Geography and History 2

Contents

Introduction ...... 3 Reinforcement, Extension and Assessment...... 15 1 The Early Middle Ages...... 16 2 Feudal Europe...... 24 3 The High Middle Ages...... 32 4 Culture and art in the Middle Ages...... 40 5 Al-Andalus...... 48 6 The Hispanic Christian kingdoms...... 56 7 Territorial organisation...... 64 8 World population...... 72 9 Cities ...... 80 10 World population and cities ...... 88 11 Europe: population and cities...... 96 12 Spain: territory, population and cities...... 104 Recording transcripts...... 112 GEOGRAPHY AND HISTORY 2

Geography and History consists of a series that forms part of an educational project aimed at promoting the acquisition of key competences, the achievement of academic excellence and the undertaking of global assessment. Traditionally, education meant teaching content: it was essentially about knowing. However, today’s citizens need to develop a range of skills, and know how to interpret and communicate, deduce and hypothesize, select and evaluate. In competency-based learning, the students apply critical thinking and problem-solving skills to both classroom study and real-life situations. This helps them to develop as individuals. Geography and History is a multi-level secondary course covering the curricular objectives for secondary education. In accordance with recent methodology in the field of Content and Language Integrated Learning (CLIL), its approach is characterised by its clarity of presentation and carefully controlled use of language. This provides a boost to the students’ self-confidence, stimulates their capacity for autonomous learning and makes it much easier for them to assimilate new concepts. The learner-centred methodology of Geography and History places the individual students at the heart of things – asking questions, carrying out research and project work, cooperating in pairs and groups. In this way, they can reach their own level of excellence. KEY COMPETENCES

WHAT ARE THE KEY COMPETENCES?

KEY COMPETENCES are a combination of knowledge, skills and attitudes appropriate to different contexts and situations. These competences have the following characteristics:

• They encourage the development of skills rather than the assimilation of theoretical content: individuals become ‘competent’ when they learn how to solve problems effectively.

• Competences develop progressively and can be acquired in different learning situations and institutions.

• They are interdisciplinary because they integrate knowledge that originates in different academic disciplines.

Linguistic competence Social and civic competence

This is the ability to interpret and use This competence refers to the ability to language as a tool for oral and written understand and participate successfully in communication. Verbal communication is the society in which we live, and to analyse fostered by the exchange of opinions, the historical events to understand how people narration of personal experiences and oral lived in the past. Students learn about expositions on different topics. The ability different societies, their history and culture. to search for and understand information This competence promotes debate, is reinforced. negotiation and conflict resolution. There This competence is developed by reading are activities to promote civic and values texts, maps and diagrams; writing texts; education: issues on migration, urban life and making short oral presentations. and quality of life, responsible use of ICT, respect towards others, multiculturalism and tolerance, etc. Digital competence

Competences in Mathematics, This is the ability to use computer Science and Technology programs to obtain, process, exchange and transmit information. Students learn how These competences include the ability to to use lists, tables and graphs to classify use numbers, perform basic operations, and present information accurately. understand symbols and images related to They develop confidence in, and a critical mathematical, scientific and technical use of Information and Communication areas and solve problems in order to Technology (ICT). interpret the physical world. They include capacities and attitudes related to mathematical processes, logical thinking, Cultural awareness and the use of new technologies. These and expression competences develop the ability to interact This competence involves the with the physical world and to explain interpretation of different cultural natural phenomena by applying the manifestations as well as the appreciation scientific method. This includes obtaining of the visual arts, music and literature. It information from different sources, working enables students to express themselves out solutions, analysing results and through literature, art, music, etc. interpreting graphs and timelines.

4 GEOGRAPHY AND HISTORY 2 Learning to learn Initiative and entrepreneurship

This competence is acquired by learning Students are provided with the strategies how to apply different techniques aimed at they need to plan, organise, communicate selecting, organising and interpreting texts and evaluate their own personal or social of a social, geographical or historical projects. This competence develops nature. Students have the opportunity to creativity, innovative thinking and the summarise what they have learnt at the ability to turn ideas into strategies to end of the unit. They reflect on and solve specific problems. evaluate their own learning process and their classmates’ through group work and cooperative learning techniques.

HOW ARE THE KEY COMPETENCES DEVELOPED IN GEOGRAPHY AND HISTORY 2?

• Linguistic competence. By studying this subject in a foreign language, students develop their linguistic competence naturally and continuously. They use English as a tool for oral and written communication, exchanging opinions and presenting the results of their research. • Digital competence. Students carry out extensive research on the Internet to locate reliable additional sources of information. This makes them familiar with the codes and formats of scientific language: numerical and geometrical models, graphic representations, etc. The teachers have an invaluable digital tool in the Libromedia. • Cultural awareness and expression. As the students learn about world population and types of cities around the world, they are encouraged to reflect on different cultures and compare them with their own. In Unit 10 they learn about urban development around the world. • Social and civic competence. A key dimension of citizen culture is our awareness of threats to the environment, and our ability to form opinions on the basis of reliable data. Thus, students are asked to investigate the Plague in unit 3, and reflect on the causes of congestion in modern cities in Unit 9. • Competences in Mathematics, Science and Technology. The students employ mathematical models to solve specific problems, for example, by using graphs and diagrams. Timelines are used frequently in the history units to help situate important events in chronological order. • Learning to learn. The acquisition of this competence is based on the instrumental character of a great deal of technical knowledge. Operating with theoretical models helps students to develop their imagination, powers of analysis and observational skills. This helps to promote autonomous learning. • Initiative and entrepreneurship. Students plan their methodology, select and handle their resources, solve problems and check their results.

GEOGRAPHY AND HISTORY 2 5 HOW IS GEOGRAPHY AND HISTORY 2 ORGANISED?

THE STUDENT’S BOOK: A NEW APPROACH

The teaching sequence is learner-centred and designed to promote the acquisition of competences and creative thinking. Most activities develop content through the use of multiple language skills – reading, listening, and so on – thus making language acquisition and content development mutually supportive. Content is developed through 9 units, each of which has the following sections: UNIT OPENER – The double-page colour image, with its accompanying recorded text, captures the students’ attention and gets them to reflect on issues related to the subject matter of the unit. – Work with the image. Guided activities elicit prior knowledge from the students and encourage them, in pairs, to discuss the images. They use a variety of thinking skills such as observing, comparing and giving opinions. – How do we know? This section focuses on geographical techniques and skills, or historical sources and how we use and interpret them.

7 Collegiate Church of Santa María. 13th century. 6 The Hispanic Christian kingdoms

FIND OUT ABOUT: • The emergence of the Christian The Way of Saint James kingdoms The Way of Saint James (Camino de Santiago) • The Reconquest and settlement became a major Christian pilgrimage route in • The Crowns of Castile and Aragón the 11th century. The landscape surrounding the • The crisis of the Late Middle Ages routes that converged at Santiago de Compostela • The cultural legacy of the was transformed to meet the needs of the pilgrims. Christian kingdoms Pilgrims have walked this route for centuries.

KNOW HOW TO: They have left their mark in several places along the way, for example, at Roncesvalles. • Analyse medieval cantigas • Plan a walking trip on the Way of Saint James 8 Chapel of Santiago. 13th century.

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4 SANTIAGO de Cantabrian Sea COMPOSTELA 8 5 FRANCE 6 León RONCESVALLES Pamplona Burgos

PORTUGAL SPAIN 9

HOW DO WE KNOW?

It is important to look at the geographical setting in order to understand how WORK WITH THE IMAGE historical events have changed an area. For example, events such as a • Where is Roncesvalles? destructive war, the location of a royal court or the success of a trade route • Was Roncesvalles on761533_06_p94_camino_santiago the Way of Saint 1. Housing for members of the clergy. 18th century. all leave traces in the landscape. James? 2. Hospital. 19th century. Today, a hostel. 3. Library, museum and priory. 19th century. • How do you explain human influence • What kind of landscape is this? What do 4. Mill. 18th century. Today, it houses the Tourism on this landscape? you think the main activities are today? and Information Office. • Does Roncesvalles have the same • What was the Battle of Roncesvalles 5. Chapel of Espiritu Santo, or Charlemagne’s silo. function today as it did in the Middle Probably 12th century. Pass? Find out what happened, and how Ages? the story was later transformed. 9 13th century building. Today, a place 6. Inn. 17th century. where pilgrims stay.

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UNIT DEVELOPMENT – Carefully written texts present content with the utmost clarity, using grammar and syntax that students at this level will have no difficulty in handling. – Abundant visual input, in the form of photos, diagrams, graphs and maps, supports the textual information.

The Hispanic Christian kingdoms 6 1 The Kingdom of Asturias The origins of Christian Spain In the early 8th century, an Asturian or Visigoth noble called Pelayo established the Kingdom of Asturias. Pelayo and his followers defeated the Muslims in the Battle of Christian survival in the north Covadonga in 722. Although Covadonga was only a minor ACTIVITIES confrontation (and was not even mentioned in Muslim From 711, the Muslims conquered most of sources) it was later considered the start of the Christian the Iberian Peninsula, but they never took 1 Where and when did the first Christian counties Reconquest of Al-Andalus. and kingdoms emerge? Why? full control of the north. In the 8th and 9th Over two centuries, the Kingdom of Asturias expanded 2 Describe the relationship between Al-Andalus centuries, a group of small Christian states southwards into Al-Andalus. Under Pelayo’s successors, and the Christian territories. How did it change were precursors of the later Hispanic in the 10th century? kingdoms: Oviedo became its capital city. Alfonso III (886-910) took advantage of conflicts in the emirate of Córdoba to advance • In Cantabria, the Kingdom of Asturias into the Duero river valley. was created. In the 10th century, the capital was moved to the city of León, • In the Pyrenees, the Kingdom of Navarre and the kingdom became known as the Kingdom of León. was established, while the Aragonese and WORK WITH THE MAP Catalan counties emerged further east. Counties and kingdoms of the Pyrenees 3 For nearly 800 years, Al-Andalus and a series Which Christian counties and kingdoms existed The Pyrenees formed part of the Carolingian Empire after on the Iberian Peninsula in the 10th century? of Christian states existed together on the Alfonso III between his wife Jimena and the Charlemagne established the Hispanic March as a • Which territories originated in Iberian Peninsula. They traded and exchanged bishop of Oviedo. defensive frontier region to defend his empire against the the Cantabrian Chain? knowledge, but they also frequently fought Muslims. When the Carolingian Empire broke apart in • Which territories originated in the Pyrenees? each other. Al-Andalus was stronger up to the 10th century. From then on, the Christian the 9th century, three separate regions developed: 4 Was there a natural frontier between Al-Andalus Navarre, Aragón and the Catalan counties. and the Kingdom of León? kings grew in power and began to take Muslim ACTIVITIES territories. • Navarre. In the early 9th century, Count Iñigo Arista expelled Frankish troops from Pamplona and declared 5 Who was Pelayo? Why was himself King of Pamplona. His kingdom expanded he important? CantabrianCantabrian Sea Sea southwards and it later became the Kingdom of Navarre. 6 What did the name of the Kingdom of Asturias change to? Why? • Aragón. Around the same time, the counties of Aragón, Sobrarbe and Ribagorza broke away from Carolingian 7 What was the Hispanic March? NAVARRENAVARRE 4 4 What developed in its place? ñ oñ o control. In 820, Count Aznar Galíndez rose to power M Mi i LEÓNLEÓN CASTILECASTILE ARAGÓNARAGÓN 2 2 5 57 7 3 3 E E SOBRARBESOBRARBE 1 1 in Aragón. b b RIBAGORZARIBAGORZA r or o 6 6 • The Catalan counties. At the end of the 9th century, D Du eureor o the Count of Urgell, Wifredo the Hairy, expanded his territories and won independence from Frankish rule. S S

Tu Tu

U U r i

L L i The Catalan counties maintained good relations with the jojo A A a a TaTa D D N N caliphs of Córdoba. This helped to establish a period of A A L L- - A A J úJcúacr ar stability in the counties, and they consolidated their adaidainaan a u u independence in the 10th century. G G

THE CHRISTIAN TERRITORIES a a r r e e iv iiv i S S IN THE 10TH CENTURY q uq u d adla l 1. 1.PALLARS PALLARS DID YOU KNOW? a a n n u u G G a a 2. 2.URGELL URGELL Kingdom of León e e n n 3. 3.CERDAÑA CERDAÑA a a Asturian Art Kingdom of Navarre r r 4. 4.ROSELLÓN ROSELLÓN r r e e 5. 5.BESALÚ BESALÚ A distinctive style of architecture developed in the Kingdom of Asturias. t t Counties of Aragón ATLANTICATLANTIC i i MMe ed d 6. 6.BARCELONA BARCELONA Buildings were rectangular, and featured semicircular arches and barrel Catalan counties OCEANOCEAN 7. 7.EMPÚRIES EMPÚRIES vaults. Several buildings in this style are found around Oviedo, like The Church of Santa María del Naranco Muslim territories of Al-Andalus the Church of Santa María del Naranco. was originally built as a palace.

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6 GEOGRAPHY AND HISTORY 2 WORK WITH THE PAGE The Hispanic Christian kingdoms 6 Conflicts in Aragón

There were many conflicts in the Crown of Aragón THINK ABOUT IT in the 14th and 15th centuries. In 1348, the Black – Activities. A wide range of activities help to Death caused an extremely high number of deaths Epidemics of the plague were an important in Catalonia, and it was followed by other epidemics. factor in the crisis of the Late Middle Ages in the Christian Hispanic kingdoms. Trastámara dynasty took power in 1412 when Martin I died with no heirs and Fernando of • How could epidemics lead to social revolts develop critical thinking, for example, memorising, Antequera was named king. Under this dynasty, in the Middle Ages? there were social conflicts in both the countryside • Do epidemics still take place? Think of and the cities. a recent example. • Peasant revolts. In the mid-15th century, • Are the effects of epidemics very different comparing, classifying and analysing. today? Explain your answer. there were fewer peasants as a result of epidemics and demographic decline. But the nobility imposed extra taxes and obligations on the remaining peasants. Remensa peasants – Listening activities. The opening presentation (who were tied to the land) rebelled against the nobility. • Urban conflicts. In Barcelona, there were violent conflicts between two rival parties. of each unit is recorded, along with additional The party of the nobles and rich merchants defended traditional privileges. They were opposed by an alliance of smaller merchants, artisans and poor people. texts and the solutions to a number of matching King Juan II was in favour of some reforms, including more favourable conditions for the remensa peasants. There was a civil war (1462-1472) and gap-fill activities. during his reign, but he managed to maintain his authority. This series of conflicts, along with demographic and economic decline, affected Catalonia especially badly. Valencia emerged as the main port of the – Think about it. Brief, thought-provoking nuggets Crown of Aragón. of content stimulate higher order thinking skills ACTIVITIES 1 What were the causes and consequences of the crisis in the Late Middle Ages in Castile and Aragón? 2 How did the Trastámara dynasty rise to the throne like making hypotheses and the capacity for in Castile? And in Aragón? 3 Investigate the position of the Jews in medieval Spain. • What were their economic activities and place in society? creative thinking. • In general, did they live peacefully with the Christians and Muslims?

• Find out about the massacres of 1391. How were they The Silk Exchange (Lonja de la Seda) in Valencia connected to the tensions of the Late Middle Ages? (façade and interior). The rise of Valencia as a major – Work with the image. The students analyse port was reflected in impressive civic architecture. 107

information in photos, maps and graphs. ES0000000046707 761533_Unidad06_45679.indd 107 02/06/2016 11:24:53 Usually in pairs, they develop content and language skills orally by formulating questions, answers and statements.

FINAL UNIT PAGES – Activity round-up. A bank of activities at the end of each unit provides a review of its content. Its concluding section encourages students to reflect on wider issues in world geography and history. – Know how to. The students develop key skills in Geography and History by analysing maps and graphs, and by studying art and architecture throughout history. They become expert at problem-solving through research.

The Hispanic Christian kingdoms 6 ACTIVITY ROUND-UP

1 Copy and complete the table. Then, listen to the recording and add information. 5 Investigate two of the following historical figures, 6 What was the Mesta? Why was it so important as well as one other ruler from the Christian kingdoms. in Castilian history? CROWN OF CASTILE CROWN OF ARAGÓN Prepare fact files with biographical information: when they were born, what territory they ruled, their 7 Why was it important that people settled in the historical importance and how they got their name. conquered territories during the Reconquest? How it was formed …… …… Share your findings in groups. Did repopulation take place in the same way • Sancho III the Elder • Ramiro I throughout the Iberian Peninsula? • Fernando III • Pelayo 8 Look at the photos. What artistic style does each • Alfonso I the Battler • Enrique II of Trastámara Main institutions …… …… building belong to? Explain your answer. • Alfonso X the Wise • Wifredo the Hairy

A B C Municipal government …… ……

Expansion …… ……

Economy …… …… Burgos Cathedral. Church of San Pedro, Cantabria. Church of Santiago del Arrabal, Toledo.

Artistic legacy …… …… THE LEGACY OF THE MIDDLE AGES IN SPAIN

9 Use the Internet to find The Middle Ages left a vast legacy in Spain. information about • Romance languages. Latin evolved and was transformed the Emilian Glosses throughout the Middle Ages. Over time, it branched into Castilian (Glosas emilianenses). 2 Show the beginning and duration of these territories 4 Look at the map and answer the questions. Spanish, Galician, Portuguese and Catalan. The western Pyrenees Explain: on a timeline. Then, identify the approximate date the map and the Bay of Biscay were isolated regions, and the Basque • Kingdom of Asturias corresponds to. Explain your answer. language Euskera survived there. • What they are. The Hispanic Christian kingdoms 6 KNOW HOW TO… Key Competences • When they were • Kingdom of León • Universities. The first universities on the Peninsula, like those of Cantabrian Sea written. • County of Castile Palencia and Salamanca, were established in the early 13th century. NAVARRE • Their significance • Kingdom of Castile LEÓN • Architecture . THINK LIKE AN HISTORIAN. Analyse medieval cantigas in the Spanish TECHNIQUES. Plan a walking trip on the Way of Saint James CROWN A large number of • Crown of Castile OF language. PORTUGAL ARAGÓN medieval buildings Glosas Cantigas are sung medieval poems. The Cantigas de Santa María were written by Alfonso X the Wise in the 13th century. Several routesemilianenses. through France, Spain and Portugal end at Santiago de Compostela. Together, they CASTILE have survived to the 10 Look for examples of each These poems are illustrated with Gothic miniatures, which provide an excellent picture of medieval society. form the pilgrimage route known as the Way of Saint James (Camino de Santiago). present day, displaying of the artistic styles employed a range of artistic To analyse these illustrations, we first focus on the characters and what they are doing. Details like clothing and objects in the Christian HispanicSantiago kingdoms. de Compostela became a pilgrimage site because it is believed that the apostle James 700 1500 are also very interesting. Then, we contrast the scenes with other information that we can find. styles: Asturian, (Santiago) was buried there. In 1993, the Way of Saint James was named a World Heritage Site. Mozarabic, • Make a photo album. e a S Romanesque, Gothic 3 AL-ANDALUS n • Next to each building, write its name, Put these events in chronological order and add them e a A a n B and Mudéjar. MAIN ROUTES OF THE WAY OF SAINT JAMES to your timeline. r r construction date and artistic style. i t e e d • End of the Jimena dynasty in Navarre ATLANTIC M • Write a brief description of each building. OCEAN • Formation of the Kingdom of Aragón ToursTours To ParisTo Paris AragoneseAragonese Way Way Loire Loire VézelayVézelay • Division of the Kingdom of Navarre NavarranNavarran Way Way a What Christian kingdoms existed at this time? Church of BorgesBorges • Marriage contract between Petronilla and FrenchFrench Way Way San Baudelio de b Who did the Kingdom of Portugal belong to? NorthernNorthern Way Way Ramón Berenguer IV Berlanga, Soria. PoitiersPoitiers c What natural frontiers do you identity? PortuguesePortuguese Way Way • Battle of Covadonga 750528_06_p09_Linea_tiempo_muda OtherOther ways ways StartingStarting locations locations FranceFrance XIII 110 761533_06_p110_siglo_ 111 SaintesSaintes LimogesLimoges OtherOther locations locations

SomportSomportMountainMountain pass pass

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Rhone Rhone C D SANTIAGOSANTIAGO de de VillaviciosaVillaviciosa COMPOSTELACOMPOSTELALugoLugo MoissacMoissac CondomCondom OviedoOviedo ToulouseToulouse SantillanaSantillana Irún Irún MontpellierMontpellier BoenteBoente AuchAuch ArlesArles O CebreiroO Cebreiro del Mardel Mar PalasPalas de Rei de Rei BilbaoBilbao PontevedraPontevedra RoncesvallesRoncesvalles PonferradaPonferrada LeónLeón Oloron-Sainte-MarieOloron-Sainte-Marie PamplonaPamplona AstorgaAstorga SomportSomport Tui Tui EstellaEstella SangSangüesaüesa SahagúnSahagún BurgosBurgos PuentePuente MediterraneanMediterranean la Reinala Reina CarriónCarrión de deFrómistaFrómista NájeraNájera Jaca Jaca AndorraAndorra BragaBraga los Condeslos Condes Sto. DomingoSto. Domingo SeaSea de lade Calzada la Calzada Ebro Ebro PortoPorto PortugalPortugal DueroDuero SpainSpain

1 In groups, you are going to plan a five-day walking trip What places will you stop in, and what can you do on the Way of Saint James. You can find information there? What monuments will you visit? the devil Christian Jew in the English sections of http://www.turismo.Navarre. Festivals. Moneylenders. es/ and http://www.caminodesantiago.org. 5 Calculate how many kilometres you have to walk each day in order to reach your destination by the end 1 What is shown in each scene? Are they daily activities? 5 Look at Picture D. What did moneylenders do? 2 Think about the time of year you will go on your trip, of the fifth day. Do you think the moneylender is the Christian and remember to check average temperatures and 2 What do you think they are building in Picture A? or the Jew? Explain your answer. precipitation. Make a list of things you will need 6 Take turns explaining your itineraries to the class. What tools are they using? Are there any women? to take. Did the different groups choose similar routes? 6 For each picture, identify another detail and explain When is the best time of year to go? Why? 3 Look at Picture B. Do men or women make bread? what you think it tells us. 3 Look at the map on this page. What are the main How is it made? Where is it sold? routes on the Way of Saint James? Describe the path 7 Would you like to go on this trip? Do you know anyone 7 What architectural elements can you identify? each route takes to Santiago de Compostela. who has walked on the Way of Saint James? What do 4 Look at Picture C. What did people do at festivals? they say about it? Do any women appear? Why do you think the devil 8 Write a brief summary of what each picture tells us 4 What route will you take? What will be your starting is shown? about medieval society. point? Where will you sleep and eat?

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GEOGRAPHY AND HISTORY 2 7 CLASSROOM RESOURCES

ES0000000051609 787628_Geo-Hist_2_TB_ESO_55355 THE TEACHER’S BOOK

• Reinforcement sheets. This material can be photocopied and distributed to the class. It includes maps and diagrams for labelling and activities that revise key content from the unit. • Extension sheets. Research activities, projects and additional reading texts enable the students to carry out an in-depth exploration of the subjects presented in the Student’s Book. • Assessment sheets. Twelve tests, one for each unit, provide a starting point for assessment, which can be adapted to www.santillana.es the requirements of specific groups of students. ES0000000051609 787628_Geo-Hist_2_TB_ESO_55355.indd 1 27/07/2016 9:03:23

CONTENT AND RESOURCES REINFORCEMENT EXTENSION sheeT 1. Physical geograPhy 1. Physical geograPhy sheeT 1. Physical geograPhy 1 5 Physical geograPhy

coNTeNTs Name: Name: Course: Date: Course: Date: Name: Course: Date:

FiND oUT aBoUT • The formation of relief 1 Use the key to label the forms of continental1 Read and the text. oceanic Complete relief the table on withthe thepicture. information from the news article and other sources. 1 Geographers use maps, graphs and other tools to work. Look at the tools and label them. • Continental and oceanic relief • The relief and water of the continents Reaching1. theMountain top of therange world at age6. Continental15 shelf 11. Gulf(5,642 m) in Russia, and the highest peak of South A • The climates and landscapes of the Earth Seville (Spain) Kazan (Russia) Aberdeen (Scotland) 2. Plateau 7. Peninsula 12. IslandAmerica, Mount Aconcagua (6,960 m) in Pmm Pmm Pmm • Spain: relief, water, climates and landscapes The young3. AmericanValley boy, Jordan Romero, 8. Beach climbed 13. ContinentalArgentina. When slope he was just 11 years old he T ºC T ºC T ºC 4. Plain 9. Cape 14. Ocean trench 40 80 the highest mountain in Africa, Kilimanjaro (5,895 40 80 40 80 climbed Mount McKinley, now called Denali (6,194 60 m), in Tanzania5. Depression when he was only ten10. years Abyssal old. He plain 15. Mid-ocean ridge 30 KNoW hoW To • Understand relief formation: internal and external processes m) in Alaska (USA), the highest peak in North 30 60 20 40 30 60 climbed it with his father and stepmother, who 10 20 America, and Puncak Jaya (5,030 m) in Indonesia, 20 40 20 40 • Distinguish continental and oceanic relief also accompanied him in 2011 when he reached 0 0 the highest peak in Oceania. 10 20 -10 10 20 • Identify the main relief features, rivers and lakes of the Earth and Spain the summit of Vinson Massif (4,897 m), the highest 0 0 -20 0 0 In May 2010, at the age of 13, he reached the J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D • Identify the five main climate zones in the Earth peak in Antarctica. At the age of 15 Jordan then highest peak of Asia and the world, Mount Everest • Identify the main climates and landscapes of each climate zone and Spain became the youngest climber to have reached the highest peaks on all the continents. (8,850 m) in Nepal. This was another world record. • Compare climates and landscapes Jordan Romero had become the youngest climber B C • Interpret maps of relief, rivers and lakes, and climates of the Earth and Spain Jordan's first climbing record was set in June 2006 to see the world from the highest viewpoint on when he climbed Kilimanjaro. At the same age • Distinguish continental and marine water each continent. (only ten), Jordan was also the youngest person to 301688T1p9c_climograma_Sevilla 301688T1p9d_climograma_Kazán 301688T1p9e_climograma_Aberdeen • Interpret charts, pie charts, diagrams and climographs reach the highest summit of Europe, Mount Elbrus El País, 25 December 2011 (adapted) • Analyse photos of landscapes

• Organise and classify information in tables Tropic of Cancer • Use maps to link geographical features to each other 2 Use the key to label the forms of relief, rivers andContinent lakes on the world map. Country Mountain range Summit Height Equator • Analyse the effects of marine currents

• Analyse the effects of cyclones Africa Main climates Mediterranean Be aBle To • Use an atlas North America Oceanic • Find the main physical features, rivers and lakes of each continent in a map Continental Greenwich Meridian • Find the main physical features, watersheds and rivers of Spain in a map • Locate the different climates of the continents in a map South America a. 562954_01_p21_leyenda_climas templados • Locate the different climates of Spain in a map • Understand the importance of water in human life b. Europe • Recognise the importance of properly managing fresh water resources c. 562954_01_p21_climas templados • Reflect on the influence of climate on the distribution of world population Asia 2 Analyse the graphs. 4 Analyse the map. • Which type of graphs are they? • Which type of map is it? resoUrces Oceania • Which information do they show? • Which information does it show? • Describe temperatures and precipitation in each one. • What would be a good title for this map?

reinforcement and extension Digital resources 2,000 metres Antarctica • Which climate does each graph represent? • Explain the distribution of each climate and the 500 metres • Relief: formation and features • Libromedia. Physical geography corresponding landscape. 0 metres • Water and climates of the Earth 3 Look at the photograph. 5 Write a report. • Relief, water and climates of Spain audio • Think about it: do you consider that it is right that children as young as Jordan try to climb Everest? • Is it an aerial or a satellite photograph? Explain your Discuss your ideas in groups. • The seven summits • Track 1: pp. 6-7, 'The highest peak in the world' (students answer. • Write a report about temperate climates with the Forms of relief rivers and lakes information gathered in the previous activities. • Geographer's tools: graphs, photos and maps and teachers) • What do you see in the photograph? Which natural 2 Search the Internet for a blank map of the world and print it. • Track 2: p. 29, 'Tropical cyclones' (teachers) Rocky Mountains (1); Andes (2); Sahara Desert (3); Nile River (a); Lake Victoria (b); Yangtze River (c); features do you see? Do you see any human features? assessment Matto Grosso (4); Drakensberg Mountains• (5);Write the name of the continentsYellow on the map.River (d); Lake Baikal (e); Mississippi River (f); • Which type of climate does this landscape correspond to? Cape of Good Hope (6); Himalayas (7); Plateau of Tibet (8); Amazon River (g); Danube River (h); Volga River (i) • Test of Unit 1 • Find and label the names of the mountain ranges from activity 1. • Do you think this landscape is densely or scarcely Ural Mountains (9); Pyrenees (10); Great613233T02P00 Dividing Range (11).3 • Use a triangle symbol to label the summit of each mountain range and write the height next to it. populated? Why?

geograPhy 3. Photocopiable material © Santillana Educación, S. L. geograPhy 3. Photocopiable material © Santillana Educación, S. L. GEOGRAPHY 3.17 Photocopiable material © Santillana Educación, S. L. GEOGRAPHY 3. Photocopiable material © Santillana Educación, S. L. 21

LIBROMEDIA

• The Libromedia is much more than a digital version of the Student’s Book. It provides a wealth of material in varied formats: images, videos, audios and PowerPoint-style presentations. • Class presentations. Prior to work with the printed Student’s Book, the Libromedia can be used as a digital whiteboard to project a unit’s opening presentation to the whole class. This provides a motivating point of entry into a range of subjects. Similarly, the Libromedia’s gallery of images is an ideal platform from which to launch class discussions. • Autonomous learning. The students have their own version of the Libromedia, thus linking the classroom and home environments. They can use the Libromedia on their tablets and computers to check their answers, do homework, and so on.

THE RECORDINGS

• The transcripts (from page 112 in this Teacher’s Book) indicate which recorded tracks are ideal for student self-study, and which ones are teacher-guided. For example, in some instances the students use the recording individually to check their answers to a particular activity. However, the teacher can use other tracks with the whole class, for example, to elicit the students’ prior knowledge and develop their listening comprehension before they open their books and work with the printed page.

8 GEOGRAPHY AND HISTORY 2 CLASSROOM TECHNIQUES

These techniques encourage students to observe, analyse, hypothesise, draw conclusions and discuss content. As a result, students can take an active role in their learning. Suggestions for applying these techniques when working with specific parts of the Student's Book are offered below.

UNIT OPENER

• Title and learning objectives. – Read the title of the unit. Ask the students what they think it will be about. – Have students read the Find out about and Know how to sections at the top of the page. Ask them to rank the topics by order of interest or familiarity. • Main text. – Focus on the main image, using either the Student’s Book or the Libromedia, and get the students to react to it. Elicit prior knowledge of the subject, and ask the students to predict the language that they will need to study it. Write this vocabulary on the board. – Play the recording, and ask the students to identify its subject matter and relate it to the photos. Elicit some of the words and phrases that they have heard on the recording, and add them to the vocabulary on the board. – Read the main text with the students. • Work with the image. – Put students in groups or pairs to do the activities. – Set a time limit. Afterwards, volunteers share their responses or questions. • How do we know? – Encourage students to share their opinions in pairs or groups before opening up the discussion to the whole class.

CONTENT PAGES

• Images. – Students observe and describe the images, even in their native language, as a stress-free first contact with the page. – Make sure that students know the meaning of terms like topographic map, pie chart, timeline, table or climograph. Encourage them to use the correct term when describing an illustration. – Focus attention on the image caption and read it aloud. Then help students to rephrase the information. • Section title. – Encourage students to relate the title to the images on the page, sharing any prior knowledge. To exploit headings, ask the students to brainstorm similar terms. • The main text. – Read the text aloud or assign paragraphs to volunteers. It is helpful to vary reading techniques from one lesson to another. For example, the students can be asked to skim a text in response to a very general question so that they learn how to make out the overall subject of a text at a glance. They can also scan a text to find the answer to a specific question.

GEOGRAPHY AND HISTORY 2 9 • Activities on the content pages. – Select the activities that meet your goals and the specific needs, aptitudes and interests of your class. – Clarify activity procedure and provide language support by highlighting the key structures that they are likely to need. – If students work in pairs or groups, understanding is enhanced, and more language practice is generated. – Students should first try to deduce the meaning of unfamiliar words from the context, and only then use a dictionary. The words in bold are key terms. The students can prepare a vocabulary file of important words from each unit using a vocabulary organiser like the one on page 14 of this Teacher’s Book. – After reading a section, students can build up a mind map or outline to summarise content in their notebooks. Build up a model on the whiteboard to guide them. – To check comprehension, students provide examples of key concepts. • Activity round-up. – This section is situated near the end of the unit, but specific activities can be used as soon as the content has been presented. – Students can work individually, in pairs or in groups to encourage the sharing of information and promote language use. • Know how to. – The Know how to section often highlights important contemporary world issues. – These final tasks are situated right at the end of the unit. However, some of the questions they raise should be presented earlier on so that they form a natural continuation of the work that the students have begun. For example, the question ‘What effect does population growth have on natural resources?’ (Unit 10, World population and cities), should be raised early in the unit, so the class begins their process of reflection while they are still comparing population and cities in different continents. – Focus on the main title. Ask students what type of skills the section will practise. – Students read the main text in pairs or as a whole class. Ask comprehension questions to check their understanding. – Students can work together in pairs or groups to complete the activities. Then, they present their final ideas to the class.

World population and cities 10

THINK ABOUT SOCIETY. A report about urban development in the world

World population tends to be concentrated in cities, so it is natural that the evolution of urban space is under investigation. The United Nations analyses different factors in order to make predictions about the future of urban space in the world. KNOW HOW TO… Key Competences

ENVIRONMENTAL ISSUES. What effect does population growth have on natural resources?

The impact of human activity on the environment is measured by the ecological footprint. It measures the amount of land and water people require to produce the resources they consume, and to eliminate their waste. The ecological footprint takes into account all that people consume: non-recycled products, non-renewable energy sources, soil, wood, food, etc. It relates this consumption to the Earth’s natural capacity to regenerate resources. Human consumption today requires a land surface equivalent to 1.6 planet Earths. This means that natural resources are being used 1.6 times as quickly as they are being regenerated. According to predictions from the United Nations, if the present rate of consumption continues, by 2050, we will require two and a half planets to support human demand.

Evolution of the world population In millions of people In ‰ Projection of the ecological footprint 12,000 2.4 Number of planet Earths Projections 2.5 10,000 2

8,000 1.6 2.0 Continued rate of consumption 6,000 1.2 1.5

4,000 0.8 1.0 Required reduction 2,000 0.4 in consumption 0.5 0 0

1950 1960 1970 1980 1990 2000 2010 2020 2030 2040 2050 2060 2070 2080 2090 2100 0.0 1970 1980 1990 2000 2010 2020 2030 2040 2050 Hong Kong, China. Total population Natural increase SOURCE: Footprintnetwork. SOURCE: UN, Population Division, 2016. 1 Work in groups of four. Visit http://esa.un.org/unpd/ 2 On the same website, click on ‘Growth rates of urban wup/Maps/ and click on the map of ‘Percentage urban agglomerations by size class’. 1 Study the graphs and answer the questions. 3 Read the text and answer the questions. and urban agglomerations by size class’. Study the map from 1970-1990. • What are the predictions for total population up Analyse the maps from 1970, 1990, 2014 and the • How many cities had between 5 and 10 million people? Today, more than 80% of the world’s population lives to 2050? How will natural increase change in the prediction for 2030. Compare changes in the percentage And over 10 million people? same period? in countries that use more resources than they can of urban population for the countries in each continent. renew within their own borders. These countries obtain • Where were the cities with the highest population • How much will total population increase by the year • In which countries are there the greatest changes in the extra resources they need from ecological creditor increase? And the cities with the lowest increase? 2020? How do you think this increase will affect 750528_10_p15_huella_ecologica urban population over these years? countries, which use less biocapacity than they have Study the map from 1990-2014. natural resources? available, and so have ecological reserves. • Which countries have the highest percentages of urban • Describe the two projections of the ecological footprint population today? Which countries have an urban • What was the population of the cities with the highest By comparison, in 1961, the vast majority of countries beginning in 2007. population lower than 40%? population increase? 761533_10_p20_crecimiento demogra co y proyecciones around the globe had ecological reserves. Those • What were the main changes between 1970 • Which projection is more beneficial for people numbers have slowly dwindled. Meanwhile, the • Identify cities with 10 million people or more on each and 2014? and the planet? Why? pressure on the remaining biocapacity reserves map. What are the main changes since 1970? • What measures can you suggest to help decrease continues to grow. • Which continent will have the most cities with over 10 Study the prediction for 2014-2030. million people in 2030? Where will the highest the ecological footprint? The Global Footprint Network website (adapted) • On which continent will the cities increase their concentration of cities with over 5 million inhabitants be? population the most? 2 Visit http://esa.un.org/unpd/wpp/Maps/. Move the • What does the term biocapacity refer to? cursor along the timeline to find female life expectancy 189 at birth for 2015 on the map. Then, look at the • What is an ecological creditor country? predictions for 2050 and 2090. • According to this data, how will female life expectancy 4 Go to http://www.footprintnetwork.org/ecological_ ES0000000046707 761533_Unidad10_45682.indd 189 02/06/2016 11:22:28 change? footprint_nations/ to answer the questions. • What effect will improved female life expectancy have • Which countries are the three top ecological creditors? on the Earth’s natural resources? And the top three ecological debtors? Explain.

188

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10 GEOGRAPHY AND HISTORY 2 THE INTERNET AS A RESEARCH TOOL • Before starting. – Explain that activities with this symbol require the students to carry out research on the Internet. • Collecting information. – To locate relevant information, students can input the questions posed in the activity or formulate their own. – Guide the students towards an effective use of keywords. For example, the keyword ‘Amazon’ will produce thousands of links to the online shop while ‘Amazon river’ is far more useful. – Encourage the students to be critical about what they find on the Internet, and point out that the websites of museums and educational institutions are often excellent sources of information. They should visit a range of websites. – Students should keep a record of the sources of the information they collect, and include it as the bibliography for any reports or projects. • Processing information. – Students need to express content in their own words. They should not copy and paste chunks of text from websites; explain that it is better if they prepare much shorter texts themselves. – It may be helpful to provide examples of how type size, headings, captions, correct spelling and simple uncluttered layouts facilitate understanding. • Communicating information. – Rubrics can be used to clarify presentation goals and evaluation. – Set time limits and encourage students to rehearse their presentations beforehand. – Presenters should allow time to answer questions from the class after a presentation.

GEOGRAPHY AND HISTORY 2 11 History index Geography index

Unit Introduction Contents Key Competences Unit Introduction Contents Key Competences

1 The Early Middle Constantinople, 1. The break-up of the Roman Empire • Analyse a Byzantine mosaic 7 Territorial What documents do 1. How do we study territory? • Compare two forms Ages the new Rome 2. The Germanic kingdoms • The spread of Islam today organisation we need to enter 2. What is a state? of government another country? 3. The Visigoths 3. Types of states and international relations • Is democracy making progress in the world? 4. The Byzantine Empire 4. The European Union 5. The origins of Islam 114 5. The institutions of the European Union 6. The spread of Islam

6 7. Islamic society and culture 8 World population Can child mortality rate 1. Demographic indicators: the birth rate • How does the Human be reduced? and the fertility rate Development Index relate to demographic 2 A tapestry of history 1. The Carolingian Empire • Compare texts about 2. The death rate and life expectancy Feudal Europe characteristics? 2. The second wave of invasions the Crusades 3. How do we study a population pyramid? 3. Feudalism • The use of medieval 4. Migration buildings today 4. The nobility 5. Changes in world population: developed countries 5. The peasants 6. World population: emerging and less 26 6. The Church developed countries 130 7. World population distribution 3 The High Middle Medieval universities 1. Economic growth in the High Middle Ages • The Black Death (I): Ages 2. Medieval cities analyse literary sources What is urban quality 1. Rural space and urban space • Identify urban structures • The Black Death (II): 9 Cities 3. Life in medieval cities of life? using Google Maps an investigation 2. Functions and structure of cities 4. Culture of the High Middle Ages 3. Changes in urban space • London congestion charge: 5. The rise of the monarchies a solution to traffic and 4. Cities throughout the world 44 6. The crisis of the Late Middle Ages pollution problems 5. Urban hierarchy • A debate about cities 150 6. Urban problems of the future 4 Culture and art Frescoes 1. Medieval art • Analyse Romanesque in the Middle 2. Romanesque architecture capitals Ages 3. Romanesque sculpture and painting • Analyse a Gothic painting 10 World population Why do we celebrate the 1. Africa: population • What effect does population Olympic Games? growth have on natural 4. Gothic architecture and cities 2. Africa: cities resources? 62 5. Gothic sculpture and painting 3. America: population • A report about urban 4. America: cities development in the world 5. Asia: population 5 Al-Andalus The abandoned city 1. The early history of Al-Andalus • Córdoba (I): investigate 6. Asia: cities of Medina Azahara 2. The fragmentation of Al-Andalus the Great Mosque 170 7. Oceania: population and cities 3. Life in Al-Andalus • Córdoba (II): analyse the layout of the city 4. Andalusi culture and art • The Alhambra and 11 Europe: population Manchester. Can a city 1. The territory of Europe • Paris plans for social 78 Generalife, Granada and cities reinvent itself? 2. Demographic indicators in Europe cohesion 3. Migration in Europe 6 The Hispanic The Way of Saint James 1. The origins of Christian Spain • Analyse medieval cantigas 4. Population changes and growth in Europe Christian 2. The emergence of the Christian kingdoms • Plan a walking trip on the 5. Population distribution in Europe kingdoms Way of Saint James 3. Reconquest and settlement 6. Population structure of Europe 4. The Crown of Castile 190 7. Urban population in Europe 5. The Crown of Aragón 6. The Late Middle Ages 12 Spain: territory, Spanish cities. Where do 1. The territorial organisation of Spain • Look for information 94 7. The artistic legacy population we live? 2. Spanish institutions in a municipal census and cities 3. Natural population growth in Spain • Do a survey on the family 4. Population structure of Spain 5. Migration flows in Spain 6. Population distribution of Spain 210 7. Spanish cities

Glossary 231

2 3 12 GEOGRAPHY AND HISTORY 2

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Unit Introduction Contents Key Competences Unit Introduction Contents Key Competences

Glossary 231

2 3 GEOGRAPHY AND HISTORY 2 13

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Unit ______

English My language Pronunciation Association

GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L.

14 GEOGRAPHY AND HISTORY 2 Reinforcement, Extension and Assessment 1 CONTENTS AND RESOURCES THE EARLY MIDDLE AGES

CONTENTS

FIND OUT ABOUT • The break-up of the Roman Empire • The rise of the Germanic kingdoms • The Visigoths • The Byzantine Empire • The origins and spread of Islam

KNOW HOW TO • Analyse a Byzantine mosaic • Compare maps showing the spread of Islam • Investigate the culture and art of the Visigoths • Identify Early Middle Age artistic and architectural styles

BE ABLE TO • Understand the organisation of Middle Age society • Identify the reasons behind the break-up of the Roman Empire • Assess the advancement of different kingdoms and empires in the Early Middle Ages • Identify the five pillars of Islam • Reflect on the legacy of the Early Middle Ages

RESOURCES

Reinforcement and extension Digital resources • The Germanic invasions and kingdoms • Libromedia. The Early Middle Ages • The Visigoth Kingdom • The Byzantine Empire Audio • The social organisation of the Byzantine Empire • Track 1: pp. 6-7, ‘Constantinople, the new Rome’ • The origins and spread of Islam (students and teachers) • The Hagia Sophia • Track 2: p. 22, activity 7 (students and teachers) • Track 3: p. 23, ‘The legacy of the Early Middle Ages’ Assessment (teachers) • Test of Unit 1

16 GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L. REINFORCEMENT SHEET 1. THE EARLY MIDDLE AGES 1

Name: Course: Date:

1 Complete the map. a. Draw arrows to show the invasion routes of the following Germanic tribes: • the Franks • the Ostrogoths • the Angles • the Visigoths • the Suevi • the Saxons b. Draw the frontiers of the following Germanic kingdoms in the late 5th century, then colour each kingdom a different colour. • the Kingdom of Suevi • the Visigoth Kingdom • the Burgundian Kingdom • the Frankish Kingdom • the Ostrogoth Kingdom • the Kingdom of the Vandals

2 Are the following sentences True (T) or False (F)? Correct the false sentences in your notebook.

a. The Huns were nomadic animal herders from Africa.

b. The word ‘barbarian’ means both ‘foreign’ and787328_01_p17_mundo_europa ‘savage’.

c. The Romans built fortifications along the Rhine and Danube rivers.

d. Eastern Germanic tribes became livestock and crop farmers.

e. The Roman Empire went through a period of economic splendour in the third century AD.

f. The Germanic tribes and the Romans participated in economic exchanges near the frontier.

g. The Roman Empire was divided in AD 495.

GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L. 17 REINFORCEMENT SHEET 1. THE EARLY MIDDLE AGES 2

Name: Course: Date:

1 Read the sentences about the Germanic kingdoms and circle the correct answer.

a. Society became more urban / rural than in Roman times.

b. The majority of the population was made up of warriors / peasants.

c. Most people lived in cities / villages.

d. Long distance trade declined / increased.

e. The main activities were crop and animal farming / craft and trade.

f. Monks lived in monasteries / palaces in accordance with a rule.

2 Write the correct dates. Then, number the events in chronological order.

The reign of King Leovigild: from to

The reign of King Recceswinth: from to

The Muslim invasion of the Iberian Peninsula:

The Franks expel the Visigoths from Gaul:

The Sack of Rome:

The reign of King Reccared: from to

3 What was the function of each of the following institutions in the Visigoth Kingdom?

• Aula regia:

• Dukes and counts:

• Assemblies:

4 What developments took place in the Visigoth Kingdom under each king?

a. Leovigild:

b. Reccared:

c. Recceswinth:

18 GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L. REINFORCEMENT SHEET 1. THE EARLY MIDDLE AGES 3

Name: Course: Date:

1 Write the correct dates. Then, number the events in chronological order.

Division of the Roman Empire:

The Turks capture Constantinople:

The reign of Emperor Justinian: from to

Iconoclasm:

The East-West Schism:

2 Study the map and answer the questions.

R Dnie h per i n

e Ávaros ATLANTIC OCEAN Alans Lombards

Slavs be nu Ravenna a Black Sea Burgundians D

Trebizond Corsica Constantinople Tajo Toledo Rome Visigoths Sardinia Tig ri Balearic s Islands Sicily Athens Euphra Málaga M e d te i t Antioch s Ceuta e Tangiers r Carthage r a Crete Berbers n Cyprus Damascus e Eastern Roman Empire at a start of Justinian’s rule (527) n S e a Jerusalem Justinian’s conquests

Byzantine Empire in 1025 Alexandria

Byzantine Empire in 1204

i l

Byzantine Empire in 1453 e

Cities Red Sea

a. What was the capital of the Byzantine Empire?

b. What is this city called today? In which modern-day country is it located?

c. Who ruled the Byzantine Empire during its most successful period? 761533_01_p14_Imperio_bizantino d. Write the names of four major cities in the Byzantine Empire.

e. Who expelled the Byzantines from the Iberian Peninsula?

f. In which year did the Byzantine Empire end and why?

GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L. 19 REINFORCEMENT AND EXTENSION SHEET 1. THE EARLY MIDDLE AGES 4

Name: Course: Date:

1 Write the correct dates. Then, copy and complete the timeline with the events.

• The death of Muhammad: • The Umayyad Caliphate: from to

• The Abbasid Caliphate: from to • The Orthodox Caliphate: from to

• The Hegira: • The Conquest of Baghdad:

570 632 661 750 1258 600 700 800 900 1000 1100 1200 1300 1400 1500

2 Complete the map.

787628_04_p20_LT Samarkand F RANKS SLAVS Caspian Zaragoza Black Sea Kabul ARMENIA Sea BYZANTINE

PERSIA EMPIRE MEDITERRANEAN

SYRIA SEA

Arabian OMAN

Sahara Desert aeS R de ARABIA Desert I N D I A N

O C E A N

• Colour in green the Muslim territories at the time of Muhammad’s death.

• Colour in blue the conquests of the Orthodox Caliphate.

• Colour in orange the conquests of the Umayyad Caliphate. • Colour in purple the conquests of 787628_01_p20_civilizacionesthe Abbasid Caliphate. • Add the following cities: Mecca, Damascus, Baghdad, Cordoba and Constantinople.

• Underline the capital cities of the Umayyad and Abbasid Caliphates.

3 Answer the questions.

a. What is the sacred book of Islam called?

b. Which religious figure leads prayer in a mosque?

20 GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L. EXTENSION SHEET 1. THE EARLY MIDDLE AGES 5

Name: Course: Date:

1 Study the images of the Hagia Sophia in Istanbul, the ancient city of Constantinople.

a. Search for the meaning of the following architectural terms: pillar, dome, minaret, nave, and column.

b. Use these words and the images to describe the interior and exterior of the Hagia Sophia to a partner.

2 Look for information on the Internet about the construction of the Hagia Sophia and prepare a timeline.

• Your timeline should begin in 532, and end in 1935.

• Include information about the Hagia Sophia during Christian and Muslim periods.

• Include information about the changing elements and reforms to the church.

3 Choose one of the following inventions from the Byzantine Empire. Look for information on the Internet and prepare a short report.

The fork The Cyrillic alphabet

Name: Course: Date:

1 Explain the meaning of the following terms.

• Barbarian:

• East-West Schism:

• Aula Regia:

• Mosque:

• Basileus:

2 Study the map and answer the questions. s

o x S a Angles Slavs ATLANTIC Cambrai Thuringians FRANKISH C

OCEAN KINGDOM a Lombards s Alamans p i a n BURGUNDIAN OSTROGOTH KINGDOM S ea KINGDOM KINGDOM OF THE KINGDOM GEPIDS OF Toulouse Ravenna Black Sea SUEVI VISIGOTH Constantinople KINGDOM Rome Toledo EASTERN ROMAN

EMPIRE

KING M DOM e OF d TH it E er V ra A ne N an Sea D A L S Alexandria

a. When was the Roman Empire divided into two parts? Who was responsible for this division?

b. Which part was occupied by the Germanic peoples?

c. Which kingdoms were created in the Iberian Peninsula?

d. Which kingdoms shared a frontier with the Eastern Roman Empire?

761533_01_p16_pueblos_germanos

3 How did the Romans influence Germanic populations in the following areas?

• Language:

• Law:

• Religion:

4 Complete the text with the words in the box.

Hagia Sophia trade Justinian Western Code of Justinian Gold

The Byzantine Empire went through a successful period under the Emperor (a) .

Much of the (b) Roman Empire was recaptured, and under the renewed empire,

Many beautiful buildings, such as the (e) Church, were built in Constantinople.

A compilation of laws called the (f) was applied throughout the empire.

5 Write a short description of each of the five pillars of Islam.

• Faith:

• Prayer:

• Pilgrimage:

• Fasting:

• Charity:

6 What was the role of each of the following Islamic officials?

• Vizier:

• Qadi:

• Wali:

• Emir:

• Caliph: