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 13th 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 9th
and 13th 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 9th and 13th 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?
