Unit 6. The Iberian Peninsula between the 11th and 13th centuries.

1. UNIT PRESENTATION

Title

The Iberian Peninsula between the 11th and 13th centuries

Unit description

The unit devoted to the High Middle Ages in the Iberian Peninsula, following the same schedule used for the Early Middle Ages, is structured in two parts. The first one analyses the progressive decline of al-Andalus during the Taifa, Almoravid and Almohad periods; and their artistic expressions. the second part studies the consolidation and advance of the peninsular Christian Kingdoms: the territorial expansion of the different kingdoms; the political organisation and the introduction of new institutions such as Courts; the methods for repopulating territories conquered from al-Andalus; the social organisation; the cultural revival; the Gothic artistic expressions until the 13^th century, and Mudejar art. The technique of creating an historical biography promotes the historian profession and allows increasing the knowledge of relevant characters of the corresponding historical time.

The various activities presented throughout the unit are designed to help students acquire knowledge on the following:

-  The political and territorial decline of al-Andalus (1031-1224). Artistic evolution.

-  Consolidation and advance of the Christian kingdoms.

-  Government and administration of the Christian kingdoms.

-  The repopulation of the conquered territory.

-  Economic activities of the Christian kingdoms.

-  Estate-based society and ways of life.

-  The culture and art of the Christian kingdoms. Gothic and Mudejar art.

-  The autonomous community between the 9^th and 13^th centuries.

-  How to create an historical biography.

-   Checking progress in the development of some core competences.

2. TEACHING OBJECTIVES

  1.  To explain al-Andalus historical and artistic evolution between 1031 and 1224.

  2.  To identify the foundations of the consolidation and advance of the Christian kingdoms.

  3.  To distinguish the differences existing in the government and administration of the Christian kingdoms.

  4.  To draw conclusions of the repopulation models.

  5.  To differentiate the economic activities of the Christian kingdoms.

  6.  To make interpretations on the three-estate system and the ways of life of each estate.

  7.  To make conceptual networks on peninsular Gothic art and Mudejar art.

  8.  To appreciate the historical singularity of their autonomous community between the 9^th and 13^th centuries.

  9.  To learn how to make an historical biography.

10.  To promote the development of the core competences.

 Activities

In this unit we go back to the Iberian Peninsula for the period of the High Middle Ages.

Remember we have studied two civilisations sharing the space of the Peninsula: the Christian kingdoms in the north and Al Andalus in the south. 

In this period many changes ocurred: 
- Al Andalus suffers a period of instability due to the African invasions. New empires (the Almoravids and Almohads) invade the territory of Al Andalus.
- Christian kingdoms slowly advance in the territory.

Read carefully and copy questions and answers in your notebook.

Activities 1 and 2 should be done by next Friday March 20th. 
You don´t need to send them to me, but please, make them properly. I will ask you to do some activity (similar to the one you did for unit 5) to find out if you really understood what you studied. 

1. The political and territorial decline of Al Andalus

This is a period of decline and many changes in Al Andalus.

Read point 1 of your book and do the following exercises:

1.1 Answer these questions

a) Order the following and add the corresponding dates to each one: Nasrid Kingdom of Granada, second taifa period, first taifa period, Almoravid rule, Almohad rule, Battle of Navas de Tolosa, third taifa period

b) Make a timeline in your notebook (remember: landscape mode, scale, space for the Christian kingdoms)

1.2. Complete the following sentences to understand the first taifas period and the rule of the Almoravids

a) The first taifas period was a moment of decline in Al Andalus. Christian kings took advantage of it and ...

b) During this period Alfonso VI, king of León conquered ... in the year ...

c) The conquest of Toledo created great alarm among the Muslims of Al Andalus. That is why andalusians called the ... 

d) The Almoravids defeated Alfonso VI in the battle of ... and (although they had come to help the governorns of the Taifas) imposed their rule in Al Andalus.

e) One of the most outstanding features of Almoravids was their religious ... (they were not tolerant with Mozarabs and Jews)

f) By 1145 Almoravids had lost authority and disintegrated into the ...

1.3 Complete the following sentences to understand the first taifas period and the rule of the Almohads

a) While the Almoravids were ruling in the Iberian Peninsula a new tribe was gaining power in Africa. These peoples were the Almohads. In 1147 they entered in ... and implemented a greater ...

b) The battle of ... in year 1212 was decisive for the Christian kingdoms. Little by little the Almohad power declined and Al Andalus started a new ... period.

c) From year ... until year ... Muslims only ruled in a small territory in the peninsula. It was called the Nasrid Kingdom of Granada. 

2. Consolidation and advance of the Christian kingdoms

During this period the situation in Al Andalus is not good. That is why Christian kingdoms take advantage of it (aprovechan) to gain some land to the Muslims. Only Navarra (it was called kingdom of Pamplona before) didn´t advance in the territory.

2.1 The Kingdoms of Castilla and León

Answer these questions:

a) What important event took place in 1230?

b) In year 1085 Alfonso VI, king of León, reached river ... 

c) In the 13th c., after defeating the ... in the Battle of Navas de Tolosa Castilla and León incorporated ... and ...  

Now look at the map in page 115

a) Read the legend carefully

b) Can you see the battle of Navas de Tolosa in the map? Where did it take place?

c) What important andalusian cities were conquered after that date?

d) Can you see the Nasrid Kingdom of Granada in the map? Which nowadays provinces did it include?

2.2 The Eastern states and kingdoms

Answer these questions:

a) What states did the Crown of Aragon include in 1137?

b) Make a simple mind-map of the conquest of the Crown of Aragon

2.3 The kingdom of Portugal
a) Which do you think is the most important idea of this text? 

2.4 Now do the following: 

a) How many states were there in the Iberian Peninsula by the end of the High Middle Ages? 
b) Describe the map in page 115.

3. Economic activities of the Christian kingdoms (Point 5 of your book)
3.1  The transhumance system (la trashumancia) and the Honourable Council of the Mesta (5.1 in your book)

Here you are an audio with some explanations. 

a) Explain what was the transhumance
b) Explain what was the Honourable Council of the Mesta.
c) Explain why transhumance was so important for the economy of Castilla.
d) Explain why did kings of Castilla protect the transhumance system.

3.2 The urban activities (5.2 in your book)
We will focus on trade which brings some news to both Castilla and the Crown of Aragón. (Trade and trade hubs in your book)

Here you are an audio with some explanations.  


a) Explain which were the areas in which trade developed in Castilla and what goods they imported and exported.
b) Which is the main geographical area in which the Crown of Aragon is trading during the High Middle Ages? (Take a look at map in page 121)

4. Estate-based society and ways of life. We are going to focus on some area we still didn´t speak about (6.3: Jews, Mudejars, vagrants and beggars)

Here you are an audio with some explanations. 
 
The estate-based society continues all throughout this period in the Iberian Peninsula (remember: privileged and non privileged people / separate estates determined by birth from which people could hardly escape). There were also some other groups living in the Iberian Peninsula. Listen to this audio to understand who they were and how they lived.

a) Define: aljamas, Mudejars
b) Which were the main professions of Jews during this period?

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Activities week 9-13th March. Main changes during the High Middle Ages

Hi dearest students,

This week you will have to make a very special exercise.

You will have to write a long extension text about the Main changes during the High Middle Ages. It will be, more or less, an organised summary of what we studied in unit 5.

Before doing so you should review everything we studied in the past weeks regarding unit 5.

You will have to follow the structure that we use all the time:

Introduction: explain the general context of the High Middle Ages (when, were, general overview of the previous situation)

Body of text: (use linking words Tiff tought us!!)

Use different paragraphs to explain the different areas that suffer major changes:

- Agriculture and agrarian techniques
- Population
- Parliaments
- Cities
- Society
- Crafts
- Trade
- New religiosity

Conclusion: you know there are many possibilities: summarize the most important ideas.


Criteria:
- Follow the structure
- Explain (not just name) every idea
- Use the key words of the unit
- Watch your spelling
- Send it to my email before Saturday 14th march (That means Friday is your last day to send it)

I have enabled comments in our blog, so you can also make questions or comment anything. Beware everybody will see it : )

Missing you already

Unit 5. The High Middle Ages. Urban reinassance

UNIT PRESENTATION

Title

The High Middle Ages. Urban renaissance

Unit description

This unit analyses the changes experienced by feudalism in Europe between the 9^th and 13^th centuries. Attention is focused on the appearance of parliaments; on the advances carried out in agricultural techniques; and, most of all, in the recovery of urban life, stating the causes of this fact, the spatial organisation of cities, their government bodies, the activities performed by craftsmen guilds and merchants, and the features of the new urban society and everyday life in the city. The unit closes with the analysis of the cultural renewal ¾appearance of universities¾; the main features of religiosity at the time ¾crusades, military orders, the Inquisition and the mendicant orders¾; and the main architectural, sculpture and pictorial expressions of Gothic art. The technique of analysing works of art applies now to sculpture, providing a useful methodology for the discussion of sculptures.

The various activities presented throughout the unit are designed to help students acquire knowledge on the following:

-  The European territory. A mosaic of kingdoms and nations.

-  The consequences of agricultural progress.

-  Medieval cities. Recovery, functions and spaces.

-  Government and economy in medieval cities.

-  Society and everyday life.

-  Cultural and religious renewal.

-  Gothic architecture.

-  Gothic sculpture, painting and stained glass.

-  Analysing works of art. Sculpture.

-   Checking progress in the development of some core competences.

2.  TEACHING OBJECTIVES

  1.  To distinguish the territorial scope and political organisation of the High Middle Ages.

  2.  To list agricultural developments, their causes and consequences.

  3.  To understand the renaissance, the functions and spaces of the medieval city.

  4.  To differentiate the forms of government and the economic activities of medieval cities.

  5.  To check the groups existing in the new urban society and some aspects of their everyday life.

  6.  To understand and explain medieval urban culture and religiosity.

  7.  To recognise Gothic architecture.

  8.  To analytically look at Gothic sculpture, painting and stained glass windows.

  9.  To learn how to analyse a sculpture.

10.  To promote the development of the core competences.

Activities
1. Which centuries are included in the High Middle Ages?

2. Read the introduction of the unit in page 88 in your book.
State if the following are true or false. Make the corrections needed.
a) During the 11th c. agriculture was declining.
b) Therefore people didn´t have a lot to eat and many people died.
c) That is why we say economy was much worse than in the Early Middle Ages.
d) Some cities appeared and crafts and trade became more common.
e) The people that undertook the urban activities were called bourgeoisie.
f) In the cities cathedrals were built in a new style: Gothic style.

3.  Agricultural progress
Read page 92.
3.1. Which was the main innovation during the 11th c. in agriculture?
3.2. Explain why the triennial rotation was a better crop rotation system.

Used before the 11th c.

Used from the 11th c.

4. Agricultural innovations had enormous consecuences. Make a simple mind-map to explain them. (Read 2.2 in your book).

5. Urban renaissance
 Read 3.1. in your book. Why did new cities appear?

6. Who were the bourgeois?

7. What were the bourgeois dedicated to?

8. A new social group emerged with the renaissance of the cities and the appearance of the  bourgeoisie. Draw a social pyramid of the High Middle Ages.

9. The medieval city or borough. Read 3.2 and draw a medieval city.

10. Economy.
 Read 4.2.
What was a guild?

11. Political organisation. Parliaments. 
 Read 1.3.
11. 1 State if the following are true or false.
a) Until the 12th c. some people advised the king in an assembly called Curia Regis. Its members were part of the privileged groups (nobles and clergymen).
b) From the 12th/13th c. some other people were asked to join the assembly. These new members belonged to the bourgeoisie (non privileged) The new assembly was called Parliament.

11. 2 Listen to the explanation of the teacher and answer these questions.
a) Why did the king allow some non privileged people to join his assembly?
b) The king received ......................... from the Parliament. The members of the Parliament could present some ....................... to the king.
c) Is it true that kings always did what the Parliaments asked them to do?
d) How was the Parliament called in the Iberian Peninsula?

12. Cultural and religious renewal.

Read 6.2. in your book
12.1. Define the following. To do it use the following terms:

Crusades: Holy Land / military expeditions / Pope / 11th-13th c.
Military orders: monk-soldiers / defence / Holy Land / pilgrims / Kinghts Templar, Knights Hospitaller and Order of the Holy Sepulchre.
Inquisition: Court / judge / crimes against the Church / beginnning 13th c.


13. Gothic Art.
13.1 Make a table in your notebook comparing Gothic and Romanesque architecture.
The table should include the following: time /main buildings / Type of arch / height of the building / walls / windows / plan / area (rural or urban) / type of buttress / ceilings

13.2 Gothic sculpture
Read the following and make a table comparing the Romanesque and Gothic sculpture
It should include: stiff or certain movement / emotions and feelings / realistic or non realistic / subjetcs or topics / close to the wall or detached from the wall / features of the Crucified Christ / Features of Virgin Mary with Jesus

I advise you to make your table in a digital format and incorporate some pictures with examples of sculpture to it. Using tables is quite simple and helpful :) give it a try!!!

Please, pay attention to pictures and legends published here.

Besides the image of Virgin Mary with Jesus a new kind of representation was used. It is called "pietà" and it represents Virgin Mary holding her son Jesus after his death.

13.3 Gothic painting

a) Define the following: stained glass windows (vidrieras), altarpieces (retablos)

b) Which are the functions of the stained glass windows? Make a simple mind-map to explain. You can find that information in your book.

b) What are the functions of an altarpiece? For this you have to do some research and think a bit : ) Make a simple mind-map to explain.

Unit 4. The Iberian Peninsula between the 8th and the 11th centuries

The Iberian Peninsula between the 8th and 11th centuries

Unit description

The unit devoted to the High Middle Ages in the Iberian Peninsula has been structured in two parts. The first part focuses on the geographic space of al-Andalus during the period contained between the Muslim conquest (711) and the disintegration of the Caliphate into the taifas (1031). It covers its historical evolution; political economic and social organisation; the culture of water, used for agricultural irrigation and public baths; and the art in the Caliphate, focusing on the Mosque of Córdoba. The second part of the unit studies the formation and evolution of the peninsular Christian kingdoms between 722 and 1035; characteristics of government, economy and society; Pre-Romanesque and Romanesque artistic expressions; and the religious, economic and cultural importance of the Camino de Santiago. The technique of analysing works of art, focused on painting, provides a useful methodology for the discussion of paintings, also contributing to their appreciation and valuation.

The various activities presented throughout the unit are designed to help students acquire knowledge on the following:

-  Al-Andalus. Islam in the Iberian Peninsula (711-1031).

-  The political and economic organisation of al-Andalus.

-  Society and everyday life.

-  The culture of water.

-  Culture and art in the Caliphate.

-  Christian resistance groups (722-1035).

-  Organisation of the resistance groups.

-  Art in the 9th and 10th centuries. The Camino de Santiago.

-  Spanish Romanesque art.

-  The autonomous community between the 8^th and 11^th centuries.

-  Analysing works of art. Painting.

-   Checking progress in the development of some core competences.

2. TEACHING OBJECTIVES

  1.  To identify the space and time of Islam in the Iberian Peninsula until 1031.

  2.  To differentiate the Andalusi forms of government and economy.

  3.  To describe the social diversity of al-Andalus and some aspects of its everyday life: dress and diet.

  4.  To obtain facts and conclusions on the culture of water in al-Andalus.

  5.  To create conceptual networks on culture and art in the Caliphate.

  6.  To know and locate Islam-resistant Christian kingdoms and their historical evolution.

  7.  To check the political, economic and social organisation of resistance groups.

  8.  To create conceptual networks on Pre-Romanesque art and the Camino de Santiago.

  9.  To show the importance of the peninsular Romanesque art.

11.  To learn how to analyse paintings.

12.  To promote the development of the core competences.

Video: Mosque of Cordoba


 Activities:
Islam in the Iberian Peninsula
Act. 1
1.1 Make a mind-map of 1.1 of your book. The Muslim conquest.
It must include answers to the main questions: when, where, who, why, how.
1.2 Read the following text and make a summary (no more than 3 lines).
1.3. Explain which is the historical context in which this text is written. (When, where, who, why?...)

 
“In the name of God, the merciful and compassionate. This is a document [granted] by ‘Abd al-‘Aziz ibn Musá ibn Nusair to Tudmir, son of Ghabdush, establishing a treaty of peace and the promise and protection of God and his Prophet) may God bless him and grant him peace). We [‘Abd al-‘Aziz] will not set special conditions for him or for any among his men, nor harass him, nor remove him from power. His followers will not be killed or taken prisoner, nor will they be separated from their women and children. They will not be coerced in matters of religion, their churches will not be burned, nor will sacred objects be taken from the realm, [so long as] he [Tudmir] remains sincere and fulfills the [following] conditions that we have set for him. He has reached a settlement concerning seven towns: Orihuela, Villena, Alicante, Mula, Bigastro, Ello, and Lorca. He will not give shelter to fugitives, nor to our enemies, nor encourage any protected person to fear us, nor conceal news of our enemies. He and [each of] his men shall [also] pay one dinar every year, together with four measures of wheat, four measures of barley, four liquid measures of concentrated fruit juice, four liquid measures of vinegar, four of honey, and four of olive oil. Slaves must each pay half of this amount. {Names of four witnesses follow, and the document is dated from the Muslim month of Rajab, in the year 94 of the Hijra (April 713).}”


Act. 2
Make a timeline of the evolution of Al-Andalus between 711 and 1086. (Landscape mode in a single page leaving space for the timeline of Christian resistance) (We just need to see 711 + 4 stages)

Act. 3. Read 1.2 in your textbook.

3.1. Who was Abd al Rahman I? What changed in the emirate with his arrival?
3.2. Which were the main problems of the independent emirate of Córdoba?
3.3. Make a table with the main features of the caliphs of Córdoba.
3.4. What happened in year 1031?

4. Look at the maps in pages 68 and 69 of your book and answer to the questions.
4.1. How long did it take the Muslims to conquer the Iberian Peninsula?
4.2. Was the whole of the Peninsula conquered?
4.3 What differences in territory do you see between the maps in page 68?
4.4. How many Christian kingdoms can you see in the map of the Caliphate? Name them.
Who and when led the campaign against Santiago?
Who and when led the campaign against Barcelona?
4.5. How many Christian kingdoms can you see in the map of the Taifas? Name them.

5. The Andalusi economy
5.1 Make a simple mind-map about the economic activities of Muslims in Al Andalus.
5.2. What does "fallow land" mean? Why was it used?

6. Andalusian society
6.1 Read 3.1 in your textbook and answer. Why do we say there was a lot of diversity in the andalusian society?
6.2 Who were the mozarabs?
6.3 Who were the Muladis?

7. Culture and art in Al Andalus
7.1 Which two buildings were the most important during this period in Al Andalus?
7.2 How long did it take to build the mosque of Córdoba as it is today?
7.3 Which was the function of Medina Azahara?

Mosque of Córdoba

Prayer hall. Mosque of Córdoba

Mihrab. Mosque of Córdoba

Room of the ambassadors. Medina Azahara, Córdoba

City-Palace of Medina Azahara

Christian resistance groups
8. Read point 5 in your textbook and take a look at the map in page 77.

Answer to the questions:
8.1. Who was the leader of the resistant group in the area of Cangas de Onís. Who did he fight in the Battle of Covadonga?
8.2. When did that group of resistance become a kingdom and what was its name.
8.3. When did that kingdom change its name? How was it called?
8.4. How many resistance groups were there in the Pyrenean area? Name them.
8.5. Who did these groups have to fight against?
8.6. Which was the area that had the longest influence of the Franks?
8.7. Which do you think was the strongest kingdom in the beginning of the 11th century? What territories did it include?

9. Describe the map in page 77. The Christian states and their protagonists.

Government and administration of the Christian groups
10. What is resettlement?
11. What is presura or aprisio?
12. What is a municipal charter?

Municipal charter (carta puebla)

Economic activities
13. Which was the basis of the Christian economy?
14. How were Christian cities compared to Muslim cities?

Art
15. Did the Asturian kings make any buildings? Give some examples.
16. What is the Mozarabic art? Give some examples.
17. Write a definition for "Camino de Santiago"

Santa María del Naranco. Asturian art.

San Miguel de la Escalada. Mozarabic art. 10th c.

Beato de Liébana. Mozarabic art. 10th c.

Santa María de Tahull. Romanesque painting.

San Clemente de Tahull. Thick lines

Iglesia de la Vera Cruz, Maderuelo, Segovia.

Pórtico de la Gloria, Catedral de Santiago de Compostela. Maestro Mateo. 12th c. Late Romanesque.

Pórtico de la Gloria, Catedral de Santiago de Compostela. Maestro Mateo. 12th c. Late Romanesque.

 Project: We still have no due date. Start working on it today!!