Research Best Practices

Instrumental Language and ICT Resources

Content and Language Integrated Learning

RESEARCH BEST PRACTICES

INSTRUMENTAL LANGUAGE AND ICT RESOURCES

FOR

CONTENT AND INTEGRATED LANGUAGE LEARNING

An Educational Proposal by Carlos Fuertes

CONTENT History

LEVEL Secondary

Research Best Practices CLIL and ICT Group http://www.uv.es/clil University of Valencia Copyleft, 2016 – Carlos Fuertes Doñate

The peninsular Christian Kingdoms

Content

BASIC DESCRIPTORS 7 UNIT DESCRIPTORS...... 7 LESSON DESCRIPTORS...... i ABSTRACT...... ii CONTENT...... 1 The consolidation of the crowns of Aragon, Castile and the expansion through South. 1 GLOSSARY (A – Z)...... 4 INDEX...... 5 SELF-ASSESSMENT...... 4 DOUBLE BLIND PEER REVIEW...... 5 FIRST REVIEWER 5 SECOND REVIEWER 5

BASIC DESCRIPTORS UNIT DESCRIPTORS

. To introduce the term and of “reconquest”. . To understand the consolidation and political, social and economic development of the different Christian kingdoms . To make writing about what a Christian and a in the Iberian Peninsula. Besides, to understand the struggle Muslims could see in their cities, what kind of

against the Islam. problems and activities they could live in their Teaching . To know and identify the borders of the Christians day a day. Sort of role-playing written. Objectives kingdom’s expansion, the economy in the conquest process, Final Task repopulation and “parias” system as well. . To know the different social groups in the Iberian Peninsula, their interrelations and dependences. . To understand the conflicting between Christians and Muslims.

Assessment

Criteria

. Mathematical competence and basic science and technology competences. . Competence to learn to learn. . Check that they’re capable to explain the differences between the Christian kingdoms and the al-Ándalus. Key . Conscience and cultural expressions. . To develop a critical vision in the Christian conquest process and to Competences . Linguistic communication competence. understand the specific terminology through the primary and . Digital competence. secondary resources analysis. . Sense of initiative and enterprenour. . Check that they’re capable to recognise the different social groups and . Social and civic competences. their coexistence as well as their struggles. . To distinguish the main characteristics of the romanic peninsular art through analyse the most important architectonic and paintings expressions. . Prezi presentations. . Student’s book. . Videos, pictures and primary sources. Materials . Reenactment items. Resources

. Origin and development of the northern Christian kingdoms . The consolidation of the crowns of Aragon, Castile and the expansion through South. . Social, political and economical features of the crown of Castile. . The crown of Aragon: its formation, expansion towards the Sharq al-Andalus . Repopulation and the parias system. . Social, economical and political features of the Crown of Aragon. . The peninsular romanic and its importance on the Saint James road.

. To identify the main features of the . Co-operative work and pair work. medieval times lives. Content . Identify and develop arguments about similar . To check if their thoughts of beforehand of words in Spanish, English and ancient Arabic. this unit has been changed. . To know and understand the medieval art manifestations and its cultural value. . To develop their own arguments about Student . To understand the political, social and this social, political and economical Cognition Learning Culture economical reality of the feudalism and its processes. interaction with the Muslim world. . To verify their knowledge, make some Outcomes . day-to-day exercises. . . Comm unication

Language for the topic Language for interaction ...... Vocabulary Structures ...... Key vocabulary:. feudalism, . Primary sources like poems,. chronicles and pictures. . Interaction: Christianity, Islam, expansion, . Secondary sources of historians making their own different sights about the same matter. . Teacher-pupils. conquest, Reconquest, parias, . Archaeological evidences to show the cities organization, humans remains, . Student-student. vassalage, chapiter, column, etc. . Student-group. statue, picture, painting, frescoes, . Newspaper retails to make History near nowadays. . Some passages of some historical writers to take a look at the wrong and . Group-group. farming, crafting, merchant, good facts written in their works. . Students machine. noblemen, noblewomen, peasant, . Express cause-effect: When the Christians fought against the Muslims in Student machine farmer. Valencia, this city felt down under the king’s banners. . Compare: brighter, greater, bigger, smaller, heavier. . Ask and answer questions: Why, what, because. . Conclusion: Therefore, thus.

LESSON DESCRIPTORS

Lesson: 1 Unit: The Peninsular Christian kingdoms . . . . . Learning Outcomes

...... Content Communication Cognition Culture ...... Origin and evolution . To Express cause- . To develop their own - To understand the political, . . . . of the Peninsular effect. arguments about this social and economical reality of the feudalism and its Christian. Kingdoms. . . . social, political and interaction with the Muslim economical processes. . . . world.. .

. What do they know about how medieval people lived? Do they know something about Introduction/ peasants, farmers and nobles? Revision . Try to recap some information about the economical main features from the Roman Empire.

. Images about farming and some harvest: what do they do? Why? How? Warm up . Images about some wars and fights: why do they fight against each others?

Activities

. Work to think: what kind of activity is war? Is it lucrative? Why? . Why is so important to have under their control so many cities? And lands? . Work in pairs: search a bit about how do the medieval peasants take vassalage on their lords: why is so important this action? . Work In groups: through two texts try to defend a vision or another depending on the text: Main conquered Muslims and conqueror Christians. Activities

. Search about how is organizad a Muslim town and a Christian one: what’s the difference? Why Wan t to know/ do you think so? Justify your answer. Rein forcement/ . Type on google Liber feudorum maior. What’s that? Why is it so important? . Make a resume about every aspect seen on class: kingdoms, economy and society; how the E xtension medieval people lived?

. Describe: how is organized the peninsular kingdoms society? What where their main

A ssessment/ economical activities? . Do you think there’s still some similar features today? Reflection Reflection

. Prezi presentation. Materials/ . Primary source –text-. Resources . Secondary source –text-. . Video on YouTube.

ABSTRACT

New trends have arisen since several decades ago about the polemic term of Reconquest. Mixed with political and economical matters, new generations of researchers and teachers have decided to move on and change our sights. Besides, medieval ages are one of our bases to understand our current societies so it’s impelled to study such a difficult period of time properly in order to achieve a good comprehension about the hard relationship between Muslims, Christians and Jews and, on the other hand, different struggles between Christian kingdoms. Therefore, we need to introduce this topic in a proper way using new technologies, new trends and, above all, in a integrated language way.

Research Best Practices Dr. Jose Saiz Molina

CONTENT

The Peninsular Christian kingdoms

Since several decades ago, researchers have established new trends about the period known as Reconquest. It has been demonstrated the political use of this term in order to link Christian and nationalist sights on this matter. Therefore, to change this vision and traditional way of teaching the 13th century in the Iberian Peninsula we’ll try to teach in a different and critical way. Besides, as a CLiL unit, we’ll use different and a bit specialised vocabulary to approach to these historical matters and we’ll do some exercises through a good blog made by a History Teacher, in order to recycle information and stay in touch with other teachers.

The consolidation of the crowns of Aragon, Castile and the expansion through South.

The new kingdoms in the northern Hispania started to consolidate themselves through their expansion towards south, it is, the Muslim Hispania or al-Ándalus. This new kingdoms became two main crowns which will try to gain the most territories the better. Besides, this context will be a great influence to develop a new society and above all, economy: war, pillage and looting. In this lesson, we’ll try to make them understand how the medieval society in the Iberian Peninsula was structured by force, violence and hierarchy. At the same time, a new social group arose all along the main cities trading and developing again commercial routes. Therefore, the Crowns of Aragon and Castile consolidated their positions through military expansion as well as commercial. Even though, the conquest of Muslim territories didn’t stop at all. On the contrary, this situation became the motor of new expansions.

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Besides, we’ve got to talk at this point about the important role played by the Church which consolidated their possessions, power and influence through the Holy War proclaimed by them. Let’s get started with the lesson.

After the Muslim conquest of Hispania, the Iberian Peninsula became al- Ándalus, a new province of the Muslim caliphate. They advanced, it appears, following up the rivers so they arrived to the main cities of Hispania and conquered them by surrendering or after a short siege. Therefore, in just three years, the Muslims conquered what the Romans took for centuries. But, what happened with the Christians? Many of them became Muslims with some privileges on their rents but others decided to move to the North of Hispania in order to become protected by the last Christian kingdoms. These kingdoms resisted against the advance of the Muslims by force and skirmishes so, in 722 the Christians defeated the Muslim army in a great skirmish in Covadonga. We can recognise some kingdoms during this period of time between 711 and, above all, 1064: Castile, Aragon, Navarre and Catalonia. Today, we’re going to focus on Aragon and Castile. This kingdom was always fighting against Muslims but also against French due to proximity. We’ve got few resources to study this period of time but we can know a bit more during the 11th century. Thus, we know how important was war to establish their kingdom in better places and not just in the mountains of the north: they conquered Zaragoza in 1118. They moved their borders towards south and in the 13th century, in 1212 a coalition of the main Christian kings defeated the Muslim army in the battle called las Navas de Tolosa. Since that moment on Aragon conquered all the Eastern territories of al-Ándalus. On the other hand, Castile was previously divided in two kingdoms: Castile and León, so they had their own kings and territories, most of the times fighting each other. They conquered Toledo in the 11th century and after that they always move their borders towards south conquering territories to the Muslims.

Take a look at this video: it will show you a bit more about the expansion of these Christian kingdoms and secondly, take a look at the pictures: how hard were the medieval times? 1) https://www.youtube.com/watch?v=DuL5F4Dzu4k

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Finally, let’s read some additional information and do some questionnaires on this webpage: - http://expansioniberiankingdoms.blogspot.com.es/2016/04/the-expansion-of- iberian-medieval_28.html As you’ll see it’s focused on the Valencian Kingdom and its History, let’s go deeper on our knowledge on this matter!

GLOSSARY (A – Z)

[ Glossary – Vocabulary ]

1. Bourgeoisie noun bur zhwa zi - The middle class.

2. Church noun chuhrch - A building for public Christian worship.

3. Conquest noun kan kwest [or] kang kwest -The act or process of conquering. synonyms: defeat, subjugation, vanquishment 4. Expansion noun ihk spaen sh n - The act or process of increasing in size or extent.

5. Feudalism noun fyu d lih z m - A system of economic and political organization, as in Europe in the Middle Ages, in which landholding lords granted lands to vassals in return for service and homage.

6. Hierarchy noun haI r ar ki - A body of persons or entities graded according to rank or level of authority.

7. Loot noun lut - Goods and valuables taken by pillaging or plundering, usually under conditions of war or general disorder; spoils. synonyms: booty, pillage, spoils 8. Pillage transitive verb pI lihj - To openly and forcefully seize goods from, as during a war; plunder. synonyms: despoil, loot, plunder, sack

INDEX

Ch L

Church, 2 looting, 1

C P conquest, 1 pillage, 1

E R expansion, 1 Reconquest, 1

H hierarchy, 1

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APPENDIXES

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SELF-ASSESSMENT

Once we realised that every child has its own development in learning, we could go through different approaches to our work. We’re not going to evaluate just memory contents but also some competences. If we were able to read every writings made in English to contribute their own integrated way of learning we’ll see how many competences they’ll be developing.

Therefore, we’re going to take as a basis their ability to take a proper sight about the contents we’ve talked about. We’ll evaluate their redactions and their answers and we’ll check out: solidarity, sense of justice and injustice among population, etc.

Probably we’re not used to do that way, but let’s make a twist on our normal way of evaluating ourselves through personal tests and let’s do it through their activities and thoughts about the matters we’ve talked about. Through different methodology as teaching with explanations from the teacher and working by themselves, the students will gain their own knowledge in a different way. How to evaluate ourselves? Every time the students focus their attention on feelings mixed with knowledge, we’re in the good path of making knowledge vivid. We’ll evaluate if their contents are the same we taught and the same they saw on the blog given to them. Therefore it’s not just a matter of numbers but also attitudes to evaluate.

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DOUBLE BLIND PEER REVIEW

FIRST REVIEWER

SECOND REVIEWER

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Research Best Practices University of Valencia http://www.uv.es/clil Copyleft 2016