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