…

o    From his maternal grandparents: all Spain’s: Castile, Aragon, America, Italy, the Mediterranean and Africa: King

o    From his paternal grandparents: Germany, the Low Countries and France: Emperor

What was the Revolt of the Comuneros?

4.     The revolt of the Comuneros:

He hardly spoke Spanish, he brought many Flemish noblemen, he spent amounts of Castilian money on becoming Holy Roman Emperor. The rebelled nobles were supported by Padilla, Bravo y Maldonado, and they were executed. The king paid more attention to Castile.

What was Charles V’s empire like?

5.     The government of a vast empire (Charles I of Spain and V of Germany):

Important decisions needed the approval of the Parliaments of each kingdom

The court was itinerant (the king travelled in person to problem territories)

Each territory had a viceroy or governor who ruled in the king’s name

6.     Problems in the Charles’ Empire

Against France for supremacy

The Ottoman Turks along the Mediterranean

The most serious problem was the rebellion of the German Protestant princes

What was Philip II’s reign like?

7.     Next king after Charles I (V). Explain it

Charles abdicated and passed his territories in Spain, Italy and Flanders to his son, Philip II

8.     The empire of Philip II

It was the most powerful of the time: Spain, the Low Countries, a large part of Italy and other territories in Central Europe, plus the Castilian Empire in the Americas and numerous possessions in North Africa and the Far East (Philippines)

9.     Philip II as king of Portugal

He was son of a Portuguese princess. In 1580 the king of Portugal died leaving no heirs, and he claimed the right to the portugese crown.

10.   Philip II’s Portugal possessions

Portugal possessions extended throughout Africa, Asia and Brazil.

11.   Why Philip II ruled all his territories from Madrid

He installed here his court, because he considered Spain to be the centre of his monarchy: he called the Hispanic Monarchy

12.   Main objectives of Philip II’s policies

To preserve his territories and to defend Catholicism

13.   Results of the objectives of Philip II’s policies

Many of the wars which he fought in the Low Countries and against other European powers

What problems did Philip II face?

14.   Problems during Philip II’s reign

-       War with France

-       Confrontation with the Turks, which threatened Spanish possessions in the Mediterrranean (Turks defeated in Lepanto, 1571)

-       Revolt in the Low Countries, fighting against Calvinism

-       Confrontation with England, because its support for the rebels in the Low Countries (Invincible Armada, 1588)

How did Spain organize its empire in the New World?

15.   What kind of expedition we can study in Spain?

-       Expeditions of conquest

-       Expeditions of exploration

16.   Expeditions of conquest

Hernán Cortés: the Aztec Empire

Francisco Pizarro: the Inca Empire

17.   Expeditions of exploration

Fco. De Orellana, who discovered the Amazon rainforest

Miguel López de Legazpi left from Mexico to conquer the Philippines

18.   Organization of the New World Empire

The conquered territory was divided into the Viceroyalty of New Spain and the Viceroyalty of Peru

19.   Main institutions to rule the new world

Council of the Indies, advising the king on matters of government

Casa de Contratación, trading house

Haciendas in America, for stockbreeding and agriculture

Why did Spain lose its supremacy?

20.   Philip III’s ruled Spain…

Like his son, he left his government responsibilities in the hands of his chief minister and favourite or ‘valido’, in this case the Duke de Lerma

21.   Philip III’s foreign policy

Peace Treaty with England

Twelve Year’s Truce with the United Provinces

22.   Philip III’s domestic policy

Expelling of the Moriscos: depopulation ruined many regions

What were the reigns of Philip IV and Charles II like?

23.   Philip IV’s ruled Spain…

Like his father, he left his government responsibilities in the hands of his chief minister and favourite or ‘valido’, in this case the Count-Duke of Olivares

24.   Philip IV’s foreign policy

When the Truce with the United Provinces came to an end, he started the war against the Flemish rebels again

Leader of the Catholic faction in the Thirty Years War, which broke out in the Holy Roman Empire: The Treaty of Westphalia recognized the independence of the United Provinces, the loss of Spanish supremacy in Europe

Spanish victories culminated in the Battle of Nördlingen, when German and Swedish Protestants were defeated

25.   Philip IV’s domestic policy

Olivares changed domestic policy:

-       To share military expenses among all the territories (only Castile had contributed to the wars)

-       To increase the king’s power by reducing the autonomy of the territories

-       These reforms met with strong opposition (next question)

26.   Results of Philip IV’s domestic policy

-       Cataluña: The rebellion in Cataluña was suppressed in 1652

-       Portugal: The Portuguese expelled Philip’s IV’s representatives, and declared their independence

27.   Charles II

Mentally and physically ill, so his mother Mariana de Austria ran the government. He was the end of the House of Austria (Hapsburg dynasty). The Spanish throne was occupied by a new dynasty, the House of Bourbon, which was of French origin

Why was there a crisis?

28.   Population decline because of…

-       Bad harvest and outbreaks of the plague

-       The expulsion of the Moriscos

-       Deaths caused by the frequent wars

-       Emigration to America by people seeking a better life in the New World

29.   There was an economic recession because of…

-       Agriculture: Floods and bad farming practices

-       Craftsmanship declined as cheaper products were imported from northern Europe

-       Trade declined and trade fairs became less important

30.   The Spanish society’s values in this period

An inactive life: nobles who lived off rents from their land were admired: Lazarillo de Tormes (novella picaresca)

What was the situation in Europe?

31.   Explain the French supremacy

Louis XIV inherited the throne: the royal favourite Cardinal Mazarin ruled. After the Traty of Westphalia France became the most powerful country in Europe

32.   Louis XIV’s foreign policy

-       Extending its frontiers: Spain lost Franche-Compté, Rousillon, Sardinia and part of Flanders to France

-       Creating a colonial empire: competing with Spain, Portugal, the United Provinces and England

33.   What about trade in this period?

The United Provinces or the Dutch Republic, and England controlled trade, replacing Spain and Portugal

34.   Explain the United Provinces…

They were a republic consisting of seven provinces, situated in the Northern Netherlands, each with its own Parliament

Unit 11

Baroque

What was baroque?

1. Define “baroque” art.

Baroque art, like Renaissance, was inspired by classical forms, but it is quite different: they wanted to portray reality as it was, without hiding its defects or idealizing it (their works were full of movement and contrast).

1. Baroque in literature.

Shakespeare, Molière, Cervantes, Lope de Vega, Calderón de la Barca

• 1. Baroque in music.

Vivaldi, Handel, Bach.

1. Say and explain two theories in baroque:

Empiricism: It looked for truth through observation and experiment (David Hume)

Rationalism: It looked for truth through the use of reason (Renè Descartes)

1. Why governments did create academies of sciences?

They hoped that scientific discoveries could be used to improve their economies.

What was baroque architecture like?

1. Baroque buildings were built to                              , using the following features:

To attract the attention of passers-by, using the following features:  curved lines, light effects, rich ornamentation, colourful materials

1. Mention of a typical aspect of Spanish baroque. Example.

The construction of town squares. Salamanca

1. Churrigueresque is…

It’s an extravagant style, based on rich ornamentation, both outside and inside buildings, in Spanish baroque art.

What was baroque painting like?

1. Characteristics of baroque painting.

Realism (physical defects), sense of movement, strong emotions, variety of subjects

1. Say the schools you know in baroque painting, and authors.

Italian school: Caravaggio

Dutch school: Rembrandt, Frans Hals and Vermeer

Flemish school: Rubens, Van Dyck

1. Define “chiaroscuro”

It is the Caravaggio’s technique, called ‘tenebrism’. This was a form of ‘chiaroscuro’, or the use of light and shade

What was the Golden Age of Spanish painting?

1. What was the use of the Spanish painting?

It served to spread the ideals of the Counter-Reformation, so they had religious themes.

1. Characteristics of the Spanish baroque painting.

Realism and strong emotion

1. Spanish Baroque painters…, and masterpieces.

Velázquez: Las Meninas, The Spinners (La Fábula de Aracne o Las Hilanderas), La Fragua de Vulcano…

José Ribera (Il spagnoletto): Martirio de San Felipe

Zurbarán: Los Cartujos: San Hugo en el Refectorio

Murillo: Virgins (Inmaculada)

What was baroque sculpture like?

1. Characteristics of baroque sculpture: example

Realism, intense feelings, movement, energy, vitality, effects of light: Extasy of Saint Teresa, by Bernini

1. The baroque sculpture in Spain

It was commissioned by the Church, consisting of altarpieces and images for churches and for Holy Week processions (Salzillo).

1. The most important Spanish baroque sculptors were:

Gregorio Fernández, Alonso Cano, Martínez Montañés, Pedro de Mena and Salzillo.

• 1. What is “polychrome”?

Painted wood, in sculptures, we mean

19.  Baroque: When and where?

In Europe. It starts in the 17th century, and lasted for most of the 18th century

20. Who was Bernini?

He was an italian architect, but also the greatests baroque sculptor

Unit 12

World Population

pyramids: http://www.ined.fr/jeux.php?_movie=/flash/d03/EN/D03WebSon.swf&titre=Population%20pyramid&lg=en

http://www.ined.fr/en/everything_about_population/animations/age_pyramid/

http://www.youtube.com/watch?v=RLmKfXwWQtE

http://www.youtube.com/watch?v=R2AQ4uoM5aA

IGCSE Population 

What is world population?

1.       Around        7.000.000.000 (2011)      million people inhabit the world.

2.       In the 17th century, population grew…, in the 18th  century…, and in the 20th century…

17th: population grew very slow: high birth rate, but high death rate too, because hunger and epidemics.

18th: population grew better than before, due to technical improvements (agriculture and industry => food production), and due to life expectancy increased with advances in medicine.

20th: demographic explosion: world population almost quadrupled: from 1,700 million in 1900 to 6,000 million in 2000. Today, world population is growing by about 80 million people a year, although the rate of increase is slowing down, due to people’s behaviour (advantages and disadvantages, we’ll see…)

3.       People live in environments that have…

Plenty of water, temperate climate, valleys and plains, sources of energy

Which regions are most densely populated?

4.       What is “population density”?

It is the relation between the number of inhabitants and the area they occupy.

Population density = Number of inhabitants / Area occupied (in km2)(square kilometers)

5.       What is an area “densely populated”?

A large number of inhabitants living in a very small area: Japan: (Hokkaido, Honshu, Shikoku, Kyushu)

6.       What is an area “sparsely populated”?

A number of people living in a large area: Canada

7.       Main features of the regions very densely populated (They are in…)

-          Northern hemisphere (90% of the world’s population)

-          Temperate zone (between 20º and 50º latitude north)

-          Asia is the most populated continent (4,000 million people)

-          Half of the population is in East and South Asia

-          China and India are the two most highly populated countries

-          Urban areas are generally much more densely populated than rural areas

What are birth and fertility rates?

8.       What is the “birth rate”?

It is the number of children born in a year for every THOUSAND people

BR = (Number of births in a year / total population in that year) X 1,000

                                               (300                                      /              20.000)                 X             1000 = 15%o

9.       What is the “fertility rate”?

It is the average number of children born in a place, relating the number of babies to the number of women of childbearing age (15-49 years old)

The average number of children born in a place / the number of women of childbearing age (15-49 years old)

10.   The average birth rate is around……18,7………births per 1,000 people.  …Africa………….has the highest birth rate, around……41,7.……/1,000, while …Europe/Anctarctica……………..birth rate is around……10,9/0….., the lowest in the world

11.   The average fertility rate is……2,36…….children per woman. In……Niger……….the average is……6,8………children per woman, while in ………Singapore………and…Macao…………….it is…0,8/0,9……..children per woman.

12.   The average number of children per woman is… (define its future)

It is an useful indicator of future population growth

13.   In order to maintain the population and guarantee………same…….………    ……population…………………, women should have an average of 2.15 children.

14.   Different factors contribute to birth and fertility rates:

Socio-economic factors, cultural factors and demographic policy

15.   Socio-economic factors in poor (developing) countries:

Children work from an early age, they look after their parents when they are old (no pensions), so, parents have lots of children.

16.   Socio-economic factors in developed (rich) countries:

Children are an economic burden (cannot work until they are 16), and they are expensive to maintain.

17.   Cultural factors in poor (developing) countries:

Most religions believe in large families.

18.   Cultural factors in rich (developed) countries:

The number of children is smaller when women have had more education.

19.   Demographic policy in poor countries:

The population grows more quickly than resources, so the governments try to reduce the birth rate through family planning policies (China): one-child policy

20.   Demographic policy in developed countries:

The governments give incentives to people who have children = > large families

What is the mortality rate?

21.   What is the “mortality rate”?

It is the number of deaths in a year for every THOUSAND people

MR = (Number of deaths in a year / total population for the year) X 1,000

                                               (100                                      /              20.000)                 X             1000 = 5%o

22.   What is the “infant mortality rate”?

It is the number of children died BEFORE they were one year for every THOUSAND people

IMR = (Number of children deaths in a year / total population in that year) X 1,000

                                               (300                                      /              20.000)                 X             1000 = 15%o

23.   Infant mortality is thought to be a… (It’s useful to…)

It’s an excellent indicator of a country’s economy: since a child is much more likely to die in an underdeveloped country than in a developed one.

24.   Life expectancy is…

The number of years someone is expected to live. Women have more life expectancy than men, because their customs (smoking, drink, type of job…)

What is population growth?

Population: 20.000

Births: 1

Deaths: 1000

-999    +    20000 = 19001

25.   What is population growth?

It is the difference between the number of births and deaths. If births are more than deaths, population grows. In the opposite way, population shrinks.

NGR = Births – Deaths

26.   What is Natural Growth Rate?

It is the relation between the number of births and deaths per 100 inhabitants in a year:

 NGR = Births – Deaths / Total population X 100

27.   What is the “Overall Growth Rate”?

It is the same as Natural Growth rate, but takes migration into account, so the idea of inhabitants in a country is better, very true.

28.   Problems in developed countries with ageing population

It increases the expense of healthcare, pensions, and older people’s homes

29.   Problems in developed countries with population in general

It is growing faster than the economy: unemployment and poverty, and sometimes to food shortages

What is the population of Spain like?

30.   Life expectancy in Spain is increasing/decreasing, because of…

…the declining mortality rate.           So, the Spanish population is young/ageing

31.   The Spanish population is not distributed evenly. Explain it.

-          60% of the population is living in four Autonomous Communities: Andalusia, Catalonia, Madrid and Valencia.

-          Soria and Teruel have less than 10 inhabitants per km2, while Madrid or Barcelona has more than 680 inhabitants per km2. 

-          In most provinces, most of the population lives in cities.

Unit 13

Society and diversity

Types of societies

1. Types of societies. Explain them. Where are they?

They are rural, industrial and post-industrial.

Rural: It is based on agriculture, stockbreeding, minerals and energy. They are (right now) in Africa, Asia and Latin America.

Industrial society: Factories are not modern, production in traditional sectors (iron, steel, chemicals, textile). They are in the east and centre of Europe, and Latin America and South-East Asia too.

Post-industrial society: They are high-level services, such as financial and corporate services, and information technology. They are in developed countries, such as the United States (Silicon Valley, CA), Canada, Western Europe and Japan. China is growing up quickly in this group.

How are societies formed?

1. What a society is?

It is a group to cooperate with each other, to protect themselves and to improve their quality of life. This is happening from the beginning of the time.

1. Explain the societies’ evolution along the time.

Clans > tribes > small families > large families > village > city > state > empire > kingdom

1. Which is the reason a society is created?

People need to cover needs:

-          Economic: It provides work and sustenance

-          Political: It provides government, law and order, to regulate daily life

1. What “nationalism” is?

Members of a society join each other because they share cultural characteristics (language, customs, mentality…). A country joins other one because they share cultural characteristics (language, customs, mentality…) (Germany and Italy in 19th century)

1. The structure of societies in the Middle Ages, and this structure in the Capitalist society:

Middle Ages: Estates, they were determined by birth (nobles and clergy with the power and land; peasants and craftsmen dependent on them) => Guilds

Capitalist society: Social classes, since the Industrial Revolution (19th century), according to their wealth.

How do societies change?

1. In terms of social mobility, there are two kinds of society:

-          Closed societies (people are born into a certain class and stay there)

-          Open societies (It is easier to change class, usually due to wealth and education) Our capitalist society is based on equality and the value of personal merit.

1. A “Social revolution” is…

When changes affect the entire society: a) Neolithic revolution (agriculture and stockbreeding started and new social groups emerged). b) Liberal revolutions (end of the system of estates, and people became equal before the law. c) Right now, we are living new technologies revolution.

What is the structure of Spanish society?

1. Structure of Spanish society is…

How has Spanish society changed?

1. Radical changes in Spanish society…

What is western society like today?

1. Western society is described as…

-          Post-industrial society (service sector)

-          Urban society

-          Information society (internet)

1. The changing roles of the sexes

Women are taking advantage of higher education, and positions of responsibility (army, politics)

1. Multicultural society: advantages

Six million immigrants arrived in the EU, escaping from poverty and seeking a better life, contributing to the economic, demographic and cultural enrichment where they settle

1. Multicultural society: disadvantages

Immigrants’ working and living conditions are often precarious, and they are exploited by unscrupulous illegal organizations.

https://www.youtube.com/watch?v=wIiKejrDMlM

Unit 14

Rural and urban habitats

Where do people live?

1.       Define “habitat”. Types.

It is a specific environment. They can be rural and urban. The rural one is in the country: the scattered community and the concentrated community (this is more common, with access to services –schools, health centres, shops or churches-).

The urban habitat is the city or larger town, with density of people and buildings higher than in rural communities.

How are towns and cities built?

2.       The location of towns and cities

They were built on the coast, on large rivers, in fertile valleys or where roads and highways meet

3.       Types of layout

-          Irregular: When urban growth has not been planned. Medieval cities (Toledo, Córdoba)

-          Regular: When urban growth has been planned. Nowadays (New York, Barcelona’s Eixample District)

Radioconcentric layout: Streets radiate out from a central point, making easy to access the city centre (some Spanish cities, by the influence of the Church)

How are cities structured?

4.       City structure…

The city structure is determined by residence, services and industries, located in different parts of the city.

5.       Residential areas…

They occupy the most space: wealthier inhabitants live in the most elegant parts (periphery), renovated buildings in the centre. Poorer people are in old buildings (centre) or in cheap housing in the suburbs.

6.       Service areas…

The larger the city, the more services it offers: London (politics and financial), Rotterdam (trade), Oxford, Cambridge and Salamanca (cultural), Rome, Jerusalem and Mecca (religious).

7.       Industrial areas…

Since the 19th century, industries were started inside the cities. Now, most industries are located on the outskirts.

How have cities and towns grown?

8.       The urban population…

It refers to the people who live in cities

9.       Megacity is…

It has more than 10 million inhabitants. In 1950, New York was the only one. Now, we know about 20 of them.

10.   Today, …Tokyo…………….is the largest city in the world. More than ……35……..million people live in…Tokyo…………and its surrounding area.

11.   Metropolitan area is…

It is a large city or metropolis and its surrounding urban areas: outlying towns and suburbs that depend on the city for work and services (Madrid, Barcelona).

12.   Conurbation is…

It is when the metropolitan areas meet each other (Amsterdam, Rotterdam, The Hague (all of them in Holland))

13.   Megalopolis is…

If several conurbations meet, they create a megalopolis, with hundreds of kilometers long (Boston-Washington, Tokyo-Fukuoka)

14.   Explain the natural growing of the urban societies

Clans => tribes => small families => large families => village => town => city => megacity => metropolitan area (metropolis) => conurbation => megalopolis

What is the world’s urban network?

15.   Urban network is…

Cities which are related each other

16.   Cities’ hierarchy:

-          World metropolises: Global influence (New York, London, Tokyo)

-          National metropolises: Capital cities in a particular country. Large companies are based here (Madrid, Barcelona)

-          Regional metropolises: Influence on a particular region of the country (“Valdepeñas”)

What are cities in developing countries like?

17.   The poorest countries are in…

Asia, Central and South America and Africa

18.   In developing countries, economic growth has not been linked to the urban growth. Problems are…

Shortage of decent housing, high unemployment rates => poverty and crime, traffic congestion, air and water pollution

What are cities in developed countries like?

19.   Differences between cities in North America and Canada, and European cities

Cities in USA and Canada are not very old. They were planned (grid plan). The city centre (Central Business District –CBD-) is dominated by skyscrapers. European cities are much older. CBD is the oldest part, with historic monuments. The layout is irregular (without a plan)

20.   Common features (developing countries – developed countries)

High housing prices, traffic, pollution, crime and poverty

European cities

What were European cities like?

1. The first cities in the world: When and where?

6,000 years ago, in Tigris, Euphrates, Nile and Indus rivers, so European cities came after.

1. The cities in the Ancient Age

-          Cities

o   Greece: Athens, Sparta (focal points: agora, acropolis)

o   Rome: Rome (was built to a grid plan: two main streets: cardo –north to south- and decumano –east to west-, and the forum was the intersection)

1. The cities in the Middle and the Modern Ages

Barbarian invasions made people go to villages, and walls were built, surrounding the cities.

The street plan was irregular, with the most important buildings in the centre

In the Early Modern Age, the cities showed the power of its ruler and the Church (palaces, gardens, churches, big avenues)

How have European cities changed?

1. Cities grew fast because…

People left the countryside since the Industrial Revolution (19th century) and moved to areas with factories (cities)

1. Districts in industrial cities

-          Working-class district: Workers living in unhealthy conditions, small houses, with no proper services (electricity, gas, water…)

-          Middle-class district: In newer areas of the city, built to a grid plan, with good services

1. Elements that grant the future growth…

Water, gas, electricity and sewage systems

What is Spain’s rural and urban population like?

1. The rural population in Spain is scattered in…

North of Spain, parts of Andalucia, along the Mediterranean

1. What happen to ancient villages in Spain right now?

Old houses are being renovated; many of them are used as second homes. Other places have become dormitory towns for nearby cities

1. The high cost of living in the city makes…

Some suburban areas near big cities have grown considerably due to it

What is the urban hierarchy?

1. Spain national metropolises are…because of…

Madrid and Barcelona, because of their political, economic and cultural influence on the rest of the country

1. Spain regional metropolises are…because of…

A Coruña, Bilbao, Sevilla and Valencia, because they are centres of commerce, culture, administration and education

1. Spain sub-regional metropolises are…because of…

Vigo, Granada, Alicante, Salamanca and San Sebastian, because they provide specialized services for their areas, such as universities or large hospitals

https://www.youtube.com/watch?v=0IeSkYFsZyY

https://www.youtube.com/watch?v=dwWrrjFgH3o