Geography and History 3 Student Book sample

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Reading and listening

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We read about and listen to the contribution of women in the development of geographical and historical fields throughout history.

Speaking We speak about the different issues that will be learnt throughout the unit.

Speaking III had validos Felipe

of the for the names events that took 3 In the unit, look most important reign. Identify the kind of king

during his about what Talk to a partner support of place in this period. he needed the the reasons why Felipe III was and th century the validos. groups in 17 the different social 4 Find out about ristics. characte their about Spain and talk

ope

The 17th century in Eur and Spain Ana de Castro

Egas

me during have written about and learned people and I live in Madrid.

Some Spanish poets de Castro Egas My name is Ana and I have met the Golden Age. circle at Court ted with the social Lope de Vega.

Here, I am acquain as Quevedo and I have been and poets such famous writers is flourishing and th century, culture in Spain atmosphere this 17 In this poet. a During writer and my talent as a appeared, ornate able to develop artistic style has s the use of surprises, a new of changes and creating art promote This new way of the rules of and full of artifice. nt. It tries to break s, and moveme

by Greece curved lines, contrast which was inspired more austere period, taken place under the previous and splendour has as a moment of cultural life and his role his about and Rome. This written Felipe III, Felipe III. I have Eternity of King the rule of King d in 1629 called publishe I piece monarch in a to learn th century you are going our lord the Pious.

17 anding of the For a better underst hy monarc . The absolute about: mations and conflicts n economy • European transfor ion and Europea system. Populat in Spain and parliamentary demographic crisis hy. Political and • The Spanish monarc in Spain life in Europe and • Society and daily th century in the 17 America • Science and culture Europe, Spain and the Baroque in th century • Artistic legacy: ities in the 17 • Autonomous commun

There was the privileged estate, which included the nobility.

And also the clergy, who didn’t have to pay taxes.

Writing much to concentrate

kings were starting of th 5 In the 17 century, State. They needed to make plenty

the of the power of consider the options they had to carefully account. decisions and to be taken into Spain were many aspects because there analyse the reasons Thirty Years' and Read about the list. . Write a pro/con had to get involved him some are asked to give the king, you ntages of entering 6 As a valido of disadva and Make advantages advice on the to write a report. list you made solid the on Use the war. your opinion endation backing your recomm argumentation.

The current situation between Spain England and France forces to take action.

Supporting France would be…

The advantages of this Remaining neutral action…

If Spain did not take any Recommendation factors,…

Considering all the previous

g

Reading and listenin

g questions: answer the followin What is the name a talent for? b) de Castro have is Ana de Castro a) What does Ana wrote? c) Who biography she of the king whose 17th century friends with? appeared in the

and 1 Read the text

GE BANK GE BANK LANGUA LANGUA BANK GE NK GE BANK GE BA LANGUA LANGUA LANGUA BANK 79 GE BANK GE NK GE BANK GE BA LANGUA LANGUA LANGUA LANGUA BANK GE BANK NK GE UAGE BA LANGUA LANGUA

es artistic style that two opposite adjectiv 2 How is the new Renaissance? Use ared in the e has disappe different to art cultural referenc describe it. What from the text to in this new style?

anayaeducacion.es resource.

Go

to the SDG 5.5

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LANG

The audios of each unit’s content are available at www.anayaeducacion.es

ng.indd 78-79

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Writing We write different types of texts, in a variety of styles about the unit´s subject matter. By practising different styles of writing, we improve the writing skills we need to do well in our studies.

CONTENT DEVELOPMENT Unit 11

Highly structured content with important concepts highlighted in bold.

1 HOW ARE INEQUALITIES

Inequality indexes

MEASURED?

Wide variety of pictures grouped according to content to aid your understanding.

In the world today there are serious socioeconomic inequalities between countries. The majority of these inequalities have historical roots and have been influenced by globalisation. They are usually measured using a range of indexes.

Traditionally, inequalities between countries’ socioeconomic development have been measured by analysing almost exclusively the differences in wealth and access to materials goods.

ã 1.2 Welfare, some contemporary indicators

Today development is understood as welfare, or the sense of satisfaction felt by the majority of the population. Therefore, in addition to economic wealth, this concept includes other dimensions that affect people’s quality of life. These include:

Skills, split into sections to work on sub-skills.

➜ The provision of basic needs (food, healthcare, education) goods).

and

non-basic

needs

From 700 to 1200

From 5000 to 15000

From 30000 to 130000

From 1200 to 5000

From 15000 to 30000

Data unavailable

Three indicators

GDP per inhabitant

Three dimensions

Ten indicators

Living standards

Assets Floor Electricity Water Sanitation Cooking fuel

Adult literacy rate Combined primary and secondary school and higher education attendance rate

Education

Life expectancy

Health

Years of Schooling

Human Development Index 2017 Low

Very high

Medium

No data

High Source: UN.

Child mortality Nutrition

0

1 500

3 000

4 500

6 000 km

The Human Development Index (HDI) measures human development according to three dimensions along with their corresponding indicators: living standards, education and health. The result is a scale from 0 to 1. Countries with a very high, high, medium or low level of human development are listed.

The Multidimensional Poverty Index (MPI) lists the deprivations suffered by the most disadvantaged people by using the three HDI dimensions, which are measured according to ten indicators (see side table on the previous page). A person is classified as poor when the indicators related to what they are deprived of reach at least 33 % of the total.

The degree of poverty is measured by the proportion of indicators that they do not have access to.

Working with maps

4 In which continents are there predominantly countries with very high HDIs? Where are the countries with the greatest multidimensional kind of poverty located?

Skills progress Understanding essential ideas

political participation, safety.

School Attendance

Number of years of compulsory education

(consumer

➜ Social cohesion or the level of social equality. ➜ Social relations and participation: freedom, rights,

Think and share with a partner

1 What does welfare mean? What aspects does it cover?

2 List the HDI criteria used to classify countries according to their human development.

➜ Environmental quality.

The most significant indexes used to measure welfare are the Human Development Index (HDI) and the Multidimensional Poverty Index (MPI).

Both indexes are produced by the UN and are based on three dimensions: living standards, education and health. In the former index, countries are listed according to very high, high, medium or low levels of human development. The latter index establishes the number of people who are poor based on various dimensions.

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Source: World Bank.

Multidimensional Poverty Index

The most widely used indexes have been the gross domestic product (GDP), or the total production of a country’s economy, and GDP per capita, which is calculated by dividing a country’s GDP by its number of inhabitants. These indicators are used by the International Monetary Fund (IMF) and the World Bank (WB), for example.

GDP per capita ($) in 2017

UN welfare indexes

Human Development Index

ã 1.1 Wealth, a traditional indicator

The icons included with some activities indicate the project keys.

The HDI and MPI

Wealth measurement. GDP per capita

Using information

3 Create a graph using the data provided in the table below. Then work out the HDI category for each country.

Country A

Country B

46 688 (PPA $)

701 (PPA $)

Average years of schooling

12.6

1.4

Life expectancy

81.3

55.1

GDP per inhabitant

skill

Multidimensional Poverty Index 2018 Less than 0.1 From 0.1 to 0.2 From 0.2 to 0.3

From 0.4 to 0.5 More than 0.5 No data

From 0.3 to 0.4 Source: UN.

0

1 500

3 000

4 500

6 000 km

Go to the statistical data

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Reference to check skills from the “Learning to learn” section to carry out the task correctly.

KEYS

PROJECT

SDG

4

SDG Commitment Discover the Sustainable Development Goals and be an active part of our commitment to make a more equal and liveable world.

Developing thinking Work on strategies for thinking: reflect on the content you are learning, generate ideas, organise them, debate them, explain them…

Cooperative learning Get involved in your learning and participate in the group’s learning; you will find that cooperating improves performance and harmony in the class.

Emotional education Get to know yourself; identify the situations that bring up complicated emotions and manage them with constructive, self-affirming experiences.

We get to know women from the past who have helped to build our history, linked to the modern world.

Activities with different cognitive levels to check learning.

Review

1 Create a table listing the participants in the Thirty Years’ War. Spain

Emperor of Germany

German princes

Sweden

France

United Provinces

Denmark

Glossary

A Precipitation that has a degree of acidity higher than normal. It occurs when certain substances, such as sulphur dioxide and nitrogen oxides, released by certain industries and energy facilities, mix with water vapour and fall to the Earth’s surface. It causes damage to vegetation, water, soil, and buildings.

Glossary

Foreign policy

Tax collection

Drafted laws

Head of the Anglican Church

Function

did all the signatories of the treaty accept?

D

What is mercantilism? characteristics?

What

were its G20

G

Centralised administration

core

Exaltation of the king

Central Market An establishment that concentrates wholesale merchandise companies which supply retail stores. It is usually located on the outskirts of the city, given that it requires large spaces and good communication networks with both the production and consumption centres. The large central markets have specialised warehouses to concentrate the various types of products and variety of services for merchants, such as shopping centres, commercial premises, hotels, restaurants, parking lots, etc.

Action Each of the proportional parts into which the capital of a corporation is divided.

Alluvial (plains) Areas of flat relief crossed by a river that can be flooded by its rising water.

Met frequently

Centralised state army

Absolute monarchy in the 17th century

A cooperation forum that aimsofto Subjugation Control Repression of ‘Although a kingdom may increase its wealthand consultation of the nobility the church religious dissidence maintain global through the receipt of goods, or purchases made economic stability. It is made up of Place where a certain natural resource is significantly the G7 (Germany, other nations, all energy of these are uncertain and of Canada, the United States, France, concentrated, such as a in rock, a mineral or an Japanthe and the UnitedDeath Kingdom); twelveby Caravaggio (1606).

6 Analise of the Virgin little importance when they occur. Italy, Therefore, product. emerging countries (Russia, SaudiitArabia, Why does belongArgentina, to the Baroque? normal means to increase our wealth and treasure Brazil, China, India, Indonesia, Mexico, the is through foreign trade, thereby weAustralia, should always Duty Free Zones Republic of Korea, South Africa and Turkey); and the follow this rule: each year sell more to foreigners Delimited territory within a country where the European Union. than we consume from them.’ companies that are installed enjoy special benefits.

Thomas Among them, the exemption of certain taxes orMun. England’s Treasure the payment of commercial tariffs. Its purpose is to by Foreign Trade (1630) attract foreign investment.

3 In your notebook match each individual with their scientific contribution.

Non-regular air service, which adapts its routes and prices to demand needs.

Alpine arc

Collective labour agreement (CLA) Agreements that regulate labour conditions in a company or productive sector. They are signed by the employer and the workers’ representatives, or by the business associations and the workers’ unions.

Aquaculture The breeding in captivity or in a controlled environment molluscs, crustaceans and fish, such as sea bass, sea bream or sole. Extensive aquaculture only interferes in some stages of production or feeding. Intensive aquaculture is involved in the entire life process of the species.

Complex Set of facilities necessary for the operation of an activity or service. For example, an industrial complex, a hospital complex, etc.

E

Barter

Council

Direct exchange of goods and services, without the intervention of money. Barter was the exchange

Governing body that directly assists the king in the administration of the kingdom and justice.

Person who does not profess a faith considered to by another religion.

J

For each one, also state their causes and consequences and which monarchs reigned at that System by which a time group of Indians, were in Spain.

Justification by faith Christianised and had to pay a tribute or work forcibly Lutheran doctrine that believes it is enough to have in the ranches or conquerors’ large agricultural faith in God, without the need for good works.

100 properties.

Encomienda

F

Laws of the Indies

Large vessels in which fish undergo certain industrial practices, such as sorting, cleaning, freezing and packaging.

Legislation enacted by the Spanish kings to regulate the political, economic, and social organisation of America.

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➜ The clergy was the social order that suffered the least. The division between the senior and junior clergy was maintained: the former lived in a similar manner to the nobility, while the latter lived in conditions similar to that of the common people.

ã 5.2 The commoners or third estate ➜ The peasantry in Western Europe were free from feudal conditions, unlike those in Eastern Europe, but in both cases their situation worsened due to the wars, the agrarian crises and the increased incomes required by the nobility.

➜ The bourgeoisie grew in number through its involvement in trade and business affairs across Western Europe, which made it wealthier. In contrast, in Spain, the bourgeoisie preferred to invest its money in acquiring land and becoming part of the nobility through marriage ties or by purchasing aristocratic titles.

➜ The urban groups of small traders and artisans suffered from the crisis in traditional forms of handicrafts, which left them impoverished and without work; while manufacturing workers lived in abysmal conditions. In Spain, the crisis increased the number of paupers, ruffians and picaros in cities.

ã 5.3 City life: the main square 17th-century cities were unhealthy as they lacked the most basic services, such as running water, street lighting and sewers.

In Spain, the main square (plaza mayor) became the most important urban space. It was an open space surrounded by buildings with porticoes supported by arcades. It was where markets were held and artisans’ workshops were located, along with guild offices, political institutions and municipal warehouses. It served as a setting for entertainment and political and religious festivities (royal parades, processions, religious performances, jousting matches and various forms of bullfighting). It was also the site for other events such as the punishment of criminals and the Inquisition’s autos-da-fé. Often there would be one special balcony (miradero), which was for the authorities.

expenditure: an amount of money that a person spends.

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SDG. Reflection on and analysis of SDGs, such as gender equality, climate action, reducing inequalities, etc.

The bourgeoisie

applying skills Woman Reading a Letter, a painting by the Dutchman Gabriël Metsu. It reflects the life of the Dutch bourgeoisie enriched by commerce and business. The young woman, dressed in rich fabrics, reads a letter from her husband, who is away, on a trip. The dog is a symbol of fidelity and the maid shows a painting which reports on the husband's journey.

Skills progress Finding information

1 How did the 17th-century crisis affect the different social groups of the era?

Working with pictures

2 Study the images on the righthand page and describe them one at a time. What aspects of life do they provide information about?

Mayan civilisation

3 Read this fragment of Don Quixote

Wide-brimmed hat Cloak

Golilla Doublet

Tightfitting doublet

and decide which social group the house would be representative of.

‘Don Quixote found Don Diego de Miranda’s house built in village style, with his arms in rough stone over the street door; in the patio was the store-room, and at the entrance the cellar, with plenty of wine-jars standing round [...]’

one hectare. How many football fields would fit into the discovered area?

This 1634 painting shows the passage of Felipe III's entourage through the Plaza Mayor in Madrid. The soldiers of its German, Spanish and Flemish guard (archers) can be appreciated. Also reflected are the nobility, the clergy, people dedicated to commerce…

2 Francisco Hernández de Córdoba discovered the Yucatan Peninsula, for the Europeans, in 1517. How long had the Mayan cities been abandoned for?

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This Mayan cities came to have a population density comparable to that of some current cities.

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1. Expansion of the cities 2. Need for more cultivated land

writing system was the most complex in preColumbian America. Maths already included zero and its architecture was comparable to Egypt. They also had an advanced solar and lunar calendar. Look at the code and complete the series of numbers from 20 to 24.

d) By removing the earth that is used to make it.

4. Lack of rain

done great engineering works on a scale that is comparable to the Mayan people.

1 A football field usually measures a little less than

88

9 When Europe was in the Middle Ages, the Mayan

sequence of the expansion and collapse of the Mayan civilisation.

c) By the increase in consumption of what was made in the ceramic containers.

6 Point out three ancient civilisations that have

Adapted from an article by Nuño Domínguez, El País, 9/10/2019

Knitted stockings

7 Put the following sentences in order to form the

a) It doesn’t increase it. b) During the manufacturing process, when cooked.

dioxide?

Excavations on the ground show intense activity about 1 200 years ago, which was the period of maximum expansion for the civilisation that occupied southern Mexico, Guatemala and Belize.

About 900 years ago, for reasons that have not yet been clarified, they abandoned their cities and their civilisation collapsed.

Starched cuff

Breeches

Skirt wore over panniers

5 How can ceramic manufacturing increase carbon

In the summer of 2016, an aeroplane equipped with a laser scanner, mapped the Belize jungle in Central America. Under the immense mantle of trees appeared the remains of a huge network of transport canals and fields built by the Mayan civilisation, which occupied 14 km2.

The nobility’s attire and daily life

Understanding written texts

In the first millennium of our era, at the time of maximum expansion of Mayan and other preColumbian cultures in South America, there were similar deforestation practices taking place in China to grow rice. In the opinion of experts in Mayan archaeology, it is “the first time that human civilisations had a global impact on the planet.” In 2012, a study led by NASA stated that the deforestation caused by the Mayan civilisation was so severe that it influenced the local climate. Droughts would have become stronger and the lack of rainfall could have been one of the determining factors for the abandonment of large cities and the collapse of their civilisation.

5. Abandonment of cities 6. Burning the jungle to cultivate the land

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4

5

6

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14

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7. Good harvests

7 5 8 In the Yucatan zone is Belize, a small country of Mayan culture that was a Spanish and later a British colony. Evidence of its past can be found in traces of the language. In a table, classify these place names according to their origin.

Tacistal – Xcanluum – Ramonal – Orange Walk – San Carlos Xcanha – Rancho – Santa Cruz – Shipyard Warrior Camp Xaibe – Lubaantún – El Pedregal – Trial Farm – August Pine Ridge

English

Mayan

Spanish

Archaeology highlights the important environmental impact that the Mayan civilisation had on its surroundings. To increase arable land, they burned larger and larger forested areas to create canals and corn, squash and avocado plantations. There is also evidence of shellfish farming and ceramic remains have been found. These activities increased carbon dioxide and methane emissions.

In this section we create a cross-curricular project that joins Geography and History with other subjects.

Have you ever considered how Geography and History and Maths can help you improve your entrepreneurial skills?

3. Population increase

Mayan agriculture on terraces

The large population needed to be fed. One of the crop areas analysed included a network of 71 kilometres of crisscrossed canals which were about three meters wide. The canals served as crop irrigation and also as a means of transport. The Mayan population could reach the Caribbean Sea through these channels.

Create

Trust in your skills and knowledge, develop creativity, adapt to changing situations and have a proactive and responsible attitude.

belonged to the religious Order of Saint Jerome, she lived in New Spain in the second half of the 17th century and wrote poetry, prose, sacramental acts and theatre.

Le Nain painted The Cart around 1630.

It reflects the modest life of a peasant village: simple houses, simple wool clothing, dark complexion…

Read about the Bill of Rights. Then make a poster to summarise the main ideas in the English revolution.

Enterprising culture

for information about sor Juana Inés de la Cruz and write a short biography.

• t hey are related to the Sustainable Development Goals (SDG).

Non-privileged estates The peasantry

two works by Josefa de Óbidos and exhibit them in class.

4 Look

•p roblematic situations that have to be resolved via a series of tasks are put forward.

Saint Bruno and Pope Urban II, by Francisco de Zurbarán. This painting shows how the senior clergy lived in a similar manner to the nobility. In contrast, the junior clergy, who were composed of priests and monks, lived a more modest life.

History

C

3 In a group, search for

• t hey are given context in real situations.

The senior clergy The Portrait of Elena Grimaldi, by Anton van Dyck (1623), shows a very elegant Italian noblewoman with pale skin, accompanied by a slave boy, who covers her with an umbrella so that the sun does not shine on her white skin. She looks out onto the terrace of her lavish Genoa palace. A good example of how the 17th century nobility lived.

REATE The shift from an authoritarian monarchy towards a parliamentary system started in England in the 17th century, one century before the French revolution took place. The two revolutions led to the passing of the Bill of Rights, one of the first documents compiling civil rights for the population.

Saint Teresa by Bernini and compare it with the painting Transverberation of Saint Teresa by Josefa, painted in 1672. Find the meaning of the word transverberation.

Skills are a reference in modern education:

Unit 3

monarchs and became tied to the court, where they sought to gain access to the monarch and win favour from him or her. As they lived off* the income earned from their properties, they suffered from the frequent agrarian crises over the course of the century.

To compensate this, they increased their demands on the rural peasants. In Spain, the number of nobles increased due to the high volume of aristocratic titles sold by the junior branch of the House of Austria in order to sustain their high levels of expenditure*.

painters who were born or who worked in Sevilla and some of their works of art.

2 Observe the Ecstasy of

anayaeducacion.es Go to the SDG 5.5 and 10.4 and 10 resources.

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The Privileged estates

F ocus on English

1 Look for two Baroque

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Factory boat

Do you think Geography and History and English have anything in common? Discover how they are linked so you can learn both Geography and History and English together.

En 2018, Pepa Gamboa and Yayo Cáceres premiered Los empeños de una casa, a baroque piece written in 1683 by sor Juana Inés de la Cruz. It is a comedy of entanglements in which love, doubt, anger and confusion coexist around two romantic couples, where the strength of the women protagonists stands out. Josefa de Óbidos and sor Juana Inés de la Cruz lived unconventional lives in a similar epoch, each one of them on either side of the Atlantic. Juana Inés de la Cruz, known in English as Sister Joan Agnes of the Cross,

Teresa of Ávila

still life and flowers. I am happy with the life I lead, and that’s why I tell my nieces to follow my example and follow their own path.

My fortune will go to them when I am gone and I want that heritage to pass on from woman to woman, to allow them the autonomy that has always been stolen from us for simply being women.

L

Focus on English

live off: to use something to provide the money that you need to live.

Pepa Gamboa studied Law and Philosophy at the University of Sevilla, and Stage Direction at the Superior School of Dramatic Art in Madrid (Escuela Superior de Arte Dramático). She began her artistic career with the creation of the theatre company El traje de Arta.

Her work became known thanks to the adaptation and direction of La casa de Bernarda Alba, where the female protagonists were interpreted by gypsy women.

She received different awards for this, such as the National Theatre Award and the Concordia, awarded by the Institute for Gypsy

Barometer

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➜ During this century, the nobility lost part of its power to the absolute

Occupation: stage Director

be the true faith Cartesian coordinate system

Torricelli

BL00048001_03_u03_gh3_ing.indd 100-101

Spanish Baroque literary style. It is characterised by concise expression and the use of complicated concepts.

Name: Pepa Gamboa (1963)

Infidel

Descartes

282

ã 5.1 The privileged estates within society

Culture (Instituto para la Cultura Gitana).

Place of birth: Arahal (Sevilla)

International Court of Justice in The Hague Pascal Law of gravitation The difference between the sale price of a product Main judicial organ of the UN. It is in charge of and the cost price. It is calculated by subtracting Newton Calculator deciding legal disputes between states in accordance from the sale price the cost of the resources used with international law. to produce it and the payment of taxes. To increase 4 Briefly explain what raise occurred at the following profits, companies can increase production, historical the events: Expulsion of the Moriscos; prices, or reduce costs (lowering price a) paid for b) Revolt of Catalonia; c) Treaty of the Pyrenees. resources or wages).

Conceptismo

B

The nobility

NOW Pepa Gamboa Basic information

I

Economic profit

Charter flight

Geographical area that includes southern Germany, eastern France, Switzerland, Austria and northern and central Italy.

LIFE IN EUROPE AND SPAIN

I worked as a painter for different monasteries and always maintained my adoration for Teresa of Ávila, whom I painted and with whom I share the desire of freedom for women. In addition to my pious works, in which I like to highlight beauty in the face of pain and suffering, I have painted portraits,

Place of birth: Sevilla

Deposit

C

Acidity or alkalinity

5 SOCIETY AND EVERYDAY

I was born in Sevilla, like Velázquez.

Like him, I can make a living with my art. However, many of my contemporaries don’t look well upon a woman who lives as I do, without a husband or children, working independently, with my own assets and living alone with my nieces and staff. I live in Óbidos, but I spent

Name: Josefa de Ayala Figueira, known as Josefa de Óbidos (16301684)

Bill of Rights

Parliament

2 Read the text and answer the following questions:

Fuel obtained through the physical or chemical treatment of plant matter or organic waste.

Occupation: painter

the first years of my life in Sevilla learning the trade of a painter. In our century, women have a hard time studying. When I returned to Portugal with my family, to have access to knowledge, I entered the convent of Santa Ana de Coimbra.

I demonstrated my skills as an artist in its university. I soon discovered that a monastic life was not my vocation and in 1653 I returned to Óbidos.

Basic information

King

Parliamentary monarchy- England

Literary style developed in Spain during the Baroque Work carried out by an institution or entity, or its Complaints and period. It is characterised, among other features, by organs or people.

Approved Passed suggestions the richness of metaphors theanswer exaggerated use of questions: a) Which Then the following taxes laws of the king cultism and syntactic complexity. treaty brought an end to the war? b) Which point

Biofuel

With reference to soil, acidity is considered to predominate if the value of its potential hydrogen (pH) is less than 6.5 and alkalinity dominates if its pH is greater than 7. A value between 6.5 and 7 indicates neutral ground. Excessively acidic or alkaline soils are not suitable for cultivation.

We learn the relevant terms that are underlined in the units with a clear definition.

the absolute and parliamentary monarchy. Use the illustrations below as a guide.

Block II

Cultism

Acid rain

IN THE PAST Josefa de Óbidos

5 In your own words, explain the differences between

England

Block I

system used by humans from the Neolithic period until the second half of the 7th century CE when gold and silver coins began to be used as an element of exchange.

PROTAGONISTS

“Portfolio”, resource bank ucacion.es your portfolio In the anayaed how to create guidance on you will find

QUESTIONS

NEW SECTIONS

Tikal, Guatemala.

3 The Mayan civilisation only had hand tools. How much earth did they have to dig to build the network described?

4 What was the volume if the canals were two meters deep? anayaeducacion.es Go to the SDG 15.2 resources.

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Academic and professional

ICT

orientation

Evaluation

Linguistic Plan

Learn how to obtain information, select it and apply it; to plan, manage and work on projects; to collaborate online in an ethical and safe manner.

Evaluate your personal skills, discover and awaken your calling, train yourself to make decisions and learn to choose between different options.

Discover different strategies to analyse what you have learnt and how you learnt it; train yourself to take responsibility or overcome difficulties.

Use your communication skills in the different types of text that you will see.

Language is always present, communicate!

5

The resource bank is LIKE THIS www.anayaeducacion.es A space with resources, techniques and activities, designed to strengthen your knowledge.

Access the resource bank by registering at anayaeducacion.es.

You just need to have an email, the code indicated on the first page of this book and the permission of a parent or a legal guardian.

More about the keys

Resources related to

THE PROJECT KEYS SDG

SDG Commitment, with microvideos that will help you know what the targets are for reaching the Sustainable Development Goals worked on in this project.

Linguistic Plan, with infographics that will give you models to work with the four linguistic skills, using different types of texts (descriptive, narrative, explanatory, etc.).

Cooperative learning Preparing for the task In small groups, of four or five members: 1 All the members of the team will review how the assigned task can be accomplished.

2 To do this, the steps can be shared out to each team member who then in turn will explain how each part of the process can be done to the others. The others listen and participate if they think they can contribute something.

Authorship / adaptation : Variant of the Educational Innovation Laboratory of the colegio Ártica - David and Roger Johnson.

Developing thinking, where explanations are included on how to apply the different strategies for the type of thinking proposed in the project.

3 Once everyone is in agreement on how to do each part, you will all complete the tasks and, finally, verify, among everyone, that you have solved it correctly.

Cooperative learning, which includes the description of the cooperative learning techniques proposed in the project.

Emotional education, with resources to support you with overcoming worries generated in different situations in your learning process (beginning of the school year, taking a test, etc.).

Thinking techniques Logic Wheel This thinking technique will help you to establish phases when analysing specific content that you have to study.

Identify What is it? What is it like? Are there different types?

By following a logical sequence (the logic wheel), and by asking yourself a series of questions in each phase, you can:

1

• Identify content by asking yourself: What is it? What is it like?

Are there different types?

• Compare the content by formulating questions such as: In what way is it similar to ...? In what way is it different from ...?

• Establish cause-effect relationships by asking yourself questions such as: Why? What impact does it have ...?

• Argue, assess and ask yourself questions such as: What conclusions can be drawn after the analysis? What can be assessed or scored about it?

Doing a data dump of these questions into a graphic organiser will help you.

Authorship: Hernández, P., and García, L. A.; adapted by Escamilla, A.

Compare

Argue, assess What can we conclude?

4

Logic wheel

2

3 Establish cause-effect relationships Why? What impact does it have ...?

In what way is it similar to ...?

In what way is it different from ...?

ICT, by using data sheets that will reinforce your healthy, correct and safe use of information and communication technologies.

Academic and professional orientation, with information on different professions linked to the subject content.

Evaluation, which includes resources for your portfolio, as well as rubrics and targets that will facilitate your self-evaluation.

6

NOTEWORTHY

resources in the material Additional content Concept map Librarium Pelicuteca isual dictionary of V artistic terms Blank maps Language Bank

180°

VISUAL DICTIONARY OF ARTISTIC TERMS

N

W

150° W

120° W

90° W

60° W

30° W

0°

30° E

60° E

90° E

120° E

150° E

180°

180°

O

120° W

90° W

60° W

30° W

0°

30° E

60° E

90° E

120° E

150° E

180°

E S

Arctic Circle

Upper part of a column, pillar or pilaster that supports the lower part of a building’s roof or the base of an arch. There is a great variety of types from different eras.

150° W

N E

S

Capital

Arctic Circle

60° N

60° N

Arctic Circle

Arctic Circle

60° N

60° N

Some types of capitals Egyptian

Doric

Ionic

Corinthian

Tuscan 30° N

30° N

Tropic of Cancer

0°

Tropic of Cancer

Equator

Equator

0°

Tropic of Capricorn

Tropic of Capricorn 30° S

30° S

30° N

30° N

Tropic of Cancer

0°

Tropic of Cancer

Equator

Equator

Tropic of Capricorn

0°

Tropic of Capricorn

30° S

30° S

Altitude (m)

Pottery The art of producing objects using clay. This word can also be used to describe the objects created.

Cardium

60° S

60° S

60° S

Glazed Pottery decorated with incisions made using the serrated edge of a mollusc shell.

Pottery in which the clay is covered with a layer of varnish that contains lead.

When heated to 750 ˚C in a kiln, the lead fuses with the clay and the whole surface is covered with a transparent glass-like film. It can be coloured if other oxides are added to the mix.

Antarctic Circle

Antarctic Circle

0 180°

150° W

120° W

90° W

60° W

30° W

0°

30° E

60° E

2 000 90° E

4 000 120° E

6 000

8 000 4 000 2 000 1 000 500 0 – 500

60° S

Arctic Circle

Arctic Circle

0

8 000 km 150° E

180°

180°

150° W

120° W

90° W

60° W

30° W

0°

30° E

60° E

2 000 90° E

4 000 120° E

6 000

8 000 km 150° E

180°

Column Long, vertical architectural element whose main section is usually circular. Generally it supports the weight of the structure of a building, although it is also used for decorative purposes.

Elements

Types of columns Capital

Free standing

Attached

Caryatid

Shaft

Base

Resources classified

by unit

All the resources are classified so that you can easily locate the ones related to each section of your unit.

7

course contents LEARNING TO LEARN beginning of the Modern Age. 15 and 16 centuries 1 The th

th

Page 28

1. The Modern Age ............................................................................

2. The discoveries (I). Causes behind the process ................

3. The discoveries (II). Journeys and travellers .......................

4. The birth of the modern State ..................................................

5. Economic transformations and social changes .................

6. Change and religious conflicts. Reformation and Counter-Reformation ...................................................................

7. Humanism. The new vision of mankind ................................

8. The Renaissance in Italy (I). Architecture ............................

9. The Renaissance in Italy (II). Sculpture and painting ......

10. The Renaissance beyond Italy ..................................................

Review ......................................................................................................

Protagonists: Luisa de Medrano and the Luisa de Medrano Award .....................................................................................

Applying skills: Magellan–Elcano ...................................................

2

The beginning of the Modern Age in Spain and America

30 32 34 36 38 40 42 44 46 48 50 51 52

activities and 4 Economic geographical AREAS

Page 102

1. Economic activity. Components and sectors ....................... 104 Page 54

2. Economic agents and their relationships .............................. 106

1. The reign of the Catholic Monarchs ......................................... 56

3. Production factors (I). Resources, capital and technology ................................................................................ 108

2. The Hispanic Monarchy ................................................................. 58

4. Production factors (II). Labour .................................................. 110

3. Politics during the reign of Carlos I and Felipe II ............... 60

5. Economic systems .......................................................................... 112

4. The conquest of America ............................................................. 62

6. Current economic trends (I). Ideologies and problems ... 114

5. Colonisation and organisation of America ............................ 64

7. Current economic trends (II). Economic globalisation ..... 116

Graphic report. Encomienda, indigenous rights and interpretation of Spain´s actions in America ............................. 66

Graphic report. Multinationals and the globalisation ............. 118

6. Economy, society and daily life ................................................. 68 7. The Golden Age (I). Culture and architecture ..................... 70 8. The Golden Age (II). Sculpture and painting ....................... 72 Review ...................................................................................................... 74

8. Worldwide geoeconomic areas ................................................. 120 Review ...................................................................................................... 122 Protagonists: Anna Jacobson and Project PrestAD ............... 123 Applying skills: I want a motorbike! ............................................. 124

Protagonists: Catalina de Bustamante. ”Yo mujer, tú cómplice, ellas luchadoras” ......................................................... 75 Applying skills: Mayan civilisation ................................................. 76

3

The 17 th century in Europe and Spain

Page 78

primary sector.

5 The Agrarian spaces

Page 126

1. Agrarian space ................................................................................ 128

1. The 17th century. Transformations and conflicts ................. 80

2. Agrarian activity. Physical factors ........................................... 130

2. Political regimes .............................................................................. 82

3. Agrarian activity. Human factors ............................................. 132

3. Europe’s population and economy .......................................... 84

4. The agrarian landscape and its elements ............................. 134

4. The Hispanic Monarchy in the 17th century ........................... 86

5. Agriculture. Diversity and types .............................................. 136

5. Society and everyday life in Europe and Spain ................... 88

6. Agriculture. Traditional agrarian systems ............................. 138

6. Science and culture ........................................................................ 90

7. Agriculture. Advanced agrarian systems .............................. 140

7. The artistic legacy. The Baroque ............................................... 92

8. Livestock farming. Types and models ................................... 142

8. The European Baroque ................................................................. 94

9. Silviculture ........................................................................................ 144

Graphic report. The genius of Velázquez ................................... 96

10. Fishing. Use of the sea ................................................................ 146

9. The Baroque in Spain and America ......................................... 98

Review ...................................................................................................... 148

Review ...................................................................................................... 100

Protagonists: Veridiana Victoria Rossetti and AFAMMER .... 149

Protagonists: Josefa de Óbidos and Pepa Gamboa ............... 101

Applying skills: Ecological ................................................................ 150

secondary sector.

6 The Industrial spaces

Page 152

1. The secondary sector ..................................................................

2. Core elements of industrial activity (I). Raw materials ...

3. Core elements of industrial activity (II).

Traditional energy sources .........................................................

4. Core elements of industrial activity (III).

Alternative energy sources ........................................................

5. The world’s energy. Energy saving .........................................

Graphic report. Technology and its new uses and materials ..........................................................................................

6. Industrial development and its landscapes (I) ...................

7. Industrial development and its landscapes (II) ..................

8. Industry and globalisation (I). Types of location and related factors ........................................................................

9. Industry and globalisation (II). The world’s industrial areas ...................................................................................................

10. Future industry: Industry 4.0 ....................................................

Review ......................................................................................................

Protagonists: Herta Marks Ayrton and Inna Braverman ........

Applying skills: Offshoring ...............................................................

154 156 158 160 162 164 166 168

9 Economic activities in Spain

Page 216

1. The primary sector in Spain (I). Agrarian landscapes ....... 218 2. The primary sector in Spain (II). Fishing activity ................ 220 3. The secondary sector in Spain (I). Mining and energy ..... 222 4. The secondary sector in Spain (II). Industry and its location ............................................................................................... 224 5. The tertiary sector (I). Transport and commerce ............... 226 6. The tertiary sector (II). Tourism ................................................. 228 Graphic report. Sustainable development and protective measures .................................................................................................. 230 Review ...................................................................................................... 232 Protagonists: Celia Rivas and Project Aviadoras ..................... 233

170 172 174 176 177 178

resources and 10 Natural environmental impact

Page 234

1. The environment and its natural resources ........................... 236 2. Human beings and the environment ....................................... 238

7

The tertiary sector.

AREAS and activities

3. The problems affecting relief and soil .................................... 240 Graphic report. E-Waste, technological waste ......................... 242 Page 180

4. The problems affecting water sources and the atmosphere ................................................................................ 244

1. Tertiary sector areas ...................................................................... 182

5. Deforestation and the decline in biodiversity ...................... 246

2. Transport (I). Networks and contemporary transport ...... 184

6. Environmental problems in Spain ............................................. 248

3. Transport (II). Transport systems .............................................. 186

7. Europe and Spain’s protected regions ................................... 250

Graphic report. The latest transport trends ............................... 188

Review ...................................................................................................... 252

4. Tourism (I). Types and tourist areas ........................................ 190

Protagonists: Wangari Muta Maathai and Tania Mouraud .... 253

5. Tourism (II). Effects and tourism policies .............................. 192

Applying skills: Urban heat island ................................................. 254

6. Commercial activities .................................................................... 194 7. Domestic trade ................................................................................ 196 8. Foreign trade .................................................................................... 198 Review ...................................................................................................... 200 Protagonists: Mary Anderson and Susan Newbon .................. 201 Applying skills: Small businesses at risk ..................................... 202

inequalities 11 Socioeconomic and world conflicts

Page 256

1. How are inequalities measured? ............................................... 258 Graphic report. Basic indicators of human development .... 260 2. Degrees of development .............................................................. 262 3. Causes of development inequalities ........................................ 264 4. Recent evolution of global inequalities .................................. 266 5. Socioeconomic inequalities in Europe .................................... 268 6. Social and regional inequalities in Spain ................................ 270 7. Today’s human development issues and their solutions (I) ....................................................................................... 272 8. Today’s human development issues and their solutions (II) ...................................................................................... 274

8

Economic activities in EUrope.

The three sectors

9. Armed conflict and inequality ................................................... 276 Review ...................................................................................................... 278 Page 204

1. The active population .................................................................... 206

Protagonists: Funmilayo Ransome-Kuti and City of Joy ...... 279 Applying skills: Dalits, “The Untouchables”? ............................ 280

2. The primary sector ......................................................................... 208 3. The secondary sector .................................................................... 210 4. The tertiary sector .......................................................................... 212 Review ...................................................................................................... 214

Annexes

Protagonists: Williamina Fleming and Samantha Cristoforetti ............................................................................................. 215

• Basic data

• Glossary

1

The beginning of the Modern Age. 15th and 16th centuries Beatriz Galindo My name is Beatriz Galindo and I was born in Salamanca in 1465. From a young age, I showed great interest in culture and humanities, so I studied Grammar and Latin. In 1486 Isabel la Católica, queen of Castilla, asked me to go to court. I was the governess of her children, the infantes.

As time passed, the queen and I became good friends and I have given her some advice regarding several political issues.

I have always been interested in studying classical culture and, due to my knowledge of Latin, I am called “La Latina”. In the 15th century, classical Antiquity is being used as a model. This has encouraged the appearance and expansion of a new way of thinking: Humanism, which enhances the faculties of the human being.

Renaissance is the new artistic style. It puts into practice the humanistic ideas that have spread around Europe and Spain thanks to the printing press, a German invention of this time.

For a better understanding of the Modern Age, you are going to learn about: • The beginning of a new historical period and the changes that took place in the 15th and 16th centuries • The explorations of the kingdoms of Portugal and Castilla and the discovery of America • The birth of the modern state • The Reformation and the Counter-Reformation • Humanism and its spread • The Renaissance. The Quattrocentro and the Cinquecento • The Flemish school and the Renaissance in Germany and France

Reading and listening

1 Read the text and answer the following questions: a) What was Beatriz Galindo interested in? b) What was her role at court? c) What is the nickname given to Beatriz and why? d) What is Humanism? e) Thanks to what invention did humanistic ideas spread?

2 What is the printing press and why is it considered a turning point in History?

Speaking

3 Make a timeline that includes relevant events that mark the beginning of the Modern Age. In groups, check whether you have identified the same ones. Then use the information from the timeline to make true or false sentences. Say your sentences out loud so others can identify the false sentences and correct them.

4 Some of the geographical discoveries and scientific advances in this period opened new trade routes that changed international commerce. Use a map to identify them and explain the connection between these routes and the changes in this period.

In my opinion, transoceanic routes were possible because of the development of navigation tools.

This route connects Spain and Mexico.

Writing

5 In the Renaissance, artists stopped being considered simple craftsmen. Their creations drifted towards a wider variety of topics apart from religious ones, partly because of the appearance of patrons of the arts, also called mecenas. Read the example and write a page in the diary of an artist like Michelangelo or Leonardo da Vinci that shows the influence of the mecenas in their lives.

This morning I went to see my benefactor.

He wants me to paint a portrait of his beautiful daughter.

anayaeducacion.es Go to the SDG 4.6 and 5.5 resources.

ANK GE BANK B E G A U ANG GUA K L N A L AN ANK GE BANK B B E E G G A A U U NGUA NK LANG LANG A L K BAN AGE BANK GUAGE BA AGE BANK 29 E G A U G LAN LAN LANGU LANGU

1 THE MODERN AGE

The start of the Modern Age 1563

COUNCIL OF TRENT

ã 1.1 A new historical period The Modern Age is the historical period from the 15th to the 18th century. The year in which this period began is a subject of debate amongst historians. The most widely accepted dates are either the capture of Constantinople by the Turks (1453) or the discovery of America (1492). Its conclusion is marked by the French Revolution (1789).

The Modern Age is often divided into a number of sub-periods which have more or less homogeneous features: the 16th century, or Renaissance period; the 17th century, or Baroque period; and the 18th century, or Enlightenment and Absolutism.

1545 1543 1541 1540

➜ The international panorama changed due to these significant events:

Michelangelo paints the Sistine Chapel frescoes Saint Ignatius of Loyola founds the Society of Jesus

1534

ã 1.2 Changes in the 15th and 16th centuries From the mid-15th century and over the course of the 16th century, Europe underwent transformations that affected all areas of life.

Copernicus develops the heliocentric theory

1522 1519 1518 1517

• The disappearance of the Byzantine Empire; following the capture of Constantinople by the Turks in 1453, Western Christianity felt increasingly under threat from the Muslim world.

Henry VIII declares himself head of the Church of England

FIRST VOYAGE AROUND THE WORLD Luther rejects the sale of indulgences and publishes his Ninety-Five Theses on the Power and Efficacy of Indulgences

CATHOLIC MONARCHS

• The geographical discoveries made by the Portuguese and Castilians in Africa, America and Asia extended the frontiers of the world known to Europeans. Thanks to these discoveries, some countries, such as Spain and Portugal, established extensive colonial empires whose wealth stimulated world trade.

• The struggle for European hegemony pitted the major states

1494 1492

Treaty of Tordesillas Discovery of America

against one another; during the 16th century the Spanish state imposed its dominance.

➜ The feudal system entered a period of crisis. The feudal kingdoms were substituted by the modern State and authoritarian monarchies. The feudal economy, which had been focused on the possession of land, gave way to commercial capitalism, which was based on the accumulation of large amounts of capital through trade and colonisation. During this process, the bourgeoisie gained greater importance in society's three estates.

1479

Treaty of Alcáçovas

Leon Battista Alberti completes the building of Santa Maria Novella

1470 1469

➜ Western religious unity collapsed. This rupture was prompted by the Protestant Reformation and gave rise to a number of serious armed conflicts known as the ‘wars of religion’.

➜ Medieval culture was replaced by a new world view, Humanism, which was focused on the human being, giving rise to a new artistic style: the Renaissance.

30

1453

Capture of Constantinople by the Turks

Unit 1

Worldwide changes. The extension of the known world and the major colonial empires 1

EUROP E

NORTH AMERICA

Azores Territories:

Madeira Islands Canary Islands WEST INDIES

Known

ASIA

Cape Verde

AFR ICA

CHINA

OCEAN Sao Tomé

BRAZIL

SOUTH AMERICA

PA C I F I C

PHILIPPINES

INDIA

PA C I F I C OCEAN

Unknown

Little known

EAST INDIES

AT L A N T I C OCEAN

INDIAN

SPICE ISLANDS

OCEAN

2 Spanish territories Portuguese territories 0

1500

3000

4500 km

At the beginning of the Modern Age, the world known to Europeans was very limited (1): it was restricted to Western Europe and the Mediterranean region. Beyond this, people had heard vague references to African and Asian kingdoms and empires from medieval voyagers such as Marco Polo. Exploratory voyages made it possible

for other civilisations to be discovered and resulted in the creation of the Spanish and Portuguese colonial empires (2) during the 16th century. The exchange of goods between states and their colonies encouraged transatlantic trade and enabled people to discover new products.

Change in Europe. From the feudal system to the modern world A

B

C

From the 15th century, the feudal system and traditional beliefs underwent a major crisis. Monarchs (A) ruled over the nobility and city governments.

Commerce became very important and ever more widespread, so the bourgeoisie made considerable fortunes. The Protestant Reformation

questioned the authority of the papacy (B) as shown in the relief by Wittember (Germany), the Catholic Pope León X admonished Luther, and some intellectuals such as Leonardo da Vinci boosted humanism and the renaissance of Greek and Roman culture and art (C).

Skills progress 3 These terms refer to periods within the Modern

Dealing with temporal information

1 Match these dates to a historical event and explain their significance in relation to the Modern Age: 1789, 1492 and 1453.

Organising information

Understanding historical reality

2 Relate

these terms to Renaissance, Absolutism.

a

Age. What is the difference between an age and a period? Why do you think people who study history divide it into periods?

TST

4 Create a table showing the changes that took place century:

Baroque,

at the start of the Modern Age in relation to the Middle Ages.

Go to comparisons in history

SKILL 31

2 THE DISCOVERIES (I).

Old and new routes

CAUSES BEHIND THE PROCESS The extension of European knowledge of the world and the exploration of new geographical spaces is due to a range of causes.

ã 2.1 Political and economic causes

A

➜ Political causes. Following the conquest of the Iberian Peninsula, the Christian kingdoms took control of new territories. For the monarchs, the conquest of territories was an opportunity to acquire gold and silver to finance their rule as well as gain personal glory. It was a way to demonstrate their power over the medieval institutions.

➜ Economic consequences. The fall of Constantinople to the Turks (1453) had closed the traditional European trade route that brought supplies of spices from Asia. Therefore, to bring them to Europe it was necessary to use a new route. There was interest in finding a sea route to India and China, to bring back luxury products (silk, precious stones), as well as a route giving access to Sudan’s gold mines and other North African products (slaves, ivory).

ã 2.2 Scientific and technical causes ➜ Scientific causes. During this period, books argued that the Earth was round and much smaller than it really is (Ptolemy’s Geographia, Pierre d’Ailly’s Imago Mundi). Curious sailors considered it feasible to reach India or China by sailing westwards.

B Spices and silk were essential commodities in Europe during this period. They arrived via the Asian routes and Constantinople (A).

These routes were closed following the city’s capture by the Turks, and this encouraged the search for a route providing direct access to the products. The Castilians tried to get there by travelling west, but America stood in their way. The Portuguese achieved it by sailing along the coast of Africa until they reached India (B).

➜ Technical causes. Sea navigation improved thanks to the widespread use of the compass and the improvement of the astrolabe, which enabled mariners to find their way by night, using the stars as a guide. The development of cartography provided new world maps and portolan charts, which set out the location of ports and enabled ships to navigate without needing to keep the coast in sight. Besides, in southern Spain and Portugal, new types of ship were built, such as the caravel and carrack, constructed to take advantage of the wind and withstand the big waves of the Atlantic thanks to their large sails and high gunwales.

ã 2.3 Religious and ideological causes ➜ Religious causes. The peninsular kingdoms maintained their desire to fight against the infidel and to create alliances against them. This prompted interest in finding the legendary Christian kingdom of Prester John, which was thought to be in Africa and surrounded by infidels. There was interest in spreading Christianity to new lands.

Skills progress Organising information

1 Draw a diagram setting out the causes of the geographical discoveries.

Working with maps

2 Looking at the traditional trade routes, which modern countries did spices and silk travel through before reaching Europe? Use an atlas as a guide.

Obtaining information

➜ Ideological causes. The cultural attitude of the era encouraged

3 Find information and photographs

a thirst for adventure, fame and wealth. Humanists and scholars were interested in checking the veracity of ancient texts and the accuracy of mathematical and astronomical methods.

of the Jacob’s staff and the nocturnal. Write a summary of these two navigation tools.

32

Go to search for information on the Internet and press.

SKILL

Unit 1

Nautical instruments and new ships Nautical equipment Sand clock

When far out at sea, the sailors of the period used simple but efficient instruments.

Quadrant

The sand clock allowed people to measure short time intervals precisely. With the Jacob’s staff and quadrant they could measure the sun’s height above the horizon at midday, or that of the North Star at night: they were thereby able to calculate which latitude they were in.

The portolan charts were maps which had a graphic scale and were marked with routes; they made it easier to use compasses to check the direction of the ship when out at sea.

Astrolabe

The astrolabe enabled them to use the stars to measure distances and to check the ship’s latitude as well as the time. The direction of the ship was checked with a needle point on a compass; the point needed to show north. The nocturnal was used to measure time at night and also the tides.

Portolan chart

Compass

The caravel, a new type of ship Triangular sail to tack with greater ease

Three masts to sail quicker

Square sails to provide greater speed

High gunwale to withstand powerful waves

Large hold to store merchandise anayaeducacion.es Remember you have worksheets to improve your digital citizenship in your resource bank.

The caravel was a lightweight vessel with three masts, enabling it to combine square and triangular sails and navigate even in adverse wind conditions. It also had a hold which could carry plenty of supplies for long journeys.

33

3 THE DISCOVERIES (II).

JOURNEYS AND TRAVELLERS ã 3.1 The Portuguese explorations From the mid-15th century, the Portuguese prince, Henry the Navigator, encouraged the exploration of the African coast. Portugal’s aim was to gain access to Sudan’s gold supplies and trade with India. There was rivalry* with Castilla in this region. It was resolved with the signing of the Treaty of Alcáçovas in 1479. Castilla was granted the right to conquer the Canary Islands, while Portugal was allowed to explore the African coast south of Cape Bojador. The Portuguese occupied the Madeira, Azores and Cape Verde archipelagos. They reached Cape Bojador in 1431 and the Gulf of Guinea in 1460. Bartolomeu Dias rounded the Cape of Good Hope in 1487. In 1498 Vasco da Gama reached India. Along the African and Asian coasts, the Portuguese founded colonies, built forts to oversee the trade in Sudanese gold and slaves and monopolise the spice trade with India and the silk trade with China.

ã 3.2 Castilla. The discovery of America America was discovered by Christopher Columbus, a sailor who may have been born in Genoa. His aim, based on his conviction that the world was round, was to sail westwards across the Atlantic to reach India. In 1484, he presented his project to King John II of Portugal who rejected it. It was then offered to the Catholic Monarchs, who accepted it in their Capitulations of Santa Fe (1492).

Columbus set sail with three boats from the port of Palos (Huelva). He stopped at the Canary Islands and, on 12 October 1492, he landed on the Caribbean Island of Guanahani, which he renamed San Salvador. He reconnoitred* the islands of Cuba and Hispaniola and was struck by their potential wealth. After returning on three further occasions, he died in 1506 believing that he had reached the Indies, the name used at the time to refer to Insulindia, South and Southeast Asia. These territories were given this name and their inhabitants were called Indians.

ã 3.3 Sharing out the world and new expeditions The Catholic Monarchs were granted sovereignty over the Indies by the Pope, and, to avoid conflict with the Portuguese crown, they agreed the areas of influence of their respective countries in the Treaty of Tordesillas (1494).

This treaty established a frontier 370 leagues to the west of the Cape Verde Islands: the lands located to the west of this line would belong to Castilla and those to the east, to Portugal. Portugal staked its claim to Brazil in 1500.

In the 16th century, the successors to the Catholic Monarchs granted a ‘licence to explore’ to other sailors, who explored the American coasts.

In 1513, Vasco Núñez de Balboa crossed the Isthmus of Panama and discovered the Southern Sea, which was renamed the Pacific Ocean. in 1519 and 1522, Magellan and Elcano completed the first voyage around the world and demonstrated that the Earth was round.

34

Henry the Navigator (1) (1394-1460).

He founded the School of Sagres, which brought together the leading geographers, astronomers and navigation experts.

Christopher Columbus (2) (c. 1436-1506).

The Capitulations of Santa Fe named him Admiral of the Ocean Sea and Viceroy of the lands that he discovered.

F ocu s on Eng lish rivalry: a situation in which people compete with each other for the same thing. reconnoitre: to get information about an area.

Skills progress Dealing with temporal information

1 Create a timeline with the main events linked to the discoveries.

Understanding information

2 What was the aim of the Portuguese and Castilian voyages of exploration? Which of the two countries failed to achieve its aim and why?

Working with maps

3 Name the main places of Magallanes and Elcano`s route in order.

4 Describe the route taken by Columbus on his first voyage.

5 Explain the meaning of the lines which correspond to the treaties of Alcáçovas and Tordesillas.

Active learning

6 Find out who America is named after and why.

Go to working with historical time

skill

Unit 1

The protagonists In Portugal

In Castilla

1

2

The voyages of discovery The discovery of America

Ireland

Columbus had studied the map drawn up by the Florentine scholar Toscanelli.

According to this map (A), there were only 120 000 km between Lisbon and Southeast Asia. This was the reason why Columbus, when he reached San Salvador on his first voyage (B), thought that he had found the Island of Chipango (Japan).

Azores

India

Lisbon Madeira

Tropic of Cancer

Gulf of Mexico

B

Tropic of Cancer

San Salvador (Guanahani) A

H

A

M

Cuba

To Lisbon From the Canary Islands

A

S

AT L A N T I C

Canary Islands

OCEAN Cape Verde Islands

Hispaniola

Caribbean Java major

Ja minva or

A

Sea

Tropic of Capricorn

B

0

400

800

1200 km

Principal voyages made by the Portuguese and Castilians

Arctic Circle

Madeira PA C I F I C OCEAN Canary Islands

Bahamas Cuba

Tropic of Cancer

Cape Bojador

Hispaniola

Cape Verde Islands

INDIA Calicut

Philippine Islands

PA C I F I C O C E A N Gulf of Guinea

AT

INDIAN OCEAN

Spice Islands

Equator

LA IC

EA

NT

OC

Tropic of Capricorn

N

Main Portuguese voyages of discovery Bartolomeu Dias (1487-1488) Vasco da Gama (1497-1498) Amerigo Vespucci (1501-1502) 0

1500

3000

4 500 km

Cape of Good Hope Strait of Magellan

Main Spanish voyages of discovery Christopher Columbus (1492) Amerigo Vespucci (1499-1500)

Antarctic Circle

Magellan and Elcano (1519-1522)

35

4 THE BIRTH OF

The art of government

THE MODERN STATE ã 4.1 The authoritarian monarchies During the Modern Age, the feudal European monarchies became authoritarian monarchies. The king reinforced his power over the kingdom as a whole by imposing his authority over the nobility and limiting the autonomy of the municipalities. This new way of organising the State is referred to as the modern State.

In Europe, authoritarian monarchies took root in France, England and the kingdoms of the Iberian Peninsula. However, Germany and Italy did not manage to create unified states.

In 1513, the Florentine Niccolò Machiavelli (1469-1527) completed The Prince, which was intended as a book of instructions for rulers.

The book advocates the view that the goal of government is to attain and maintain power, and that ‘national or state interest’ should have priority over the rights and interests of individuals.

ã 4.2 The instruments of royal power

The monarchs reinforced their power in a number of ways:

➜ Territorial unification. They unified their territories and extended the size of their state by waging wars and negotiating marriage alliances.

➜ Control of the state’s powers. Monarchs imposed their authority on the high-ranking nobility, restricted the autonomy of the municipalities, exerted influence over the allocation of positions of authority and summoned Parliament (Las Cortes, in Spain) as little as possible.

➜ Improved administration. The monarch’s courts would be established in one city, which became the capital city; a bureaucracy of professional civil servants was created to carry out the monarch’s orders and standard taxes were levied, which provided regular income without monarchs having to approach Parliament.

➜ Creation of a permanent army. Monarchs substituted the feudal troops, who were only called into service at times of war, with a permanent army that was basically made up of paid mercenaries.

➜ Organisation

of international relations.

Diplomatic relations were established with other countries. This diplomacy was based on permanent ambassadors, who were in charge of defending the monarchy’s interests and resolving conflicts in a peaceful manner.

36

Skills progress Building vocabulary

1 Define authoritarian monarchy, diplomacy and ambassador.

Use a dictionary if necessary.

Understanding historical reality

2 With regards to the Middle Ages, which changes were introduced by authoritarian monarchs?

Practising democratic values

3 Machiavelli’s ideas are often summed up with the phrase: ‘the end justifies the means’. Do you agree with this view? Justify your answer.

Developing individual projects

Puzzles

4 In groups, plan an assignment on Louis XIV of France.Between all of you, choose different aspects of his politics and explain why he is considered to be an authoritarian monarch.

Working with maps

5 Study the map. Then name one kingdom that became a unified territory, another that became a kingdom divided into states and, finally, one that was a non-Christian empire.

6 Which kingdoms did the Azores, Madeira and Canary Islands belong to?

Unit 1

European states and authoritarian monarchies Europe at the end of the 15th century

LAPLAND

Limit of the Holy Roman Empire Habsburg possessions Kalmar Union

GRAND DUCHY OF M O S C OW

Polish-Lithuanian Union 0

200

400

600 km

NORWAY SCOTLAND

S W E D E N

KALMAR UNION

Khanate of Kazan

rd

er

Pskov

IRELAND

ni

c

O

D E N M A R K

to

Ryazan

Te u

ENGLAND

HOLY ROMAN EMPIRE

Bohemia

POLAND

Khanate of Crimea

FRANCE H U N G A RY

Switzerland

Navarra

Milan

Azores

PORTUGAL

Moldova

Wallachia

Savoy

Rep. of Venice

Rep. of Genoa Rep. of Florence

(Vassals of the Ottoman Empire)

OTTOMAN EMPIRE

S PA I N Madeira Is.

Great Khanate

LITHUANIA

Brandenburg

WALES

Genovese possessions

Naples Sardinia Sicily

Canary Is. MUSLIM

WORLD

Papal States

Venetian possessions

MUSLIM Crete

Order of Saint John

Cyprus

WORLD

Some instruments of royal power Marriage alliances

Diplomatic relations: the ambassadors

Isidoro Lozano painted the picture Queen Isabel la Católica presiding over her children’s education. The establishment of marriage alliances of Castilla with other kingdoms was essential in order to expand their territories.

The international ambassadors acquired strong political power. In the picture by Hans Holbein, 1533, ambassador Jean de Dinteville, the ambassador of France in England, is next to Georges de Selve, bishop of Lavaur, the ambassador to the Holy Roman Empire, and to the Republic of Venice and Rome.

anayaeducacion.es Remember you have different worksheets to deal with your emotions and evaluate them in your resource bank.

37

5 ECONOMIC

TRANSFORMATIONS AND SOCIAL CHANGES

Population in Europe European countries in the 16th century

Millions of inhabitants

Austria

2.3

Spain

8.0

ã 5.1 Demographic growth

Italian States

12.5

France

18.0

During the 15th and 16th centuries, population growth was favoured by improved harvests, the eradication of the plague and relative peace.

However, the population increase was slow, as a result of the high death rate due to infectious diseases, the limited development in medical practice and the lack of hygiene.

British Isles

The population increase gave rise to higher demand for agricultural and handicraft products, and stimulated trade.

Sweden

4.5

Netherlands

2.5

Poland

4.5

Portugal

1.5

Russia

13.0

Holy Roman Empire

18.0 2.3

Literature corner

ã 5.2 Economic growth ➜ Agrarian activities. In the 16th century, the agricultural sector was encouraged by good harvests and the clearing of new land.

➜ The handicrafts sector avoided guild control by developing a system of homeworking, in which businesspeople provided the peasantry with raw materials and tools to make products at home. They would then collect them and sell them on.

➜ Trade grew as a result of geographical discoveries; trade routes were diversified and new products from America were incorporated (tobacco, wood, coffee). The importance of the Atlantic and North Sea trade had a positive impact on the ports of Lisbon and Sevilla, as opposed to the Mediterranean trade, which focused on Italian ports.

➜ The emergence and early development of the capitalist economic system. At its outset, it was mercantilism or merchant capitalism, based on the accumulation of capital acquired from trade. The first banks were founded, both official ones (Taula de Canvi in Barcelona) and private ones (Fugger, Medici); there was also greater circulation of money, mercantile and banking operations were simplified (cheques, promissory notes), and the first trading companies were established.

C

RE AT E In the Modern Age, the activation of trade and long distance routes allowed for the development of another economic activity: banking.

Moneylending was necessary to allow for the expansion of the economy. However, the Catholic church did not approve of it.

Find out more about this issue in The Merchant of Venice by William Shakespeare.

Skills progress Building vocabulary

1 Define the following terms: guild, homeworking, promissory note, mercantile capitalism and the three estates. If necessary, use other sources to find the information.

ã 5.3 Social changes

Working with texts and graphs

➜ The nobility and the clergy accepted the increased power of the

2 Answer the following questions

monarch, yet they continued to be the privileged estates and maintained both their economic power and privileges.

using the information in the text and the table:

➜ The bourgeoisie grew wealthier with the transoceanic trade, business

a) What were the causes and consequences of the 16th century population increase?

dealings and banking. Thereby they established their social status over the other commoners and especially the urban groups consisting of minor artisans, merchants and waged workers.

➜ The peasantry made up the majority of the commoners. Their living conditions improved in Western Europe, as they were freed from servitude and worked their own land, or else were paid a wage to work the land of the nobility. In Eastern Europe, the peasantry were more closely tied to the land.

38

b) What factors limited the population increase? c) Which European countries had the largest populations, and which had the smallest?

Unit 1

Transoceanic trade in the 16th century

Arctic Circle

Arctic Circle

Amsterdam Antwerp Venice

Azores Lisbon AT L A N T I C Tropic of Cancer

Manila Galleon

La Habana

Veracruz Acapulco

Sto. Domingo Panama

PA C I F I C OCEAN

Tropic of Capricorn

Lima

1500

3000

Amoy Macau

Goa

Río de Janeiro

OCEAN Nagasaki Tropic of Cancer

Manila

Moluccas Equator

Colombo

Sao Tomé Ascension

Zanzibar Strait of Malacca Mozambique Sofala

INDIAN OCEAN

Timor Tropic of Capricorn

OCEAN

Santiago

Mediterranean route Muslim merchants Portuguese merchants Spanish merchants 0

Diu

Cape Verde

Recife Salvador

Callao

Alexandria

Ningbo

Hormuz

San Jorge de Mina

Potosí

Transoceanic trade in the 16th century

Sevilla

Cartagena de Indias

Equator

PA C I F I C

Constantinople

4500 km

Slaves

Spices

Gold

Silver

Mercury Antarctic Circle

Following the geographical discoveries, the Atlantic Ocean trade routes gradually became more significant than the Mediterranean trade routes. The spice route was controlled by the Portuguese; it left from Malacca, Guangzhou (Canton) and India, followed the African coast and ended in Lisbon, from where the spices were redistributed across Europe. The gold and silver route, which was controlled by the Castilians, left from Peru and Mexico and ended in Sevilla. Soon, others were added, such as the slave route, which linked Africa and the Antilles; and the Pacific route, which linked Mexico and the Philippines.

The continuity of the three estates

The nobility and the clergy formed two privileged estates, who did not have to pay taxes. in 1599 Vicente Requena painted the eclessiastic community in the Sala Nova in the Generalitat Valenciana.

Working with maps

Trade, businesses and banking enriched the bourgeoisie. The Money Changer and His Wife by Quentin Matsys shows two bourgeois characters in 1514: a banker that weighs coins in his office and his wife.

I see, I think, I ask myself

Peasants worked the land and had to pay taxes to the king and the church, to whom they gave 10 percent of their yearly production. In the picture by Pieter Brueghel the moment of payment is represented.

Working with texts and pictures

3 Use the map to answer the following questions:

4 Create a pyramid showing the social structure of the

a) With which countries did the Portuguese and Castilians trade? b) What products did they trade in, and where did these products come from?

period. Put each of the three estates in their relevant place, and explain the situation of each estate during the 16th century.

39

6 CHANGE AND RELIGIOUS

CONFLICTS. REFORMATION AND COUNTER-REFORMATION

The wars of religion War between Catholics and Huguenots

During the 16th century the Protestant Reformation spread across Europe. It caused a collapse of the religious unity in Western Europe.

As a result, the Catholic Church launched the Counter-Reformation.

ã 6.1 The causes of the Reformation ➜ Disdain for the papacy and clergy. The Roman Catholic Church was very powerful in Europe. However, many believed that popes were mainly concerned with their own interests; bishops lived a life of luxury and did not reside in their dioceses; the lower-ranking clergy lacked education, did not preach and failed to set a moral example; and many religious orders did not adhere to the established rules.

➜ The abuses of the Church. These included nepotism, or favouritism by the high-ranking clergy towards members of their own family when allocating ecclesiastic positions; nicolaism, or common-law marriage as practised by many priests; and simony, or the sale of ecclesiastical posts. The pope, bishops and cardinals also sold forgiveness for sins to whoever bought a document of indulgences.

ã 6.2 Reforms and reformers The Lutheran Reformation The renewal of the Church began in Germany, where the Augustinian monk Martin Luther rejected the sale of indulgences carried out by Pope Leo X to pay for the building work being undertaken at the Vatican. In 1517, Luther displayed his 95 theses against the sale of indulgences and other aspects of Catholicism. The pope condemned and excommunicated Luther in 1521. Lutheranism was based on justification by faith and a free interpretation of the bible. Luther rejected papal infallibility, accepted only two of the sacraments (Baptism and the Eucharist), supressed the cult of the Virgin Mary and the saints, and simplified the liturgy. Lutheran doctrine spread through a number of German states and central and northern Europe.

The Calvinist Reformation The Calvinist doctrine was preached by John Calvin from 1536 onwards in Geneva (Switzerland). It was based on the belief in predestination, according to which people are destined by God to be saved or condemned. This doctrine was popular amongst the bourgeoisie of the Netherlands, Switzerland, Scotland, France and England. The Calvinists were known as Huguenots in France and Puritans in England.

Between 1524 and 1697, religious differences provoked a number of conflicts in Europe, which were known as the ‘wars of religion’.

During the 16th century, the most significant conflicts were in France, between Catholics and Huguenots (1562-1598); in the German Empire, the Peasants’ War (1524-1525) and the Schmalkaldic War (1546-1547); and in the Netherlands, the Eighty Years’ War (1568-1648).

Skills progress Dealing with temporal information

1 Create

a timeline for the most significant events of the Reformation and the CounterReformation.

Organising information

2 Using a table like the one below, compare the doctrines of each reformer.

Author of Reformist the Reformation doctrine

Geographical spread

The Anglican Reformation

Active learning

The Anglican doctrine emerged in England. In 1534, King Henry VIII declared himself head of the Church of England following the papal rejection of his request for a divorce from his wife, Catherine of Aragón.

At the beginning, this doctrine was very similar to the catholic one.

3 Find out about one of the 16th

40

century religious wars. Write down its causes, the opposing groups and how it ended.

Go to working with historical time.

skill

Unit 1

The religious division of Christianity The new religious map of Europe

Europe after the Reformation Catholics

Limit of the Holy Roman Empire

Lutherans S

SCOTLAND

Oslo

W

E

D

E

N

Stockholm

R U S S I A North Sea DENMARK

Edinburgh

IRELAND

Copenhagen Dublin

ATLAN TIC OC EAN

FRANCE Geneva

Orthodox Christians

H O LY R O M A N EMPIRE

0

200

400

600 km

POLAND

Vienna

SWITZERLAND Trento Milan

Black Sea

ri

ti

a

Mediterranean Sea

O T T O M A N

Venice

Genoa Florence

SPAIN

Muslims

Kiev

Ad

POR TUG AL

Moscow

Anglicans Puritans Huguenots

Warsaw

Wittenberg

Paris

Madrid

Teutonic Order

United ENGLAND Provinces London

Lisbon

Baltic Sea

Centres for dissemination of the Reformation and Counter-Reformation: Catholics Protestants

Calvinists

c Papal S e a Rome States

Constantinople

E M P I R E

Naples

Reformation and reformers

Following the Reformation, Christianity was divided into three main branches: Catholic or Roman, Orthodox or Eastern and Protestant.

Within the latter, there were various faiths, such as the Lutherans, Anglicans and Calvinists.

The Counter Reformation

3

1

2

1. Martin Luther (1483-1546)

ã 6.3 The Catholic Counter-Reformation To halt the spread of the Protestant Reformation, the Catholic Church began its own reform, known as the Counter-Reformation. It had two principal features:

2. John Calvin (1509-1564) 3. S ession of the Council of Trent in Santa María Maggiore (Rome)

➜ The Council of Trent (1545-1563). The Council was created by Pope Paul III, and it defined Catholic doctrine, which was disseminated in the form of the catechism: good deeds were needed to attain salvation; only the Church could interpret the bible; the pope was infallible; there were seven sacraments; the saints and Virgin were subjects of devotion, etc. The council also set out rules to halt disdain for the clergy, such as requirements for bishops to live in their dioceses. The creation of seminaries to train priests was also promoted, amongst other measures.

➜ The Society of Jesus. It was founded by Saint Ignatius of Loyola in 1540 and was an important source of support for the CounterReformation. Its members had to swear a special vow of obedience to the pope. They received sound theological training and dedicated themselves to preaching and education.

Working with maps

4 Study the map and answer: a) In what regions did Lutheranism, Calvinism and Anglicanism predominate? b) Where did Catholicism remain strong?

41

7 HUMANISM. THE NEW VISION OF MANKIND

Scientific advances Astronomy Heliocentric theory

Geocentric theory

ã 7.1 The characteristics of Humanism During the 15th century, Humanism emerged in Italy.

It was an intellectual movement in contrast to that of the Middle Ages.

➜ Classical antiquity was taken as a model. The philosophical, literary, scientific and artistic works produced by the Greeks and Romans were studied, disseminated and used as a source of inspiration.

➜ Mankind was conceived as being at the centre of the world. In the medieval period, a theocentric view of life prevailed in which God was conceived as being at the centre. The Humanists or intellectuals, in contrast, advocated an anthropocentric view along with human values such as freedom and reason. They also defended the values of the classical world, individualism, the search for earthly honour, success, fame, prestige and power.

Nicolaus Copernicus (1473-1543) was the first person to formulate the theory of heliocentrism, according to which the Sun was located at the centre of the universe and the Earth revolved around it. Copernicus’ theory contradicted the Ptolemaic theory of geocentrism, which was the current theory at the time and affirmed that the Earth was at the centre of the universe.

Medicine

1

2

ã 7.2 The areas of Humanistic thought Humanism encompassed all areas of life:

➜ Literary and philosophical. Humanists translated and wrote commentaries on classical writings, but they did so using the original texts. Pico della Mirandola and Niccolò Machiavelli were two leading Italian Humanists.

➜ Religious. It combined admiration for the classical thinkers with the gospel’s message. Erasmus of Rotterdam and Sir Thomas More were two key representatives.

1. P aracelsus (1493-1541), a Swiss alchemist and physician, is considered to be the first modern doctor thanks to his studies of a range of illnesses and ways of curing them.

2. A ndreas Vesalius (1514-1564) is considered to be the father of modern anatomy because he based his studies on first-hand observation.

➜ Scientific. It sought to explain natural phenomena through the use of reason, observation and experiment. Its principal figures were Nicolaus Copernicus, Paracelsus and Andreas Vesalius.

ã 7.3 The spread of Humanism Humanistic thought spread all across Europe between the 15th and 16th centuries. A contributing factor were the journeys undertaken by Humanists, which permitted the exchange of ideas between intellectuals from different countries; the foundation of academies, which disseminated knowledge about classical culture and the invention of the printing press, which meant books could be produced in greater numbers and at lower prices.

42

Skills progress Building vocabulary

1 Find out the etymology of the words heliocentrism and geocentrism. Explain how they are related to the ideas defended in each theory.

Organising information

2 Copy and complete this table in your notebook: Area of Humanistic thought

Characteristics of the area

Main representatives

Unit 1

The spread of Humanism in Europe The main Humanistic schools and the development of the printing press The Platonic Academy was founded by Cosimo de’ Medici in 1459 in the city of Florence; it was the main Humanistic centre in Italy. This academy served as a model for the rest of Italy and other European countries.

The main humanistic schools Centres of printing

TO ICELAND 1531

Centres of printing with an output of more than 1300 copies Dissemination of the printing press 1480 Date of arrival of the printing press 0

200

400

DENMARK 1493

600 km

SWEDEN 1483

Deventer 1471

To Moscow 1560

Oxford Leuven 1472 London 1499

Working with maps

Paris 1470

3 In which cities were the main

Tours 1496

Humanistic schools founded?

Which centre developed the printing press?

Working with pictures

Mainz 1455

Salamanca 1480 PORTUGAL 1489 Valencia 1474

Stories board

4 Using the information provided in the picture, describe the phases of printing a book.

Zaragoza 1473

Cologne Frankfurt 1462 1464 BOHEMIA 1476 MORAVIA 1500

Nuremberg 1470 Strasbourg Augsburg 1470 1475 HUNGARY 1473 Verona 1471 Mantua Milan 1471 Venice 1469 Genoa 1516 Ferrara Florence 1471

Barcelona 1475

Subiaco 1464 Rome 1470

Naples 1470

Sevilla 1477

A printing press with moveable type 1. Manuscripts to be copied and reproduced.

2. Composition of the page using moveable type.

5

3. T he prepared text block is covered in ink.

4. T he text block is pressed down onto a sheet of paper with a screw press.

1 3

5. T he paper is left to dry.

6. T he sheets of paper are placed in order so they can be bound.

2

4

2

6

The printing press is a mechanical means of reproducing texts that also allowed them to be made in series. It was invented in around 1448 by Gutenberg, a German goldsmith who perfected Chinese printing techniques by using moveable metallic types for each letter, which could then be reused. Thanks to the printing press, there was an increase in book production, paper was used instead of parchment and the content was adapted to the tastes of a growing readership.

43

8 THE RENAISSANCE

IN ITALY (I). ARCHITECTURE

Modular theories of proportion and linear perspective Mathematical modules The Renaissance revived the importance of the human figure and its proportions. A return was made to the ideal canon of proportions, which was a module that measured the length of eight heads, while the module for ideal human height was the length of the arms held out wide.

Humanistic ideas in the field of art led to the development of the Renaissance artistic style. It arose in Italy in the 15th century (quattrocento), and extended across the rest of Europe in the 16th century (cinquecento).

ã 8.1 Characteristics of the Renaissance

The latter module was represented by Leonardo da Vinci in his Vitruvian Man.

➜ Classical antiquity provided the artistic model.

This led to artists using the materials and forms employed by Greek and Roman artists.

➜ Art was inspired by nature and sought to represent reality. It used mathematical methods such as modular theories to calculate proportions, and linear perspective to represent pictorial depth.

Linear perspective The line of sight

Viewer

➜ Art returned to anthropocentrism. Buildings were

1

made on a human scale and the human being was the protagonist of sculptures and paintings. Ideal beauty, serenity and equilibrium were sought after.

➜ Artists gained a better social status, and fame in various disciplines. They signed their works, and were supported by wealthy patrons, such as the Medicis in Florence and the papacy in Rome.

ã 8.2 Architecture and its periods Architects were inspired by classical models. They used stone as a building material and the Greek and Roman architectonic orders, semicircular arches and both flat and vaulted roofs. The most celebrated buildings were churches, which were built on a Latin or Greek cross plan, while palaces were constructed with a variety of floor levels and doors and windows completed with pediments.

➜ In the 15th century, Florence provided the birthplace of the new style. Brunelleschi inaugurated the Renaissance with the dome for Florence Cathedral.

He established the models for Renaissance churches and palaces (the church of San Lorenzo and the Pitti Palace). Alberti designed the façade of the Church of Santa Maria Novella and the Palazzo Rucellai.

➜ In the 16th century, the centre of Italian architecture moved to Rome. The popes commissioned many buildings, for example, San Pietro in Montorio and Saint Peter’s Basilica in the Vatican, which was designed by Bramante and continued by other architects including Michelangelo.

44

The line of sight

2

Linear perspective is used to create a sense of depth.

It consists of a series of lines that converge at a single point (the line of sight or vanishing point) located at the limit of viewer’s field of vision (1). This type of perspective was applied in paintings and many types of buildings. For example, in the Church of San Lorenzo, built by Brunelleschi in Florence, all the lines converged at a single point: the altar (2).

Skills progress Learning about art

1 Remind yourself of the definitions of the following architectonic terms: support, classical orders, semicircular arch, pediment, flat roof, vaulted roof, dome, Greek cross plan, centralised plan.

2 Find examples of the terms listed in the previous question in pictures included in this section.

Assessing cultural contributions

3 The search for ideal beauty and a harmonious use of proportion were central concerns for Renaissance artists. Find out more about these concepts.

Working with pictures

4 The buildings shown in the illustrations have become celebrated examples in the history of architecture. Why is this?

If necessary, use the Internet to find further information about them.

Unit 1

Significant buildings. Churches and palaces The quattrocento. Florence Dome of the Florence Cathedral, by Filippo Brunelleschi. It was built between 1420 and 1426, and the architect rose to the challenge of covering the enormous 41.7 metres space.

To do so, he invented a double dome system, an interior semicircular dome and an outer pointed dome. They were linked and gave contrast to one another.

Lantern Ribs

Outer dome

Drum

Palazzo Rucellai, by Leon Battista Alberti.

It was built between 1446 and 1455, and follows the model used for Renaissance palaces: blocks of stone are used for the different floors of the building and their projection decreases the further up the building they are; the windows are framed

by Doric, Ionic and Corinthian pilasters and there is a large cornice. The interior of the building is arranged around a patio.

Cornice

Pilasters

The cinquecento. San Pietro in Montorio. Rome This tempietto is built within a patio on the place where Saint Peter is believed to have been crucified. Bramante’s design for this building was based on a centralised plan located at the top of a flight of steps, and it has a portico completed by a balustrade that surrounds the central space, which is crowned by a dome.

Dome

Vertical axis

Drum with pilasters and niches Hemispherical dome Cylinder

Balustrade Cornice

Frieze

Portico Flight of steps Rectangle

45

9 THE RENAISSANCE IN ITALY (II). SCULPTURE AND PAINTING

Under the influence of classical and painters took an interest in the body, ideal beauty and symmetrical compositions. The preferred subjects and mythological as well as portraits.

The quattrocento Renaissance sculptors and painters sought to represent an ideal of beauty, which they considered to be the result of harmony and proportion. To do so, they returned to the concept of the canon, which established the proportions of the human figure according to a module or unit of measurement.

art, sculptors naked human and balanced were religious

Ghiberti

ã 9.1 Quattrocento The most celebrated 15th century sculptors were Ghiberti, for his reliefs of the Gates of Paradise at the Baptistery of Florence Cathedral; and Donatello, for sculptures such as David, Saint George, and the Condottiero Gattamelata, the first equestrian statue made in Italy since the Roman period.

The most prestigious painters of the period were Masaccio, who applied his special interest in perspective to works such as the Trinity and The Tribute Money; and Botticelli, who created mythological paintings filled with movement, such as Primavera and The Birth of Venus.

Detail from the Gates of Paradise of the Baptistery of the Cathedral in Florence: Isaac with Esau and Jacob.

Botticelli

ã 9.2 Cinquecento ➜ The most acclaimed sculptor of the 16th century was Michelangelo. His works in marble combined powerful effect with anatomical perfection.

Amongst these are the sculptures of David, Moses, a number of pietàs, and the tombs he carved for the Medici family.

➜ Leonardo da Vinci (1452-1519) produced few works, but they are of very high quality. His major technical contribution was the sfumato technique, which he applied in works such as Last Supper, Mona Lisa and The Virgin of the Rocks.

➜ Michelangelo (1475-1564), as a painter, displayed special interest in nudes, movement, variety of poses, drawing and the depiction of volume. His main work was the series of frescoes that decorate the Sistine Chapel in the Vatican; the ceiling is decorated with scenes from the Old Testament and the altar wall displays his Last Judgement.

➜ Raphael (1483-1520) achieved great perfection in his use of drawing, colour and composition.

His principal works were the School of Athens, a work he painted in fresco to decorate a series of rooms in the Vatican; numerous portraits as well as depictions of the Virgin and Child.

46

Botticelli. The birth of Venus.

Skills progress Organising information

1 Complete this table in your notebook: Artistic period

Artists

Significant works

Quattrocento Cinquecento

Analysing styles and works

2 Choose one sculpture and one painting, and write a commentary on them: name and artist, dates, artistic style, material or support, subject and characteristics.

Go to comparisons of works of art and artistic styles

skill

Unit 1

The cinquecento. The grand masters Leonardo da Vinci The Last Supper. Leonardo achieved a sense of pictorial depth by using a combination of linear perspective with sfumato or softening the outlines of the figures.

Michelangelo. Sculptor and painter Michelangelo’s sculpture is centred on grandiose and monumental figures.

David (1) is a perfect anatomical study of controlled passion and strength. The Vatican Pietà (2) is striking due to the Virgin’s youthfulness and the triangular composition. Moses (3), which forms part of the tomb of Pope Julius II, is renowned for its sense of movement and its ‘aweinspiring’ gaze.

1

3

2

Michelangelo’s painting is characterised by the importance given to drawing and movement. In the vault of the Sistine Chapel with a frame of illusionistic architecture, he created nine scenes from The Book of Genesis, which are surrounded by naked youths, prophets and sibyls.

The following scenes are represented: 1. Division of light from darkness.

2. Division of the Earth and the waters.

1

2

3

4

5

6

7

3. Creation of Adam.

4. Creation of Eve. 5. Expulsion from paradise.

6. The sacrifice of Noah.

7. Flood.

Rafael Sanzio

Learning about art

3 Do some research and

The school of Athens

answer: What have Leonardo, Michelangelo and Raphael contributed to the universal history of art?

47

10 THE RENAISSANCE BEYOND ITALY

ã 10.1 The Flemish school

The Flemish Primitives The oil painting technique enabled them to produce paintings with rich colours, luminosity and great detail. Many of these represented the wealthy bourgeoisie of the region who were the patrons of the artworks.

Jan van Eyck

In the Netherlands, the most significant artistic medium of the period was painting. It was developed in Ghent and Bruges, where there was a wealthy bourgeoisie who commissioned works of art to decorate their houses.

The Flemish school, whose painters are known as ‘Flemish Primitives’, had its own characteristics. The principal one was the introduction of oil painting technique, which involved dissolving pigments in linseed oil; and using canvas as a support. Flemish paintings achieved brilliant effects of colouring and great luminosity. It was possible to produce transparencies and the paintings included an increasing degree of detail.

The van Eyck brothers initiated this regional school of painting with the polyptych of the Ghent Altarpiece, which included the Adoration of the Mystic Lamb. Jan van Eyck, produced excellent portraits, such as The Arnolfini Portrait.

The Arnolfini Portrait (detail)

Roger van der Weyden

Rogier van der Weyden introduced the expression of feelings into works such as the Descent from the Cross and the Crucifixion, with the Virgin and Saint John the Evangelist Mourning. Bosch criticised and caricatured the society of his day through scenes and fantastical beings, such as those included in The Garden of Earthly Delights and The Temptations of Saint Anthony Abbott.

ã 10.2 The Renaissance in Germany and France

Italian Renaissance art spread across Europe in the 16th century. Kings and nobles commissioned Italian artists to come and paint at their courts, or bought Italian works of art that provided a model for local artists.

Some European artists went to Italy to study and, then, introduced the new style to their respective countries.

The descent (detail)

Bosch

➜ In Germany, the most important artistic figure was the painter Albrecht Dürer, who was a great draughtsman and engraver. His most celebrated works are his self-portraits and Adam and Eve.

➜ In France, the Renaissance was established during the reign of Francis I, who built numerous castlepalaces along the Loire Valley, for example, the Château of Chambord.

48

Garden of Earthly Delights (detail)

Unit 1

Albrecht Dürer Self-portrait. Dürer painted himself as an elegant nobleman. By doing so, he tried to elevate the status of the artist, placing the artist above the opinion held in the Middle Ages that artists were simple artisans.

Adam and Eve. Dürer showed an interest in painting the naked body. He was inspired while studying classical sculptures during his trips to Italy. Adam and Eve shows an ideal beauty, and is painted over a dark background, so the body attracts all the attention. Eve holds the branch of an apple tree upon which the snake is wrapped around, and Adam holds the forbidden fruit.

France. The Château of Chambord View Sculpted chimneys

Decorative lantern

Decorative lantern

Moat

Pediment

Entrance

Skills progress

Tower

Plan

Analysing styles and works

Keep

1 Study the reproductions of Flemish paintings. Then, answer the following questions: a) In what aspects of these paintings can the new oil painting technique be seen? b) What information do these paintings provide about society at the time they were painted?

Analysing artworks

Gallery

I see, I think, I ask myself

2 What aspects of the Renaissance world view and Renaissance art may be detected in the work of Dürer?

3 Find a medieval representation of Adam and Eve and compare it to the work of Dürer. What differences can you detect?

skill

Go to comparisons of works of art and artistic styles

50 m

Entrance

Tower

49

olio”, bank “Portf s resource .e rtfolio on po ci ca ur aedu te yo In the anay how to crea idance on gu d fin ill you w

Review

1 Give a brief explanation of what is represented in the illustration below:

two foundations of each doctrine: Lutheran doctrine

ANTHROPOCENTRISM HUMANISM

AUTHORITARIAN MONARCHIES

REDISCOVERY OF ANTIQUITY

GEOGRAPHICAL DISCOVERIES

RENAISSANCE ART

OPENMINDEDNESS

5 Using a table such as this one, write in your notebook

DEVELOPMENT OF COMMERCE END OF MEDIEVAL WARS

6 The pietà has been a recurring subject in the history of art. It emerged at the end of the Gothic period.

During the Renaissance, Michelangelo produced four different versions, which include the one in Saint Peter’s Basilica in the Vatican. It was then developed during the Baroque, which was the characteristic style of the 17th century.

Analyse the images below and answer the following questions: a) To which period do they each belong?

2 Explain the reasons for these historical facts: a) The capture of Constantinople by the Turks was of great importance for the period. b) Columbus thought he had reached Cipango.

b) What differences can you detect between the two pietàs? c) What characteristics of Renaissance sculpture do you note in sculpture B?

c) Castilla and Portugal signed treaties to share out the land that had yet to be discovered and the land that had already been discovered.

A

Painted wood sculpture Height 140 cm

3 For each person, explain: a) Their relationship to the

St. Andrew’s Church (Cologne, Germany)

geographical discoveries. b) Why they have become a part of history.

Vatican Pietà (1498-1499).

Marble.

174 x 195 cm.

Vasco de Gama

Vasco Núñez de Balboa

4 What is the relationship between these concepts? a) Authoritarian monarchy and the modern State; b) Militias and permanent army; c) Commerce and capitalist commerce; d) Nepotism, nicolaism and simony; e) Artists and patrons.

50

St. Andreas-Pieta Beginning of the 14th century

d) The Spanish territories in America were named the West Indies.

Juan Sebastián Elcano

Calvinist doctrine

Saint Peter’s Basilica in the Vatican (Rome).

B

PROTAGONISTS Magdalena Bravo de Lagunas and her nine children. I had a good education and, like my brother Luis, I am a professor at the University of Salamanca.

Basic information Name: Luisa de Medrano Bravo de Lagunas (1484 -1527).

Place of origin: Guadalajara).

Atienza

Occupation: professor University of Salamanca.

(now

at

the

I was born in Atienza, in the kingdom of Castilla. My father, Diego López de Medrano, was a noble gentleman like my grandfather and loyal to Isabel I of Castilla. Both lost their lives fighting in the lands of Granada.

After the death of my father, the queen decided to help my mother,

NOW The Luisa de Medrano Award Basic information Name: The Luisa de Medrano International Award (first edition: 2015).

Promoter: Castilla-La Mancha Although Luisa de Medrano taught at the beginning of the 16th century at the University of Salamanca, probably replacing Antonio de Nebrija, her brilliant career fell into

It is strange for women to give classes at the university, even though we are living through changes in which the love of knowledge and the spread of humanism are a reality. I admire the work of other women who, like me, dedicate their lives to wisdom.

I share with Beatriz Galindo a love for Latin, to which I also add an interest in law. In the court of Isabel I, there are some women who receive humanistic training, but there are still only a few of us who want humanities and the arts to be our main occupation.

oblivion. To honour her memory, the Luisa de Medrano Awards were created in 2015 in favour of gender equality.

The award began in 2015; three women and one man have received it. In 2016, the prosecutor Soledad Cazorla Prieto (1955-2015), who was responsible for directing the Spanish network of prosecutors specialised in violence against women, received the award posthumously. In 2017, it was the Mexican anthropologist María Marcela Lagarde (1948), a researcher on women and their problems; she secured the creation of the Special Feminicide Commission in the Mexican Congress to investigate the murders of women in Ciudad Juarez. She also promoted the enactment of the General Law on Women’s Access to a Life Free of Violence (2007). In 2018 the award went to the doctor and university professor Miguel Lorente Acosta (1962), an expert and Government anayaeducacion.es Go to the SDG 4.6 and 5.5 resources.

It has come to my attention that, in 1514, the Italian scholar Lucio Marineo Sulario, with whom I coincided with at university, praises my way of working. I am very happy for this recognition even though, perhaps because of the differences that exist between Spanish and Italian, he has renamed me Lucia.

I hope that my work can serve as an example to other young ladies and I wish to have many of them as students in my classrooms.

QUESTIONS

IN THE PAST Luisa de Medrano

1 Find

information about Beatriz Galindo and write a short biography about her.

2 In Salamanca, there is a secondary school (IES) called Lucía de Medrano; Since 2018, a street in Soria has been named after Luisa de Medrano.

Surely in your town there is a public institution (educational, cultural, sports or leisure centre) or a street name that has a woman’s name. Choose one of these women and explain who she is.

Delegate for Gender Violence (2008 to 2011). In 2019, the feminist philosopher and professor Amelia Valcárcel y Bernaldo de Quirós (1950) received it. She is the author of a large number of publications dealing with the concept of equality, freedom and feminism.

51

s applying skill Magellan–Elcano At the beginning of the Modern Age the known world was smaller. But, the European push for discovery was going to enlarge it within just a few years, especially the two Iberian countries, which by then had distributed the best sea routes between them: Portugal to the east and Spain to the west.

follow the initial plan to return to America, although it ended up being captured by the Portuguese.

Finally, in the summer of 1522, after having crossed three oceans, 18 men returned, under the command of Juan Sebastián Elcano, in the only ship left. Its name was Victoria. They had demonstrated that the Earth was round.

The Moluccas Islands, in Indonesia, were famous for their abundance of spices, but the eastern route to them was reserved for the Portuguese. Thus, the Spaniards set out to find a route sailing west.

1 As in the imaginary Around the world in 80 days

by Jules Verne, after completing the world tour, Victoria’s navigation calendar did not coincide with that of the port of Sevilla. This was due to the rotation of the Earth. What was the difference in the calendars?

In the summer of 1519, five ships under the command of the Portuguese Fernando de Magallanes departed from Sevilla with about 250 crew members and about 500 tons of provisions to last two years.

Heading west, by the time they discovered the Pacific passage, they had already lost two ships and many men. In a desperate 100-day trip, suffering with scurvy due to a shortage of provisions, the little wind in their sails took them to the Philippine Islands.

a) The one on the ship marked one day more. b) The one on the ship marked one day less. c) The one at the port marked one year more. d) The one at the port marked one year less.

Exploring the archipelago, the indigenous attacks finished off several men and the captain himself, leading them to abandon another ship due to a lack of crew members. When the survivors arrived in the Moluccas it was November 1521. At the end of the year, loaded with spices, it was decided that one ship would continue west and another, after being repaired, would

2 Many places in the Pacific have names given to them by Spaniards. These three archipelagos were Spanish colonies until the 19th century: Marianas, Carolinas and the Philippines. Identify the name of the two kings and the queen in whose honour they were named.

Arctic Circle

San Lúcar de Barrameda (1522)

OCEAN

AT NT

Tropic of Capricorn

IC

EA N

Stopovers and transit sites Start of the expedition End of the expedition

52

Equator

INDIAN OCEAN

LA OC

Magellan and Elcano (1519-1522)

3000

Philippine Islands Mariana Islands (1521) (1521) Molucas Islands (1521) Spice Islands

Gulf of Guinea

The route of the Magellan-Elcano round the world voyage

1500

Tropic of Cancer

Cape Verde Islands (1522)

PA C I F I C

0

PA C I F I C OCEAN

Sevilla (1519) Canary Islands (1519)

4500 km

Strait of Magellan (1520)

Cape of Good Hope (1522)

Antarctic Circle

3 On the fifth centenary of the trip, who should be

10 The longitude coordinates for the city of Sevilla are

credited, Magellan or Elcano? Give your verdict in a reasoned statement.

O 5° 58’ 23.412’’, and for Moluccas are E 128° 10’ 12’’.

Travelling in a straight line (as the crow flies) from Sevilla, is it shorter to travel east or west?

4 Where did the expedition discover the so-called Magellanic penguins?

11 The Magellan expedition took 100 days to cross the

a) In the Indian Ocean.

Pacific. However, those who followed found a way to do it in less time. What could their secret be?

b) In the extreme south of Asia.

a) More northernly latitudes have favourable winds.

c) In the extreme south of Africa. d) In the extreme south of America.

b) More southernly latitudes have favourable winds. c) More easterly longitudes have favourable winds. d) More westerly longitudes have favourable winds.

12 When the Emperor Carlos I received Elcano, he awarded him a personal shield with a globe on it and the Latin words: Primus circumdedisti me.

What is the correct translation? a) First to my circus. b) My circuit first.

5 When ships loaded with riches returned to Europe, the entire economy became unbalanced, especially when gold and silver arrived, whose abundance raised prices. Imagining that we could print a limitless amount of money, how would having more money in circulation affect prices?

6 Was the cargo brought back by the Victoria enough to pay for the entire expedition?

7 How do you think the price of spices evolved in Sevilla

c) First close to me. d) The first one to circled me.

13 Order the statements as the cause of the next one and the effect of the one above.

1. The discovery of the Philippines.

2. The obligation to sail west.

3. Gastronomic fashion.

in the days following the arrival of the Victoria?

4. Voyage around the world.

a) Its abundance increased its price.

5. Discovery of the Strait of Magellan.

b) Its abundance decreased its price.

6. Search for the Moluccas.

c) Nothing changed.

7. The high price of spices.

d) Its abundance increased its demand.

8 Scurvy is a disease caused by the lack of vitamin C, and is fatal if it is not cured. Propose a solution to stop the navigators of that time suffering from it.

9 According to the information in the text about the provisions of the trip, how many kilos of food did they estimate had to be allocated for one person per year?

3 4

anayaeducacion.es Go to the 2.1 resources.

53

Building Blocks is an educational project of Anaya Educación for Secondary Education with the participation of: J. A. A. Castrillón, N. Blanco C. Broadbridge, M. Burgos, K. Chambers, M. Folgueral, Begoña Fuente Larrazabal, Sara Gascón Martín, Danny Latimer, M. C. MuñozDelgado, R. Oakes, J. Roe, C. Ordóñez, Hannah Peat, Karen Piper, Emma San José, Deborah Spencer, Denise Suárez.

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