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PHOTOCOPIABLE RESOURCE / © Oxford University Press España S. A. Social Sciences ESO 2

� Read the text and the sentences. Choose three sentences that are true according to the text.

Charlemagne made efforts to build an empire in Western Europe similar to the Western Roman Empire.To do this, he fought wars against the Lombards, the Saxons, the Thuringii, the Bavarians, the Bretons, the Danes and the Byzantines. He also fought against the Muslims in al-Andalus. On Christmas Day in theyear 800, Pope Leo III placed the iron crown of the Lombard kings on the head of the Frankish emperor andgranted him the title of Western emperor.

Charlemagne tried to raise the level of culture in his states and the emperor himself, his children and themost important people at his court studied in the Palatine Academy.

1 000 Protagonistas de la HistoriaEspasa (Translated and adapted)

a) Charlemagne inherited an empire from his father, who was the Western Roman emperor.

b) Charlemagne’s children were teachers at the Palatine Academy.

c) Charlemagne built an empire similar to the Western Roman Empire.

d) Charlemagne fought against many different tribes.

e) Charlemagne didn’t fight against the Byzantine Empire.

f) The Palatine School was founded by the Bretons.

g) Charlemagne tried to raise the level of culture in his States.

HISTORY SECTION: UNITS 410

Portrait of Charlemagne

Assessm

ents of basic competences


� Solve the word puzzle.

1. Muslim religious building

2. Market in Muslim cities

3. Holy book of Islam

4. Mosque tower from where people are called to prayer

5. The Moorish name for the Iberian Peninsula

6. The last Moorish kingdom on the Iberian Peninsula

7. Capital of the caliphate in al-Andalus

8. Islamic prophet

9. Decoration similar to stalactites used on some Muslim vaults

10. City where Muslims must go at least once in their lives

� Analyse the map and choose the three correct sentences.

SOURCE: VARIOUS AUTHORS, Atlas histórico y geográfico universitario, UNED (Translated and adapted)

a) Islam spread throughout northern Europe.

b) Islam spread from the Arabian Peninsula.

c) Islam reached the Iberian Peninsula.

d) The sea prevented the expansion of Islam.

e) Islam stopped its expansion at the Danube.

f) The Islamic dominions stretched from the Indian Ocean to the Mediterranean Sea.


1.2.

3.4.5.6.

7.8.

9.10.

A T L A N T I C

O C E A N

Black Sea

CaspianSea

AralSea

Red Sea

Alexandria

Damascus

Baghdad

I N D I A N

O C E A N

M e d i t e r r a n e a n S e a Jerusalem

ConstantinopleCórdoba

Mecca

Medina

Nile

Danube

Euphrates

Tigris

Tajo

Amu-Daria

Indo

BYZANT IN E EM P I R E

Persian Gulf

MAGHREB

EGYPT

PALESTINE

SYRIA

SASSANID

PERSIAN EMPIRE

Arabian

Peninsula

Iberian

Peninsula

Islam at the time of Muhammed’s death (632)

Expansion during the Orthodox Caliphate (632-661)

Umayyad conquests (661-750)

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THE EXPANSION OF ISLAM

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� Look at the drawing and describe the scenes and what each person is doing. Indicate whether it is a feudal or urbansociety.

� Read the text and complete the sentences with the correct option.

A castle was the fortified private residence of a lord. The castle was a home as well as a stronghold. Acastle was also a community, with many staff: the constable or castellan looked after the buildings anddefences; the marshal was in charge of the horses, garrison and outside servants; the chamberlain wasresponsible for food and drink; and the steward ran the estates and finances.

C. GRAVETT

Eyewitness castlesDK Publishing (Adapted)

a) The constable looked after the buildings and defences / horses and servants .

b) The marshal was in charge of the buildings and defences / horses and garrison .

c) The chamberlain was responsible for food and drink / crops and cattle .

d) The steward ran the estates and finances / buildings and defences .


Assessm



� Read the text and carry out the activities.

In the 14th century in the city of Genoa they used various currencies, among them the ducat, the soldoand the grosso. A ducat was worth 25 soldos and a grosso was worth 2.

L. SUÁREZ

Historia social y económica de la Edad Media europeaEspasa (Translated and adapted)

a) How many ducats were equivalent to 75 soldos?

b) Which was worth more, 50 ducats or 100 soldos?

� From the information in the chart explain which group had the best standard of living in feudal Europe.

SOURCE: M. RIU-RIU, Lecciones de historia medieval, Teide (Translated and adapted)

Look at the picture and answer the questions.

a) Is it a secular or a religious building?

b) What architectural features does the building have?

c) What architectural style is the building: Byzantine, Islamic, Romanesque or Gothic?


The life of the nobles

The main meal was usually dinner, which consisted of meatand some vegetables.

At big feasts, a banquet could consist of fifteen or moredifferent dishes.

War and hunting were the nobles’ main activities.

The life of the peasants

Their main source of food was pulses (lentils, beans, etc.)vegetables, bread and wine. They usually kept a pig andsome hens.

Both men and women worked on the vegetable plots andon the fief’s land.

Peasants worked from sunrise to sunset.

Reims Cathedral

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�� Imagine you’re going to walk the Camino de Santiago from Roncesvalles. Plan the stages of your journey; decidewhere you’re going to sleep the night and how many days your journey will take. Use maps, books and the Internet.Remember you shouldn’t walk more than 25 km a day and you need to rest one day out of every four.


Church of Ripoll Monastery

Assessm



� Compare these two texts and identify which one refers to absolutism and which to parliamentary monarchism.

Text 1

To tell the truth, when he adopts the sun as his emblem, he is just putting into practice the lessons hehas learnt since his childhood and which he will hear for the rest of his life. Perfectly imbued with totaldignity and with all the rights and obligations which this implies, Louis XIV really considers himself to be‘God’s representative on Earth’. This belief inspires all his actions, even the most mundane ones.

Text 2

Parliament drew up a Bill of Rights which established the respective rights of the king and ofParliament. It stated that ‘The pretended power of suspending the laws or the execution of laws by regalauthority without consent of Parliament is illegal’ and also that ‘the pretended power of dispensing withlaws or the execution of laws by regal authority is illegal’.

VARIOUS AUTHORS

Historia moderna, Akal (Translated and adapted)

�� Write a short description of the modern state using the following information:

a) It originated and developed in Europe.

b) It was controlled by authoritarian monarchs.

c) It subjugated the feudal nobility and created a permanent army.

d) State administration was professionalised.

�� Read the chronology of the history of Spain in the Early Modern Period and choose the correct option to completeeach sentence.

a) The conquest of the Aztec territories occurred during the reign of…

� Felipe II. � the Catholic Monarchs. � Carlos I.

b) Muslim rule came to an end on the Peninsula…

� in the 15th century. � in the 14th century. � in the 16th century.

c) Felipe II was king of Spain…

� for 10 years. � for 50 years. � for 42 years.


Date

1492

1510

1516

1520

1547

1556

1598

Event

End of Muslim rule on the Iberian Peninsula

The Catholic Monarchs conquered Tripoli (Libya)

Carlos I, King of Spain

Conquest of the Aztec territories in America

Battle of Mühlberg (Germany)

Carlos I renounces the Spanish throne and is succeeded by his son Felipe II

Death of Felipe II, King of Spain

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�� Look at the pictures and answer the questions.

Penitence of St. Peter by José de Ribera Study for the Phrygian Sibyl by Rafael

a) Match each picture with the words and expressions below.

� Beauty � Idealisation

� Movement � Perfection

� Realism � Anguish

� Serenity � Equilibrium

b) What is the artistic style of each of these works?


Assessments of basic competencesHISTORY SECTION: UNITS 410

� Read the text and the sentences. Choose three sentences that are true according tothe text.

Charlemagne made efforts to build an empire in Western Europe similarto the Western Roman Empire. To do this, he fought wars against theLombards, the Saxons, the Thuringii, the Bavarians, the Bretons, the Danes and the Byzantines. He also fought against the Muslims in al-Andalus. On Christmas Day in the year 800, Pope Leo III placed the ironcrown of the Lombard kings on the head of the Frankish emperor andgranted him the title of Western emperor.

Charlemagne tried to raise the level of culture in his states and theemperor himself, his children and the most important people at his courtstudied in the Palatine Academy.

1 000 Protagonistas de la HistoriaEspasa (Translated and adapted)

a) Charlemagne inherited an empire from his father, who was the Western Romanemperor.

b) Charlemagne’s children were teachers at the Palatine Academy.

c) Charlemagne built an empire similar to the Western Roman Empire.

d) Charlemagne fought against many different tribes.

e) Charlemagne didn’t fight against the Byzantine Empire.

f) The Palatine School was founded by the Bretons.

g) Charlemagne tried to raise the level of culture in his States.

The three true sentences are c), d) and g).

Answer key

© Oxford University Press España S. A. Social Sciences ESO 2

1. Linguistic competence 1.14. Process information from oral and written sources.

5. Data processing and digital competence 5.2. Establish criteria for selecting information from different sources objectively.

CO M P E T E N C E S A N D S U B CO M P E T E N C E S

Correct answer: 2. Incorrect answer: 0

Portrait of Charlemagne


� Solve the word puzzle.

1. Muslim religious building

2. Market in Muslim cities

3. Holy book of Islam

4. Mosque tower from where people arecalled to prayer

5. The Moorish name for the IberianPeninsula

6. The last Moorish kingdom on the IberianPeninsula

7. Capital of the caliphate in al-Andalus

8. Islamic prophet

9. Decoration similar to stalactites used onsome Muslim vaults

10. City where Muslims must go at leastonce in their lives

� Analyse the map and choose the three correct sentences.

SOURCE: VARIOUS AUTHORS, Atlas histórico y geográfico universitario, UNED (Translated and adapted)

a) Islam spread throughout northern Europe.



d) The sea prevented the expansion of Islam.

e) Islam stopped its expansion at the Danube.

f) The Islamic dominions stretched from the Indian Ocean to the Mediterranean Sea.

The correct sentences are:



f) The Islamic dominions stretched from the Indian Ocean to the MediterraneanSea.



1. M O S Q U E

2. S O U K

3. K O R A N

4. M I N A R E T

5. A L A N D A L U

6. N A S R I D

7. C O R D O B

8. M U H A M M E

9. M U Q A R N A

10. M E C C A

S

A

D

A T L A N T I C

O C E A N

Black Sea

CaspianSea

AralSea

Red Sea

Alexandria

Damascus

Baghdad

I N D I A N

O C E A N

M e d i t e r r a n e a n S e a Jerusalem

ConstantinopleCórdoba

Mecca

Medina

Nile

Danube

Euphrates

Tigris

Tajo

Amu-Daria

Indo

BYZANT IN E EM P I R E

Persian Gulf

MAGHREB

EGYPT

PALESTINE

SYRIA

SASSANID

PERSIAN EMPIRE

Arabian

Peninsula

Iberian

Peninsula

Islam at the time of Muhammed’s death (632)

Expansion during the Orthodox Caliphate (632-661)

Umayyad conquests (661-750)

N

750 km0

1 :51 628 000

THE EXPANSION OF ISLAM

1. Linguistic competence 1.5. Use specific vocabulary from each subject area to enrich one’s language.



� Look at the drawing and describe the scenes and what each person is doing. Indicatewhether it is a feudal or urban society.

The drawing shows a castle surrounded by farmland. Inside the castle we can seesome women spinning. We can also see people eating in the great hall and noticethe difference in social status between the lords and the vassals. Others are cookingin the kitchen, taking water from the well, working in the forge and attending tothe horses in the courtyard. A carriage has just arrived at the castle. There are alsosome children playing, soldiers guarding the castle and knights riding horsesentering through the castle gate.

Outside the castle walls, we can see people cutting tree trunks and loading themonto a cart. Others are sewing seeds, ploughing the land, tending the sheep,carrying sacks on their shoulders, etc.

The drawing represents a feudal society.

3. Competence in knowledge and interaction with the physical world3.2. Develop the skills of orientation, localisation, observation and interpretation of real and represented spacesand landscapes.

5. Data processing and digital competence 5.2. Establish criteria for selecting information from different sources objectively.5.4. Understand and interpret icons, symbols and other ways of representing information, especially thoserelating to maps and images.


1. Linguistic competence1.1. Communicate simple messages, verbally and in writing.

2. Social and civic competence2.1. Understand the past and present social reality.

5. Data processing and digital competence5.1. Search for, find and process information from direct and indirect observation of reality, and from written,graphic and audiovisual sources. 5.2. Establish criteria for selecting information from different sources objectively.5.4. Understand and interpret icons, symbols and other ways of representing information, especially thoserelating to maps and images.




� Read the text and complete the sentences with the correct option.

A castle was the fortified private residence of a lord. The castle was ahome as well as a stronghold. A castle was also a community, with manystaff: the constable or castellan looked after the buildings and defences;the marshal was in charge of the horses, garrison and outside servants; thechamberlain was responsible for food and drink; and the steward ran theestates and finances.

C. GRAVETT

Eyewitness castlesDK Publishing (Adapted)

a) The constable looked after the buildings and defences .

b) The marshal was in charge of the horses and garrison .

c) The chamberlain was responsible for food and drink .

d) The steward ran the estates and finances .

� Read the text and carry out the activities.

In the 14th century in the city of Genoa they used various currencies,among them the ducat, the soldo and the grosso. A ducat was worth 25soldos and a grosso was worth 2.

L. SUÁREZ

Historia social y económica de la Edad Media europeaEspasa (Translated and adapted)

a) How many ducats were equivalent to 75 soldos?

Three ducats.

b) Which was worth more, 50 ducats or 100 soldos?

50 ducats were worth more because 1 ducat was worth 25 soldos. 100 soldoswas equivalent to 4 ducats.

� From the information in the chart explain which group had the best standard of livingin feudal Europe.

SOURCE: M. RIU-RIU, Lecciones de historia medieval, Teide (Translated and adapted)

1. Linguistic competence1.1. Communicate simple messages, verbally and in writing.


5. Data processing and digital competence5.1. Search for, find and process information from direct and indirect observation of reality, and from written,graphic and audiovisual sources. 5.2. Establish criteria for selecting information from different sources objectively.


6. Mathematical competence6.1. Be aware of the quantitative and spatial aspects of reality. 6.2. Apply simple operations, scales, percentages, proportions and statistical concepts to aspects of reality whichcan be described quantitatively.




The life of the nobles

The main meal was usually dinner, whichconsisted of meat and some vegetables.

At big feasts, a banquet could consist offifteen or more different dishes.

War and hunting were the nobles’ mainactivities.

The life of the peasants

Their main source of food was pulses(lentils, beans, etc.) vegetables, bread andwine. They usually kept a pig and somehens.

Both men and women worked on thevegetable plots and on the fief’s land.

Peasants worked from sunrise to sunset.


The nobles had a better standard of living because they ate better food and onlyworked during wartime. The peasants had worse food and had to work very hard allday long.



It’s a religious building because it’s a cathedral.


It has a tower, pointed arches, flying buttresses, buttresses and pinnacles. Thewindows, including the rose window, are covered in stained glass.


It’s a Gothic building.

2. Social and civic competence2.1. Understand the past and present social reality.2.2. Have knowledge of how societies have developed, their organisation, achievements and problems.

7. Learning to learn7.1. Make use of different types of reasoning, look for multi-causal explanations and predict the effects of socialdevelopments.



Reims Cathedral

4. Cultural and artistic competence4.1. Be familiar with and appreciate relevant artistic works because they are characteristic of particular stylesand artists or because they are part of the cultural heritage.4.2. Develop skills for recognising and understanding the technical elements necessary for analysing importantworks of art.

5. Data processing and digital competence5.2. Establish criteria for selecting information from different sources objectively.5.4. Understand and interpret icons, symbols and other ways of representing information, especially thoserelating to maps and images.






It’s a religious building because it is a church.


We can see semicircular apses, semicircular arches and a tower located at thetransept of the church.


It’s a Romanesque building.

�� Imagine you’re going to walk the Camino de Santiago from Roncesvalles. Plan thestages of your journey; decide where you’re going to sleep the night and how manydays your journey will take. Use maps, books and the Internet. Remember youshouldn’t walk more than 25 km a day and you need to rest one day out of every four.

STUDENT’S OWN ANSWER. Correct answers will adddress all the points listed in the rubricand demonstrate the use of reliable sources in the search for the requiredinformation.






1. Linguistic competence1.13. Find information in different media (print and digital) and use it in projects related to different subjectareas.



Church of Ripoll Monastery


� Compare these two texts and identify which one refers to absolutism and which toparliamentary monarchism.

Text 1

To tell the truth, when he adopts the sun as his emblem, he is justputting into practice the lessons he has learnt since his childhood andwhich he will hear for the rest of his life. Perfectly imbued with total dignityand with all the rights and obligations which this implies, Louis XIV reallyconsiders himself to be ‘God’s representative on Earth’. This belief inspiresall his actions, even the most mundane ones.

Text 2

Parliament drew up a Bill of Rights which established the respectiverights of the king and of Parliament. It stated that ‘The pretended power ofsuspending the laws or the execution of laws by regal authority withoutconsent of Parliament is illegal’ and also that ‘the pretended power ofdispensing with laws or the execution of laws by regal authority is illegal’.

VARIOUS AUTHORS

Historia moderna, Akal (Translated and adapted)

Text 1 refers to absolutism, text 2 to parliamentary monarchism.

�� Write a short description of the modern state using the following information:

a) It originated and developed in Europe.

b) It was controlled by authoritarian monarchs.

c) It subjugated the feudal nobility and created a permanent army.

d) State administration was professionalised.

The modern state originated and developed in Europe in the Early Modern Period.In this new political system, territories were controlled by authoritarian monarchs.The kings succeeded in exerting their authority because they subjugated the feudalnobility through the creation of a permanent army consisting of professionalsoldiers, which meant they avoided having to resort to using feudal lords’ troops inthe event of armed conflict, and the application of common laws in all territories,instead of allowing justice to be imparted by the lord in each fief. The kings alsoprofessionalised the administration by appointing government officials whoworked for the monarchs and developing diplomacy to defend their interestsabroad.



1. Linguistic competence1.14. Process information from oral and written sources.


5. Data processing and digital competence5.2. Establish criteria for selecting information from different sources objectively.


1. Linguistic competence1.5. Use specific vocabulary from each subject area to enrich one’s language.1.8. Compose and manipulate different kinds of texts with different communicative and creative purposes.

2. Social and civic competence2.2. Have knowledge of how societies have developed, their organisation, achievements and problems.



�� Read the chronology of the history of Spain in the Early Modern Period and choose thecorrect option to complete each sentence.

a) The conquest of the Aztec territories occurred during the reign of…

� Felipe II. � the Catholic Monarchs. � Carlos I.

The conquest of the Aztec territories occurred during the reign of Carlos I .

b) Muslim rule came to an end on the Peninsula…

� in the 15th century. � in the 14th century. � in the 16th century.

Muslim rule came to an end on the Peninsula in the 15th century .

c) Felipe II was king of Spain…

� for 10 years. � for 50 years. � for 42 years.

Felipe II was king of Spain for 42 years .

�� Look at the pictures and answer the questions.

Penitence of St. Peter by José de Ribera Study for the Phrygian Sibyl by Rafael

a) Match each picture with the words and expressions below.

� Beauty � Idealisation

� Movement � Perfection

� Realism � Anguish

� Serenity � Equilibrium


5. Data processing and digital competence5.2. Establish criteria for selecting information from different sources objectively.

6. Mathematical competence6.2. Apply simple operations, scales, percentages, proportions and statistical concepts to aspects of reality whichcan be described quantitatively.


Date

1492

1510

1516

1520

1547

1556

1598

Event

End of Muslim rule on the Iberian Peninsula

The Catholic Monarchs conquered Tripoli (Libya)

Carlos I, King of Spain

Conquest of the Aztec territories in America

Battle of Mühlberg (Germany)

Carlos I renounces the Spanish throne and is succeeded by his son Felipe II

Death of Felipe II, King of Spain


Penitence of St. Peter by José de Ribera:

� Movement

� Realism

� Anguish

Study for the Phrygian Sibyl by Rafael:

� Beauty

� Serenity

� Idealisation

� Perfection

� Equilibrium

b) What is the artistic style of each of these works?

Penitence of St. Peter is a Baroque work and Study for the Phrygian Sibyl is aRenaissance work.





Spiritual

Trabajo christmas segundo