DEMO
3
SECONDARY EDUCATION
Geography and History M . Bur go s , M . C. M uñ oz-D el gad o
T e a c h e r’s G u i d e
Building
Blocks
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, Paloma Rodríguez Esteban, Emma San José, Deborah Spencer, Denise Suárez. The following people have also contributed to this book:
Editorial team: Eduardo Agulló, Carmen F. Picatoste, Begoña Fuente Larrazabal and Pilar Roig.
Design, technical drawings and maps: Patricia G. Serrano, Juan Carlos Quignon, Miguel Á. Castillejos, Miguel Ángel Díaz-Rullo, Míriam Arribas, José M.ª Gil and Rosario Regaño.
Illustrations: Gracia Artigas, Arturo Asensio, Paul Coulbois, Rosalía Martínez and Carlos Moreno.
Layout: J&M Artes gráficas. Graphic edition: Elena Achón. Translation: Deborah Ether-Spencer Photographs: Age Fotostock, Aisa, Agencia EFE, Alamy / Cordon Press, Album, AP Photo /
Gtres, Archivo Anaya (Arnold, B. / ISOPIX / IPA Press; Astar, M./IPA Press; Balaguer, T.; Bosavy, K.; Boé, O.; Candel, C.; Cantó, M.; Cosano, P.; Cruz, M.; García Pelay, Á.; Gómez-Miguel, V.; Hernández Moya, B.; Lacey, T.; Leiva, Á.; Lezama, D.; Martin, J.; Martín, J. A.; Marzin, P.; Nosti, N.; Ortega, Á., Osuna, J.; Padura, S.; Peña Tejera, G.; Peñuela Py, E.; Quintas, D.; Ramón Ortega, P. - Fototeca de España; Steel, M.; Sánchez, J.; Umbría, J. /IPA Press; Valls, R.; Villaboy, N.; Vizuete, E.; Vázquez, A.; 6 x 6 Producción Fotográfica), Cordon Press, Dreamstime/ Quickimage, Europa Press / Agencia Contacto, ESA, Getty images, Gtres, Istock / Getty images, Instituto de la Mujer de Castilla-La Mancha, NASA, Prisma, Scala, 123 RF and colaboradores.
Academic and Professional Orientation: created in conjunction with Fundación Bertelsmann. Coordinator: Juan José Juárez Calvo. Expert collaborators: Sara Lozano Santiago, Belén Pérez Castro and Pilar Vázquez Hernández.
Commitment to Sustainable Development Goals Our publications contain carefully selected content, illustrations and language to comply with non-discrimination on the grounds of gender, culture or opinion. Grupo Anaya considers social and environmental responsibility to be one of its fundamental values. For this reason, we are committed to: · continually improving our contents and materials related to the environment. · reducing our carbon emissions. · using natural resources responsibly. · making sure that our activity has no negative consequences for endangered forests. These commitments, among others, mean that 100% of the paper used in our books has the PEFC label. Important information: The activities proposed in this book should be completed in a separate notebook or on sheets of paper, not in the book itself. The links to webpages which appear in this book have been checked before printing. The publisher cannot be liable for any changes or modifications which occur after the date of publication.
© GRUPO ANAYA, S.A., 2021 - C/ Juan Ignacio Luca de Tena, 15 - 28027 Madrid. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publishers.
Scope and sequence Building Blocks and the project keys ..............................
4
Our project ........................................................................................
6
Units, Applying skills and Learning to learn
1. The beginning of the Modern Age. 15th and 16th centuries ........................................................
8
Applying skills: Magellan-Elcano ........................................
19
2. The beginning of the Modern Age in Spain and America ............................................................................
22
Applying skills: Mayan civilisation ........................................
32
3. The 17th century in Europe and Spain ..................... 34 4. Economic activities and geographic areas ........ 46 Applying skills: I want a motorbike! ....................................
56
5. The primary sector. Agrarian spaces ...................... 58 Applying skills: Ecological .......................................................
68
6. The secondary sector. Industrial spaces .............. 70 Applying skills: Offshoring .......................................................
83
7. The tertiary sector. Areas and activities .............. 86 Applying skills: Small businesses at risk ...........................
95
8. Economic activities in Europe. The three sectors ............................................................................
98
9. Economic activities in Spain ........................................ 106 10. Natural resources and environmental impact .... 116 Applying skills: Urban heat island ........................................
125
11. Socioeconomic inequalities and World conflicts ......................................................................................
128
Applying skills: Dalits, “The Untouchables”? .................
138
Learning to learn ...........................................................................
140
BUILDING
BLOCKS
A project that is rooted in skills-based learning and the development of student commitment within the realities of available time.
Building Blocks is a new skills-based approach, with the utmost curricular rigour and a coherent and coordinated content sequence in the areas throughout the entire educational stage. It promotes linguistic communication skills, which are essential for assessing the knowledge that allows us to understand the world around us and develop social awareness. Building Blocks offers the possibility of incorporating active methodologies, using cooperative learning and thinking strategies, promoting personal and social skills for emotion management and the development of entrepreneurship in a flexible way. It attends to academic and professional orientation, whilst embracing equality and inclusion, all within the framework of the Sustainable Development Goals that we must keep focused on over the coming years.
Project keys SDG
SDG Commitment Establishes
the Sustainable Development Goals as a framework for learning that prepares students towards committed citizenship.
Developing thinking Proposes
strategies to stimulate reflection, “learning how to think” and the development of critical and creative thinking habits.
Cooperative learning Offers techniques to develop the skills that allow us to work together and efficiently in a diverse society.
Emotional education Offers emotional management tools to face the challenges of this complex educational stage.
Enterprising culture
Promotes entrepreneurial thinking in its three dimensions: personal, social and productive.
ICT Integrates the use of ICT in the learning process itself in a responsible, intelligent and ethical way.
Academic and professional orientation Helps students to get to know themselves, to understand the environment and to make decisions that allow them to confidently enter the labour market.
Assessment Incorporates strategies that allow students to participate in the assessment of their learning, analysing “what they have learned” and “how they have learned it”.
Linguistic Plan Develops communication skills both written and spoken and the tools needed to describe, present, instruct, comment, defend or refute ideas.
Our project The STUDENT’S BOOKS Adjusted to the curricular development of our community, both content and activities contemplate human and social reality from a global and integrative perspective. The course uses a skills-based methodology, allowing us to express our commitment to the Sustainable Development Goals while enabling the growth of skills and aptitudes demanded by society. Knowledge of society throughout history is undeniably essential for understanding today’s world and its diversity.
THE DIGITAL PROJECT for teachers The web www.anayaeducacion.es The teacher’s website is a tool that facilitates and enriches teaching work. With it, you can adapt the contents to the needs of the students through additional resources or reinforce the most relevant educational aspects: • Course plan, the teacher’s guide and project information. • Diversity and inclusion, to meet the diversity of students’ motivations, interests and learning styles through: - Key concepts and additional worksheets. - Extension and Practice worksheets and competence development worksheets. - Other resources. • Assessment, a core value of the project, is supported through: - Predesigned assessment tests and records. - Specific documentation. - Assessment tools. • Resource bank, with concept maps, blank maps, Pelicuteca, Librarium, art dictionary, Language Bank, Create and more. • Language Bank: created to further develop the four linguistic skills (speaking and writing, productive skills, and reading and listening, receptive skills), this new educational tool accurately supports the linguistic plan and can be used both by the teacher and the language assistant. • Create: fun cross-curricular projects which contribute to integrating and exposing students to different curricular contents and developing their English skills. These projects show the students that what they’re learning isn’t just in the classroom, but found in everyday lives.
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Teacher’s guides There is a teacher’s guide for each student book with the solutions to the activities, methodological guidelines, suggestions for applying the project keys, etc.
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The digital book All Building Blocks books have a digital version. You can download the entire book or download it by units, with all its resources or in its lighter version (without the largest digital resources), which allows offline and online use. The resources of each unit are grouped by type and allow direct access to the web resource bank and the Teacher’s guide.
And for the s tudents? Resource bank
at www.a nayaeduc acion.es con: • Resourc es related to th e p ro • Feature ject keys. d resourc e materia l. • Resourc es for ea ch unit. Digital b ook A digital version o f the textb be down ook that loaded in can full or by its resourc units; wit es or a lig h all h ter versio the heav n (withou iest digit t al resourc es).
1
The beginning of the Modern Age. 15th and 16th centuries
Unit presentation
The study of the Modern Age begins with a presentation of the international changes that took place politically, economically, socially, culturally and artistically with respect to the preceding medieval period. First, geographical discoveries are discussed, we look into their causes and how the known world expanded. Then, the main changes that took place in Europe during the Modern Age are discussed. This includes: the birth of the modern state, population growth, the progress of the economy, social changes, the breakdown of religious unity due the Protestant reformation and the Catholic counter-reformation; characteristics of the new humanist way of thinking; and the architectural, sculptural and pictorial contributions of the Renaissance.
Resources and materials For this unit, alongside the Student’s Book and the Teacher’s Guide, the digital resources are also useful and are available on the Anaya website.
General suggestions Methodological approaches that help develop speaking and writing skills are essential for this project. The following suggestions are therefore proposed:
Encouraging reading, and developing reading comprehension and speaking and writing skills At the beginning of each section, students should be left to read each of the epigraphs individually to begin with, followed by reading them out loud to the whole class. This will promote comprehension and enhance an interest in group reading. Related to reading skills is that of expressing oneself correctly, both orally and in writing. We can take advantage of some of this unit’s content by allowing students to make oral and written presentations, this will improve their vocabulary proficiency and they will learn to put their ideas in order.
Encouraging the use of ICT Today’s new technologies have become technologies for learning and knowledge. It is important to incorporate different learning devices into the classroom, such as PCs, laptops, tablets and digital whiteboards. This unit favours methodological approaches that encourage the use of ICT, helping students acquire digital citizenship skills. Such skills include searching for information on the Internet, using a word processor, doing digital presentations and using the computer’s calculator.
Values education In every unit, we present students with a different value through the Sustainable Development Goals (SDGs). These values include respect for the environment, sustainable use of natural resources, reduction of inequality, and gender equality. 8
Contents and competences Contents of the unit Opening pages • Beatriz Galindo 1. The Modern Age • Changes in the 15th and 16th centuries 2. The discoveries (I). Causes behind the process • Political and economic causes • Scientific and technical causes • Religious and ideological causes 3. The discoveries (II). Journeys and travellers • The Portuguese explorations • The discovery of America 4. The birth of the modern State • The authoritarian monarchies 5. Economic transformations and social changes • Demographic growth • Economic growth 6. Change and religious conflicts. Reformation and Counter-Reformation • The causes of the Reformation 7. Humanism. The new vision of mankind • Characteristics and new areas of thought 8. The Renaissance in Italy (I). Architecture • Characteristics and periods 9. The Renaissance in Italy (II). Sculpture and painting • Quattrocento and Cinquecento 10. The Renaissance beyond Italy • The Flemish school. Germany and France Review Protagonists Applying skills • Magallanes y Elcano
Key competences CLC DC CLC SCC LL CLC SCC DC
CLC SCC SIE CLC SCC LL CLC SCC LL CLC SCC LL
CLC DC LL SCC CAE SCC CAE
SCC CAE LL, SIE CLC, CMST CMST CLC
KC: Key competences; CLC: Competence in linguistic communication; CMST: Competence in Mathematics, Science and Technology; DC: Digital competence; LL: Learning to learn; SCC: Social and civic competence; SIE: Sense of initiative and entrepreneurship; CAE: Cultural awareness and expression.
Cooperative learning Let’s check. With the cooperative learning activity “Let’s check”, the teacher could suggest different working methods that encourage interaction between students. SDG commitment
PROJECT KEYS Linguistic plan • Improve Listening and Reading (receptive skills) • Improve Speaking and Writing (productive skills) SDG commitment • Quality education • Equal opportunities • Ending hunger Developing thinking Techniques: • Travelling in space and time • I see, I think, I ask myself • Stories board Cooperative learning Techniques: • Let’s check • Puzzles Emotional education • Emotional awareness: becoming aware of our and other people’s emotions through reflection Enterprising culture • Creativity and creation (personal dimension): proposing different solutions. Generating new projects TIC • Worksheets on Language Bank (Speaking) • Worksheets on Language Bank (Writing) • Worksheets on Language Bank (Create) • Worksheets for diversity and inclusion • Worksheets for working on competences • Concept map: “The Modern Age” • Blank maps: Access to blank maps from different territorial areas to carry out the activities in the Student Book • Librarium: Access to written works on history • Pelicuteca: Access to films or documentaries about subjects related to history • Characters: Access to curiosities about the protagonist who introduces the unit • Visual dictionary of art terms Assessment • Review • Applying skills • Preparing a portfolio
This double page covers SDG 5. Students can view Targets 4.6 and 5.5 of SDGs 4 and 5.in the resource bank at anayaeducacion.es
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Speaking
The beginning of the Modern Age. 15th and 16th centuries
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.
Beatriz Galindo
4 Some of the geographical discoveries and scientific advances
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
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.
Reading and listening
This morning I went to see my benefactor. He wants me to paint a portrait of his beautiful daughter.
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
BANK GE BANK LANGUA LANGUAGE BANK GE BANK GE BANK LANGUA LANGUAGE NK LANGUA BANK 29 BANK GE BA GE BANK LANGUA LANGUAGE NK LANGUA LANGUAGE BANK NGUAGE BA UAGE BANK NGUAGE LA LANG
in History?
anayaeducacion.es Go to the SDG 4.6 and 5.5 resources.
LA
The beginning of the Modern Age. 15th and 16th centuries Suggested methodology We suggest starting with a reading of the text about the life of Beatriz Galindo. Beatriz Galindo had an outstanding career at the court of Isabel la Católica, the queen of Castilla. She educated the Queen’s children and was counsellor to the sovereign. The questions raised in the “Reading and listening” can be solved using the Cooperative learning tools. We suggest playing a game which consists of students using their mobile, tablet or laptop to solve some of the questions raised in Activity 1 and 2 individually and later sharing the solutions in small groups and reaching a conclusion. Lastly, the opening pages are completed by improving the two productive linguistic skills (Speaking and Writing). This allows us to check students’ knowledge and, at the same time, analyse content using a second language as the vehicle of communication.
In this unit This section shows the contents to be addressed in the unit. In this way, students learn the general structure of the content. The content has been structured into the following sections: the beginning of a new historical period, the fifteenth and sixteenth centuries, geographical discoveries, the birth of the modern state, religious changes and conflicts, humanism and its spread and Renaissance art. • In the “Reading and listening” section, students will start reading and listening to an introductory text about the life of Beatriz Galindo. The aim of these readings is to give accurate evidence of the contributions of women in different fields of knowledge. While listening to the text, the teacher will focus the students’ attention on the stress, rhythm and intonation of words and whole sentences. Then, students will answer questions related to the text. • In the “Speaking” section the aim is the development of student’s skills to communicate in English on issues related to Geography and History. In this case they will talk about the geographical discoveries and scientific advances in the Modern Age. In the web resources you will find the Language Bank which will help students with the grammatical structures and vocabulary required for the activity. • In the “Writing” section students will improve their skill in both quantity and quality. In this case they write a diary of an artist. In the web resources
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you will find the Language Bank which will help students structure their writing and there is an example to follow as a guide. • Students are invited to go to anayaeducacion.es, where they can watch videos about the Sustainable Development Goals in the Education 2030 Agenda. The targets covered in this unit are Target 2.1 of SDG 2 which addresses the problem of hunger, 4.6 on the literacy of the population and 5.5 on the full equality of opportunities for women.
Answer Key Reading and listening 1. a) Culture and humanities. b) She was the governess of the Infantes. c) La Latina, because of her knowledge of Latin. d) A new way of thinking. e) Thanks to the printing press. 2. It is an invention that allows the mechanical copy of texts. It helped to spread ideas and was particularly important in the expansion of the Reformation.
The Modern Age
Unit 1
1 THE MODERN AGE
The start of the Modern Age 1563
Worldwide changes. The extension of the known world and the major colonial empires 1
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:
Azores
Copernicus develops the heliocentric theory
Territories:
Madeira Islands Canary Islands WEST INDIES
Michelangelo paints the Sistine Chapel frescoes
Known
AS IA
Cape Verde
AFRICA
BRAZIL
SOUTH AMERICA
Suggested methodology
PA C I F I C
PHILIPPINES
OCEAN Sao Tomé
OCEAN
Henry VIII declares himself head of the Church of England
Unknown
Little known
CHINA
INDIA
PA C I F I C
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.
EUROPE
NORTH AMERICA
EAST INDIES
AT L A N T I C OCEAN
INDIAN
SPICE ISLANDS
OCEAN
2 Spanish territories Portuguese territories
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.
0
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
1 500
3 000
4 500 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
• 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.
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
➜ 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
by the Protestant Reformation and gave rise to a number of serious armed conflicts known as the ‘wars of religion’.
1 Match these dates to a historical event and explain
1453
Capture of Constantinople by the Turks
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? Organising information
Understanding historical reality
➜ 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.
3 These terms refer to periods within the Modern
Dealing with temporal information their significance in relation to the Modern Age: 1789, 1492 and 1453.
➜ Western religious unity collapsed. This rupture was prompted
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
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
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SKILL 31
Developing thinking Traveling in space and time (TST). In the resource bank at anayaeducacion.es students have access to the “Travelling in space and time” strategy, which, like activity 4, favours projection and comparative analysis.
We start by defining this new historical period of study: The Modern Age, by identifying its beginning and end dates. We can inform students about the importance of two historical events that took place at the beginning of this period: 1453, the date when the Turks captured the city of Constantinople causing the end of the Byzantine empire (which produced a great commotion in the West, since it was also thought to be the beginning of the end of Christianity), and 1492, with the discovery of America, which is associated with the name of Columbus and which led to new geographical discoveries. To address international changes, different events can be united for example: the capture of Constantinople by the Turks disrupted Europe’s trade routes with the Far East. This forced them to look for alternative routes to get spices and luxury products from India and China which, in turn, led to a power struggle between the great European states.
Answer key Skills progress 1 1789, the French Revolution and the end of the Modern Age; 1492, the discovery of America and the beginning of the Modern Age; 1453, the capture of Constantinople by the Turks and the beginning of the Modern Age.
2 Baroque: 17th century; Renaissance: 16th century; Absolutism: 18th century. 3 Students are expected to understand the concepts and explain their differences. An age is a historical period which spans over several centuries, its beginning and end is determined by a date, while a period refers to a period of time that is characterised by more or less homogeneous features within an age (such as an artistic, literary, philosophical movement …). Historians divide the study of history into periods to distinguish or differentiate common features that are important enough to be distinct from other periods.
4 With this activity we can see if the students know what changes distinguish the Modern Age from the Middle Ages. Middle Ages Byzantine Empire
Disappearance of the Byzantine Empire
Known world: Europe, East Asia and North Africa
Known world: Europe, America, Africa and Asia
European kingdoms
Fight for European hegemony: Spain
Political
Feudal kingdoms
Authoritarian monarchies
Economy
Feudal
Commercial capitalism
Religion
Religious unity
Rupture: Protestant Reformation
Culture
Medieval
Humanism and Renaissance
International
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Modern Age
The discoveries (I). Causes behind the process
Unit 1
2 THE DISCOVERIES (I). CAUSES BEHIND THE PROCESS
Old and new routes
Nautical instruments and new ships Nautical equipment When far out at sea, the sailors of the period used simple but efficient instruments.
Quadrant
Sand clock
The extension of European knowledge of the world and the exploration of new geographical spaces is due to a range of causes.
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.
ã 2.1 Political and economic causes
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.
A
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.
➜ 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.
Astrolabe
Portolan chart
➜ 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.
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).
The causes of the great discoveries of the time are very varied. Due to its historical importance and how suggestive the subject usually is for students, it would be a good idea to give some additional information about some of the causes, such as the implications of the Turks capturing Constantinople in 1453.
The caravel, a new type of ship Triangular sail to tack with greater ease
Three masts to sail quicker
➜ 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
Square sails to provide greater speed
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. Go to search for information on the Internet and press.
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Suggested methodology
Compass
B
High gunwale to withstand powerful waves
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.
Large hold to store merchandise
SKILL
anayaeducacion.es Remember you have worksheets to improve your digital citizenship in your resource bank.
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“The fall of Constantinople marks the birth of the Turkish-Ottoman empire; Greek intellectuals take ancient culture to Italy; Europeans no longer have access to the Black Sea and thus lose their communication channel with India, and they begin the search for a new one that will lead to new discoveries”.
ICT Activity 3 encourages the use and management of new technologies since it allows learning through devices such as a computer, laptop, tablet or mobile.
Answer key Skills progress 1 The following causes should appear in the diagram: Political: increased power of kings. Economic: new trade routes. Technical: new technical instruments such as the compass and the astrolabe; the advancement of cartography (world maps and portolan charts) and new ships, such as the Carrack (Nao) and the Caravel. Religious: the fight against infidels and the spread of Christianity. Ideological: the desire for adventure, fame and wealth and humanist veracity.
2 (CHINA) The Chinese collected the spices from the Eastern islands and delivered them to the port of Malaca (MALASIA). Here Arab merchants transported these products to INDIA. They then transported the spices to the Mediterranean basin, following two routes: a maritime route along the coast of ARABIA and the Red Sea that entered into EGYPT and a land route, through the Persian Gulf (PERSIA), that reached IRAN, IRAQ, the ports of Damascus (SYRIA) and Constantinople (TURKEY), where Italian merchants transported the merchandise to Venice, Genoa and the rest of Europe.
3 This activity encourages students to look for information and explain it in writing in a coherent way. Open answer. – Jacob’s staff. You can see one at the Royal Academy of Mathematics, in MUNCYT: http://www.muncyt.es – Nocturnal. You can see one at the Virtual Science Museum, at the CSIC: http://museovirtual. csic.es
The discoveries (II). Journeys and travellers
Unit 1
3 THE DISCOVERIES (II). JOURNEYS AND TRAVELLERS
The protagonists In Portugal
In Castilla
1
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 voyages of discovery
reconnoitre: to get information about an area.
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).
Skills progress Dealing with temporal information
The discovery of America
Ireland
Lisbon Madeira
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
Sea
Tropic of Capricorn
Java min or
A
1 Create a timeline with the main events linked to the discoveries.
Azores
India Tropic of Cancer
B
0
400
800
1200 km
Principal voyages made by the Portuguese and Castilians
Understanding information
2 What was the aim of the
Arctic Circle
Portuguese and Castilian voyages of exploration? Which of the two countries failed to achieve its aim and why?
PA C I F I C OCEAN Canary Islands
Bahamas
3 Name the main places of
Cuba
Magallanes and Elcano`s route in order.
Cape Bojador
Hispaniola
Cape Verde Islands
Equator
Tropic of Capricorn
N
Vasco da Gama (1497-1498)
skill
Philippine Islands
Spice Islands
IC
EA
Active learning
Go to working with historical time
INDIAN OCEAN
NT
Main Portuguese voyages of discovery Bartolomeu Dias (1487-1488)
named after and why.
INDIA Calicut
Gulf of Guinea
Columbus on his first voyage.
5 Explain the meaning of the
6 Find out who America is
Tropic of Cancer
PA C I F I C O C E A N
4 Describe the route taken by
lines which correspond to the treaties of Alcáçovas and Tordesillas.
This section is divided into three areas of interest that correspond to the two great 16th century colonial powers, Portugal and Castile, and to their distribution of the known world which was made in the Treaty of Tordesillas.
Madeira
Working with maps
OC
34
Suggested methodology
F ocus on English rivalry: a situation in which people compete with each other for the same thing.
LA
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.
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.
AT
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.
2
Henry the Navigator (1) (1394-1460). He founded the School of Sagres, which brought together the leading geographers, astronomers and navigation experts.
Amerigo Vespucci (1501-1502) 0
1500
3 000
4500 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)
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Enterprising culture Activity 2 aims to develop the adoption of proactive attitudes in order to make decisions. Linguistic plan Activities 3, 4 and 5 aim to develop linguistic communication through the practice of talking out loud about concepts in the unit.
In the sub-heading “The Portuguese explorations” teachers can draw attention to the terms that are highlighted in bold: The Treaty of Alcáçovas, whereby the Canary Islands became part of the kingdom of Castilla in exchange for Portugal’s free exploration and conquest of the African coast; and the Portuguese sailors Bartolomé Díaz who first rounded the Cape of Good Hope and Vasco de Gama who sailed to India. In the next subsection “Castilla. The discovery of America” the following content could be highlighted: the Columbus project; the Capitulations of Santa Fe; travel and geographical discoveries; the name of the discovered territories: The Indies or America? Finally, students need to know about the territorial conflicts that arose between these two powers and the treaty that was signed to resolve them, as well as the consequences. To explain the Treaty of Tordesillas teachers could project the relevant episode of the RTVE series, “Isabel”: http://www.rtve.es/alacarta/videos/isabel/isabel-tratado-tordesillas-jugada
Focus on English The Focus on English section highlights words that can be difficult when trying to understand the text. The word is always followed by a clear definition. In this case the words are rivalry and reconnoitre. Ask students to make sentences with these words.
11
Answer key Skills progress 1 Discoveries, chronologically: 1487. Bartolomé Díaz rounded the Cape of Good Hope. 1492. Columbus arrived to the island of Guanahani (Bahamas). 1498. Vasco de Gama reached India. 1513. Vasco Núñez de Balboa crossed the isthmus of Panama and discovered the Pacific Ocean. 1519-1522. Magallanes and Elcano circumnavigated the globe.
2 The Portuguese objective was to access Sudan’s gold and trade with the Indies, via the coast of Africa. The Castilian objective was to demonstrate that the Earth was round and that India could be reached by sailing west. Castilla did not reach its objective at first, as Columbus arrived to the island of Guanahaní (Bahamas) and actually discovered the continent between Europe and Asia.
3 This activity encourages students to read the map and obtain accurate information from it. Sevilla-Sanlúcar (Cádiz), Canary Islands, Río de Janeiro, Río de la Plata, Strait of Magellan, Mariana Islands, Philippine Islands, Brunei, Cape of Good Hope, Cape Verde Islands, Sanlúcar de Barrameda.
4 This activity attempts to reinforce the reading of maps. On his first trip (1492-1493) Columbus left the port of Palos in the direction of the Canary Islands. From there he reached several Caribbean islands: Guanahani (San Salvador), Cuba (Juana) and Santo Domingo (La Española). From here he returned to Lisbon, stopping at the Azores islands.
5 Students are expected to express their knowledge clearly and concisely. The Treaty of Alcáçovas established that Portugal would explore the African coast south of Cape Bojador. The Treaty of Tordesillas regulated the discovery of the American, leaving for Castilla those located to the west of a meridian drawn at 370 leagues (about 2 000 km) west of the Cape Verde islands, and to Portugal those located to the east of said meridian.
6 The person who discovered that America was in fact a new continent, which was the Italian navigator Américo Vespucio, who gave America its name.
The birth of the modern State
Unit 1
4 THE BIRTH OF THE MODERN STATE
The art of government
European states and authoritarian monarchies Europe at the end of the 15th century
LAPLAND
Limit of the Holy Roman Empire Habsburg possessions Kalmar Union
ã 4.1 The authoritarian monarchies
0
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.
200
400
600 km
NORWAY SCOTLAND
and extended the size of their state by waging wars and negotiating marriage alliances. 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.
Khanate of Kazan
rd
er
Pskov
O ic on ut Te
Bohemia
POLAND
H U N G A RY
Switzerland Milan
Skills progress
Moldova
Wallachia
Savoy
Rep. of Venice
Rep. of Genoa
1 Define authoritarian monarchy, diplomacy and ambassador.
Rep. of Florence
(Vassals of the Ottoman Empire)
EMPIRE Genovese possessions
Naples Sardinia Sicily
Canary Is. MUSLIM
WORLD
Papal States
In this section, we develop on the political transformations that were associated with the new form of State organisation. In this sense, it is advisable to compare the power of a feudal monarchy, which may have to be reviewed (hereditary monarchies based on vassal relations), with the power exercised by an authoritarian monarchy. This represents an increasing concentration of power that continues into the 17th and 18th centuries.
OTTOMAN
S PA I N Madeira Is.
Building vocabulary
Great Khanate
Khanate of Crimea
FRANCE Navarra
PORTUGAL
Suggested methodology
Ryazan LITHUANIA
Brandenburg HOLY ROMAN EMPIRE
Azores
The monarchs reinforced their power in a number of ways:
D E N M A R K ENGLAND
WALES
ã 4.2 The instruments of royal
➜ Control of the state’s powers. Monarchs imposed
S W E D E N
KALMAR UNION
IRELAND
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.
power
➜ Territorial unification. They unified their territories
GRAND DUCHY OF MO S C O W
Polish-Lithuanian Union
Venetian possessions
MUSLIM Crete
Order of Saint John
Cyprus
WORLD
Use a dictionary if necessary. Understanding historical reality
Some instruments of royal power
2 With regards to the Middle Ages, which changes
Marriage alliances
Diplomatic relations: the ambassadors
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?
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.
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37
Emotional education Activity 3 aims for students to reflect on and identify their emotions and understand those of other people. In the context of this activity students can go to the resource bank of anayaeducacion.es to visualise workshops that will help them to manage their emotions. Cooperative learning Puzzle. In the Resource bank at anayaeducacion.es students have access to the “Puzzle” strategy, where, as for activity 4, students have an issue that can be splitted into four subcategories.
The image of Nicholas Machiavelli can serve as a theoretical reference for the authoritarian monarchy. In his work The Prince, he stated that the people should be governed by a dictator or a ruler as strictly as possible, since the ruler is smart and knows what’s best for the people, whilst “An ignorant society governing itself, would lead to destruction.” As a prominent defender of the authority of kings and princes over their territories, he even admitted that they could commit amoral actions if they were for the benefit of the State. His thinking in this regard is summed up in the phrase: “the end justifies the means”. A video on the birth of the modern state can be viewed at: https://www.youtube.com/ watch?v=hYajgwcWb1k
Answer key Skills progress 1 Authoritarian monarchy: A form of government in which power is concentrated in the king who relies on a bureaucracy of officials, a tax system, a permanent diplomatic body (of ambassadors) an army and a centralised economic system. Diplomacy: establish relationships with other countries through negotiations. Ambassador: the figure in charge of relations between the country he represents and the country with which he wants to establish a relationship; the permanent ambassador is in charge of defending the interests of the monarchy and peacefully resolving conflicts; the temporary ambassador is the one sent to make alliances and treaties.
2 Feudal monarchs had broad powers, such as making laws, administering justice, and defending the kingdom; but their power had certain limitations, primarily because they were considered by the nobility as “the first among equals”. Authoritarian monarchs have been considered as a monarchical form of transition towards an absolute monarchy. This consideration is due to the
12
fact that, in a certain way, they adhered to certain institutions of the previous era. Even so, they centralised power by subjecting all their subjects to the authority of the king.
3 “The end justifies the means” according to Machiavelli, refers to the point of view that princes, must resort to cunning to obtain and maintain power and be able to carry out any type of actions, including amoral ones. The Machiavellian adjective alludes to cunning and lack of scruples.
4 This activity requires students to practice personal initiative, plan a piece of work and search for information to do it. Open answer. These web sites specialise in biographies and the lives of historical characters: http://www.biografiasyvidas.com/ and http://www.buscabiografias. com/bios
5 Unified territory: Spain and England. Kingdom divided into states: the German empire and the Italian states; Non-Christian empire : Ottoman empire.
6 The Azores and Madeira to Portugal; Canaries to Spain.
5 ECONOMIC TRANSFORMATIONS AND SOCIAL CHANGES
European countries in the 16th century
The population increase gave rise to higher demand for agricultural and handicraft products, and stimulated trade.
8.0
Italian States
12.5
France
18.0
British Isles
4.5
Netherlands
2.5
Poland
Transoceanic trade in the 16th century
Millions of inhabitants 2.3
Spain
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.
Arctic Circle
Arctic Circle
Amsterdam Antwerp Venice
Azores Lisbon
4.5
Portugal
1.5
Russia
13.0
Holy Roman Empire Sweden
AT L A N T I C Tropic of Cancer
18.0 2.3
Manila Galleon
➜ 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 REATE 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
PA C I F I C
1500
3 000
Ningbo
Hormuz Diu
Amoy Macau
Goa
Ascension Río de Janeiro
OCEAN Nagasaki Tropic of Cancer
Manila
Moluccas Equator
Colombo Zanzibar Strait of Malacca Mozambique Sofala
INDIAN OCEAN
Timor Tropic of Capricorn
OCEAN
Santiago
Mediterranean route Muslim merchants Portuguese merchants Spanish merchants 0
Alexandria
San Jorge de Mina
Sao Tomé
Recife Salvador Potosí
Transoceanic trade in the 16th century
Constantinople Sevilla
Cape Verde
Cartagena de Indias Lima
Callao
4 500 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
guild, homeworking, promissory note, mercantile capitalism and the three estates. If necessary, use other sources to find the information. Working with texts and graphs
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?
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.
Sto. Domingo Panama
Building vocabulary
ã 5.3 Social changes
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.
OCEAN
Tropic of Capricorn
PA C I F I C
1 Define the following terms:
➜ The nobility and the clergy accepted the increased power of the
➜ The peasantry made up the majority of the commoners. Their living
La Habana
Veracruz Acapulco
Equator
Literature corner
ã 5.2 Economic growth
Economic transformations and social changes
Unit 1
Population in Europe Austria
ã 5.1 Demographic growth
b) What factors limited the population increase? c) Which European countries had the largest populations, and which had the smallest?
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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.
Suggested methodology The analysis of economic and social changes can be approached through a study of the illustrations; the table about the population in Europe; the trade map on the following page and the images about the three estates.
Create
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
Developing thinking I see, I think, I ask myself. In the resource bank at anayaeducacion.es students have access to the “I see, I think, I ask myself” strategy, which, as in activity 3, helps students discover what they know about a topic at a given moment.
The Create section develops an inter-curricular project between Geography and History and other subjects. In this case it is literature. Students have to read an extract from The Merchant of Venice by William Shakespeare and talk about it. It could be a good developmental project, if there is time in the classroom. There is a worksheet to explain the project which can be found in the Language Bank. This could be a useful activity to do with a Language Assistant.
Answer key Skills progress 1 Guild: craftsmen of a same trade organised into associations whose goals were to control production, avoid competition, regulate hours, holidays, prices and the quality of the products, and to protect their members, paying quotas to help the sick, widows and orphans. Homeworking: consisted of the elaboration of handmade products by the farmer in his house, using raw materials and tools provided by a business people. Once the product was prepared, it was sold and marketed. The benefits of this system for the peasantry were: to obtain extra income, and for the entrepreneur; to avoid the tight controls of the guilds over urban industries. Promissory note: A mercantile document by which a person (drawer) orders another (drawee) to pay an amount in favours of the beneficiary or policy holder, within a specific period of time (maturity). Mercantile capitalism: system based on the accumulation of capital from trade that gave way to the capitalist economic system, with the creation of the first official and private banks, the increased circulation of money, and new mercantile and banking operating systems, such as checks, promissory notes, etc. The three estates: Societal structure of closed, inflexible, social class groups that you are born into.
2 a) 16th century population increase was due to harvests, the disappearance of the plague and relative peace. Its consequence was the slow increase in the population, which in turn increased the demand for agricultural products and handicrafts, as well as stimulating trade. b) The high mortality rate caused by infectious diseases, the delay in medicine and poor hygiene. c) The most populous countries were: The Holy Roman Empire and France. Less populated: Portugal, Sweden, Austria and the Low Countries.
3 a) The Portuguese traded with Brazil in South America; with the current Nigeria, Santo Tomé and Angola, on the African Atlantic coast; with Mozambique and Zanzíbar, in East Africa; with India, Malaysia and China in Asia. The Castilians traded with Cuba and Santo Domingo in the Caribbean; with Mexico, Panama, Peru and Chile, on the Pacific coast of America; and the Philippines in Asia. b) The Portuguese with spices from Asia, gold and African slaves. Castilians with mercury, gold and silver from America, and spices from Asia.
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4 The idea is for students to extract information from the text in order to elaborate the social pyramid. The pyramid would have the king at the top and then would be divided into two parts: the first, a very small area, in the upper section, that would be made up of the privileged estates: first the clergy and then nobles. The second, in the larger lower section, that would be made up of the bourgeoisie first and below them the urban groups and peasants, who lacked privileges. The king increased his power; the nobility and the clergy maintained their economic power and privileges intact; the bourgeoisie imposed themselves on the other urban groups; the living conditions of the peasants improved in Western Europe but they were kept in servitude in Eastern Europe.
6 CHANGE AND RELIGIOUS CONFLICTS. REFORMATION AND COUNTER-REFORMATION
Change and religious conflicts. Reformation and Counter-Reformation
Unit 1
The wars of religion
The religious division of Christianity
War between Catholics and Huguenots
The new religious map of Europe
Europe after the Reformation Catholics
Limit of the Holy Roman Empire
Lutherans
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.
S
SCOTLAND
Oslo
W
E
D
E
N
Calvinists
Stockholm
Anglicans
R U S S I A North Sea DENMARK
Edinburgh
IRELAND
ã 6.1 The causes of the Reformation
Teutonic Order
Baltic Sea
Copenhagen Dublin
Puritans
Moscow
Huguenots
United
Orthodox Christians
ENGLAND Provinces
➜ Disdain for the papacy and clergy. The Roman Catholic Church was AT L A N T I C
FRANCE Geneva
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.
Venice Genoa Florence ti
POR TUG AL
SPAIN Madrid
400
Suggested methodology
600 km
O T T O M A N
Milan
Black Sea
Following the Reformation, Christianity was divided into three main branches: Catholic or Roman, Orthodox or Eastern and Protestant.
a
Lisbon
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).
Trento
ri
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.
200
Vienna
SWITZERLAND
Ad
➜ The abuses of the Church. These included nepotism, or favouritism
0
Muslims
Kiev
POLAND
H O LY R O M A N EMPIRE
Paris
OCEAN
Warsaw
Wittenberg
London
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.
Centres for dissemination of the Reformation and Counter-Reformation: Catholics Protestants
Mediterranean Sea
c Papal S e a Rome States
Constantinople
E M P I R E
Within the latter, there were various faiths, such as the Lutherans, Anglicans and Calvinists.
Naples
Reformation and reformers
To begin the study of this section, students should be reminded of the East–West Schism (1054), involving Michael Cerularius, the Patriarch of Constantinople, and Leo IX, the Pope of Rome. During this schism the Christian religion was divided into Catholic and Orthodox. The aim is for students to understand that, at the historic moment we are studying, a new religious schism was taking place in Western Europe.
The Counter Reformation
3
2
1
Skills progress Dealing with temporal information
1 Create
a timeline for the most significant events of the Reformation and the CounterReformation.
The Calvinist Reformation
1. Martin Luther (1483-1546) 2. John Calvin (1509-1564)
ã 6.3 The Catholic Counter-Reformation
Organising information
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 Using a table like the one below,
➜ The Council of Trent (1545-1563). The Council was created by Pope
compare the doctrines of each reformer.
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 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.
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 century religious wars. Write down its causes, the opposing groups and how it ended. Go to working with historical time.
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3. Session of the Council of Trent in Santa María Maggiore (Rome)
Working with maps
4 Study the map and answer: a) In what regions did Lutheranism, Calvinism and Anglicanism predominate?
➜ 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.
The term “religious intolerance” will be key for students in understanding the religious differences that led to clashes between different European states. The concept can be worked on by reinforcing the value of tolerance, based on ideas that express respect for the opinions of others.
b) Where did Catholicism remain strong?
skill
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Assessment The activities included in the anayaeducacion.es resource bank portfolio, like Activity 2 aim to make students aware of how they have learnt. ICT Activity 3 encourages the use of new technologies, since it allows students to learn with devices like computers, laptops, tablets and mobile phones.
It’s useful to comment on the new religious map of Europe, and observe the religious divisions that occurs in the continent after the Protestant Reformation. To further knowledge about the wars of religion you can propose reading the book El mercader de Venecia, by Riccardo Calimani (Grijalbo, 2009), which ia about a Jew who takes refuge in Venice, to shelter from the persecutions suffered by members of his religion in the 16th century.
Answer key Skills progress 1 The timeline must mark the following dates: 1517. Martin Luther presents his 95 theses; 1521. Luther’s excommunication by Pope Leo X; 1536. John Calvin presents the Calvinist doctrine; 1534. Henry VIII proclaims himself head of the Church of England; 1540. Ignacio de Loyola founds the Society of Jesus; 1545-1 563. Council of Trent.
2
Author of the Reformation
Reformist doctrine
Geographical spread
Martin Luther
The Lutheran Reformation
German states, centre and north of Europe
John Calvin
Calvinist reform
Netherlands, Switzerland, Scotland, France (Huguenots) and England (Puritans)
Henry VIII
Anglican Reformation
England and Northeast Ireland
3 Open answer. 4 a) Lutheranism spread across the northern German empire, Denmark, Sweden, Norway, and the Baltic coasts; Calvinism spread through Switzerland and the northern Netherlands; and Anglicanism spread across England and northeast Ireland. b) Catholicism was maintained in Portugal, Spain, France, Southern Ireland, the Italian states, Poland, and the southern German Empire.
Humanism. The new vision of mankind
Unit 1
7 HUMANISM. THE NEW VISION OF MANKIND
Scientific advances
The spread of Humanism in Europe
Astronomy
The main Humanistic schools and the development of the printing press
Heliocentric theory
Geocentric theory
ã 7.1 The characteristics of Humanism
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.
During the 15th century, Humanism emerged in Italy. It was an intellectual movement in contrast to that of the Middle Ages. philosophical, literary, scientific and artistic works produced by the Greeks and Romans were studied, disseminated and used as a source of inspiration. 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.
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
➜ Classical antiquity was taken as a model. The
➜ Mankind was conceived as being at the centre of
The main humanistic schools
200
400
DENMARK 1493
600 km
1
2
Working with pictures
Tours 1496
Stories board PORTUGAL 1489
4 Using the information provided in the picture, describe the phases of printing a book.
ã 7.2 The areas of Humanistic thought
Mainz 1455
Paris 1470
Humanistic schools founded? Which centre developed the printing press?
Medicine
Humanism encompassed all areas of life:
➜ Religious. It combined admiration for the classical thinkers with the gospel’s message. Erasmus of Rotterdam and Sir Thomas More were two key representatives.
Salamanca 1480 Valencia 1474
Zaragoza 1473
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.
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14
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. 1. Paracelsus (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. Composition of the page using moveable type.
5
2. Andreas Vesalius (1514-1564) is considered to be the father of modern anatomy because he based his studies on first-hand observation.
3. The prepared text block is covered in ink. 4. The text block is pressed down onto a sheet of paper with a screw press.
1 3
5. The paper is left to dry.
Students must be able to clearly define the term humanism, which is understood as an intellectual movement characterised by the rediscovery of Greek and Latin classical antiquity and for the importance given to the human being, as a free and rational person.
6. The sheets of paper are placed in order so they can be bound.
➜ 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.
Suggested methodology
To Moscow 1560
Leuven 1472 London 1499
Working with maps
3 In which cities were the main
➜ 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.
SWEDEN 1483
Deventer 1471 Oxford
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.
Skills progress
2
It could be interesting to put the different events, figures and scientists into a timeline. You can find a completed one here: http://www.biografica.info/linea-de-tiempo.php
4
2
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.
6
Organising information
2 Copy and complete this table in your notebook: Area of Humanistic thought
Characteristics of the area
Main representatives
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.
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Humanists strove to resurrect the ancient world as scholars and historians. For them, Antiquity was a means of achieving a life that was different to that of the Middle Ages, which they considered to
ICT Activity 1 encourages the use of new technologies, since it allows students to learn with devices like computers, laptops, tablets and mobile phones.
be a “dark age”. Humanism, however, was very diverse. Even so, the best-known humanists were the Italian Lorenzo Valla, the Dutch Erasmus of Rotterdam and the English Tomas More.
Answer key Skills progress
Assessment The activities included in the anayaeducacion.es resource bank portfolio, like Activity 2 aim to make students aware of how they have learnt.
1 The word heliocentrism is made up of the Greek words helios (sun) and kentron (centre). Heliocentrism is a theory formulated by Nicolaus Copernicus (1475-1543), according to which the Sun is at the centre of the universe and the Earth revolves around it. The word geocentrism is made up of the Greek words geo (Earth) and kentron (centre). Geocentrism is the theory that the Earth was the centre of the universe and the Sun and the other planets revolved around it.
Developing thinking Stories board. In the resource bank at anayaeducacion.es students have access to the “Stories board” strategy as in activity 4, that helps students develop their ability to tell stories.
2
Area of Humanistic thought
Characteristics of the area
Main representatives
Literary and philosophical
Translated and wrote commentaries on classical writings, using the original texts.
Pico della Mirandola and Niccolò Machiavelli
Religious
It combined admiration for classical thinkers with the gospel’s message.
Erasmus of Rotterdam and Thomas More
Scientist
Sought to explain natural Nicolaus Copernicus, phenomena through the use of Paracelsus and reason, observation and experiment. Andreas Vesalius.
3 The main humanist schools were located in Oxford, London, Deventer, Paris, Strasbourg, Verona, Mantua, Venice, Ferrara, Florence and Rome. The main dissemination centre for the printing press was Mainz (Germany).
4 Open answer. The tasks consisted of assembling the metal types to compose the page. Each type was a movable letter with which the words of a text were formed the prepared text block is covered in ink. The text block is pressed down onto a sheet of paper with a screw press. The paper is left to dry. The sheets of paper are placed in order so they can be bound.
The Renaissance in Italy (I). Architecture
Unit 1
8 THE RENAISSANCE IN ITALY (I). ARCHITECTURE
Modular theories of proportion and linear perspective 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.
ã 8.1 Characteristics of the Renaissance This led to artists using the materials and forms employed by Greek and Roman artists. reality. It used mathematical methods such as modular theories to calculate proportions, and linear perspective to represent pictorial depth.
1
➜ Artists gained a better social status, and fame in
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
Ribs
Outer dome
Drum
The line of sight
Viewer
made on a human scale and the human being was the protagonist of sculptures and paintings. Ideal beauty, serenity and equilibrium were sought after. various disciplines. They signed their works, and were supported by wealthy patrons, such as the Medicis in Florence and the papacy in Rome.
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
Linear perspective
➜ Art returned to anthropocentrism. Buildings were
ã 8.2 Architecture and its periods
The quattrocento. Florence
The latter module was represented by Leonardo da Vinci in his Vitruvian Man.
➜ Classical antiquity provided the artistic model.
➜ Art was inspired by nature and sought to represent
Significant buildings. Churches and palaces
Mathematical modules
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).
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).
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
Suggested methodology
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
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.
Vertical axis
Drum with pilasters and niches Hemispherical dome Cylinder
Assessing cultural contributions
Balustrade Cornice
Frieze
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
Portico
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.
The study of the Renaissance must be understood by the students as the application of humanistic ideas to the field of art; consequently, artists were inspired by the works of classical antiquity and art recovered anthropocentrism. From this analysis we can teach the characteristics that define the Renaissance: Classical antiquity, nature, anthropocentrism and the social consideration of the artist in this period.
Flight of steps Rectangle
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ICT Activity 4 encourages the use of new technologies, since it allows students to learn with devices like computers, laptops, tablets and mobile phones.
Answer key Skills progress 1 Students should express concepts accurately. Support: any element that supports another; Classical orders: formed by the column and the entablature arranged according to modules and canons of the Greco-Roman world; Semi-circular arch: semi-circular support element that discharges the force laterally; Pediment: triangular part of a facade, portico, window, etc; Flat roof: horizontal closed system of the upper part of a construction; Vaulted roof: closed system between walls with a vault or longitudinal extension of arches; Dome: hemispherical closure of a square space; Greek cross: architectural drawing of a building represented as a horizontal section in the shape of a cross with equal arms; Centralised plan: one that starts from a closed geometric shape, a circle or a square.
2 Open answer. 3 Ideal beauty: The Renaissance has a canon of beauty similar to that of the classical world, which is based above all on harmony and proportion.
15
Harmony of proportions: harmony is the adequate proportion and correspondence of some objects to other, resulting in an integration as a whole; proportion is an ordered relationship; so the harmony of the proportions is the measurement of each of the parts, between themselves and with the whole. Dome of the Florence Cathedral is the first architectural work of the Renaissance. When Brunelleschi won the competition to build it, the dome already reached the starting drum. The Florentine master was honoured with solving the construction problem derived from its enormous dimensions. To solve it, he made an octagonal double shell design; that is, two overlapping domes, inspired by the Pantheon of Agrippa. Construction began in 1420 and finished in 1436, it weighs 36 500 tons, and was built using lifting machines and cranes designed by Brunelleschi himself. Complementary information can be found on the web: http://www.italyguides.it/es Palazzo Rucellai was made between 1446 and 1451 and was León Batista Alberti’s project. It is a typical Renaissance building due to the sobriety and harmony of its proportions, which became a point of reference for civil architecture of this period; It was inspired, among others, by Michelozzo and Rossellino. See: http://www.artehistoria.com/v2/monumentos/1155.htm San Pietro in Montorio. The Tempietto San Pietro in Montorio, was Bramante’s work. It commemorates the place where Saint Peter suffered martyrdom and is an exponent of the search for harmony and the classical order of the Cinquecento. See: http://es.wikiarquitectura
4 Open answer. 9 THE RENAISSANCE IN ITALY (II). SCULPTURE AND PAINTING
Under the influence of classical art, sculptors and painters took an interest in the naked human body, ideal beauty and symmetrical and balanced compositions. The preferred subjects were religious and mythological as well as portraits.
The Renaissance in Italy (II). Sculpture and painting
Unit 1
The quattrocento
The cinquecento. The grand masters
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.
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.
Ghiberti
Suggested methodology
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.
Michelangelo. Sculptor and painter
Detail from the Gates of Paradise of the Baptistery of the Cathedral in Florence: Isaac with Esau and Jacob.
Botticelli
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
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.
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.
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3
2
The following scenes are represented: 1. Division of light from darkness. 2. Division of the Earth and the waters. Botticelli. The birth of Venus.
1
2
3
4
5
6
7
3. Creation of Adam. 4. Creation of Eve. 5. Expulsion from paradise. 6. The sacrifice of Noah.
Skills progress
7. Flood.
Rafael Sanzio
Organising information
1 Complete this table in your notebook: Artistic period
Artists
Significant works
Quattrocento
Learning about art
Cinquecento
3 Do some research and
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
The school of Athens
answer: What have Leonardo, Michelangelo and Raphael contributed to the universal history of art? 47
Linguistic plan Activity 1 aims to develop linguistic communication in students by working with non-continuous texts. Enterprising culture Activity 3 aims at developing proactive attitudes in students so that they can make decisions.
To bring students closer to Renaissance sculpture and painting, the study should begin with an overview of the characteristics of these arts: material (marble and bronze), representation (naked human body and ideal beauty), techniques (various planes and symmetrical compositions) and themes (religious, mythological and portraits). To do this, you can use the Visual Dictionary of Artistic Terms. Subsequently, and chronologically we will look the two artistic periods of the Renaissance, the quattrocento and the Cinquecento. For the quattrocento we will look at the sculptures of Ghiberti and Donatello, and the paintings of Masaccio and Boticelli. We will look at the works by these artists in addition to explaining others that appear in the text: Ghiberti (Gates of Paradise); Donatello (David, Saint George, and the Condottiero Gattamelata); Masaccio (Trinity) and Boticelli (Primavera and The Birth of Venus). For the Cinquecento, sculpture focuses on the figure of Michelangelo, so it’s necessary to comment on his life and work in this section. Whilst, the study of 16th century painting is done through the great masters: Leonardo da Vinci, Michelangelo and Rafael. Their works represent possible the highest artistic value in all of history. Some of them are masterpieces of universal art, and their influence continues to this day, causing the admiration of those who contemplate them. To explain their contributions to students, it is best to comment on the works on the double page.
Answer key Skills progress 1
Artistic period
Quattrocento
Artists
Significant works
Ghiberti (sculptor)
Gates of Paradise, Baptistery of Florence Cathedral
Donatello (sculptor)
David, Saint George and the Equestrian statue of Gattamelata
Masaccio, (painter)
Trinity and The Tribute Money
Botticelli (painter)
Primavera and The Birth of Venus
Michelangelo (sculptor) David, Moses, tombs for the Medici family.
Cinquecento
Leonardo da Vinci (painter)
Last Supper, Mona Lisa and The Virgin of the Rocks.
Michelangelo (painter)
Frescoes for the Sistine Chapel (Vatican)
Raphael (painter)
School of Athens, the Virgin and Child (painter)
2 Open answer. 3 Leonardo da Vinci, Michelangelo and Raphael are considered to be the great masters of Italian Renaissance painting. Their works represent some of the highest artistic value in all of history.
16
Some of them are masterpieces of universal art, and their influence continues to this day, causing the admiration of those who contemplate them. Da Vinci’s great contribution was the sfumato technique, blurring the outline of the figures. Michelangelo’s painting is characterised by the importance of drawing and the movement of nudes, a variety of positions and the representation of the volume. Rafael achieved great perfection in drawing, colour and composition.
The Renaissance beyond Italy
Unit 1
10 THE RENAISSANCE
The Flemish Primitives
BEYOND ITALY
Albrecht Dürer
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.
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.
Jan van Eyck
ã 10.1 The Flemish school 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.
France. The Château of Chambord View
The Arnolfini Portrait (detail)
Roger van der Weyden
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.
Decorative lantern
Decorative lantern
Moat
Pediment
Entrance
Tower
The descent (detail)
Bosch
Skills progress
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?
➜ 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.
Analysing artworks
Gallery
I see, I think, I ask myself
2 What aspects of the Renaissance world view and Renaissance art
➜ 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.
Before beginning this section, it is useful to explain to students, with definitions, some of the lesser-known terms. For example: oil painting, self-portrait, polyptych and caricature. An oil painting is a pictorial technique that consists of dissolving colours in linseed oil. A self-portrait is a portrait of oneself made by the artist. A polyptych is a pictorial composition made up of more than three sections. A caricature consists of exaggerating or distorting the characteristics of something with satirical or burlesque intention.
Sculpted chimneys
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
Suggested methodology
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.
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?
Garden of Earthly Delights (detail)
50 m
Entrance
Tower
Go to comparisons of works of art and artistic styles
skill
48
49
Developing thinking I see, I think, I ask myself. In the resource bank at anayaeducacion.es students have access to the “I see, I think, I ask myself” strategy as in activity 3, it invites students to make detailed observations and interpretations that are the result of thinking and sy n t h e s i s i n g i n f o r m a t i o n a c q u i re d t h ro u g h observation.
The renaissance in the Netherlands is exemplified in the paintings of the “Flemish primitives”, whose success is, in part, due to the introduction of a technical novelty: oil paint. The discovery of this technique is traditionally attributed to the Van Eyck brothers, although the truth is that it was known as far back as ancient history. What the Van Eyck brothers and the other Flemish painters did, was perfect the technique, manufacturing a substance based on linseed and walnut oils and adding a drying agent with which a rapid drying of the oil and a great fluidity was achieved. It is advisable to project the central panel of the Ghent Altarpiece to the students: The polyptych of the Adoration of the Mystic Lamb, since it reflects the characters of the Flemish primitive school and the advantages of the oil technique perfected by the Van Eyck brothers very well. The colours, the meticulousness of details, the realism of the figures and the sensation of volume are its dominant features, together with a careful distribution of the characters in the space. We must also highlight the figure of Roger van der Weyden, commenting on the work exhibited in the book and highlighting the representation of feelings and its fine detail. Hieronymus Bosch was a visionary painter whose work is often appreciated by students. However, its complexity warrants an explanation. The German Renaissance is exemplified in the figure of Albert Dürer, painter, draftsman, printmaker and art theorist. On the following website (The power of the word): http://www.epdlp. com/pintor.php?id=237 a biography of this author and a repertoire of images of his most significant works can be found.
Answer key Skills progress 1 a) In the bright colours, the great luminosity, the transparencies, the meticulousness and detail. b) They portray a powerful wealthy bourgeoisie who commissioned the works of art to decorate their homes.
2 The figure of the artist is exalted, placing him above the medieval consideration of a simple craftsman.
3 Open answer. It is about the students capturing the vision of the naked body in the classic way, just as it was done in Greek and Roman sculpture, showing the ideal beauty that stands out against a dark background, thus drawing the viewer’s attention. By opposition in the Middle Ages, Adam and Eve was usually represented on yellow or white backgrounds, with a simple linear touch in simple compositions.
Review
the illustration below:
Lutheran doctrine
RENAISSANCE ART
OPENMINDEDNESS
Calvinist doctrine
PROTAGONISTS
IN THE PAST Luisa de Medrano
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 REDISCOVERY OF ANTIQUITY
GEOGRAPHICAL DISCOVERIES
5 Using a table such as this one, write in your notebook two foundations of each doctrine:
ANTHROPOCENTRISM HUMANISM
AUTHORITARIAN MONARCHIES
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
St. Andreas-Pieta Beginning of the 14th century
d) The Spanish territories in America were named the West Indies.
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.
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
Vatican Pietà (1498-1499). Marble. 174 x 195 cm. Juan Sebastián Elcano
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
Saint Peter’s Basilica in the Vatican (Rome).
B
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
, bank “Portfolio” acion.es resource your portfolio In the anayaeduc how to create guidance on you will find
1 Give a brief explanation of what is represented in
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
Review Suggested methodology Today, strategies that allow students to self-evaluate are essential for developing the evaluation key. The purpose of this key is to help students reflect on how they learn. We therefore suggest a series of activities (relating to knowledge of specific content) to check what students have learnt from the unit. These activities are associated with a portfolio, which is designed to encourage students to reflect on the methods they have used to learn.
17
Answer key
Assessment Remember to select the work material from this unit for your portfolio. The activities included in the anayaeducacion.es resource bank portfolio aim to make students aware of how they have learnt.
Review 1 The concept map refers to the changes that have occurred from the middle of the 15th century and during the 16 th century in Europe and that affected all areas of life: Geographical discoveries in Africa, America and Asia, caused the Europeans’ knowledge of the known world to expand; the feudal kingdoms were replaced with the modern state and authoritarian monarchies; a new more open minded way of thinking called humanism began, which replaced medieval culture with concepts such as anthropocentrism; the rediscovery of Antiquity and the emergence of a new artistic style of Renaissance art; the expansion of transatlantic trade, the knowledge of new products, commercial development, as well as an end to medieval wars.
2 a) The Muslim threat to Western Christianity increased and new avenues of trade opened, as the traditional route through Asia was closed. b) Columbus was convinced that the Earth was round and that he could reach, India via the Atlantic, by sailing west; what he did not know about was the existence of a continent in the middle (America). c) Both countries explored America, Africa and Asia; In order to resolve the rivalry, they signed several treaties (Alcaçovas in 1479 and Tordesillas in 1494). d) When Columbus returned from the New World, he believed he had reached the Indies (the Insulindia that corresponded to South and Southeast Asia) therefore naming the territory as such and its inhabitants, Indians.
3 Fernando de Magallanes, along with Juan Sebastián Elcano, were the first to sail around the world, proving that the Earth was round. It was started by Magellan and completed by Elcano. Vasco de Gama was the first Portuguese navigator to reach India, by bordering along Africa, in 1498. Vasco Núñez de Balboa, crossed the Isthmus of Panama in 1513 and discovered the South Sea, which was later called the Pacific Ocean.
4 a) They both replace the feudal kingdoms. b) The permanent army replaced the feudal troops or militias. c) Commercial capitalism developed through trading with the colonies. d) They are all forms of abuse by the Church and were the causes of religious reform. e) Patrons were wealthy bourgeois who supported and improved the lives of Renaissance artists.
5
Lutheran doctrine
Calvinist doctrine
Justification by faith
Predestination
Free interpretation of the Bible
People are destined by God to be saved or condemned, regardless of their actions
Pope’s infallibility
Life is religion
Two sacraments: Baptism and Eucharist
Sovereign grace
Suppression of the cult of the Virgin and the saints
The five points of Calvinism
Simpler Liturgy
6 a) St. Andreas-Pieta: Quattrocento; Vatican Pietà: Cinquecento. b) The first is more rigid and archaic, the second is more natural and classic. c) Naturalism, treatment of forms, study of anatomy, strength and passion.
Review
the illustration below:
5 Using a table such as this one, write in your notebook two foundations of each doctrine: Lutheran doctrine
ANTHROPOCENTRISM HUMANISM
AUTHORITARIAN MONARCHIES
RENAISSANCE ART
OPENMINDEDNESS
PROTAGONISTS
IN THE PAST Luisa de Medrano
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 REDISCOVERY OF ANTIQUITY
GEOGRAPHICAL DISCOVERIES
Calvinist doctrine
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
St. Andreas-Pieta Beginning of the 14th century
d) The Spanish territories in America were named the West Indies.
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.
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
Vatican Pietà (1498-1499).
B
Marble. 174 x 195 cm. Juan Sebastián Elcano
Vasco de Gama
Vasco Núñez de Balboa
Saint Peter’s Basilica in the Vatican (Rome).
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.
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.
50
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
, bank “Portfolio” acion.es resource your portfolio In the anayaeduc how to create guidance on you will find
1 Give a brief explanation of what is represented in
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
SDG commitment This page works on SDG 5. In the resource bank of anayaeducacion.es, students can view the video of Targets 4.6 and 5.5 that correspond to SDGs 4 and 5.
18
Protagonists Suggested methodology This section introduces students to women from the past and present who have some type of bond and who have played or who play an important role in some aspect of history. In this case, an important pioneer in the world of letters, Professor Luisa de Medrano, is connected with a current international award that bears her name.
Answer key 1 Open answer. 2 Open answer.
Applying skills
applying skills Magellan–Elcano
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.
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.
d) More westerly longitudes have favourable winds.
12 When the Emperor Carlos I received Elcano, he
b) The one on the ship marked one day less.
awarded him a personal shield with a globe on it and the Latin words: Primus circumdedisti me. What is the correct translation?
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
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 San Lúcar de Barrameda (1522)
OCEAN
AT
OCEAN
NT
OC
Tropic of Capricorn
IC
EA N
Start of the expedition End of the expedition 3000
Equator
INDIAN
LA
Magellan and Elcano (1519-1522) Stopovers and transit sites
1500
Tropic of Cancer
Philippine Islands Mariana Islands (1521) (1521) Molucas Islands (1521) Spice Islands
Gulf of Guinea
The route of the Magellan-Elcano round the world voyage
0
PA C I F I C OCEAN
Sevilla (1519) Canary Islands (1519)
Cape Verde Islands (1522)
PA C I F I C
Strait of Magellan (1520)
to pay for the entire expedition?
7 How do you think the price of spices evolved in Sevilla
1. The discovery of the Philippines. 2. The obligation to sail west. 3. Gastronomic fashion.
5. Discovery of the Strait of Magellan. 6. Search for the Moluccas.
Actions
What students do
Access and identification
The actions of remembering and recognising the essential terms, facts and concepts of an area of knowledge, and of reproducing set formulas.
Naming, defining, finding, showing, imitating, spelling, listing, counting, remembering, recognising, locating, reproducing, recounting.
Remember and recognise the essential terms, facts and concepts of an area of knowledge in the same way that they learnt them. Reproduce formulas.
d) Its abundance increased its demand.
Comprehension
Actions like capturing the meaning and intention of texts, specific language and relational codes, and interpreting them to solve problems.
Explaining, illustrating, abridging, summarising, completing, translating into other terms, applying routines, selecting, choosing.
Clarify, understand or interpret information based on prior knowledge in order to solve problems.
Application
The ability to select, transfer and apply information in order to solve problems with a certain degree of abstraction, and the ability to successfully participate in new situations.
Classifying, solving simple problems, constructing, applying, choosing, doing, solving, developing, interviewing, organising, linking.
Select, transfer and use data and principles to complete a task or solve a problem with a certain degree of abstraction. Successfully participate in new situations.
Analysis and evaluation
The ability to examine information and split it into parts, identify causes and reasons, draw inferences and find evidence to support generalisations. This is associated with engagement
Comparing, contrasting, demonstrating, testing, planning, solving complex problems. Analysing, simplifying, linking, inferring, concluding
Examine information and split it into parts, identify causes and reasons, draw inferences and find evidence to support generalisations.
Synthesis and creation
The actions of compiling information and linking it together in a different way, establishing new patterns, finding alternative solutions. This can be associated with conflict resolution.
Combining, designing, imagining, inventing, planning, predicting, proposing, adapting, estimating.
Generate, integrate and combine ideas in a product, plan or proposals that are new for the student.
Judgement and evaluation
The ability to make judgements independently, think critically about topics, and express opinions and justify them. At another level, this would be associated with complex planning, rule setting and negotiation.
Thinking critically, concluding, determining, judging, recommending, establishing criteria and/or limits
The ability to make judgements independently, think critically about topics, and express opinions and justify them. Also, the ability to perform complex planning, rule setting and negotiation.
8 Scurvy is a disease caused by the lack of vitamin C,
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.
52
Description
7. The high price of spices.
9 According to the information in the text about the Antarctic Circle
and the effect of the one above.
4. Voyage around the world.
c) Nothing changed.
Processes
d) The first one to circled me.
a) Its abundance increased its price. b) Its abundance decreased its price.
Skills
c) First close to me.
13 Order the statements as the cause of the next one
in the days following the arrival of the Victoria?
and is fatal if it is not cured. Propose a solution to stop the navigators of that time suffering from it.
Cape of Good Hope (1522)
4500 km
Suggested methodology
c) More easterly longitudes have favourable winds.
a) The one on the ship marked one day more.
53
SDG commitment For this activity, we suggest students watch the videos on Targets 2.1of the SDG 2 in the resource bank at anayaeducacion.es to familiarise themselves with the SDGs and generate ideas and discussion.
REPRODUCTION
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.
3 On the fifth centenary of the trip, who should be
CONNECTION
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.
REFLECTION
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.
19
In recent years, the development of competences has become the cornerstone of education. The competences are as follows: communication in the mother tongue; communication in foreign languages; mathematical competence and competences in science and technology; digital competence; social and civic competences; sense of initiative and entrepreneurship; cultural awareness and expression; and learning to learn. The best way to practise them is in real and relevant situations, presented through problems that can be solved in a series of tasks or questions where interpretation and conceptual application prove useful. The tests provided throughout the book flexibly link stimuli and topics, and are designed to offer a range of questions associated with the different key competences. They can be used for evaluation purposes – providing information about the degree of competence acquisition prescribed in the curriculum – but also as development activities, when accompanied by appropriate instructions from the teacher. The tests are structured according to the PISA model. Through stimuli, which in this case are preferentially linked to the Sustainable Development Goals, the book offers a varied range of questions, primarily with closed, multiple-choice answers. These questions alternate between the key competences that are most related to the topic or topics, at different skill levels. Like any knowledge, the skill in each competence can be ranked into levels. In this case, the questions are accompanied by a table linking each item to the corresponding competence, and in turn to a taxonomic classification. Inspired by the Bloom model, this taxonomy consists of six levels of development (those listed in the table on the previous page), which from least complex to most complex are: access, comprehension, application, analysis and evaluation, synthesis and creation, and judgement and rule-setting. The taxonomic classification associated with each activity is provided for guidance purposes only, and may vary depending on the teacher’s approach. Application to the test: Activity
Competence
Cognitive process
1
Mathematics and Science and Technology
Analysis and evaluation
2
Linguistics
Judgment and regulation
3
Social and civic
Judgment and regulation
4
Cultural awareness and expressions
Analysis and evaluation
5
Social and civic
Analysis and evaluation
6
Social and civic
Analysis and evaluation
7
Initiative and entrepreneurial spirit
Synthesis and creation
8
Mathematics and Science and Technology
Application
9
Mathematics and Science and Technology
Application
10
Mathematics and Science and Technology
Analysis and evaluation
11
Linguistics
Analysis and evaluation
12
Learning to learn
Analysis and evaluation
Answer key 1 b) The one on the ship is one day less. 2 Mariana de Austria, Carlos II, Felipe II. 3 Open answer. 4 d) In the extreme south of America. 5 When there is a lot of money in circulation, people have more resources to acquire goods; however, if this level is excessive, the demand for goods is greater than the country’s productive capacity, presenting a shortage of goods and, as a consequence, an increase in the price of the goods, which causes an inflation phenomenon.
6 Yes, it was. 7 b) Its abundance decreased its price. 8 Open answer. A possible answer would be that they carried enough citrus to combat scurvy in the cargo of the ships that set sail.
9 1 000 kilos. 10 West. 11 a) More northernly latitudes have favourable winds. 12 d) The first one to circle me. 13 3 - 7 - 6 - 2 - 5 - 1 - 4. 20
NOTES