Geography and History 2.º ESO Andalucía

Learn in English

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Proyecto elaborado de acuerdo al currículo de Andalucía (Orden de 30 de mayo de 2023)

2

Andalusia GEOGRAPHY & HISTORY

Learn in English

2

GEOGRAPHY & HISTORY

Andalusia

Publishing coordination

LUIS PINO GARCÍA

Editor MARÍA PRIOR VENEGAS

MARINA TEMPRANO BENÍTEZ

Cover design

ALEGRÍA S. GONZÁLEZ

Inside design

ALEGRÍA S. GONZÁLEZ

ULISES PÉREZ

Layout

JORGE TORVISCO

Translator

SCOTT A. SINGER

Illustrations

JOSÉ MARÍA RUEDA DELGADO PALOMA CHILIA ANTEQUERA

Picture editing

REYES GORDO LÓPEZ

Maps

DEPARTAMENTO DE CARTOGRAFÍA DE ANAYA EDUCACIÓN

Photographs

ARCHIVO ANAYA (6X6 PRODUCCIÓN FOTOGRÁFICA; CANDEL, C.; COSANO, P.; HERNÁNDEZ MOYA, B.; LEIVA, Á.; LEZAMA, D.; LUCAS, J.; MARTIN, J.; MARTÍN, J.A.; REDONDO, M.; RIVERA JOVE, V.; RUIZ PASTOR, L.; STEEL, M.; SÁNCHEZ, J.; VALLS, R.), ACI (BRIDGEMAN; CPA MEDIA PTE LTD/ALAMY; FABELDIER LOOMAN/ALAMY; GB LANMAS/ ALAMY; INCAMERASTOCK/ALAMY; LUCIANO QUEIROZ/ALAMY; M RAMÍREZ/ALAMY; NORTH WIND PICTURE ARCHIVES/ALAMY; ROCKLIGHTS/STOCKIMO/ALAMY; ROGER CRACKNELL 01_CLASSIC/ALAMY; SCIENCE HISTORY IMAGES/ALAMY; TEO MORENO MORENO/ALAMY; THE PICTURE ART COLLECTION/ALAMY; TRAVELSCAPE IMAGES/ ALAMY; WORLD HISTORY ARCHIVE/ALAMY), ALAMY / CORDON PRESS (AGTRAVEL; CPA MEDIA PTE LTD; DMITRIY MOROZ; FUNKYFOOD LONDON - PAUL WILLIAMS; WHPICS), ALBUM ARCHIVO FOTOGRÁFICO (AKG-IMAGES/NIMATALLAH; ANTONIO MUÑOZ/EFE; APACHES ENTERTAINMENT; DE AGOSTINI/G. DAGLI ORTI; ERICH LESSING; JULIO MUÑOZ/EFE; PEPE TORRES/EFE; PRISMA; SCIENCE SOURCE; SFGP; WARNER BROS.), CORDON PRESS (UNIVERSAL/COURTESY EVERETT COLLECTION), GETTY IMAGES (DEA PICTURE LIBRARY; HERITAGE IMAGES; IAN FORSYTH; ISMAEL ADNAN YAQOOB/ANADOLU AGENCY; SCOTT PETERSON; SEPIA TIMES; UNIVERSAL IMAGES GROUP), JOSÉ ÁNGEL GRAU FERNÁNDEZ, PHOTOAISA (P. ROTGER), THE METROPOLITAN MUSEUM OF ART (ROGERS FUND, 1929), 123 RF AND CONTRIBUTORS.

@ ALGAIDA EDITORES, S. A. 2024. Avda. San Francisco Javier, 22. Edif. Hermes, 5.ª, 3-8. 41018 Sevilla.

ISBN

BILINGUAL EDITION: 978-84-9189-801-6

LEARN IN ENGLISH: 978-84-9189-800-9

All rights reserved. The contents of this publication are protected by law, which establishes prison sentences and / or fines, as well as the corresponding compensation for damages, for those who copy, plagiarise, distribute or publicly disseminate in part or in whole, a literary, artistic or scientific publication, or who transform, perform or produce it artistically in any format or through any channel, without prior permission. This publication may only be copied, distributed, publicly disseminated or transformed with the permission of the authors, save where otherwise provided by law. If you need to photocopy or scan any part of this publication, please contact CEDRO (Centro Español de Derechos Reprográficos, www.cedro.org).

This work may contain links to external sources and websites (hyperlinks) that Algaida does not edit, monitor, oversee and/or maintain, and over which the company has no control whatsoever; thus, Algaida expressly declines any liability pertaining to such sources and websites.

The following have collaborated in preparing this work

MIGUEL ÁNGEL FERNÁNDEZ GARCÍA

EMMA SAMPER LÓPEZ

JUAN FRANCISCO CASADO AVILÉS

JULIA HERNÁNDEZ SALMERÓN

VALERIANO SÁNCHEZ RAMOS

LORENZO GÓMEZ VALERO

DIEGO BONILLA CODESEDA

ASUNCIÓN MÉNDEZ CARRILLO

M.ª INMACULADA GAVIRA VALLEJO

M.ª ARÁNZAZU MARTIALAY MARTÍNEZ

Adapted by MARINA ROBLES MORICHE

All of the activities in this book that require writing should be completed in the student's notebook.

This project is in line with the UN and Agenda 2030 Sustainable Development Objectives (SDO).

Many activities and tasks have been designed to promote cooperative teamwork.

Other tasks in this textbook provide learning opportunities based on problem-solving.

Our educacional materials are edited with a commitment to fostering and promoting equality among all and respect for diversity.

The contents of this book and the working procedures have been selected and prepared taking into account criteria of care, protection and conservation of the environment.

3 The Late Middle

4 The Iberian Peninsula in the Middle Ages

1. Al-Andalus

2. Society and economy in Al-Andalus Activities

3. Culture and art in Al-Andalus

4. The Christian Kingdoms across the Iberian Peninsula Activities

5. Resettlement

6. Political institutions of the Peninsular Christian Kingdoms Activities

7. Society and economy in the Christian Kingdoms

8. Culture and art in the Christian Kingdoms Activities

Grammar in G&H: adjectives, comparative and superlative 10 questions

Final task: Let’s talk about Andalusian immaterial heritage

5 Modern Age. Humanism and the Renaissance

1. Start of the early modern period

2. The Renaissance ideas Activities

3. Humanism

4. Economic and social transformations

5. The international relationships during the 16 th century Activities

6. The religious conflict

7. Renaissance art Activities

Grammar in G&H: narrative linkers 10 questions

Final task: The first globalisation

6 The modern state

1. The modern state

2. The reign of the Catholic Monarchs Activities

3. Geographical discoveries: Castile and Portugal

4. The Hispanic monarchy and the construction of an empire Activities

5. Economy and society at the begining of the Modern Age

6. Conquest and colonisation of the Americas Activities

Grammar in G&H: future tense 10 questions

Final task: A globalisation trade map

7.

9

1.

WHAT'S IN YOUR BOOK?

Contents

The themes are located on the left pages. In the central column all content is adapted to the linguistic level. In the margins there are diagrams, maps, photographs, graphics and illustrations. The most important words are highlighted in bold.

Final sections

On the right pages you will find all the activities related to the themes located on the left page. The proposed activities follow the CLIL (AICLE) methodology. The five skills are worked on: reading, listening, speaking, writing and conversation. In addition, you will find different tasks, a proposal of different learning situations.

Each unit ends with three sections:

• Grammar in Geography and History: you will find a grammar rule with a proposal of activities to apply grammar to specific contents.

• 10 Questions: summary of the main ideas organised in questions and answers.

• Final task: a group of activities to apply and consolidate what you have learned.

Maps

What's in your digital book?

Extra global resources

• Online dictionary

• Reference websites

• Museums

• International institutions

• Media

Digital activities.

Glossary.

Digitised version of Learn in English with all the units and sections.

All the audio recordings related to the activities.

Links to online dictionaries and reference web pages.

1 The Early Middle Ages. Europe until year 1000

➊ THE END OF THE ANCIENT WORLD

The Middle Ages in Europe began with the fall of the Roman Empire (476). Since the 3rd century, Rome suffered serious economic, social and political crises. Theodosius was the last emperor to govern the Empire. In order to administrate over it, he divided the Empire between his two sons: the Western part went to Honorius, with the capital in Rome; the Eastern part went to Arcadius with the capital in Constantinople.

The Western part of the empire suffered invasions from different peoples. The Romans called foreign peoples barbarians.

The Eastern Roman Empire survived the fall of Rome until 1453, when Constantinople was invaded by the Turks.

During the Early Middle Ages three civilisations settled around the Mediterranean Sea: the Byzantine Empire; the Christians and Germanic Kingdoms; and the Islam Empire.

➋ BYZANTIUM

Emperor Constantine I transformed the Greek city of Byzantium into the capital of the Eastern Roman Empire. The city was renamed Constantinople. It was situated between Europe and Asia. The city was a wealthy crossroads of land and sea routes.

In the Byzantine Empire, the Emperor was the main political and military leader. The territory was divided into provinces, with an administration and a powerful army that served the Emperor.

Society was hierarchical, divided into:

z Upper class: Emperor’s family, senior statesmen, high-ranking officials and local aristocracy.

z Middle class: officials, clergy, merchants, artisans, and free peasants.

z Lower class: servants and slaves.

Theological disputes led to a break between the Churches of Rome and Con stantinople, giving rise to the Orthodox Church.

The economy of the Byzantine Empire

Byzantium experienced an economic boom in the 6th century, thanks to agriculture veloped on noble estates by colonists and slaves), and trade in the Mediterranean (or ganised into guilds) which was favoured by the strategic location of Constantinople, and tax collection.

Byzantine culture and art

They preserved the legacy of classical antiq uity. Byzantine art synthesised characteris tics, materials and elements of Greco-Roman and Eastern art. The most important buildings were churches with a Greek cross and rectan gular or square floor-plans. They were deco rated with mosaics.

Germanic kingdoms

Ostrogoth kingdom Italian Peninsula and Dalmatia

Visigoth kingdom Southern Gaul and Hispania

Frankish kingdom Northern Gaul

Burgundian kingdom Northeastern Gaul

Alaman kingdom Rhine river region

Anglosaxon kingdom England

Periods of the Middle Ages

Early Middle Ages 5th to 10 th centuries

High Middle Ages 11th to 13 th centuries

Late Middle Ages 14th and 15th centuries

Black

Historic evolution of the Byzantine Empire

1 Read these questions and discuss their answers with your partner.

a) Why do you think the historical period we are going to study is named the Middle Ages?

b) During the Early Middle Ages there were conflicts among populations around the Mediterranean. Are there tensions nowadays among the same peoples?

c) What was the most peaceful period in the Mediterranean region?

d) What were the sources of the conflicts in the Mediterranean throughout history?

2 Put the words in the correct order to write complete sentences.

a) place the Western and Churches between took disputes Theological Eastern

b) between the of break Rome and The gave to the Orthodox Church Churches Constantinople rise

c) occurred the economic The of in 6th century Byzantium boom

d) the was on nobility’s estates developed Agriculture e) in Trade the organised into guilds was Mediterranean f) located for Constantinople trade strategically was g) of preserved the antiquity classical Byzantium legacy

h) Byzantine art synthesised characteristics of Greco-Roman and Eastern art most buildings the churches, they decorated important were The and were mosaics with

3 When today we say someone is a ‘vandal’, we mean they behave in a barbaric, savage or destructive manner. Complete the text with the following words to learn about who the Vandals were: region, city, Europe, sack, looted, village, people, group.

The Vandals were a Germanic from central who inhabited the coastal regions of the Baltic Sea (Germany and Poland). They became infamous for their of Rome in 455. They destroyed the They properties and behaved in an atrocious manner. The word Vandal originates from Vendel, a in Sweden. The that migrated from this and sacked Rome became known as the Vandals.

4 Complete the text using the following words: provinces, army, emperor, slaves, hierarchical, merchants.

In the Byzantine Empire, the was the main political and military leader. The territory was divided into , with an administration and a powerful at the service of the empire. Society was , and social groups were divided into the nobility, officials, the clergy, , artisans, free peasants, servants and

5 Solve the crossword puzzle to complete the sentences.

1. The city of Byzantium was renamed

2. During the Early Middle Ages there were three civilisations around the Mediterranean: the Empire, the Christians and Germanic Kingdoms and the Islam Empire.

3. The Western part of the empire suffered several

4. As of the 3rd century, began to experience serious economic, social and political crises.

5. The Romans called foreign peoples ‘ ’.

6. Emperor Constantine I made the Greek city of Byzantium the of the Eastern Roman Empire.

7. The Eastern Roman Empire survived the fall of Rome until the 15th century, when it was invaded by the

8. Byzantium’s strategic location between Europe and Asia helped it to economically.

6 2 Listen to the audio recording and complete the text with the missing words.

During the Middle Ages, much of Europe underwent a period of turmoil, ignorance and During the Early Middle Ages, from 476 to approximately 1100, European collapsed into The main cause of this decline was the lack of a strong . The Germanic kingdoms founded in the year 476 were not able to suppress the . There were so many highway that traveling became dangerous. Therefore, Europe suffered a decline in and manufacturing, education, and the arts. Cities became smaller and in some cases they practically disappeared, and Western Europe became a of poverty-stricken communities, where each one was practically from the rest of the world.

Adapted from The Record of Mankind, by Buske, Webster, and Wesley, E.

Writing activities should be completed in your

➌ GERMANIC KINGDOMS. CAROLINGIAN EUROPE

3.1. The Germanic peoples

Starting in the 5th century, Germanic peoples invaded the Western territories of the Roman Empire. They were organised into clans. They chose their king and were governed by customs. The had a subsistence economy and they used tering. Over time, they adopted some cultural features of the Roman Empire.

3.2. The Visigoths

To try to stop the advance of the Germanic peoples, the Roman Empire en tered into an agreement with the Visigoths to restore order in the provinces. In exchange Rome allowed them to remain in Gaul. After the disap pearance of the Roman Empire, they were displaced by the Franks. Later, the Muslims invaded the Iberian Peninsula.

3.3. The Frankish Kingdom

The Franks were Germanic people. In the 6th century they displaced the Visig oths to Hispania and managed to stop Muslim expansion for centuries.

3.4. Carolingian Europe. Origins and organisation

The Carolingian dynasty reached its maximum splendour under Charlemagne, who tried to rebuild the unity of the Western Roman Empire, defend its borders and stop the Muslim advance. He reinforced the union between political religious power. The empire was divided into:

z Counties. Territories governed by a count, with military, administrative and judicial power.

z Marches. They were border areas, administered by a marquis with military authority.

3.5. Economy and society in Carolingian Europe

SUSTAINABLE DEVELOPMENT GOAL 17 Peace, justice and strong institutions

Today armed conflicts continue to be a serious threat for millions of people. In the years 2022 and 2023, the number of deaths related to armed conflicts increased. What armed conflicts are taking place right now?

Evolution of the Carolingian Empire

Mediterranean Sea

The economy was based on spread of Islam. Cities disappeared as economic centres. Society was chical and divided into:

z The nobility and ecclesiastical authorities.

z Free people: officials, the rest of the clergy, merchants, artisans and peasants.

z The servants.

3.6. Culture and art in the Carolingian Empire

Charlemagne encouraged the church.

He established schools, where the arts and humanities, mathematics and sciences were taught. A noteworthy scholar of the period was:

A prime example of Carolingian architecture was Aachen Palace, the residence of the emperor. Carolingian buildings were precursors to the Romanesque style. Important activities included goldsmithing and bookbinding.

Carolingian Empire

Kingdom until the death of Pepin the Short Charlemagne’s conquests Dependent territories

Mediterranean Sea

Kingdom until the death of Pepin the Short

Division of the Carolingian Empire

Boundaries of the Empire in 814

Kingdom of Charles the Bald Lotharius’ kingdom

Louis the German’s kingdom Dependent territories

Boundaries

Division of Kingdom

Lotharius’ Louis Dependent

North Sea

ATLANIC OCEAN

North Sea

ATLANIC OCEAN

ATLANIC OCEAN

The Palatine Chapel in Aachen.

7 2 At the National Archaeological Museum, there’s an itinerary called ‘Medieval World: Visigothic Kingdom of Toledo and Al-Andalus’. Listen to the audio recording about the Visigoths’ remains and choose the word to write the correct sentences in your notebook.

a) The Visigothic Code is a set of laws/songs first promulgated by king Chindasuinth.

b) This code applied equality/quality to the conquering Goths.

c) The code abolished/abrogated the old tradition of having different laws for Romans and non-Romans.

d) All subjects/objects under the Visigothic Kingdom became hispani.

e) This code become the basis for Spanish law throughout the Middle/Modern Ages.

8 Look at the picture in the previous page and complete the text using these words: octagonal, semicircular, splendour, Aachen, mosaics, chapel, pillars, dome, Rome, majestic.

It is the of the palace, commissioned by Charlemagne and built between 790 and 805. Its floor plan is and the chapel is covered with a . Structural support is provided by walls, and arches. The dome has openings through which light enters and is covered with religious The Palatine Chapel in Aachen reflects the achieved by the Carolingian Empire. When Charlemagne chose Aachen as his capital, he wanted it to be , like ancient or Constantinople.

9 2 Listen to the audio recording and complete the text. In the past, the lands that belonged to lords were worked by . The conditions they endured were . Nowadays, illegal provides, in many cases, labour. When immigrants are undocumented they are totally , and whoever hires them saves on labour costs and therefore exercises competition.

Adapted text: Businessmen hire illegal immigrants because they know that they are completely unprotected, by Beatriz Losada, uimp.es.

10 Lower-case letters are a smaller version of capital letters. Not all look the same as their upper-case counterparts. Find out who invented the lower-case letters we use today and what these letters were originally called.

11 Carolingian society was pyramidal or stratified and formed the basis for the subsequent feudalism. There were two large groups or classes: the privileged (nobles and clergy) and the unprivileged (craftsmen, traders and farmers). Complete the diagram with the following words: missi dominici, imperator, bishops, freemen, servants, nobility, vassals.

Task MOVEMENTS OF PEOPLE IN THE MIDDLE AGES AND TODAY

During the Early Middle Ages there were displacements of civilisations caused by ‘barbarian invasions’. Today, large displacements of people continue to occur in the Mediterranean area due to armed conflicts. Here are some examples:

War Starting year

Syrian civil war 2011

Consequences

Over 5 million Syrians have been displaced since the start of war towards Turkey, Lebanon or Jordan, or have attempted to cross the Mediterranean to reach Greece or Italy. Thousands of people perished trying to cross the sea.

Russia and Ukrainian war 2022 Over four million people have taken refuge in the European Union.

A.Israel and Gaza war 2023

Refugee camps in Gaza have been attacked and thousands of people in the northern end of the strip have been forced to evacuate. fidelity control control fidelity fidelity fidelity decides fidelity

B.

C.

Say whether the following sentences are true or not, and answer the question: Is the Mediterranean now a safer place than in the Middle Ages?

1. Mediterranean countries today do not have social or economic crises.

2. Refugees come from Northern European countries and cross the Mediterranean Sea looking for a peaceful life.

3. Nowadays the human rights of migrants fleeing from armed conflicts are frequently not respected.

Investigate. What conflicts are Mediterranean peoples fleeing from? What are the routes they use?

Identify. Are there people in your town from other places? Why have they moved?

➍ ISLAMIC CIVILISATION

4.1. Muhammad and the origin of Islam

In the 6th century the Arabian Peninsula was inhabited by nomadic tribes. The most important cities were Medina and Mecca. The Arabs were polytheistic and had no political unity.

Muhammad, a merchant who had a revelation from the archangel Gabriel, spread a new faith called Islam. In 622 he was forced to flee to Medina. This event is known as the Hijra and marks the beginning of the Muslim calendar. Muhammad created his first community of believers (ummah) in Medina and in 630 he returned victorious to Mecca. From there he proclaimed jihad or 'holy war' and spread Islam to all of Arabia.

Muhammad’s teachings were collected in the Quran, the sacred book of Islam. Another important text of Islam is the Sunnah. It is a record of the teachings, deeds and sayings of Muhammad. The Muslim place of worship is the mosque, which is also a cultural and educational centre.

4.2. The spread of Islam

After the death of Muhammad, the caliphs succeeded him, but they were divided into:

z The Sunnis or orthodox, who accepted the Quran and the texts of Muhammad.

z The Shiites, who did not accept these texts.

The Arabs conquered the richest provinces of the Byzantine Empire during the 7th century. They besieged Constantinople but could not conquer it. Later, the Empire remained in the hands of the Turks who conquered the capital of the Byzantine Empire, putting an end to the period called the Middle Ages.

Stages in the spread of Islam

The Orthodox Caliphate (632-661)

The Umayyad Caliphate (661-750)

The Abbasid Caliphate (750-1258)

Muhammad’s family ‘inherited’ the title of caliph. Muslim rule was consolidated throughout the Arabian Peninsula.

The biggest expansion of Islam. They had their capital in Damascus.

Muslim expansion ceased. The disintegration of the Muslim Empire began. Baghdad becomes the new capital.

The keys to the rapid expansion of the Muslim Empire were:

z The desire to spread their faith (Holy War).

z A powerful army of volunteers mainly made up of a highly-skilled light cavalry.

z The desire to seize the wealth of the Byzantine and Persian empires.

z The weakness of the Byzantines and Persians after long years of war.

z Religious tolerance with the conquered peoples.

4.3.

Political and social organisation of the Muslim Empire

Muslim society was organised as follows:

z The aristocracy was made up of families close to the caliphs and emirs.

z An intermediate social group, without political power.

z The popular masses, whose situation was precarious. It was made up of craftsmen, merchants and peasants.

z The slaves, who came from wars or trade. They had to be treated adequately because mistreatment led to their freedom. They could not hold political or religious positions.

Illustration showing the moment in which the archangel Gabriel revealed himself to Muhammad.

The five pillars of Islam

Professing the faith.

Praying five times a day.

Fasting during Ramadan.

Practising alms-giving.

Making the pilgrimage to Mecca at least once during your lifetime.

Political structure of the Muslim Empire

Caliph: political and religious head of Islam

12 Choose the correct word of each pair to complete the sentences.

a) In the 6th century the Arabian Peninsula was habited/inhabited by nomadic tribes.

b) The most important cities/people were Medina and Mecca.

c) Muhammad, a merchant/peasant, promoted Islam.

d) From Mecca/Medina, Muhammad proclaimed jihad or 'holy war'.

e) The Bible/Quran contains the precepts of Islam.

13 Match each beginning with the end of the phrase to write a biography of Muhammad in your notebook.

a) Muhammad was born in the Arabian Peninsula…

b) His uncle, Abu Talib, took care of him…

c) He worked with his uncle…

d) When he was 25 years old, he married a wealthy widow and…

e) He liked to go to the Hira cave…

f) When he was 40 years old…

g) The angel told him: ‘You are Allah’s prophet now. You have to go…

h) When Muhammad returned to his city…

i) Some people believed him, but …

j) He had to leave his town and go to Medina in 622…

k) In Medina he gained a lot of followers…

l) He died in 632. At that time…

1. …to sit and think in peace and solitude.

2. …as a merchant, leading caravans.

3. …and they decided to attack Mecca and destroy the ancient idols.

4. …he told his wife and his relatives what the angel had said to him.

5. …an angel appeared before him.

6. …around 570 AD.

7. …most of the inhabitants of Mecca didn’t.

8. …after his parents’ death.

9. …This year is considered the first year of the Muslim calendar.

10. …most of the inhabitants of Arabia were already Muslims.

11. …and tell the people to worship no other god than Allah.’

12. …they had three sons and four daughters.

14 Say whether the following statements are true or false. Correct the false statements in your notebook.

a) Islam’s first conflicts were with the Persian and Chinese empires.

b) The Muslims were not able to conquer the Byzantine Empire.

c) The Muslims were victorious over the Franks at Poitiers.

d) The Chinese stopped the advance of the Muslims at the Battle of Talas.

15 Find the missing terms of these sentences in the word search.

a) After the death of Muhammad, the succeeded him.

b) The or Orthodox accepted the Koran and the texts of Muhammad.

c) The did not accept Muhammad’s texts.

d) The Arabs conquered the richest provinces of the Empire during the 7th century.

e) The Arabs besieged but could not conquer it.

f) The period called the Middle Ages ends when the conquer Constantinople.

16 In your notebook, complete the following diagram about the teachings of Islam:

4.4. The economy of the Islamic Empire

It was based on crafts, trade and agriculture with very diverse crops and innovative farming techniques. They made and sold textiles from livestock.

Crafts developed in the cities and skills were organised into districts. Merchants travelled by sea and land, exchanging luxury goods, furs, fabrics, salt, spices and slaves.

Cities were very important in Islamic civilisation as economic, political and cultural centres. The layout of medieval cities was irregular, with very narrow streets and little planning. The medina was in the centre, set around the great mosque. The souk or market and other buildings stood around it.

Culture and science reached an important peak during the Muslim Empire. In addition, large libraries were created where works of classical antiquity and Christianity were collected, as well as those written by the Muslims themselves. So thanks to the work of Muslim scholars, knowledge has been preserved that otherwise would have been lost.

4.5. Culture, science and the arts in Muslim civilisation

The Islamic Empire developed a culture that synthesised all the knowledge, scientific advances and art of the peoples they conquered or with whom they interacted. They brought gunpowder, the compass and paper from Asia to Europe. They made significant contributions to algebra, astronomy, medicine and engineering.

Their most representative buildings were mosques for worship. They used brick, plaster and wood to create a wide range of shapes and interior decoration.

➎ EUROPE UNTIL THE YEAR 1000

Following the death of Charlemagne in 814, his empire was divided into independent kingdoms.

5.1.

The second wave of invasions

The Muslim Empire controlled southern Europe. However, in the Iberian Peninsula the Christian kingdoms stopped the Muslims from crossing the Pyrenees. The Mediterranean Sea was under the control of Muslim pirates.

The Vikings spread out from the Baltic Sea the Black Sea, and invaded Normandy, Britain, Iceland, Germany, France and Italy.

5.2.

The origins of feudalism and the role of the Church.

The insecurity created by the invasions caused the population to go to the countryside in search of the protection of the nobles. This system was the basis of feudalism.

The peasants were obliged to give part of their harvest to the lord. The Church also had the same rights as the feudal lords.

Mosque of

a

example. It is made up of an arcaded courtyard with a fountain for the purification of the faithful before entering the mosque, a minaret or tower for calling people to prayer, and a prayer hall with aisles separated by columns or pillars. The qibla wall facing Mecca, the mihrab in the middle of the qibla and the mimbar or pulpit are in the prayer hall.

The Islamic legacy

Muslim scientists at an observatory, Wing ad-Din Mansur-Shirazi.

Peasants pay tribute to the feudal lord in exchange for his protection.

The

Córdoba is

beautiful

Islamic architecture

Trade in the Islamic Empire

Porcelain

17 Put the letters in the right order to make words and complete these sentences about the Islamic Empire.

a) The was made up of families close to the caliphs and emirs. oaistccryra

b) The popular masses were in a situation. icpearorsu

c) They had aslvse

d) The was based on agriculture, crafts and trade. nemcoyo

e) They developed a culture that synthesised all : scientific advances and the art of the peoples they conquered. dkgwnoeel

f) They brought gunpowder, the and paper from Asia to Europe. scpomas

g) The made important contributions to algebra, , medicine and engineering. aostyrnmo

h) The most representative buildings were smouseq

18 Search on the internet and in your notebook, match the following de-scriptions of Islamic inventions to the name of the invention. Next, find in-formation about the inventor (if known) and the period in which each item was invented.

a) Nowadays, a very popular drink that helps us to stay awake.

b) Optical instrument that would eventually contrib-ute to the development of photography.

c) Product we use to wash our hair.

d) Flying machine without an engine.

1. Scalpel

2. Coffee

3. Hang-glider

4. Fountain pen

e) Instrument in the shape of a small knife used to perform surgery 5. Camera obscura

f) Writing instrument that is dipped in ink 6. Shampoo

Task THE PERCEPTION OF THE OTHER

During the Middle Ages three great coexisted around the Mediterranean. How they each other is not very , but through the texts appearing in different , it can be deduced that Andalusian Muslims viewed Christians , and vice versa. Currently, in colloquial and in the media, terms referring to the world and Arab culture are used interchangeably, which in some way Western perception and a lack of about religion and culture.

19 Guess the words to complete these sentences in your notebook.

a) After the death of a e a e in 814, his e i e was divided into independent i o .

b) The u l m Empire controlled s th rn Europe.

c) The ings spread across the Bal Sea to the Black Sea, Normandy, the United Kingdom, I and, ma , France and Italy.

d) The ins rit created by these invasions caused the population to go to the c ntrys d in search of the protection of the n bl s

e) The p s nts were obliged to give part of the ha st to the lord.

f) This situation was the basis for eu a i

g) The urc had the same ri ts as the feudal lords.

20 2 Listen to the audio recording and complete the text in your notebook to learn about the situation of women in Islam.

Although in many Muslim women do not have the same as men and are considered , this idea is not contained in the Quran, which advocates between men and women. Furthermore, the Sharia or law says that both are complementary to each other. However, the situation for varies greatly from one country to another. In , women generally enjoy a great deal of and can dress as they like, although it depends on the area. But in they are required to wear a , which is a garment that covers their whole . The most common item of clothing among Muslim women is the Islamic or hijab. This is considered a of oppression by many non-Muslims and its use has pro-voked great controversy in some European countries, where the number of Muslim is on the rise.

A. Complete the text with the right words: Muslim, civilisations, chronicles, poorly, knowledge, perceived, reflect, clear, speech.

B. Look at the dictionary and write the definitions of Arab and Muslim. Then, answer the question: Does the word Arab mean the same as Muslim?

C. Do the following sentences make sense? Correct those containing mistakes.

1. It is a good example of Islamist architecture.

2 The Turks are Arabs, and that is why in 2020 they converted Haggia Sophia into a mosque.

Writing activities should be completed in your notebook

Grammar in geography and history

Present simple, affirmative, negative and interrogative. Verb ‘to be’

It is used to talk about situations and states in the present time.

Affirmative Negative

Interrogative

I am an Arab I am not an Arab Am I an Arab?

You are an Arab You are not an Arab Are you an Arab?

She/He/It is an Arab She/He/It is not an Arab Is he/she/it an Arab?

We are Arabs We are not Arabs Are we Arabs?

You are Arabs You are not Arabs Are you Arabs?

They are Arabs They are not Arabs Are they Arabs?

10 questions

1 When did the Middle Ages develop?

The Middle Ages began with the fall of the Roman Empire and ended in 1453, with Constantinople was conquered by the Turks.

2 What were the civilisations around the Mediterranean during the Middle Ages?

The Byzantine Empire, the Germanic peoples and Islam.

3 Why did the Roman Empire disintegrate?

Due to the economic, social and political crisis since the 3rd century in Rome and due pressure from the barbarian peoples.

4 What happened to the territories of the Roman Empire after its defeat?

In the eastern part, the Byzantine Empire was established. Starting in the 5th century, the Germanic peoples invaded the western territories.

5 What did Charlemagne achieve?

He attempted to rebuild the Western Roman Empire, stopped the Muslim advance and promoted a cultural renaissance.

Activities

1 Use the right form of the present simple in the following sentences.

a) Arabs a people with a common culture whose most relevant feature the language.

b) This building a good example of Arabic architecture.

c) The Turks Muslims.

d) Muslims practitioners of the Catholic religion.

e) this language Arabic?

2 Complete these sentences with the present simple of the given verbs.

a) I (like) this type of architecture.

b) The Byzantine Empire (exist, not) anymore.

c) In Eastern Europe the Orthodox religion (to be) practiced.

d) Rome (to be, not) the seat of Islamism.

6 Who promoted Islam? Muhammad.

7 What are the major denominations of Islam? Sunni/Orthodox and Shia.

8 How did the Muslim invasion develop?

Starting in the 7th century the Muslim Empire expanded from the Arabian Peninsula westward through the Mediterranean and also towards the east.

9 What were the contributions of Islamic civilisation?

It produced advances in the areas of mathematics, astronomy, medicine, art and engineering.

10 Why did feudalism develop?

During the 9th and 10th centuries a wave of attacks caused the population to migrate to the countryside and seek protection from the nobles. In exchange, they worked the nobles’ lands and were paid with part of the harvest.

Muslim pilgrimage to Mecca.

1

WHAT TO SOLVE?

final task

A speech against racism and xenophobia

Currently, many problems still exist among Mediterranean countries. One of them is immigration and the arrival of refugees from other countries. In many European countries with large numbers of refugees, this has resulted in xenophobic, racist and anti-immigration social trends.

2

HOW TO DO IT?

Think about these questions and share your ideas with your classmates:

• Who is a refugee?

• What is an immigrant?

• What actions are racist?

• What is xenophobia?

• Is it acceptable?

• Have you seen racism around you?

• What could be done to eradicate racism and xenophobia from our society?

• How could we facilitate the integration of immigrants and refugees into our society?

Once you have answered all these questions, it’s important to take a position and send a clear message about xenophobia. Good speech writing is the art of crafting words into a coherent and memorable message. Here are some key elements of great speech writing:

• It begins with a purpose and the audience it seeks to engage.

• The central message must be well structured, ensuring that the audience understands and retains the key points.

• The message is divided into a captivating opening, a well-organised body, and a conclusion that reinforces the main message.

• It’s important to give examples, and relatable anecdotes to connect with the audience on both intellectual and emotional levels.

3

SHARE YOUR EXPERIENCE

The most persuasive speeches should be spread through the school’s social networks.

3 The Late Middle Ages

➊ THE 13TH CENTURY: A TIME OF PROSPERITY

1.1. Agricultural expansion

It was made possible thanks to advances in technology: water and windmills replaced animal traction; the mouldboard plough, metal animal collars and horseshoes appeared. Also, new cultivation methods arose such as the three-field system of crop rotation and the use of natural fertilizers. This progress resulted in an increase in agricultural production, trade with surpluses, an increase in population and the establishment of cities.

Graph on population growth in the 11th-13th centuries.

Source: Massimo Livi Bacci, Introducción a la demografía.

1.2. Birth of commerce and banking

Local commerce was carried out in artisans' workshops and markets. Long distance trade took place at annual fairs.

Trade routes were established: the Mediterranean, the Atlantic and the Baltic. Associations of merchants, payments in currency, and other financial instruments such as credit were created, giving rise to the birth of banking.

➋ URBAN RESURGENCE

2.1. The new social classes

The new social class that emerged was the bourgeoisie, made up of merchants, artisans and liberal professionals, who became rich thanks to trade and the production of goods and services. The new bourgeoisie had both economic and political power. The governing of cities had previously been in the hands of artisan guilds, for the regulation of production and trade. In some localities, democratic government systems such as municipal councils were established. Decision-making was through assemblies. Women were always subordinate to men, who were considered the heads of the family.

2.2. The new urban spaces

In the cities, new jobs emerged, such as public notaries, builders or doctors. In squares, markets, or on commercial streets, artisans of the same trade were grouped together. Public buildings were constructed, such as town halls, churches, and schools. New infrastructure was built, such as walls, to protect against attacks; bridges and sewage systems; streets were paved.

Elements of a medieval city

• There was a square in the centre where the cathedral, the city hall and the marketplace were situated.

• The streets were narrow with an irregular layout and no local services.

• They were surrounded by walls.

• Minority religious groups like Jews had to live apart in their own neighbourhoods.

• Buildings like hostelries, hospitals and universities also existed in larger cities.

1 Work in pairs and discuss these questions before reading the unit. Write down your conclusions.

a) During the 13th and 14th centuries, cities experienced improvements and new professions appeared. What factors led to this? Which professions still exist today?

b) As kingdoms were strengthening their power, more wars also occurred. Why? Does this continue to happen today?

c) The first universities were founded in the Late Middle Ages. Investigate what was studied in them.

d) In the Late Middle Ages, an artistic revolution took place. What changes did it bring?

2 Look at the images displaying the structure of the city. Answer the following questions and justify your answers.

a) Do walled cities still exist today?

b) How tall are the buildings in each of the images?

c) Can you estimate the population density at each location?

Task

3 Agricultural systems have progressed quite a bit since the Late Middle Ages. What types of innovation can we observe in a modern-day crop field? How were agricultural tasks carried out in the past?

4 The trades of the past have left their mark on modern cities. Today, many streets still reflect the names of the professional guilds' workshops that were located there. Search your local street map for street names dedicated to trades or professions and research the type of work they performed.

5 Covid-19 isn't the only pandemic to have devastated humanity. Did you know that it was during the Late Middle Ages that the term ‘quarantine' first appeared, or that the bacteria responsible for the plague (yersinia estis) is still being researched today? Read and complete the following text about Humanity's first quarantine, which took place in Dubrovnik in 1377, using these terms: contact, closure, epidemic, spread, burned, criminal, criteria, neighbouring, anarchy.

The Black Death

In the Middle Ages, the origin of diseases, such as the Black Death, was unknown. What was known is that personal favoured contagion. The authorities ordered the of the affected cities, although many wanted to flee to other places to be safe. Since so many people were infected, they the disease, so extreme measures became necessary. Travelers were obliged to spend a month in towns, such as Ragusavecchia or Mercana. The inmates lived in barracks that were when the danger passed. ‘Every man for himself' predominated in an atmosphere of , with a disturbing increase in acts. Justice had no instruments to punish robberies in abandoned houses or defenceless people. It was not until the Paris International Conference in 1903 when a large number of countries agreed to apply identical for quarantines.

Adapted text: www.lavanguardia.com

THE CHALLENGE OF THE CIRCULAR ECONOMY

The circular economy aims to ensure that raw materials remain in use longer, to avoid resource scarcity and competition among countries to obtain them, and also to reduce pressure on the environment. This production and consumption model aims to extend products' life cycle. Interestingly, it already existed in the Late Middle Ages: they used organic waste to fertilise the land. Today, for example, oil is reused to make soap.

A.

Based on the proposed inf ormation at economiacircular.org, prepare a summary explaining how the circular economy works.

B. Search the internet for companies, preferably in your area or nearby, that use a circular economy model. Do you think this is good for society? Why?

C . Locate the waste disposal sites in your area on a map.

➌ CRAFTS AND GUILDS

3.1. The guilds

Guilds were associations of artisans specialised in a specific trade. They regulated production and commerce and played a political role. Their masters participated in municipal councils.

3.2. Workshop organization

Generally, the master directed and supervised the apprentices and more experienced workers. In some cases, day labourers were hired to perform specific tasks.

As for women, widows could manage their late husband's business if they lacked a close male relative and did not remarry. They were not allowed to train an apprentice by themselves. Many trades, such as silk working and candle making, were dominated by female workers.

➍ CULTURAL DISSEMINATION

4.1. Literature and philosophy

The minstrels recited and played instruments at courts and fairs, echoing he roic deeds through the oral tradition. During this period, new literary genres emerged, such as chivalric romances, lyrical poetry as the Cantar de Mio Cid. The classics of ancient philosophy, such as Plato or Aristotle, were rediscovered, and works appeared by medieval thinkers such as Thomas Aquinas, who sought to integrate Aristotelian philosophy and the Christian religion; or Christine de Pizan, ered a precursor of Western feminism.

4.2.

Urban schools

Between the 11th and 13th centuries, cathedral schools run by the Church taught religious knowledge. They were mostly attended by children of the nobility and clergymen. Other institutions, called municipal schools, were attended by the children of the bourgeoisie, who were taught reading, writing, accounting, law and medicine. Usually, the teachers were friars who lived in the city and subsisted on alms.

4.3. Early universities

They emerged in the middle of the 12th century, thanks to the interest of kings and bishops. They evolved from the cathedral schools, which over time became disconnected from the Church. They were made up of specialised academic centres called faculties. Generally, there were four: Liberal Arts, Medicine, Law and Theology. The first universities appeared in Bologna, Oxford, Paris, Palencia, Salamanca and Cambridge.

Medieval artisans' workshop

Cambridge

Oxford

ATLANTIC OCEAN

Coimbra

Palencia Salamanca

Lisbon

Paris

Orleans

Angers

Toulouse

Valladolid

Lérida/ Lleida Montpellier Perpignan

Vercelli Prague

Treviso Perugia

Padua

Cahors Grenoble Avignon Reggio Siena Florence Bologna

Rome Napoli Salerno Piasenza

Mediterranean Sea

Cathedral Schools that existed before 1200 and later became Universities Universities founded in the 13th century Universities founded in the rst half of the 14th century

6 2 Listen to the audio recording and complete the text with the missing words.

Christine de Pizan was in Venice in 1364. She was a humanist , poet and writer. Her bestknown work is . Daughter of Tommaso de Pizan, a doctor and , she was able to develop her interests. She died in Possy (France) in 1431. She is considered a precursor of Western , since she stirred on the situation of women's at that time.

7 Use the following table to classify these concepts: horseshoes, workshops, annual fairs, windmills, payments in currency, fertilisers, markets, credit, fallow fields, trade routes.

of professional activities or scientific research, which began in the late Middle Ages. What did students have to do to get into University? And today?

10 Complete the sentences with the correct words.

a) The was made up of merchants, artisans and liberal professionals.

b) The of cities used to be in the hands of artisan guilds.

c) In municipal councils, decision-making was through

d) were always subordinate to men, who were the heads of the family.

e) In the cities, new emerged, such as public notaries, builders or doctors.

f) In squares, markets, or on commercial streets, of the same trade were grouped together.

g) Public were constructed, such as town halls, churches, and schools.

h) New were built: walls, bridges and sewage systems.

8 Complete the following text using these connectors: generally, between, thanks to, under, that is, which.

the 11th and 13th centuries, the cathedral schools, the authority of the Church, taught religious knowledge. They were attended by the children of the nobility and clergymen. Other institutions, called municipal schools, were attended by the children of the bourgeoisie, who were taught reading, writing, accounting, law and medicine. The first universities emerged in the middle of the 12th century, the interest of kings and bishops. They evolved from the cathedral schools, over time became disconnected from the Church. They were made up of faculties, , specialised academic centres.

9 University studies provided a foundation for the preparation

i) The were associations of artisans from a specific trade.

11 Complete the sentences with these words: wrote, specific, fairs, minstrels, workers, labourers, master, instruments, Western, poetry, apprentices, epic, silk, candle, genres, trades, workshops, precursor, female, romances.

a) In , the directed and supervised the and more experienced

b) In some cases, day were hired to perform tasks.

c) Many , such as working and candle making, were dominated by workers.

d) The recited and played at courts and

e) New literary emerged, such chivalric , lyrical or songs.

Task CALCULATE YOUR ECOLOGICAL FOOTPRINT

An ecological footprint is an indicator of sustainability that measures the area necessary to produce resources and assimilate waste. At you can figure out your own ecological footprint.

A.

Figure out your ecological footprint using the link provided. Were you surprised by the result?

B. Discuss with your classmates: What measures can you come up with to transform your town's ecological footprint? Are you aware of any measures that are already underway?

➎ FEUDAL MONARCHIES

Kings acquired more and more power. Some ruled over authoritarian monarchies. They required the support of a royal council, made up of the king's relatives, key noblemen and religious authorities. Royal courts emerged, in which the city's various social classes were represented, and they almost always convened to approve a new tax.

Between the 11th and 14th centuries, the prominent kingdoms in Europe were:

z In the centre: France, Duchy of Aquitaine and the Holy Roman Empire.

z In the north: Norway, Sweden, Scotland, Ireland and England.

z In the south: Muslims and Christians (disputing control of the Iberian Peninsula), the Church States, Naples and the Byzantine Empire (invaded by the Ottomans).

z In the east: the Slavic peoples and the kingdoms of Poland and Lithuania among others.

➏ THE CRISIS OF THE 14TH CENTURY

6.1.

Agriculture

Throughout the 13th century the climate cooled and heavy rains ruined crops, causing food shortages, famines and high mortality. These conditions led to a dire economic crisis and social conflicts. This situation is often referred to as the crisis of feudalism in the 14th century.

6.2. War and social unrest

To maintain their economic and political privileges, the nobility resorted to war:

a) The Hundred Years' War. The confrontation between France and England lasted 116 years (1337-1453). Joan of Arc was responsible for freeing French territory from English servitude. At the same time, other confrontations arose: the War of the Two Peters between Castile and Aragon (1356-1369); or the Scottish War of Independence (1286-1357) against England.

b) Social revolts: some union corporations rose up against the established order and formed alternative governments. There were uprisings by salaried workers in certain industries; and against Jewish communities as well.

c) The crusades: military expeditions to expel the Muslims, ordered by the Pope. Military orders were established in the conquered territories.

d) The Western Schism: a power dispute within the Catholic Church, (two papal sees). It was resolved in 1414, at the Council of Constance, through the appointment of new pope, Martin V.

6.3. The Black Plague

During the 14th century, Western Europe was hit by several Black Death epidemics. Between 30 % and 60 % of the population died.

➐ GOTHIC ART AND ARCHITECTURE

Gothic art emerged in France in the 13th century and spread to the rest of Europe. Its buildings reflect power and urban wealth. Gothic architecture is essentially urban and the cathedral was the most prominent building in European cities.

Gothic cathedrals were large, tall, luminous buildings, which had a number of new elements: pointed or ogival arches, rib vaults, buttresses, flying buttresses, pinnacles and stained glass windows. Thanks to the new support structures, the buildings could be taller and larger windows could be opened along the walls.

SUSTAINABLE DEVELOPMENT GOAL 11 Sustainable cities and communities

Nowadays many cities are experiencing uncontrolled growth and high levels of pollution. What would you propose to improve sustainability in your area?

Colour print of Joan of Arc by Albert Lynch (1903). Also known as the Lady of Orleans, she became famous for her bravery in the Hundred Years' War. Today she is still revered as a hero in France.

Apse

Pinnacles

Rose window

Portal with pointed arches

Buttresses

Flying buttresses

Crossing

Altar

Ambulatory

12 Complete the following text about the Seville Cathedral's Gothic art with the terms you will find in the word search.

The of Seville is one of the best examples of Gothic . Its expand daily as the changes. They experience an movement in the morning and a movement at the end of the day, as occurs when in and out, in a perfect cycle.

d) The royal council was made up of the king's relatives and the poorest people.

e) In the royal courts, the city's various social classes were represented.

f) The royal courts were almost always convened to give advice to the king.

14 Choose the correct word from each pair to complete the sentences in your notebook.

a) Throughout the 13th/15th century the climate warmed/ cooled, causing famines/hunger

b) This is what is known as the apogee/crisis of feudalism of the 12th/14th century.

c) To maintain their economic and political privileges, the bourgeoisie/nobility resorted to taxes/wars.

d) The Hundred Years' War took place from 1337/1353 to 1437/1453

e) Joan of Arc freed English/French territory from French/ English servitude.

f) During the 14th/16th century, Eastern/Western Europe was hit by several Black Death epidemics/pandemics

15 In your notebook, match each one of the problems during the 14th century with its description.

a) The Black Death 1. Military expeditions to expel the Muslims.

b) Social revolts 2. Between 30% and 60% of the population died.

13 Discuss with your partner whether the following sentences are true or false. Correct the false ones in your notebook.

a) During the Late Middle Ages, kings acquired more and more power.

b) During the Late Middle Ages, some kings ruled over authoritarian monarchies.

c) The first government institutions were the kingdom and the royal council.

c) The Crusades 3. Period of dispute for power in the Catholic Church, which was eventually divided into two papal sees.

d) The Western Schism 4. Uprisings by some union corporations, or by salaried workers in industries, both in cities and rural areas; and against the Jewish communities as well.

Task HOW TO ANALYSE AN ARTICLE FROM THE NEWS MEDIA

News articles help us to link the past with the present, and to become aware of possible solutions or outcomes for a given situation in the present day. When analysing information from the news media, follow these steps:

Read the text carefully. The main idea generally appears in the title. 1. 2. 3. 4. 5.

Analyse the facts by responding to the following questions: what happened? when? what were the consequences?

Evaluate the information. What data is quoted in the news article?

Develop a personal opinion. What parts of the article do you consider to be the most relevant?

A.

Select a news article of interest to you and analyse it by following the steps indicated above.

Prepare a summary of all the information you've gathered.

Grammar in geography and history

Past simple

We use it to talk about actions and states in the past: Affirmative

For the verb to be, we use was (I, he, she, it) or were (you, we, they).

z She was sad yesterday For regular verbs:

z Most verbs, +ed: She walked home yesterday; or +d: I changed my hair last year.

z Verbs ending in vowel+consonant, double consonant +ed: It stopped raining at one o'clock.

z Verbs ending in consonant +y, change to -i+ed: They cried when they heard.

Negative

For negatives, we use not (verb to be) or did not (other verbs).

z I was not (wasn't) at home last week.

z It didn't rain yesterday.

10 questions

1 What does 'urban resurgence' refer to?

It consisted of an increase in population, the birth of international commerce and banking.

2 Which social group emerged in the Late Middle Ages?

The new social class that emerged was the bourgeoisie, made up of merchants, artisans and liberal professionals, who became rich thanks to trade and the production of goods and services.

3 What were the guilds?

The guilds were associations of artisans and merchants. They regulated production and commerce in a particular territory. Their masters often sat on municipal councils.

4 How were the artisans’ workshops organised?

The master directed and supervised the apprentices and more experienced workers. Sometimes, day labourers were hired to perform specific tasks. The upper floors of the home were the living space for the master artisan's family and the lower floors were used for work.

5 What was the literature like?

New literary genres emerged, such as chivalric romances, lyrical poetry and epic songs, Songs about heroic deeds emerged in the Romance languages. Minstrels recited poetry and played instruments at courts and fairs.

Activities

1 Complete the following sentences about the Late Middle Ages, using the past simple of the verbs in brackets.

a) The urban resurgence of the Late Middle Ages [consist] of population, trade, cultural and social growth.

b) The new social class [be] the bourgeoisie.

c) Merchants and liberal professionals among others [constitute] the bourgeoisie.

d) The guilds [be] artisans' associations.

2 Irregular verbs have different forms in the past tense. Investigate and find the past form of the following irregular verbs:

a) Write.

b) Build.

c) Make.

d) Begin.

e) Spread.

f) Fall.

g) Keep.

h) Become.

6 What types of schools were there?

There were cathedral schools run by the Church that taught religious doctrine. They were attended by the children of the nobility and clergymen; and municipal schools attended by the children from the bourgeoisie, who were taught reading, writing, accounting, law and medicine; and the universities, which evolved from the cathedral schools.

7 How much power did the monarchy have? Kings acquired more and more power. Some kings ruled over authoritarian monarchies.

8 What institutions existed in the kingdoms?

Kings governed in conjunction with a royal council, made up of the king's relatives, key noblemen and religious authorities. The royal courts emerged where the various social of the cities were represented.

9 Why did a serious crisis occur in the 14th century? Due to worsening climate, lack of food, epidemics, and economic and social crisis due to increased taxes, which resulted in uprisings and wars.

10 What was the artistic style of the Late Middle Ages? Gothic art emerged in the 13th century and spread to the rest of Europe. Its buildings reflect power and urban wealth. Cathedrals were large and luminous thanks to new architectural elements. Sculpture and painting continued to have a decorative and didactic function.

final task

Proposals to improve living standards in our area

1

WHAT TO SOLVE?

In the Late Middle Ages, the city as we understand it today began to take shape. Nowadays, we can consult lists of cities with the highest living standards, which analyse aspects such as political stability, economic resources, access to housing or environmental sustainability, among others.

A sustainable city integrates urban green spaces and reduces CO2 emissions, promotes renewable energy, implements sustainable mobility and the use of public transport, and promotes a circular economy.

2

HOW TO DO IT?

The Sustainable Cities Index published annually by ARCADIS ranks the 100 most sustainable cities in the world. Currently, Cittaslow is a program that brings together all the Spanish municipalities that have joined the list. On its site, there is information about the the various localities and their initiatives: cittaslow.es.

3

SHARE YOUR EXPERIENCE

Working in teams of 4 or 5 students, select three sustainable cities and collect information about them. Prepare a table on the cities analysing the most relevant ideas from each city.

Then collect information about your city or town and, as a class, discuss which areas are lacking. When discussing this topic, try to use some of the following expressions:

• The most important argument for… is…

• Most importantly, I want to mention that…

• I agree with you that…, however on the other hand…

• First of all, I would like to state that…

• I concede that… but we must remember that…

• Firstly / Secondly / Thirdly…

• In addition to that…

• Furthermore…

• My final thought is…

• Finally…

Finally, propose measures to improve sustainability, and choose the 5 measures that receive the most support from the group.

Write a report and design an infographic to promote and explain the 5 measures. Then publish it on your school’s website and social networks.

1 Work in pairs and discuss these questions before reading the unit. Write your conclusions in your notebook.

a) During the coronavirus pandemic, we were locked down. What was the reason for the lockdown? What other measures were taken to avoid the spread of the virus? Do you think it was the first time in history that people have had to isolate themselves?

b) Do you think that all the vaccines that exist today were developed as quickly as the coronavirus vaccine? Why?

c) What were the consequences of the pandemic and confinement? Were there any similarities with periods of war?

2 Complete the text with the following words in your notebook: gloves, infections, doctors, mask, boots, herbs, odours, eyes, beak,

In the 17th century, safe distances, and masks were already used to prevent . The doctors wore an ankle-length coat, a shaped like a bird's beak, gloves and . The had glass openings for the and straps to hold it. The shape of the was designed to fill it with aromatic and for the air to be cleaned by them, since it was believed that the contagion was due to bad

3 Answer the following questions in your notebook. Then, discuss your answers with your partner.

a) What types of monarchies existed in 17th century Europe?

b) Where was each type of monarchy found?

c) What were the main differences between the two types of monarchy?

4 Edward Jenner demonstrated that if he inoculated humans with the virus that caused a certain disease in cows, he could protect humans from that disease. What was the disease?

5 2 Listen to the audio recording and complete the text in your notebook.

The Reformation generated conflicts, especially in the Holy Empire of the Habsburg When Ferdinand II, a great defender of and intransigent towards and Lutheranism, acceded to the throne of Bohemia in , the Protestant revolted. The European powers supported one side or the other. supported Ferdinand II, since the Habsburgs reigned there. The war lasted years and ended with the of Westphalia (1648), which recognised the religious of the states, and marked the decline of the Hispanic and the rise of the Bourbons in France. The Years' War or War of Flanders, which had begun in 1568 against the rule of the Spanish , also came to an end, with Spain recognising the of the United Provinces.

6 Match the two columns in your notebook.

1. Assemblies

a) Absolute monarchy

c) Parliamentarianism

2. No limitation on the power of the monarch

3. Republic

4. The monarch was compared to God

Task ABSOLUTE MONARCHY IN THE 17 TH CENTURY AND TODAY

Absolute monarchy still exists today in some countries such as Saudi Arabia.

Parliamentary monarchy Saudi Arabian monarchy are free to vote and choose their There are no

The stipulates the separation of powers and the main and rights of citizens.

The Koran is the of the land.

Laws recognise for Human Rights. There’s no law Human Rights.

The of the state are divided into three branches: legislative, and judicial. There is no of powers.

The has a representative function. sovereignty is recognised. All powers and stem from the , who is the sovereign.

A.Complete the table on the differences between the Saudi Arabian regime and parliamentary monarchies: powers, functions, separation, national, respect, law, constitution, citizens, elections, monarch, representatives, duties, protects, executive, monarchy.

B.

Describe any similarities you observe between Saudi Arabia’s monarchy and the European absolute monarchies of the 17th century that you have studied?

C.

Human rights are rights inherent to all human beings, regardless of race, sex, nationality, ethnicity, language, religion, or any other status. In which form of government studied do you think human rights are most likely to be respected?

➌ EVOLUTION OF THE HISPANIC MONARCHY

3.1. The reign of Philip III (1598-1621)

Spanish kings left governance in the hands of the king’s favourite nobleman. Under Philip III the Twelve Years’ Truce was signed with the United Provinces of the Netherlands. The Protestant revolt in Bohemia drove Spain to participate in the Thirty Years' War (1618-1648) to support the Habsburgs. The Moors were expelled from the Iberian Peninsula (1609).

3.2. The reign of Philip IV (1621-1665)

Philip IV ceded power to the Count-Duke of Olivares, who proposed reforms that caused discontent in different territories.

France declared war on Spain. During the Thirty Years’ War Olivares sent troops to Catalonia, to force the population to house soldiers. The Catalonian courts rebelled, broke with Philip V and voted to be reigned by the French monarch Louis XII as Count of Barcelona.

In 1640, Portugal sought its separation from the Spanish Crown. There were also revolts in Andalusia, Aragon and Naples. The Peace of Westphalia (1648) marked the end of the hegemony of the Hispanic Monarchy.

3.3. The reign of Charles

II (1665-1700)

During the reign of Charles II, the economic and social situation worsened. In 1640 the Treaty of Lisbon granted Portuguese independence in 1668. Charles II had appointed Philip of Anjou (a Bourbon) as his successor, which caused England, Holland and Portugal to support the Archduke Charles of Habsburg.

3.4. Economy and population in Spain 17th century

The general crisis of the 17th century affected especially Spain.

z Population loss through emigration to America; the expulsion of the Moriscos in 1609; the wars in Europe; and the spread of epidemics.

z Decline in agricultural production due to the reduction in the number of peasants.

z Losses in the wool industry because of conflicts.

z Decrease in craft production because of competition from foreign products and craft production in the Spanish colonies.

z Loss of value of the Spanish currency due to the reduction in the amount of gold and silver coming from America.

These problems led to a social transformation. Peasants and craftsmen became poorer because taxes. The higher nobility maintained its wealth. The clergy didn’t pay taxes, so their numbers increased.

➍ THE SCIENTIFIC REVOLUTION OF THE 17 TH CENTURY

At that time science transformed human understanding of the world.

z Copernicus said the sun was the centre of the universe. Kepler confirmed the central position of the sun and demonstrated that the orbits of the planets are elliptical. Galileo Galilei demonstrated Copernicus' theory. He was accused of heresy and forced to renounce the heliocentric theory.

z Isaac Newton formulated the law of gravity. Boyle's law proved the existence of a vacuum and performed experiments on volume, pressure, gas density, and air elasticity.

z William Harvey demonstrated that blood circulates throughout the body. John Napier discovered logarithms. Descartes showed how to use algebra in analytical geometry, and Leibniz invented infinitesimal calculus.

Philip III by Velazquez (1635).

Galileo by Justus Sustermans (1637).

Portrait of René Descartes by Frans Hals. In his Discourse on the Method he described how to solve any intellectual problem. The scientific method emerged as an empirical method for acquiring knowledge.

7 The headquarters of the current Parliament of Andalusia are located in the old Hospital of the Five Wounds of our Redeemer. In 1649 a plague epidemic devastated the city. Find out what the plague has to do with the hospital. How did the epidemic start? How many people did it affect?

8 Read the text and complete it using these words in your notebook: preceded, crisis, economic, political, empire, reigned, monarchy, hegemonic.

The 17th century was a time of deep for the Hispanic . In foreign policy it lost its position in Europe, there were internal revolts and a major and social crisis occurred. The monarchs who in this century are often called ‘Minor Austrians’, in comparison with the kings who them and who had transformed the Hispanic Monarchy into an

Task

9 Place the sentences in the correct order in your notebook regarding the scientific advances of the 17th century. Remember to write the verbs in brackets in the correct tense.

a) This radically (change) the way of understanding the world that (maintain) until then in Europe. It (lay) the foundations for modern scientific knowledge.

b) Finally, new scientific principles and methods (develop).

c) The most important changes (take place) in astronomy, physics, chemistry, biology and mathematics.

d) During the 17th century, a revolution (occur) in Science.

RELIGIOUS TENSIONS IN THE MODERN AGE AND THE 21ST CENTURY

One Human Right is the right to freedom of thought, conscience and religion. It includes the freedom to manifest one’s religion or belief, individually and collectively, both in public and in private. However, conflict often arises when people of different religions have to share the same space.

A.What situations can generate conflict when people of different religions have to share the same space? Read the following sentences and write an arguments in favour of and against each statement:

1. The use of the veil causes a woman’s individual identity to disappear.

2. No one should tell women how to dress, whether they want them to use the veil or not.

3. Everyone has a right to an education. Inside a school, no one should wear external religious symbols that identify or mark them.

B.

How can you strike a balance between religious tolerance and secularism?

Embarco de los moriscos en el grao de Valencia, by Pedro Oromig (1613).

➎ BAROQUE ART IN EUROPE

5.1.

Architecture

Baroque architecture began to develop in Italy and spread from there. It is closely related to the Counter-Reformation and the struggle of the Catholic Church and absolute monarchies against the ideas of Martin Luther.

5.2.

Sculpture

Baroque sculpture was used to decorate building interiors and exteriors. Its main characteristics include expressiveness and dynamism through curves and multiple planes. The materials used were marble, bronze or polychrome wood.

Bernini was one of the most celebrated sculptors.

5.3.

Painting

Painters wanted to generate emotional responses through the representation of dramatic scenes. They used light and shadow to create stark contrast and represent the three dimensions. They used intense colours to achieve a sense of theatricality, emotion, movement and action.

A wide range of themes were used. Rubens, Caravaggio and Rembrandt are the main artists of this period. Artemisia Gentileschi was another notable artist, who produced Judith beheading Holofernes.

➏ BAROQUE ART IN 17 TH CENTURY SPAIN

To create a sense of movement on facades, natural and abstract elements were used. The Churriguera style was noteworthy within Baroque art. Some examples are Salamanca’s main square and the town of Nuevo Baztán.

Baroque sculpture was characterised by its movement and the expressions of dramatic realism and religious feelings. There are many examples inside churches visible in the decoration of altarpieces, small chapels or polychrome figures for processions.

Baroque art themes included religion, portraits, still lifes and, sometimes, mythology.

Slaying Holofernes by

She was an Italian Baroque painter considered among the most brilliant artists of the 17th century. She worked in Rome, Florence, Venice, Naples and London, for the highest echelons of European society, including the Grand Duke of Tuscany and Philip IV of Spain.

Baroque architecture

Main features

Search for movement using curved and twisted elements.

Zigzagging stairs.

Elliptical or circular floor plans.

Crisscrossing railings.

Spatial amplitude, in civil and religious architecture.

Main artists

Judith

Artemisia Gentileschi.

Young beggar, by Bartolomé Esteban Murillo. One of the most famous painters along with Diego Velázquez, Valdés Leal (1622-1690) and Zurbarán.

Bernini (1598-1680) Borromini (1599-1677)

Salamanca’s main square, it was designed by Alberto Churriguera.

The Three Graces by Rubens, who was one of the period’s leading painters.

Church of Saint Charles at the Four Fountains, by Borromini (1638-1641).

10 Solve the crossword puzzle to complete the sentences in your notebook.

1. In Spain, baroque artwork represented themes that included , portraits, still lifes and, sometimes, mythology.

2. In Spanish baroque Gregorio Fernández was a leading figure with his Ecce Homo

3. An example of Spanish baroque is Salamanca’s main square, designed by the Churriguera family.

4. The most famous baroque in Spain was Diego Velázquez, the creator of masterpieces such as Las Meninas, among others.

5. In baroque sculpture, the most frequently used materials were , bronze or polychrome wood.

6. In baroque architecture, to create a sense of on facades, natural and abstract elements were used.

13 The Fable of Arachne, known as The Spinners, is a canvas by Diego Velázquez, preserved in the Museo Nacional del Prado. Look at the painting and complete the text to understand what Velazquez painted.

The represents the weaving competition between Arachne and Minerva. Arachne had the to claim that her knitting skills were better than those of the Minerva. This was followed by a Arachne defeated the goddess but did not know what to do then. Minerva, as , turned her into a and condemned Arachne to spin webs for the rest of her . In the background appears The of Europe depicted by Titian.

14 Put the words in the right order to create sentences about baroque art in Spain.

a) baroque Spanish was style fundamentally religious the b) Counter-Reformation in art spread ideas baroque Spain helped to

c) exalted In Spain Protestantism baroque Catholicism over movement the superiority of the d) period The main of the type of art this commissioned patrons

15 Read the text and find the errors. Then write it correct in your notebook.

11 Discuss with your partner why science didn’t develop in Spain in the 17th century but the arts did. Use the following expressions: From my point of view…; In my opinion…; I think…; Firstly…; However…; Furthermore…; I see your point, but…; I agree with you, although…

12 2 Listen to the audio recording and complete the text with the missing words.

was a style of architecture, music, dance, painting, , poetry and other arts that spread throughout during the 17th century and part of the 18th century. It followed Renaissance art. The Baroque style used , movement, deep colour and to achieve a sense of awe. The style began in Rome. It was encouraged by the Church as a means to counter the of Protestant art. The revolution, the power of monarchies and the influence of the Church led to the development of monumental and art in which became extremely important.

Baroque art began in Spain around 1600 and from there it spread across north Europe. It is characterised by the search for quiety in figures. It is a very expressive and minimalist art form which aims for spectacularity and austerity. It is the art of the Reformation and Parliament monarchies, but it is also associated with the more austere and simple Protestant world, and it represents scenes of nature.

16 Match the following ideas and terms with the artistic style they correspond to. Write complete sentences to explain their meaning in your notebook.

a) Movement

b) Proportion

c) Naturalism

d) Theatricality

e) Classicism

f) Emotion

g) Symmetry

h) Idealisation

Writing activities should be completed in your notebook

1. Renaissance

2. Baroque

Grammar in geography and history

First conditional

We use the first conditional when we talk about future situations that we believe are real or possible.

In first conditional sentences, the structure is usually the following:

if/when + present simple ➞ will + infinitive

z If it doesn't rain tomorrow, we'll go to the beach.

z That football team will be top of the league if they win.

z If I don’t finish my homework, I will not go out.

1 Complete the sentences using the first conditional correctly with the verbs in brackets:

a) If we consider Isaac Newton’s law of gravity, two bodies (attract) each other according to their respective masses.

b) If we consider the astronomical theories and evidence of Nicolaus Copernicus, Johannes Kepler and Galileo Galilei, we (know) that the Earth revolves around the Sun.

c) If we consider Boyle's law, we (be able to predict) the dynamics of gases.

d) According to William Harvey, if there is no heart, blood (not circulate) throughout the body.

2 In the following text, point out where first conditional appears:

In an absolute monarchy, there will be no type of assembly if the king doesn’t approve. On the other hand, in a parliamentary monarchy, if a bill is not proposed by the legislature, the king will not be able to approve any law.

10 questions

1 What was the main factor influencing European politics in the 17th century?

The main factor were the worsening conflicts, such as the Thirty Years’ War and the war of Flanders or the Eighty Years’ War.

2 What were the two prevailing political systems of Europe at the time?

Absolutism, which concentrated all power in the monarch, and parliamentarianism, which allowed for the the division of powers.

3 What happened to the European population and why?

Population growth slowed and the mortality rate rose due to: the agrarian crisis, famines, epidemics and wars, a decline in the birth rate and migration.

4 Which European regions prospered and why?

England and the Netherlands rose as trading and maritime powers.

5 What happened to the Hispanic Monarchy in the 16th and 17th centuries?

Spain lost its hegemonic position in foreign policy. There were internal revolts.

6 How did the Spanish kings govern in the 17th century? They left their power in the hands of the king’s favourite nobleman.

7 When did Spain lose its hegemony and its territories in Europe?

The Peace of Westphalia (1648) led to the loss of its hegemonic position in Europe, and the Peace of Lisbon (1668) recognised the independence of Portugal.

8 What were the most important conflicts during the reign of Philip IV?

Philip IV left the government in the hands of the CountDuke of Olivares, whose centralising plans and spending on conflicts in 1640 produced a revolt in Catalonia, among other regions.

9 What happened to science in the 17th century?

During the 17th century, a scientific revolution occurred that laid the foundation for modern science. It was marked by the discoveries of Kepler, Harvey, Galileo, Newton, Boyle and by the scientific principles developed by Descartes and Bacon.

10 What was the predominant artistic movement of the 17th century called and who were its most important artists?

It was the Baroque movement. In architecture, curved elements were used to express movement. Decoration was very ornate. Bernini was a leading baroque artist. Sculpture was very realistic. Paintings represented dramatic situations.

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WHAT TO SOLVE?

final task

An infographic about forced labour in coltan mines

During the 17th century, transatlantic trade included the buying and selling of slaves. In the 21 st century, modern slavery still exists in the form of forced labour. We will focus on the extraction of coltan from the mines of the Congo. Coltan is is a mineral used to manufacture electronic devices.

• What can we do to eradicate forced labour?

• What possible alternatives, solutions or advice could we offer to reduce our dependence on coltan?

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HOW TO DO IT?

We are going to create an infographic whose objective is to raise awareness about the origin of coltan and the conditions under which it is extracted from the mines. We will propose possible solutions to reduce our coltan dependence. You can use digital tools like Canva or Genially. What features should your infographic include?

3

SHARE YOUR EXPERIENCE

We will share our infographics on the school’s social networks and websites.

It should include a catchy title.

Data and text must be brief and up-to-date

Use visual elements that support the information and the message

It must show the link between the use of electronic devices and human exploitation in coltan mines

Specific measures must be included geared at reducing our dependence on coltan

APPENDICES

MAPS

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Corbones

OCEAN ATLANTIC OCEAN

of some autonomous community institutions

community capital

Territorial organisation of the Spanish State: provinces and autonomous communities

GEOGRAPHY & HISTORY

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