Geography and History 2 Student Book Sample. by Grupo Anaya, S.A.

DIGITAL PROJECT

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RESOURCE BANK DIGITAL BOOK

N O I T A C U D E Y R A D EC O N

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Building

Blocks

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your book

Reading and listening

ch unit

f ea The opening pages o

Speaking

We read about and listen to the contribution of women in the development of geographical and historical fields throughout history.

We speak about the different issues that will be learnt throughout the unit.

Speaking 14th century. the crisis in the and read about and how ences of the crisis (of), about the consequ Talk to a partner ors such as because nected. Use connect ence of. they are intercon e, as a consequ as… and so, therefor due to, owing to,

3 Browse the unit

The Late Middle Ages. Crisis and recovery

One of the consequences was a population decline because crops were lost due to bad weather conditions

Reading and listenin

As there were less people, trade and crafts also declined, which led to …

bí

Violant de Algara

d a painter and produce arts. I trained as to wooden d my life to the I have dedicate tapestry and curtains d and, as a art, ranging from several works of was born in Calatayu de Algarabí. I died, I got married panels. I am Violant n. After my father again and a good educatio died, I married child, I received artistic but after my husband my Daroca, shared to and moved I have worked and birth city, where returned to my a talent. 15th century, when career during the , in painting, ed my painting I have develop place. For example forms is taking s are used to renovation of artistic architectural element slimmer and in the images, figures appear ng colour and detail enhanci by the unds, I live, deeply scarred decorate the backgro th ons. In the time the past 14 century, during s among other innovati the European kingdom recovery. crisis suffered by have started their and craftmanship are going to agriculture, trade Middle Ages, you anding of the Late For a better underst learn about: ences, and the ristics and consequ crisis, its characte th • The 14 century th 15 century. recovery in the kingdom. lus. The Nasrid al-Anda in Ages and • The Late Middle n kingdoms: politics Ages in the Christia • The Late Middle economy. architecture, and art. Late Gothic conflicts. Culture • Society and its . sculpture and painting g questions: followin the and answer born?; 1 Read the text Where was she Violant do?; b) of painting did a) What types d? move back to Calatayu th century? c) Why did she better in the 15 life started to get What aspects of

Writing various of the crisis led to to the consequences of some of the protagonists s, in particular, were ly difficult. revolts. Peasant ns became extreme their life conditio uprisings. these uprisings as some of these traveler and witness protesting. You are a time their reasons for about essay Write an opinion

4 Social unrest due

life of the The conditions of are very commoners in …. of... difficult because crisis In my opinion, the to … lords the has forced ners Moreover, commo in cities also… e that … To sum up, I believ

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Go to anayaeducacion.es 5.5 resources.

the SDG 4.5 and

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LANG

160

The audios of each unit’s content are available at www.anayaeducacion.es

Yes, but population also declined as a consequence of …

160-161

Writing We write different types of texts, in a variety of styles about the unit´s subject matter. By practising different styles of writing, we improve the writing skills we need to do well in our studies.

CONTENT DEVELOPMENT Create

Unit 7

Highly structured content with important concepts highlighted in bold.

1 THE LATE MIDDLE AGES

The Hundred Years War (1337-1453)

IN EUROPE

The Black Death and its consequences The spread of the plague

ENGLAND

The Black Death

century crisis

During the 14th century, all the European countries suffered a deep crisis due to three huge calamities: wars, the plague and famine.

Joan of Arc is burnt at the stake Rouen Se in e NORMANDY Paris

1347

North

1348

Compiègne

Sea

1349

Rheims

Compiègne Orléans Troyes

BRITTANY

1350 1351

Domrémy

Cambridge

1352

BURGUNDY

Chinon

Bourges

Route of the Black Death From Asia to Europe

Lo ire

AT L A N T I C

Peasant revolts

FRANCE

OCEAN GUYENA

Kaffa

AT L A N T I C

Urban upheavals

Le Puy

Current borders 0

200

400

Black Sea

Arles

OCEAN

600 km

Florence

Beziers

onne ar

Rhon e

Bordeaux

Bruges Ghent

London Canterbury Rouen Paris

Unaffected areas

➜ Wars. The longest and most devastating war in Europe was the so-called Hundred Years War (13371453), in which France and England fought against each other. In other European countries, and the peninsular Christian kingdoms, feudal lords fought amongst each other and against the king in wars that destroyed their territories.

FLANDERS

Calais

Rhi

ã 1.1 The

14th

Spread 1346

➜ Plague. Plague epidemics were frequent during this time. The most important one, called the Black Death, occurred between 1348 and 1352 and particularly affected the cities. It broke out in Asia, from where it spread throughout Europe through the trade routes.

➜ Famine. Several successive years of heavy rainfall flooded the crop fields, which led to seeds rotting and loss of harvest.

ã 1.2 Consequences of the crisis ➜ The European population declined from 80 to

Skills, split into sections to work on sub-skills.

45 million people between 1300 and 1400. The Iberian Peninsula, Castilla, Catalonia and Mallorca lost between 25 % and 50 % of its inhabitants.

➜ The economy declined. Agricultural production was reduced, as was the demand of handcrafted goods and trade went into crisis.

➜ Society witnessed an increase of conflicts in rural and urban areas.

➜ Art halted construction, and expressed the pessimism brought on by the crisis in macabre ways, such as the dance of death.

ã 1.3 Recovery in the 15th century Recovery from the crisis began in the 15th century. The kings prevailed over the feudal lords; the population began to grow and agriculture and the crafts were recovered. Trade was revived and the search for new trade routes began, leading to important geographical discoveries. Social peace was restored and a change of mentality arose that lead to greater humanism.

The icons included with some activities indicate the project keys.

162

M Territories under French rule (King Charles VII) Territories under the rule of Burgundy

Mediterranean Sea

Territories under English rule The campaigns of Joan of Arc

War broke out because of dynastic problems in France as Charles IV died leaving no descendants. There were three possible candidates to the throne, including the King of England. During the dispute, both countries fought for control of the vast territories the English monarchy had in France.

Symptoms of the disease

Skills progress

S e a

Extension activity

REATE In the 14th century, a pandemic broke and the lifestyle, economy and society in Europe were seriously affected by it. The Black Death, as it was called, had a deep impact and brought many changes with it. A high mortality rate caused by the disease made it difficult for landowners and feudal lords to find peasants to work the land.

Understanding history

1 Explain the relationship of the 14th century crisis with the following facts: a) Poor harvests. b) Population decline. c) The Black Death. d) Social conflicts. e) Trade crisis. f) Wars. g) The ruin of craftsmen. h) Dances of death.

When peasants tried to improve their conditions, they realized that the landowners were not willing to make any concessions. This was the spark that started peasants’ revolts throughout Europe. In small groups, write a short theatre sketch that represents this situation and perform it in front of the class or make a video.

Linking information

2 Find information on Joan of Arc and write a brief report on her participation in the Hundred Years War.

3 Link the following facts to causes or consequences of the crisis: the plague, population decline, the ruin of craftsmen, poor harvests, decline in trade, wars, and social upheavals. Working with historical maps

4 Look at the map and answer these questions: a) Where did the plague originate? What was the date of its outbreak? b) Why were coastal areas the first to be infected? Go to the historical biography

i t e r r a n e a n

The plague probably originated in the steppes of Eastern Asia. It spread towards the west as a result of the siege of the Genoese colony of Kaffa in Crimea, where the Mongol armies dumped their infected corpses. From here, the plague spread throughout Europe by means of commercial vessels, causing around 25 million deaths in very few years.

skill

In this section we create a cross-curricular project that joins Geography and History with other subjects or it is an extension activity related to the content of the unit.

The symptoms included the appearance of buboes, or lumps, in the groin and the armpits and black patches all over the body, which generally caused death within a few days after their appearance. Faced with the disease, doctors used bleeding as a remedy, which meant cutting open the buboes and letting them bleed. In the Middle Ages, the plague was considered divine punishment, and gave rise to the flagellants, roving bands who marched in procession through city streets whipping themselves in public for thirty-three days.

Oral expression

Shared milestones

5 Explain the following to a classmate: a) The symptoms of the Black Death. b) The remedies used to fight against it. c) What was thought to be the cause of death. d) Who the flagellants were and how they dressed.

anayaeducacion.es Go to the bubonic plague

07_u07_gh2_mad_ing.indd 162-163

163

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Reference to check skills from the “Learning to learn” section to carry out the task correctly.

KEYS

PROJECT

SDG

SDG Commitment Discover the Sustainable Development Goals and be an active part of our commitment to make a more equal and liveable world.

Developing thinking Work on strategies for thinking: reflect on the content you are learning, generate ideas, organise them, debate them, explain them…

Cooperative learning Get involved in your learning and participate in the group’s learning; you will find that cooperating improves performance and harmony in the class.

Emotional education Get to know yourself; identify the situations that bring up complicated emotions and manage them with constructive, self-affirming experiences.

We get to know women from the past who have helped to build our history, linked to the modern world. Activities with different cognitive levels to check learning.

REVIEW / PROTAGONISTS “Portfolio”, resource bank ucacion.es your portfolio In the anayaed how to create guidance on you will find

Review

1 Briefly explain the structure of a fiefdom. The image below may be of help to you.

3 Write a text consisting of ten lines and comment on the information presented in this image. defend

Employment rate. Percentage of the active population of a country. The formula to calculate it is:

Buttress. Constructive element attached to a wall to reinforce it or absorb the thrust of an arch or vault. See Visual Dictionary of artistic terms.

Activity rate =

Active population x 20 Population aged 16 and over

Fibula (brooch). Antique buckle or clasp that was used to hold items of clothing.

Enamel. Glass paste that melts by the action of heat, used to coat metal, ceramic or glass objects. In the Byzantine empire, enamels were applied to metal plates divided into cells by small partitions into which the enamel was introduced. See Visual Dictionary of Artistic Terms.

C Chainmail. Coat of mail. Metallic protection formed by iron rings, hooked to each other, forming a metallic fabric.

G Greek cross. A type of church plan in which the transept and

Municipal Charter. Document by A. Demesne which the Christian kings of the B. Dependent holdings granted a series Iberian Peninsula Horseshoe (arch). See Visual of privileges to the inhabitants of a 1. Forest Dictionary of Artistic Terms. territory to ensure its repopulation. 2. Castle 3. Village

2 Answer these questions:

North Sea

Bruges

Conflicts in the city

15th century 0

Cologne Peasant

Venice

Milan Cahors Toulouse

Montpellier

Barcelona

Toledo

In the Late Middle Ages, the social estates continued to be the nobility, the clergy and the commoners, but social structure became more complex as certain social estates diversified.

Genoa

by impoverished craftsmen, who fought in Castilla against the caballeros villanos and in Catalonia against the wealthy merchants (1463). In Peninsular cities, there were also frequent outbursts of anti-Semitism. The most important ones occurred in 1391 in the Valley of the Guadalquivir (Sevilla, Córdoba, Jaén, etc.), from where they spread to Toledo, Valencia and Barcelona.

The revolts which spread through Europe during the 14th and 15th centuries were diverse in nature. Some, such as the French revolt of the Jacquerie in 1358, were spontaneous events; others however, like those involving English peasants in 1381, were general revolts. Still others, like those in Languedoc and French Burgundy were carried out by humble people who took advantage of the situation to engage in theft and looting.

Black Sea

Ciompi Bologna Florence Siena

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

1378 Cola di Rienzo 1347-54 Rome

S e a

A conflict in Europe. The revolt of the Jacquerie

AT L A N T I C O C E A N

revolt: a rebellion or uprising against authority, usually by a large mass of people. It also means to feel or cause to feel disgust. ‘She was revolted by the mess in the house’.

Occupation: Explorer, writer, and teacher

A little over nine hundred years separate Gudrid’s arrival in Vinland with the birth of Ann Bancroft. Those American lands to which the Vikings arrived today coincide with the Canadian territory off the coast of New Brunswick, Nova Scotia and the island of Newfoundland. Ann Bancroft is from Minnesota, but she knows some of the major Viking settlements well, as she was the first woman to ski in Greenland and the first to reach the North Pole on foot, after 56 days of travel, in 1986.

Liv Arnesen Ann Bancroft

2 Ann Bancroft has shared different projects with Liv Arnessen. Find information about this woman and write a short biographical note.

ecosystem. She also chairs a foundation that bears her name, the Ann Bancroft Foundation, to encourage women to develop their dreams and projects.

anayaeducacion.es Go to the SDG 5.5 resources.

SDG. Reflection on and analysis of SDGs, such as gender equality, climate action, reducing inequalities, etc.

VIVERO Mondoñedo VILLALBA

F ocus on English

Nationality: American

taken as the starting point of the Modern Age, however, there were Europeans in America long before this celebrated date. How many years of difference are there approximately? What route would Gudrid and her companions take to make the journey? What other historical fact is taken as the beginning of the Modern Age?

• t hey are related to the Sustainable Development Goals (SDG).

The Peninsular conflicts

MARIÑAS DE BETANZOS

BERGANTIÑOS

applying skills

Betanzos Lugo

Santiago

SARRIA DEZA CAMBA CORDEIRO TABEIROS SALNÉS Pontevedra Ourense RIBEIRO

LEMOS

SANDE CELANOVA Tui

Second Irmandiño Revolt (1467-1469) Uprising focal points Assaulted strongholds

The Irmandiño Revolts. In the mid-15th century, some 80 000 Galician peasants, grouped into brotherhoods, rebelled against the lords to the cry of: Down with the strongholds!

applying skills

A peninsular revolt. The War of the Remenças

➜ In Europe, the protest movements affected many

➜ On the Peninsula, the citizen revolts were staged

500

Hussites 1419-36

Nuremberg

Strasbourg

Tensions grew in cities between the commoners, whose life was difficult, and the urban oligarchy or aristocracy who monopolised power and wealth, and who controlled urban government. cities (Ypres, Bruges, Rome, etc.), although the most significant ones were led by Etienne Marcel in Paris (1358), and the Ciompi in Florence (1378).

250

Wars

Mainz XIV-XV

Zúrich

OCEAN

Beziers

On the Peninsula, the most important uprisings were those of the Irmandiños in Galicia (1431), those of the Catalan peasants (1462) and the Mallorca uprisings (1450).

Maritime Flanders Ghent

1323-8

Amiens Rouen

París The 1382 Jacquerie 1358 1493

Epoch: 1955

1 The discovery of America is

•p roblematic situations that have to be resolved via a series of tasks are put forward.

14 century London

1381 Maillotins Saint-Malo

Name: Ann Bancroft

Like Gudrid, Ann is a tireless explorer, and her early conquests did not quell her desire for new challenges, she still had another pole to reach. In 1993 she led an expedition of four women to reach the southern tip of our planet. In those latitudes, in Antarctica, she skied with Liv Arnesen, with whom she would later found “Bancroft Arnesen Explore” and with whom years later, in 2007, she would participate in a tough incursion through the Arctic Ocean in order to study the environmental deterioration of this highly sensitive

1300-350 1350-1400 Desolate regions th

ATLANTIC

Basic information

fertile part of Scandinavia, but around the year 1010, I managed to finally step foot on that territory on the other side of the ocean. It was a place of forests, green meadows, and rivers teeming with salmon. There my son Snorri was born, the first Scandinavian of that prosperous and distant place inhabited by strong and warrior peoples like ours. After three years we returned to Iceland where, after being widowed again, I ran the family farm until I started a very different journey, a pilgrimage to Rome and then back to my native Iceland, where I now live as a hermit.

• t hey are given context in real situations.

Social tension in the 14th and 15th centuries

1436

Lübeck

ã 5.2 Social tensions Conflicts in rural areas

1411

NOW Ann Bancroft

the loss of my husband, Thorir, in my first shipwreck. Thinking back to those years, I believe a desire to explore and discover lands and to found Viking settlements was forged in me. With my second husband, Thorsteinn, the youngest son of Erik the Red, I shared an adventurous spirit and a desire to reach the lands on the other side of the ocean. The goal was to get to Vinland. We decided to travel in the summer, but even at that time the force of the winds, the fogs and the storms pushed us away from our destination and an epidemic wiped out almost the entire crew, including my husband. Perhaps I should have settled with my third partner, Karlsefni, in some

Skills are a reference in modern education:

1400-1450

In the 14th century, European and Peninsular nobility increased their manors due to the concessions made by weak monarchs. The clergy supported the authoritarian rule of the kings and retained their economic power. In the third estate, the commoners suffered the pressure of those wielding power in rural and urban areas, which brought about serious social conflict. In the 15th century social unrest dropped in Europe, as soon as economic recovery began. On the Iberian Peninsula, important social clashes took place.

I only have a few years left to live, but since my retirement in Iceland I have been remembering important moments in my life. I feel, as if I was living it again, the cold wind on my adolescent face when I travelled with my family from Iceland to Greenland. I also remember the feelings of nerves, the frustrated hopes and

Conflicts in Europe

ã 5.1 The social estates

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David King of the Peasants 1438

Social tensions in the 14th and 15th centuries

Social changes

Polygamy. Right of a man to have several wives. the In everyday Muslim life of the nobility and the 4 Compare society it is limited to four women; peasantry. although most men cannot afford it because they must bear the cost of supporting all their wives and children equally. Some countries like Tunisia have legally suppressed it; there are others that allow the woman to impose a clause in the marriage contract requiring that the marriage be monogamous.

12_glo_gh2_mad_ing.indd 262-263

ITS CONFLICTS

The decrease in production caused by the crisis reduced the income of the lords. They tried to compensate their losses by making higher demands on the peasantry and re-establishing long forgotten rights (feudal abuses) causing peasant revolts* which were severely repressed. The most important revolts in Europe were those of the Jacquerie, in France (1358) and the revolt led by Wat Tyler, in England (1381).

accommodate them. See Visual fo r Dictionary of Artistic Terms.

Polytheistic. The believe in the a) What did vassalage relationships Lombard stonemason. Craftsman, Patriarch. Title received consist by of? existence of various gods. from the Italian region of Lombardy, Christian preside b) Between who bishops were they who carried out? What did who worked with stone for theeach over anundertake apostolictoepiscopal See Population density. Measurement party do? purpose of constructions. (seat); that is, founded by one of population distribution that c) What other personal relationships were of the apostles. In ancient times, results from dividing the population conducted in thefive feudal era? there were patriarchs: in the of a place by its area in km2. It is West, the pope, bishop of the expressed in hab./km2. See (seat) of Rome, founded Premises. Set of facilities necessary by St. Peter. And in the East, the Male ratio. Ratio between the for the operation of an activity or patriarchs of the Sees (seats) number of men and women in a service. For example, an industry, a of Constantinople, founded by population. hospital, etc. Saint Andrew; Alexandria, by San No. of males x 100 Male Men for Marcos; Antioch, by Saint Peter = = ratio: every 100 women No. of women and Saint Paul, and Jerusalem, by Mencal. Silver coin between 9.325 Saint James the Less. and 3.19 grams. After the schism of 1054, the Reconquista (Reconquest). Process Patriarch of Constantinople Merchants Association. Grouping of conquest by the peninsular prevailed over the other patriarchs of several people who carry out Christian kingdoms of the territory of the East as the honorary head a commercial enterprise. In the under Muslim rule. and spokesman of the Orthodox North Sea, hanses or merchant 5 Write down in your notebook some of the Church, but, unlike the Pope of associations of a city were formed. Remittance. consequences Money sent byuse of stone in Romanesque of the Rome, he had no power over the Their members had to pay to emigrants to their country of origin. vaults. other patriarchs. practice trade. The hanses of many cities federated into a powerful Pendentive. Spherical triangles at organisation, the Hanseatic the angles of a dome that allow the 88 League. In the Mediterranean, transition from the square plan of the Commenda was imposed, Seigniorial rights. Privileges that the space to the circular shape of associating a capitalist partner for the lord had over the peasants, such the dome. See Visual Dictionary of a single trip, who contributed the as issuing orders and administering Artistic Terms. money, a merchant, who made the justice. Pilgrimage (church). Romanesque trip, and the Company, which was Slavs. Peoples who settled in style building in which relics are a more stable society, around a eastern Europe until the 6th century. deposited that attract pilgrims. person or family. The Slavs spread throughout the Their characteristic elements European continent after the fall are the ambulatory or nave that Money changer. Person specialised of the Roman Empire and the surrounds the altar to facilitate in appraising, weighing and abandonment of the Germans from the transit of pilgrims through exchanging coins in exchange for the areas they occupied in order to the church and the gallery or interest. Many money changers settle in the empire. second floor on the side naves to ended up becoming bankers.

Unit 7

5 SOCIETY AND

Mosaic. Composition made with 3 tesserae, pieces of the same size and different colours, which were fixed to each other using a layer of cement. See Visual Dictionary of Artistic Terms.

E Emirate. A territory that is politically and religiously dependent on the Umayyad Caliph of Damascus. This was the case of al-Andalus at the end of the Muslim conquest.

‰

Brocade. Cloth interwoven with gold and silver.

the nave are the same length and it intersect in the middle of their length. It creates a cross of equal length arms. See Visual Dictionary of Artistic Terms.

Feudal abuses. Customs to which the peasants of the manors were subjected. In Castilla they were much less widespread than in the Crown of Aragón, where there were six: intestia –if the peasant died without making a will, the lord could keep most of his property–, exorchia –if the peasant died without children, the lord could keep part of his property–; cugucia –if the woman committed adultery without the husband’s consent, the lord shared the woman’s property with the husband; and if she committed it at the prompting of the husband, the lord kept the wife’s dowry–; arsia –if the peasant’s belongings caught fire or suffered a catastrophe, he had to compensate the lord–; ferma of forced plunder –if the daughter of a peasant married, the father had to make a payment to the lord–; remença –if a peasant serf wanted to leave the land of the lord, he had to make a payment.

Crusades. Military campaigns organised by the Christian states of the West to liberate the Holy Lands, where the life of Christ had taken place from Muslim domination. Generally, they were summoned by the Pope who counted on the participation of the feudal nobility and the armies, who were eager for benefits and booty.

Birth rate. It measures the number of births that occurred in a population during a year.

Wide variety of pictures grouped according to content to aid your understanding.

Fetish. A material object that is believed to have some type of supernatural powers.

Council. Municipality that was governed by a neighbourhood assembly.

Bill of exchange. Document by which one person authorises another to collect a certain amount of money on his behalf, in another city and in another currency, on the date indicated. This document could be transferred to another person and used as a means of payment.

Total population

No. of women x 100 Female Women for = = ratio: every 100 men No. of males

Fetish. A material object that is believed to have some type of supernatural powers.

Commuting. Habitual displacement of the population in space, which is repetitive and of short duration. For example, daily movements between the residence and the workplace; or weekend and holiday movements.

Berbers. Generic name given by the Romans to various ethnic groups established in North Africa, between Morocco and Egypt. With the Muslim expansion they were Islamised.

No. of births x 1 000

Female ratio. Ratio between the number of women and men in a population.

alpha and omega, the first and last letters of the Greek alphabet, symbolising that it is the beginning and the end of all things.

Banker. Person who accepts money deposits from his clients to whom he pays interest; with the money received, he carries out loans and businesses.

We learn the relevant terms that are underlined in the units with a clear definition.

Chi Rho. Graphic representation of the initials of the name of Christ in Greek: Χριστός. Sometimes it appears accompanied by the letters

Glossary

Estate. Portion of cultivated land belonging to the same owner.

Cheque. Document by which a bank pays, by order of one of its clients, the amount of money fixed in it.

Ataurique. Muslim decoration in the form of a stylised plant. See Visual Dictionary of Artistic Terms.

Name: Gudrid Thorbjarnardóttir Period: 980-1050 Nationality: Icelandic Occupation: Explorer, navigator and farmer

d efe

A Amber. Fossilized vegetable resin from coniferous remains.

Basic information

pray for

Glossary

PROTAGONISTS

IN THE PAST Gudrid Thorbjarnardóttir

QUESTIONS

NEW SECTIONS

Skills progress Organising information

1 Prepare a table representing the social conflicts in rural and urban areas. Show the causes and consequences of each. Managing time information

Timeline

2 Prepare a timeline showing the most important social conflicts during the Late Middle Ages. Group them according to the century in which they occurred.

Irmandiño

‘I certainly never saw, between Christians or Saracens, such madness as that of these evil-doers (…). They burned and tore down across all of Beauvaisis and the area around Corbie, Amiens and Montdier more than sixty fine houses and castles (…).

Between 1467 and 1469 one of the main peasant revolts in the history of Europe took place in Galicia. In a time that was very troubled by the continuous War of the Bands and weak royal authority, the nobles increased their takings at the expense of the peasants, overwhelming them with taxes and abusive servitudes, and blackmailing monasteries and cathedrals in exchange for their armed protection, appropriating their lands and rights. Villages and cities suffered the same abuses from an armed nobility who behaved like criminals, they were known as malhechores (wrongdoers) for their conduct. The problem was common to the entire north of the peninsula.

This is the way people from Paris to Soissons and from Soissons to Hen in Vermedois and across the whole district of Couci behaved. Here, and in the bishoprics of Laon, Soissons and Noyon, over one hundred castles and houses of knights and squires were destroyed and all that were found in them were killed (…). But God, in his mercy, remedied this (…), the gentlemen of Beauvaisis, Corbesis (…) began to kill and destroy these people without mercy, and to hang them in multitude from the trees …’ J. Froissart Chronicles.

Starting in 1460, the Catalan peasants rebelled against the lords demanding the abolition the so-called ‘feudal abuses’.

170

171

07_u07_gh2_mad_ing.indd 170-171

23/1/21 16:57

1 What is the most accurate sentence when explaining when the revolt took place? a) Third quarter of the 15th century. b) Second quarter of the 15th century.

Focus on English

c) Second half of the 15th century. d) Second half of the 14th century.

2 Malfechor or, its modern evolution, malhechor, or wrongdoer in English, are words that are composed of a noun and a verb. What are they?

Expand your English vocabulary by learning new words, phrases and grammar structures which we use when talking about Geography and History.

A few years of epidemics, bad harvests and famines led the nobility to further increase pressure on the peasantry to recover their lost income. This caused the Galician peasantry to rebel against the lords. They did so with the permission of King Enrique IV and the support of the Church, they also received help from some nobles. The rebels were called the Santa Yrmandade, a movement that was also joined by people from the boroughs, artisans, fishermen ... acquiring around 80 000 thousand followers. The castles and fortresses of Galicia were seen as the centres of power of the malhechores and so a good many of them–more than 150–, ended up demolished. The nobles had to take refuge in Castilla and Portugal. In the end, the nobility reorganised and after negotiating with the Archbishop of Santiago and the king himself to recover the benefit of all, they formed three powerful armies that defeated the irmandiños, however, things never went back to the way they used to be in the kingdom of Galicia. Most of the castles were never built again. A few years later, the Catholic Monarchs obliged the demolition of those that remained to reinforce their power against the nobles, who were already installed in court and were looking for new forms of power and wealth by trying to get close to the monarchs and win their favour. The Galicia of castles and lords gave way to that of country houses and noblemen. The nobility of the sword was transformed into the nobility of the robe, and the modern State had begun.

5 Who supported the clergy in the beginning – the nobility or the Hermandad (Yrmandade) and why?

6 Use the table to classify who supported each group according to the text. Shoemaker, blacksmith, Count, sailor, hospital of Santiago, nuns, archbishop, doctor, priest, bourgeois. Irmandiños

Nobility

3 Repression was harsh. One of the captains of the nobility proposed “to fill the oak trees with vassals” – to hang the majority in retaliation for what the Hermandad (brotherhood) had done –, but a Count rejected this idea, stating that “the oak tree wouldn’t provide for him”. Reflect and explain in a short sentence the intention behind the Count’s response.

4 Organise each concept as the cause of the following one and the effect of the previous one: – peasant revolt – demolition of fortresses – famine – increased pressure from nobles – bad harvests – decline in income.

7 A peasant had to pay a tithe (the tenth part) of his harvest to the Church; then a third of the rest to the Lord in rent, and finally he had to reserve part for the following year’s seeds (the yield of a seed was 1 x 5). How much was left for a family to consume that had harvested ten sacks of grain?

10 Starting in the 16th century, the court –which in the Middle Ages moved across the country with the king–grew and ended up having a fixed headquarters, the capital; the first was in Valladolid and later Madrid. Point out some reason for this change according to the text.

11 The fortresses were a very safe haven for the gangs that served the nobility and who acted with impunity. The Catholic Monarchs ordered the demolition of many of them in the north of the peninsula, so that disobedient nobles could not take advantage of them. Point out the differences between a castle and a pazo in photo of Vista Alegre.

12 It’s common for people to complain about paying taxes. How are these situations resolved today?

8 Las Hermandades (Brotherhoods) – there were others apart from the Galician ones – are seen as the antecedent of the Xunta de Galicia and the Juntas of the Basque Country and the Principality of Asturias. Point out a cause that they may have in common according to the text.

9 Robes are a symbol of magistrates and high officials of the State. Indicate the difference between “nobility of the sword” and “nobility of the robe”.

178

179

07_u07_gh2_mad_ing.indd 178-179

Enterprising culture Trust in your skills and knowledge, develop creativity, adapt to changing situations and have a proactive and responsible attitude.

23/1/21 16:59

Academic and professional

ICT

orientation

Evaluation

Linguistic Plan

Learn how to obtain information, select it and apply it; to plan, manage and work on projects; to collaborate online in an ethical and safe manner.

Evaluate your personal skills, discover and awaken your calling, train yourself to make decisions and learn to choose between different options.

Discover different strategies to analyse what you have learnt and how you learnt it; train yourself to take responsibility or overcome difficulties.

Use your communication skills in the different types of text that you will see. Language is always present, communicate!

the digital

PROJECT www.anayaeducacion.es

THE DIGITAL BOOK WEB RESOURCES

Register at www.anayaeducacion.es to access your resource bank or download your digital book. You just need an email address, the code from the inside cover of this book and permission from your a parent or legal guardian. By doing this, you will have access to the web resources and download the digital book.

A digital version of your book to be used online or offline. It offers access to your digital resources which are grouped by type or linked to unit content.

A space with resources, techniques and activities, designed to strengthen your knowledge. More about the keys

Resources related to

THE PROJECT KEYS SDG

SDG Commitment with short videos that will help understand the targets are for reaching the Sustainable Development Goals worked on in this project.

Linguistic Plan with infographics that will give you models to work with the four linguistic skills, using different text types (descriptive, narrative, explanatory, etc.). Cooperative learning Preparing for the task In small groups, of four or five members: 1 All the members of the team will review how the assigned task can be accomplished. 2 To do this, the steps can be shared out to each team member who then in turn will explain how each part of the process can be done to the others. The others listen and participate if they think they can contribute something.

Authorship / adaptation : Variant of the Educational Innovation Laboratory of the colegio Ártica - David and Roger Johnson.

Developing thinking where explanations are included on how to apply the different strategies for the type of thinking proposed in the project.

3 Once everyone is in agreement on how to do each part, you will all complete the tasks and, finally, verify, among everyone, that you have solved it correctly.

Cooperative learning which includes descriptions of the cooperative learning techniques proposed in the project. Thinking techniques

Emotional education with resources to help you overcome any worries that may arise in different situations in your learning process (beginning of the school year, taking a test, etc.).

Logic Wheel This thinking technique will help you to establish phases when analysing specific content that you have to study.

Identify What is it? What is it like? Are there different types?

By following a logical sequence (the logic wheel), and by asking yourself a series of questions in each phase, you can:

• Identify content by asking yourself: What is it? What is it like? Are there different types? • Compare the content by formulating questions such as: In what way is it similar to ...? In what way is it different from ...? • Establish cause-effect relationships by asking yourself questions such as: Why? What impact does it have ...? • Argue, assess and ask yourself questions such as: What conclusions can be drawn after the analysis? What can be assessed or scored about it? Doing a data dump of these questions into a graphic organiser will help you. Authorship: Hernández, P., and García, L. A.; adapted by Escamilla, A.

Compare

Argue, assess What can we conclude?

Logic wheel

3 Establish cause-effect relationships Why? What impact does it have ...?

In what way is it similar to ...? In what way is it different from ...?

ICT resources to help you use information and communication technology in a healthy, correct and safe way.

Academic and professional orientation with information on different professions linked to the subject content.

Evaluation which includes resources for your portfolio, as well as rubrics and targets that will help with your self-assessment.

SUBJECT

KEY CONCEPT RESOURCES Additional content Concept map Librarium Pelicuteca isual dictionary of V artistic terms Blank maps Language bank

180°

VISUAL DICTIONARY OF ARTISTIC TERMS

150° W

120° W

90° W

60° W

30° W

0°

30° E

60° E

90° E

120° E

150° E

180°

Virgin with Child

60° N

Decoration that is formed by gluing small coloured pieces, called tesserae, to a cement background. These can be made of very different materials, such as stone, glass, ceramic, gold, mother-of-pearl, or silver. It was very common in Byzantine art, which achieved rich effects.

Byzantine icons are characterised by the low importance attached to form, the absence of realism, golden backgrounds, and a theme of great influence on later art: Virgin with Child, almighty God or pantocrator, the lives of the saints, etc.

Pantocrator

Byzantine saint

30° N

Tropic of Cancer

0°

Tropic of Cancer

Equator

0°

Tropic of Capricorn

Tropic of Capricorn 30° S

30° S

Byzantine mosaic of the Virgin Mary and Jesus Christ with the Emperor and Empress in the Hagia Sofia Museum. Istanbul, Turkey.

Brick

Stone

Wood

Bronze

Some pictorial supports 150° W 120° W

Ivory

It is usually used in the form of dimension stones or carved stones that have a parallelepiped shape.

0°

30° E

60° E

90° E

120° E

150° E

180°

90° W

60° W

Wall

30° W

0°

0 30° E

60° E

Board

2 000

4 000

90° E

Arctic Circle

30° N

Tropic of Cancer

0°

Tropic of Cancer

Equator

Tropic of Capricorn

0°

Tropic of Capricorn

30° S

60° S

Antarctic Circle

Painted supports, which can be the wall, board, canvas, paper, the floor, papyrus or parchment, also receive the name of painting.

Construction piece made with mud mixed with straw and dried in the sun. It is usually rectangular in shape.

60° S

The art of representing people, objects or ideas using pigments mixed with binders. are natural powdered substances, and they provide colour; binders, such as wax, oil, ink, etc., are used to fix the pigments.

180°

30° W

60° N

Painting

Examples of sculptural materials

60° W

Altitude (m)

Pigments Antarctic Circle

Examples of construction materials

90° W

Arctic Circle 60° N

Interior of the Basilica of Sant’Apollinare in Classe. Ravenna, Italy. Byzantine art. 6th century.

60° S

Materials Raw material with which an architectural, sculptural or pictorial work is made.

120° W

E S

Arctic Circle

Mosaic

60° N

Term with which religious images of Eastern or Orthodox Christian art are known by. The first arose in Byzantine art, and they are generally panel paintings, although there are also metal icons and reliefs.

150° W

N E

S Arctic Circle

Icon

6 000

120° E

8 000 4 000 2 000 1 000 500 0 – 500

60° S

Arctic Circle

8 000 km 150° E

180°

150° W

120° W

90° W

60° W

30° W

0°

30° E

60° E

2 000 90° E

4 000 120° E

6 000

8 000 km 150° E

180°

Papel o pergamino

Charlemagne on horseback, bronze sculpture.

Examples of pictorial materials. Frescos

A wall painting technique that uses pigments and lime water applied to a wall plastered with stucco while it is still wet. It was widely used in the Romanesque to decorate the interior walls.

13_term_gh2_mad_ing.indd 270-271

Resources classified

by unit

1. Painting on wood was used frequently during the Middle Ages, both in the Romanesque and the Gothic. They used to be grouped in a set of three (triptych) or more boards(polyptych).

Mural painting, that is, painting on a wall, has been used throughout history to decorate the interior walls of buildings. This is the case of Romanesque churches.

2. Painting on paper or parchment allows easily transportable drawings; or miniatures, that is to say, paintings of small size. The latter reached great development in medieval times.

26/1/21 11:44

All the resources are classified by unit so that you can find them more easily.

course contents

Iberian Peninsula between 4 The the 8 and 11 centuries th

Page 92

1. Al-Andalus. Islam in the Iberian Peninsula ........................ 94 2. The political and economic organisation of al-Andalus .... 96

LEARNING TO LEARN The Early Middle Ages. Germanic kingdoms and the Byzantine Empire

3. Society and everyday life .................................................... 98 Graphic report. The culture of water ..................................... 100 Page 32

1. The Middle Ages. Stages and civilisations ........................ 34 2. The Byzantine Empire (I). General characteristics ........... 36 3. The Byzantine Empire (II). Society and art ....................... 38 4. The settlement of the Germanic tribes in the West ......... 40 5. The Germanic kingdoms (I). The Visigoths ....................... 42 6. The Germanic kingdoms (II). The Franks and the Carolingian Empire ............................ 44

4. Culture and art in the Caliphate ......................................... 102 5. Christian resistance groups (722-1035) ............................. 104 6. Organisation of the resistance groups .............................. 106 7. Art in the 9th and 10th centuries. The Camino de Santiago ..................................................... 108 8. Spanish Romanesque art .................................................... 110 Review ........................................................................................ 112 Protagonists: Ende and Carla Fuentes ................................... 113 Applying skills: Ultreia! ............................................................ 114

Review ........................................................................................ 46 Protagonists: Goiswintha and ¡No quiero! ............................. 47 Applying skills: Monarchies ..................................................... 48

High Middle Ages. 5 The Urban renaissance

2 ISLAM

Page 116

1. The European territory. A mosaic of kingdoms and nations ........................................................................... 118 Page 50

2. Agricultural progress ........................................................... 120

1. The birth of Islam ................................................................. 52

3. Medieval cities (I). Recovery, functions and spaces ............................................................................ 122

2. The expansion of Islam ........................................................ 54

4. Medieval cities (II). Government and economy ................ 124

3. Economic activities .............................................................. 56

5. Society and everyday life .................................................... 126

4. Society and everyday life .................................................... 58

6. Cultural and religious renewal ............................................ 128

5. The Muslim city .................................................................... 60

7. Gothic Art (I). Architecture ................................................. 130

Graphic report. Cultural contributions ................................... 62

8. Gothic Art (II). Sculpture, painting and stained glass ...... 132

6. The artistic legacy ................................................................ 64

Review ........................................................................................ 134

Review ........................................................................................ 66

Protagonists: Hildegarda de Bingen and Margarethe von Trotta ............................................................ 135

Protagonists: Islam and Loujain Alhathloul ........................... 67 Applying skills: The bells ......................................................... 68

The Early Middle Ages. The beginning of feudalism

Applying skills: Master stonemasons and stonecutters ....... 136

Iberian Peninsula between 6 The the 11 and 13 centuries th

Page 70

1. Feudalism in Europe ............................................................ 72 2. Feudal economy ................................................................... 74

Page 138

1. The political and territorial decline of al-Andalus ............ 140 2. Consolidation and advance of the Christian kingdoms ..... 142

3. Feudal society ...................................................................... 76

3. Government and administration of the Christian kingdoms .............................................................................. 144

4. How nobles lived .................................................................. 78

4. The repopulation of the conquered territory .................... 146

5. How clerics lived .................................................................. 80

5. Economic activities of the Christian kingdoms ................ 148

6. How peasants lived .............................................................. 82

6. Estate-based society and ways of life ............................... 150

7. Romanesque Art (I). Architecture ...................................... 84

Graphic report. The Jewish people. Origin and characteristics ........................................................................... 152

8. Romanesque Art (II). Sculpture and painting ................... 86 Review ........................................................................................ 88

7. The culture and art of the Christian kingdoms ................. 154

Protagonists: Gudrid Thorbjarnardóttir and Ann Bancrof ....................................................................... 89

Protagonists: Zulema, L’Astròloga and G-Chime .................. 157

Applying skills: Coins, cups, swords and clubs! .................... 90

Applying skills: Shepherds in the 21st century ....................... 158

Review ........................................................................................ 156

The Late Middle Ages. Crisis and recovery

Page 160

1. The Late Middle Ages in Europe ........................................ 162

spaces and territory 9 Human in Europe and Spain

Page 204

2. The Late Middle Ages in al-Andalus. The Nasrid Kingdom ... 164

1. Political and territorial organisation of the European Union ........................................................ 206

3. The Late Middle Ages in the Christian kingdoms (I). Politics ................................................................................... 166

2. The territorial organisation of Spain .................................. 208 3. Population distribution in Europe and Spain .................... 210

4. The Late Middle Ages in the Christian kingdoms (II). Economy ............................................................................... 168

4. Natural population movements in Europe and in Spain ... 212

5. Society and its conflicts ...................................................... 170

6. Migratory movements in Spain ........................................... 216

6. Jews in the Iberian Peninsula .............................................. 172 7. Culture and art ..................................................................... 174 Review ........................................................................................ 176 Protagonists: Christine de Pizan and Premio Avanzadoras .... 177 Applying skills: Irmandiño ....................................................... 178

spaces around 8 Human the world

Page 180

1. Spatial distribution of the world’s population .................. 182

5. Migratory movements in Europe ........................................ 214 7. Population growth in Europe and in Spain ....................... 218 8. The composition or structure of the population .............. 220 Graphic report. Population policies ........................................ 222 Review ........................................................................................ 224 Protagonists: Sofonisba Anguissola and M.I.A. (Maya Arulpragasam) ............................................................... 225

10 A world of cities

Page 226

2. Natural population movement ............................................ 184

1. Cities and urbanisation ........................................................ 228

3. The rate of natural increase and the evolution of global population ............................................................ 186

2. Major urban areas in the world today ................................ 230

4. The composition of a population ....................................... 188

Graphic report. Urban structures in the world ...................... 234

5. Migratory movements (I). Internal migration .................... 190 6. Migratory movements (II). International migration .......... 192 Graphic report. Women and international migration ........... 194 7. The consequences of migration ......................................... 196 8. The future of the world’s population ................................. 198 Review ........................................................................................ 200

3. Urban morphology ............................................................... 232 4. The global urban hierarchy ................................................. 236 5. Contemporary issues affecting cities ................................ 238 6. Cities as ecosystems ............................................................ 240 Review ........................................................................................ 242 Protagonists: Marion Mahony and The city of women ......... 243

Protagonists: Aletta Jacobs and Afrikable: A Spanish NGO dedicated to women in Kenya ....................................... 201 Applying skills: Population charts .......................................... 202

11 Cities in Europe and Spain

Page 244

1. Rural and urban settlements .............................................. 246 2. The urbanisation process (I). The preindustrial period .... 248 3. The urbanisation process (II). The modern and contemporary period ................................................... 250 4. Characteristics of the urban population. Types of cities ..... 252 5. Structure of a city (I). The city centre ............................... 254 6. Structure of a city (II). The city outskirts .......................... 256 7. Urban hierarchy .................................................................... 258 Review ........................................................................................ 260 Protagonists: Diana Balmori and Btoy ................................... 261

Annex • Glossary • Basic data and political maps of the continents

The Early Middle Ages. The beginning of feudalism Reading and listening

Dhuoda My name is Dhuoda and I was born in the 9th century. I belonged to a noble family, so I received a good education. As tradition said, my marriage to the Duke of Septimania, a relative of Charlemagne, was soon arranged. After some years, my husband and children moved to the royal court while I remained in Uzès, in the south of France, where I have had to take care of our land and belongings. Because I want to transmit my knowledge to my children and, as they are in the court with their father, I have decided to write a treaty called “Liber manualis” so they can have access to it. In this manual, I show them how to live according to the values and rules of behaviour that all members of the nobility have to follow during their lives. During the period of the early Middle Ages, the nobility lived in castles located in their manors. The main part of this building was the keep, which was divided into different floors where the family rooms were located. For a better understanding of the Early Middle Ages, you will learn about:

• Feudalism in Europe. Chronology, origin and expansion. • Economy and feudal society. • The nobility: lifestyle and residence. • The clergy: religious activity. Regular clergy. • The peasants: lifestyle and occupations. • Romanesque art: architecture, sculpture and painting. 1 Read the text and answer the questions: a) What social class did Dhuoda belong to? b) What is the name of the treaty she wrote? Why did she write it?

2 Where did the nobility live in the early Midlle Ages? Where were these buildings located?

Speaking

3 Browse the unit and find out about the lifestyle of people in feudal society. Then, talk about it with a partner.

The nobility used to live in manors.

Yes, and castles used to have moats.

Noble women used to have arranged marriages.

But those who didn’t marry would enter a monastery.

Writing

4 In medieval times, when the feudal lord had to go to war or to support their king, it was his wife who stayed in charge of the household and the castle. Imagine you are one of these women and write a letter to your younger sister, telling her about your daily life and what you do when your husband is away.

Sherwood, May 1191 Dear sister, It has been a while since I last wrote to you but life in the manor requires a lot of my time. We suffered an attack from Lord Kavanagh and his knights because… Please, write soon and tell me all the news from Norwich. Love, Marianne

anayaeducacion.es Go to the SDG 4.6 and 5.5 resources.

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1 FEUDALISM IN EUROPE Skills progress

ãã 1.1 Chronology and features of feudalism

Working with maps

Feudalism was the political, economic and social system which characterised Western Europe between the 9th and 15th centuries.

1 Which kingdoms existed in the 9th century in present-day Spain, France, Germany and Italy? Where were the Muslim territories located?

The system acquired its characteristic features during the Early Middle Ages; in other words, between the 9th and 11th centuries. The most prominent features were the loss of political power by the kings, a primarily agrarian economy, a social organisation based on relationships of dependence between people and the enormous influence of the Christian religion.

2 Look at the map of invasions in the 9th and 10th centuries and answer: a) Which invaders threatened the security of Europe?

Moreover, in its beginnings the feudal period is differentiated by its cultural and artistic impoverishment, until a common artistic style eventually emerged throughout Europe: Romanesque.

b) Which territories did each of them attack and how are these attacks represented on the map?

ãã 1.2 Origin and expansion of feudalism

Obtaining information

The origin of feudalism dates back to the 9th century, as a consequence of the instability and the moments of crisis and poverty that followed the death of Emperor Charlemagne in 814.

3 What relationship exists between feudalism and the instability of the time?

The reasons for this instability were the struggles between the Emperor’s successors, the Muslim attacks on the Christian Mediterranean coasts, especially in Italy and Sicily, and a second wave of invaders: the Vikings or Normans in the Atlantic and the Bulgarians, Magyars and Slavs in Central Europe.

4 Who formed part of the Curia Regis and what was its function?

The geographic context Invasions in the 9th and 10th centuries

European territories at the end of the 9th century

SCOTLAND

North Sea

IIceland 874

Baltic tribes

DENMARK IRELAND WALES

ANGLOSAXON KINGDOMS

WESSEX

ATLANTIC OCEAN

CHRISTIAN KINGDOMS

EMIRATE OF CORDOBA

WESTERN FRENCH UPPER KINGDOM BURGUNDY LOWER BURGUNDY

ATLANTIC OCEAN

EASTERN FRENCH KINGDOM

Ireland 870

M e d i t e r

i Br

Slavs Kiev

Duchy of Normandy

Black Sea

CROATIA

Orléans

BYZANTINE EMPIRE

Hungarians Bl a c k

844 C HRISTIAN KING DO Arles M S

CALIPHATE OF CORDOBA

r a n e a n

BULGARIA

VERONA

ITALY

Bifka

Nor th S ea

GREAT MORAVIA SLAVIC STATES

Normandos

700

Slavic states

PAPAL STATES BENEVENTO

ISLAMIC KINGDOMS

Muslims Normans Hungarians

Bulgarians

859

Otranto

Sevilla

BYZANTINE EMPIRE

844

S e a

860

Sicilian Norman Tunis Kingdom

Muslims

Se a

Sinope Constantinople

Mediterranean Sea

Unit 3

Faced with this situation, the kings, unable to protect their entire territory, sought protection from powerful local nobles who swore their loyalty and military allegiance in exchange for concessions.

The origins of instability. The second invasions

Meanwhile, the peasants sought the protection of the nobles, in exchange for surrendering their land or their work. All this led to the concentration of large expanses of land in the hands of the nobles, bishops and abbots, to whom a large body of men and women without property were subordinate. Feudalism spread throughout the European territories located between the Atlantic coast and the Russian plains, and between the northern coasts of the continent and the Mediterranean Sea.

ãã 1.3 Feudal monarchy Feudal Europe was fragmented into numerous kingdoms and independent states, governed by kings who considered that their power came from God. Therefore, their authority was, in theory, very broad: they led the army, legislated and judged. But in practice the king was merely the ‘first among equals,’ because the great nobles and clergy acted with a high degree of independence. The kings governed with the help of the Curia Regis, an assembly of nobles and clergy who advised them on major issues. In terms of administration, the kingdoms were divided into counties ruled by counts, and duchies governed by dukes.

The Vikings, whom their contemporaries called Normans, came from Scandinavia. From the mid-7th century until approximately 1 100, they sacked the European coasts in search of loot aboard their dragon ships with room for 50 people. Eventually, they settled down in a number of European territories. Other invaders were the Bulgarians and the Magyars, who came from western Asia and settled in Hungary. From there they would attack the territories of Western Europe.

The kings and the Curia Regis

King

Bishop

Nobles

When the kings had to make decisions on major issues, tthe members of the Curia Regis, an assembly made up of nobles, bishops and abbots, advised them.

2 FEUDAL ECONOMY CASTLE

The landlord's forest DEMESNE

Farmlands

Press

VILLAGE

Bridge

Church

ãã 2.1 Organisation of the manor Medieval Europe was an agrarian world where wealth was based on land ownership. Fiefdoms or manors, large territories belonging to the king or granted by him to the nobility and the clergy in exchange for their services, were the centre of economic activity. Manors consisted of two parts: the demesne and the dependent holdings.

➜➜ The demesne was the territory exploited directly for the lord. It included his residence (castle or manor house), the best farmland, cultivated by serfs or free peasants, meadows with pasture for livestock, forests for hunting and gathering firewood and rivers for fishing and water supply.

➜➜ Dependent holdings were small plots of land granted or leased by the lord to the peasants. In return, they had to give him part of their harvest and work the land of the demesne a certain number of days per year: ploughing in spring, cutting the grass or harvesting in autumn. They also had to provide the lord with certain services: domestic work, construction, repairs, etc.

Skills progress Acquiring vocabulary

1 Define the terms manor, demesne and dependent holding.

2 What do we mean when we say that the manor was selfsufficient? Understanding history

3 Explain the reasoning behind these statements: a) Agrarian production was low. b) There was little trade. c) Peasants had to pay taxes to the lord.

Unit 3

The fiefdom or manor

Watermill

Bridge

DEPENDENT HOLDING

Orchard

Carpenter’s workshop

VILLAGE

ãã 2.2 Work on the manor Manors were self-sufficient, which meant that all the agricultural tasks were carried out on them and all the necessary articles for everyday life were crafted there.

Working with pictures

➜➜ Rudimentary tools were used to work the land, such as the hoe,

4 With the help of the picture and

sickle, scythe and the Roman plough pulled by oxen, which was not very heavy and hardly penetrated the ground. In order to maintain soil fertility, biennial crop rotation was practised: every year, half of the land was left fallow. As a consequence, crop yields were very low.

➜➜ Items necessary for daily life were crafted in the manor workshops: the forge, carpenter, cooperage, etc. Certain facilities, such as the mill, winepress, oven, press and bridge, were owned by the landlord, who collected taxes from the peasants for their use. As a result, there was little trade, which tended to be handled by a few itinerant merchants who travelled between the manors.

Provocative questions

the text, answer these questions: a) Which parts of the manor can be seen? b) What buildings and lands are included in each of these parts? c) Which agricultural tasks are carried out? What tools are used to do them? d) Which foods are obtained? e) Which items are produced on the manor? Where are they made? 75

3 FEUDAL SOCIETY

A structured society Social pyramid PRIVILEGED CLASSES

ãã 3.1 A society divided into estates

Pope

King

Feudal society was based on social structures, in other words, it was divided into orders, estates or social groups that were determined by birth, except in the case of the clergy. There were three estates, and each one performed a social function:

➜➜ The nobility fought and defended feudal society. ➜➜ The clergy prayed for the salvation of humanity.

Higher nobility

Higher clergy

➜➜ The commoners worked and carried out the necessary tasks to maintain and feed the other two groups. They were mostly free peasants or serfs who, along with few craftsmen and merchants, constituted the bulk of the population. The nobility and the clergy were the privileged estates, since they did not work, did not pay taxes, enjoyed special laws and held exclusive rights to certain positions. The commoners, on the other hand, lacked privileges.

Lower nobility

Lower clergy

ãã 3.2 Dependent relationships In feudal times, people were bound together by relationships of personal dependence. These relationships, however, varied according to the estate to which they belonged.

➜➜ The lord-vassal relationship, or vassalage, was established between a lord, who could be the king or a great nobleman or clergyman, and a vassal, generally another nobleman of lower rank.

UNPRIVILEGED CLASSES

They were pacts of military allegiance in exchange for economic concessions. They took place in a solemn ceremony known as the commendation ceremony, which was attended by family and relatives. This ceremony consisted of two parts: the act of homage and the investiture. –– In the act of homage, the vassal knelt before the lord and, he would place his hands into those of the lord and accept to be his vassal. He then swore an oath of fealty*, promising not to harm the lord and to give him military aid and advice. –– In the investiture, the lord gave his new vassal a symbol of the benefit granted to him, such as a handful of earth, a rod, a ring or, in the case of bishops, a staff. In most cases, this benefit was a fiefdom: a large area of land that ensured the livelihood of the vassal and his right to govern it.

➜➜ Relationships of servitude were established between the peasants and the lords. The lord gave the peasants protection, justice and permission to work the land. In return, the peasant was bound to work on the demesne, to give the lord a portion of his harvest and to pay seigniorial rights. 76

Serfs

Peasants

Craftsmen

Opinion at the time … ‘Soldiers are those who protect our villages and our land, fighting with weapons against armies that approach us.’ … ‘Clerics are those who pray to God for us and promote Christianity among Christian peoples, serving God as spiritual work, dedicated only to this for the benefit of us all.’ … ‘Peasants are those who provide food, labourers and farmers dedicated to this.’ Aelfric, Archbishop of Canterbury. Colloquy, 1005

Unit 3

Unequal relationships Vassalage relationships ives the vassal lord g The

gives the lo vassal rd The

Lord

Counsel

Protection

Justice

Vassal Financial assistance

Economic support

Military aid

The lord-vassal relationship regulated the obligations between the upper social groups, in other words, between the lord and his vassals. They were established by means of the commendation ceremony.

Relationships of servitude gives the peasant lord The

Protection

F ocu s on Eng lish Work on the demesne

Lord

Justice

fealty: loyalty, especially to a king or a queen.

Peasant

Taxes Delivery of part of the harvest Permission to work the land

t asan Obligations of the pe

Relationships of servitude regulated the obligations between lords and peasants. The lord gave the peasants protection, justice and permission to work the land. In return, the peasant was bound to work the demesne, to give the lord part of his harvest and to pay seigniorial rights.

Skills progress Participating in learning

Working with pictures

1 Create a social pyramid showing feudal society. It

3 Look at the images and answer the questions:

must include the members of each estate and the functions they carried out. Producing texts

2 Write a sentence that includes all of these terms: estates, nobility, clergy, commoners, privileged, unprivileged, lord-vassal relationships and relationships of servitude.

Provocative questions

a) Which moments in the commendation ceremony are represented? b) What commitments were acquired in each one of them? c) Who were the lords in the lord-vassal relationships? Who were the vassals? d) Between whom were relationships of servitude established? What did each party commit to do?

4 HOW NOBLES LIVED ãã 4.1 The noble estate Nobility was a social estate formed by a small number of people. It was divided into two groups, differentiated by their wealth and power:

➜➜ The higher nobility, composed of the direct vassals of the king, such as dukes, counts, marquises and barons.

➜➜ The lower nobility, composed of lesser nobles, such as knights or people who could own a horse and weapons of war.

ãã 4.2 The life of the nobility The life of noblemen revolved around military activity, for which they were trained from a very early age. In times of war they lent military aid to the lord with their troops. In times of peace they practised horsemanship, hunting and combat in tournaments in order to prepare for war. Noblewomen married the person designated by their parents. They owed complete obedience to their husband and they devoted themselves to managing the servants, raising the children, praying and embroidering. Those who remained unmarried would enter monasteries.

Nobility 1. Chemin de ronde or wall-walk. A walkway that runs along the battlements of the castle. 2. Arrow slit. A narrow opening in the wall of the barbican used for firing arms in the event of an attack. 3. Moat. Excavated land around the castle to prevent the approach of war machines. 4. Machicolation. A structure at the top of a tower or door used for defending against or attacking the enemy. 5. Drawbridge. A bridge used to cross the moat. It is so-called because it could be raised or lowered to isolate the castle. 6. Portcullis. Heavy metal grill lowered to prevent anyone from entering the castle. 7. Tower of homage. Residence of the lord and his family. It was divided into several floors containing the chambers of the lord and his family (A); the great hall or main room (B) with its walls covered in rich fabrics and tapestries; the chapel, the kitchen, the guardhouse (C) and the storerooms (D). These rooms were cold, dark and sparsely furnished.

Who were the knights?

Lance

Helmet Chain mail

Knights could keep a horse and pay his war weapons. A knight's weapons were both defensive, such as the helmet, the chain mail armour and the shield, and offensive, such as the sword, the lance, dagger, etc.

Shield

Ceremony to become a knight

Sword

The nobility differentiated itself from the other social groups through their clothing, characterised by the quality and colour of the fabrics and the rich ornaments. Their diet included a greater amount of meat, seasoned with expensive spices (saffron, cinnamon, and pepper) and the preparation of foods with refined recipes.

ãã 4.3 Castles: the residence of the lord

Nobles lived in castles, where the local population also took refuge in case of danger. They tended to be located in the centre of the fiefdom, in an elevated area, and were protected by a moat and thick walls and towers. Inside the walls, the most important part was the tower of homage, which contained the chambers of the lord and his family, and the great hall or main room, where the lord held banquets, collected taxes and imparted justice. In addition, castles had a well, stables and workshops that produced the necessary items for everyday life. 78

The ceremony was long and complicated. The day of the ceremony the knight had to wash his whole body, pray, dress in white (as a symbol of purity), and cover himself with a red mantle in order to show that he was ready to spill his last drop of blood in the war. He also cut his hair as a symbol of servitude. He spent the night guarding his weapons. The next day, he was blessed by a priest, knelt before the lord or king and swore an oath of loyalty. At the knight´s ceremony, the king or feudal lord would gird the knight's armour and sword. Finally, the lord would dub him on the shoulder with a sword: this was called the accolade.

Unit 3

The castle

Workshops

A A

4 Es ta

bl Stable o

Storerooms

C C

6 Well

2 1 2

Recreation. Tournaments

Inhabitants of the castle. Men and women wore an under tunic and over tunic secured with a belt (1), a fur-lined mantle in the winter (2) and closed shoes. Women covered their heads with a variety of headdresses (3).

Skills progress Understanding information

1 Explain the differences between the higher and lower nobility and between a battle and a tournament. Working with pictures

2 Look at the images and answer the questions: a) Which moment of the knighting ceremony is represented? b) Prepare a list of a knight’s offensive and defensive weapons. c) Write in your notebook the function of these parts of the castle: moat, tower of homage, workshops, barbican and battlements. ICT skills Tournaments were mock battles that consisted of a number of events. The main event was the joust, where two knights rode towards each other from opposite directions with the purpose of breaking their lance against the opponent’s shield and unhorsing him. The winner would receive gifts, such as belts, jewels and armour.

3 Work in pairs and search for information on one of these two topics: a) Medieval tournaments; b) The life of a knight.

anayaeducacion.es Remember you have worksheets to improve your digital citizenship in your resource bank.

5 HOW CLERICS LIVED

The clergy The prestige of the Church

ãã 5.1 The clergy The clergy was not a homogeneous estate because great differences existed between the higher and lower clergy depending on the place of residence of their members.

➜➜ The higher clergy included the Pope, bishops and the abbots and abbesses of the great monasteries, who enjoyed sizable fiefdoms and revenues. The lower clergy included priests and the monks and nuns of the monasteries, who lived in poverty.

➜➜ The secular clergy, who lived amongst the laypeople, and consisted of bishops and priests, were distinguished by where they lived. The regular clergy, who lived in a monastic community, consisted of abbots and monks or abbesses and nuns.

ãã 5.2 The activities of the Church Feudal society was deeply religious. The Church preached Christian doctrine and administered the sacraments, but was also influential in other areas of life beyond religious affairs.

➜➜ Politically, the Church intervened in the affairs of the Christian kingdoms, counselled the kings and arbitrated in their disputes. It also curbed violence through the ‘Peace of God’, which forbade attacking defenceless people or places, and the ‘Truce of God,’ which prohibited waging war on Sundays, holidays and certain times of the year.

➜➜ Economically, the Church was a privileged estate which did not pay taxes, possessed sizable fiefdoms* and received donations. It was also entitled to the tithe, or one-tenth of all harvests.

➜➜ Socially, it controlled the behaviour of the people and the fulfilment of religious obligations. It also attended to the poor and the sick, it gathered the orphans, it sheltered the persecuted and it provided accommodation to pilgrims. The bells of the churches and monasteries even regulated working and resting hours and were the most common reference for measuring time.

➜➜ Culturally, the Church organised education and financed numerous works of art. 80

In the Early Middle Ages, the Church had great prestige. For that reason, it was present at the most important moments in people’s lives: at birth, through the sacrament of baptism; at weddings, through the marriage ceremony, and at death, through the funeral rites.

F ocu s on Eng lish fiefdom: an area over which a feudal lord exercises control.

Skills progress Understanding information

1 Classify the following members of the clergy according to their wealth and the place they lived: priest, nun, bishop, abbess. Organising information

2 Prepare an outline on the activities of the Church. Working with pictures

Provocative questions

3 Look at the images and answer these questions: a) What were the activities monks carried out in monasteries? b) What did their habits look like? c) Which parts of the monastery were dedicated to prayer, and which were for the exclusive use of the monks? What was each one used for? d) Which areas of the monastery were used for economic, social and cultural activities?

Unit 3

The monastery

Barn A meeting place Chapter house

Church Cloister Scriptorium

Refectory or dining room

Monks' cells Where pilgrims were attended

Old books were copied here Hospice

Infirmary

Regular clergy Stables

Scapulary

Entrance

Tunic

ãã 5.3 The life of the regular clergy. The monasteries Monastic life was very important in the Middle Ages. Monasteries were built in the countryside and included different parts for each function: a church for praying and cells for the monks. They also had spaces for a variety of activities: economic, such as the vegetable patch, winepress, stable, forge and carpentry workshop; social, such as the hospice and the infirmary; and cultural, such as the school, library and scriptorium or writing room, a place where very old codices or books illustrated with miniatures were copied by hand.

Belt

Monks obeyed the rule or law which regulated each order and wore its habit. In the Early Middle Ages, the most important order was the Order of St. Benedict, or the Benedictines, founded in the 6th century by St. Benedict of Nursia. The Benedictines wore black habits and took vows of poverty, obedience and celibacy. They were governed by the principle of ‘ora et labora’ (pray and work), which combines prayer with manual labour. They ate an austere diet of soup, bread, vegetables, eggs, fruit, wine and beer; meat and fish were eaten only on exceptional occasions.

The Benedictine rule established that monks had to divide their time between prayer and work. Their habit was a black tunic fastened with a belt, a scapular, which hung over the chest and back, a coat or cowl with a hood and wide sleeves, stockings and shoes.

6 HOW PEASANTS LIVED

Clothes and tools Hood

ãã 6.1 The commoners’ or workers’ estate

Scythe

Peasants in fiefdoms constituted the majority of the third estate. There were two types of commoners:

➜➜ Villeins were free people who could live where they wanted and even leave the fiefdom.

Short tunic

➜➜ Serfs were people who could not leave the dependent holding, which they farmed and were tied to. They transmitted their condition to their children by inheritance. They did, however, have some personal property and the lord, who owed them protection and justice, could not beat them, kill them or sell them as slaves.

ãã 6.2 The life of peasants Agricultural tasks and other complementary activities were carried out with the participation of the entire peasant family.

Spinning wheel

Scarf

➜➜ The men performed the heavier agricultural tasks, such as ploughing, reaping or cutting down trees. Some of them also practised certain trades, such as carpenters, brick masons, bakers and blacksmiths.

➜➜ The women helped in agricultural tasks, such as planting and harvesting crops and grapes. They performed domestic chores and took care of the children, they spun and they wove. Some also worked as maids, washerwomen or day labourers.

➜➜ Children took care of the easier chores. At the age of four, they

Long tunic

would begin to help with the household chores, looking for firewood or taking care of the domestic animals. At age 14, having reached the age of majority, they began to do agricultural work. The daily life of peasants was very hard. They worked from dawn to dusk with primitive tools that provided low yields. In addition, they had to pay taxes to their feudal lord for working the land and for using certain facilities of the fiefdom, such as the mill, the oven and the press. They worked for free on the demesne and in the lord’s house, and had to pay a tithe to the Church: one-tenth of their harvests and livestock.

ãã 6.3 Clothing and diet Clothing was normally produced by the peasant women using coarsely woven and undyed brownish coloured wool. Each person had one garment which was worn throughout the year. Their diet was scarce and monotonous. 70 % consisted of poor grain bread, such as rye, millet or oats, complemented with vegetable stews, vegetables, milk and eggs. Meat was eaten only on rare occasions such as Christmas and certain holidays. It consisted of poultry and pig from the slaughtering which took place in November or December. 82

Peasant men wore a shirt and short tunic and peasant women wore a shirt and a long tunic or bodice and a long skirt. Both sexes wore stockings or leggings, wooden clogs over their shoes to protect them from the mud, and hats, hoods or scarves for protection against the cold and the sun.

Hygiene in the Middle Ages Hygiene was poor and people only washed the visible parts of the body: their hands and face. With these scarce hygienic conditions the spread of lice, fleas, and bedbugs was very common. A common remedy used to get rid of these pests was to put the infested person inside a barrel, it was thought that the lack of light and air killed the bugs.

Unit 3

Peasantry The town

Rake

Fork

Hoe

Roman plough

ãã 6.4 The village and its houses

Skills progress Acquiring vocabulary

Villages were inhabited by people who were dependents of the same feudal lord. They were built on land cleared in the forest by the peasants. To do so, once the location had been chosen, the trees were burnt, the burnt logs were cut down, the fields were ploughed and the houses were built.

1 Define these concepts: villein, servant and tithe.

The surroundings of the village provided certain resources. The forest provided pasture for the livestock, small game, wood to build houses, firewood for cooking and fruit to round out the meagre diet. Marshes and rivers offered reeds, rushes and fish.

Working with pictures

The houses of the villages were very modest. Walls were built with local materials, (wood, clay or stone). Roofs were made of straw and floors of rammed earth. They had one or two rooms, often without windows, and little furniture: a bench, several straw beds, a few clay cooking pots, and wooden bowls and jugs.

Understanding history

2 Why was the life of a peasant so hard? What differences can you see when comparing it to the life of present-day farmers? Associative analysis

3 Look at the images and answer the questions: a) What are the elements of the peasant village? b) What tasks are carried out in the village? c) What tools are used to work the land?

4 Describe what the houses were like: materials, distribution and furniture.

7 ROMANESQUE ART (I). ARCHITECTURE

Interior of Saint Faith of Conques

Transverse arch

ãã 7.1 The first European style Romanesque Art, which developed between the 11th and the middle of the 12th century, was the first medieval style that acquired common features throughout Europe. Its name comes from the shape of its distinctive arch reminiscent of the arch used by the Romans.

Barrel vault

The Benedictine Order contributed to its diffusion, because it adopted this style in its motherhouse in Cluny (France), and from there it was by the other monasteries founded in Europe, the Crusades, and the pilgrimages to the Holy Places. The existence of master stonemasons also contributed to its dissemination, because they supervised crews of bricklayers, carpenters and sculptors as they travelled throughout Europe offering their technical expertise.

ãã 7.2 Romanesque architecture

Rounded arch

Architectural elements Romanesque architecture used stone as its primary material, interior supports with cruciform columns and pillars, semicircular arches, and barrel vaulted ceilings, obtained by a succession semicircular arches, or groin vaults, formed by the intersection of two barrel vaults.

Gallery

Groin vault

These stone vaults are very heavy. This is why the interior is reinforced with transverse arches which transfer the weight of the vault to the supports. On the outside, the building is supported by buttresses to prevent the walls from collapsing under the weight. The buildings also have thick walls and few windows, and therefore, the inside is dark.

Pillar

On the outside, the wall is decorated with vertical strips that protrude from it, with galleries of small blind arches and different types of mouldings.

Types of buildings The church was the key building. It usually had a Latin cross plan consisting of one, three or five naves separated by series of arches, a transept or transverse nave with a dome or tower in the centre, and a sanctuary formed by several semicircular apses. Pilgrimage churches also had an ambulatory or semicircular nave that surrounded the main altar and allowed pilgrims to cross the church without interrupting worship and a gallery or second floor over the aisle to accommodate more of the faithful. Important Romanesque churches include those of Saint Foy of Conques, the Basilica Church of St. Mary Magdalene of Vézelay and the Abbey of Saint-Pierre de Moissac in France; the Cathedral of Durham in the United Kingdom; the Cathedral of Worms in Germany and the Piazza dei Miracoli in Pisa, Italy. Other types of Romanesque buildings were monasteries, castles and walls. 84

C RE AT E

Literature

In Early medieval times, monasteries were really important as they were in charge of keeping the cultural legacy of older times. To do so, they made manuscript copies of books and documents, some of them of great beauty. By solving different clues, you will find out the title and author of a novel that is set in a medieval monastery.

Unit 3

Romanesque churches Elevation and plan of Saint Faith of Conques Lateral nave

Transept

Tower of the transept

side

Ambulatory

Central nave

Tower

Portal

Tower Tower

Tower Buttresses

Buttresses

Central nave Abside

Lateral nave

Ambulatory

Rounded arches

Saint Sernin in Toulouse, 11th century.

Portal

Skills progress Learning about art

1 Explain the reasoning behind these statements: a) Romanesque is considered the first international European style; b) Romanesque churches have thick walls and are dark; c) Pilgrimage churches had an ambulatory and gallery.

Vaults and cross-section of a church

Analysing works of art

2 Describe the plan of the Romanesque church. Focus your attention on its shape and the characteristics of its naves and sanctuary. Gallery

3 What types of vaults were used in the Romanesque style? Explain the differences between them. Indicate what type of vault is seen in the photo of Saint Faith of Conques. Appreciating our heritage

4 Look for images of interiors and exteriors of a Romanesque

Central nave Lateral nave

church. Then, explain the characteristics of the Romanesque architecture that you see. Go to analysing works of art (I). Architecture

SKILL 85

8 ROMANESQUE ART (II).

SCULPTURE AND PAINTING

The tympanum of Saint Foy of Conques Archivolts

ãã 8.1 General characteristics Romanesque sculptures and paintings were primarily aimed for churches. Their function was to teach Christian doctrine to the mostly illiterate people through images.

Tympanum

This function explains why the figures sought neither beauty nor realism, but rather expressivity or clear communication of the message that they wanted to transmit. As this message is eternal and timeless, the figures are rigid, elongated, impassive and, somehow, unnatural.

Lintel

Jambs Mullion

The main themes are scenes from the Old Testament and the life of Christ, legends of the saints, virtues and sins. Themes related to the end of the world were also frequently represented; amongst these are the Final Judgment presided over by the Pantocrator or God Almighty.

The judgement

ãã 8.2 Relief and free-standing sculpture

Relief sculpture, made in stone, was applied to buildings like churches, where it was placed on entrance portals and interior capitals, and cloisters. In all cases, the representations follow the ‘law of the frame,’ that is, the figures adapt their shape to their enclosing frame and they tend to fill up all the space. Free-standing sculpture was made out of polychrome wood or ivory and its themes were limited. The crucified Christ is nailed to the cross with four nails. He wears the crown of a king, a long robe and expresses neither suffering nor pain. The Virgin Mary is represented as the throne of God, seated, holding the Child on her knees without expressing a maternal relationship with him.

ãã 8.3 Painting. Frescos and panels Painting was produced in frescos on the inner walls of the churches or on panels covered with a layer of plaster and placed in front of the altar (altar frontals). Miniatures, which illustrated books, also achieved great advancement. The style is characterised by linear painting, in which heavy black lines prevail, by the use of flat and uniform colours, with a predominance of blue and red, and by the lack of interest in representing the volume of figures or depth of space. 86

Heaven

Entrance into Heaven

Hell

Entrance into Hell

The tympanum is decorated with sculptures depicting the Final Judgement. In the central and upper parts, the Almighty is seated with the angels. To his right is Paradise, where those who have been saved enter Heaven led by the Virgin Mary, followed by St. Peter. To his left is Hell with the condemned and the devil.

Skills progress Acquiring vocabulary

1 Define

the following terms: free-standing sculpture, the law of the frame, Pantocrator.

Learning about art

2 Explain why Romanesque sculptures and paintings are expressionless, rigid and impassive.

3 Select a Romanesque sculpture and a painting and write a commentary about them. It must include, at least, these aspects: location, material, style features and the theme depicted. Go to the analysing works of art (II) and (III). Painting and sculpture

skill

Unit 3

The iconographic programmes of sculpture

6 11

1. Angels. 2. Cross. 3. St. Peter with the keys. 4. The Virgin Mary. 5. The Almighty in a mystical aureole surrounded by the four Evangelists. 6. An angel prevents the condemned from entering heaven. 7. Saint Foy carrying the church. 8. The condemned enter Hell. 9. The punishment of the condemned. 10. The devil. 11. The chosen enter Paradise.

Painting

Sculpture Lady Ger. The Lady does not show any maternal bond with the baby.

Romanesque painting in frescoes of the abside of the church of Saint Peter of Burgal (11th and 12th century).

olio”, bank “Portf s resource .e rtfolio on po ci ca ur aedu te yo In the anay how to crea idance on gu d fin ill you w

Review

1 Briefly explain the structure of a fiefdom. The image below may be of help to you.

3 Write a text consisting of ten lines and comment on the information presented in this image. defend

pray for

d efe

B rk

4 Compare the everyday life of the nobility and the peasantry. A. Demesne B. Dependent holdings 1. Forest 2. Castle 3. Village

2 Answer these questions: a) What did vassalage relationships consist of? b) Between who were they carried out? What did each party undertake to do? c) What other personal relationships conducted in the feudal era?

were

5 Write down in your notebook some of the consequences of the use of stone in Romanesque vaults. 88

PROTAGONISTS Basic information

Name: Gudrid Thorbjarnardóttir Period: 980-1050 Nationality: Icelandic Occupation: Explorer, navigator and farmer

NOW Ann Bancroft Basic information Name: Ann Bancroft Epoch: 1955 Nationality: American Occupation: Explorer, writer, and teacher

nerves, the frustrated hopes and the loss of my husband, Thorir, in my first shipwreck. Thinking back to those years, I believe a desire to explore and discover lands and to found Viking settlements was forged in me. With my second husband, Thorsteinn, the youngest son of Erik the Red, I shared an adventurous spirit and a desire to reach the lands on the other side of the ocean. The goal was to get to Vinland. We decided to travel in the summer, but even at that time the force of the winds, the fogs and the storms pushed us away from our destination and an epidemic wiped out almost the entire crew, including my husband. Perhaps I should have settled with my third partner, Karlsefni, in some

Liv Arnesen Ann Bancroft

anayaeducacion.es Go to the SDG 5.5 resources.

QUESTIONS

IN THE PAST Gudrid Thorbjarnardóttir

1 The discovery of America is taken as the starting point of the Modern Age, however, there were Europeans in America long before this celebrated date. How many years of difference are there approximately? What route would Gudrid and her companions take to make the journey? What other historical fact is taken as the beginning of the Modern Age?

2 Ann Bancroft has shared different projects with Liv Arnessen. Find information about this woman and write a short biographical note.

ecosystem. She also chairs a foundation that bears her name, the Ann Bancroft Foundation, to encourage women to develop their dreams and projects.

s applying skill Coins, cups, swords and clubs!

Card games came to Europe from the East in the Middle Ages, around the fourteenth century, through the Italian and Spanish ports that connected the eastern Mediterranean. They followed the same long route across the Arab world as silk, paper and spices did. The Neapolitan and Spanish decks still maintain figures from medieval times: pages, horsemen and kings are the main characters of some groups or “suits” that symbolise, according to some opinions, the gold of the rich, the sword of those who battle, the cups or chalices of those who pray, and the rod or club of those who work with their hands. Those first decks seem to have passed from Spain to Germany and France, where they evolved differently. In Germany, the suits turned out to be bells, hearts, leaves and acorns, which could be the already known social order, but also the representation of the seasons of the year. The French deck evolved from the German deck. In France, they kept the heart, traded the acorn for the clover and the leaf for the spade, while the bells became diamonds. Later, the French gave rise to the English. And from Europe they travelled to America, the decks of the

metropolises of origin became more popular in each country. All of them have a different number of cards and, more or less cards are used as required by each type of game. Deck of cards

Suits Cups

Coins

Clubs

Swords

Hearts

Bells

Acorns

Leaves

Hearts

Diamonds

Clover

Spade

Spanish

German

French

1 Order this sequence taking the text into account.

6 Describe the instructions for a card game you know for two, three, or four players.

1. Ports of Spain.

7 In recent years, gambling has been a dangerous

2. Clover suit.

threat to the youth. Establish a norm or proposal for youth games to avoid harmful addiction.

3. U.S. 4. Merchants of the East.

8 Card games are very diverse and are played by all

5. Suit of bells 6. Suit of clubs

2 What decks are represented in the photographs? 3 After observing the suits and the characters of the three decks (Spanish, German and French) answer the following questions.

• Which suit symbolizes wealth in the three decks of the text?

• How would you associate the seasons of the

year and the suits of the German deck? Explain the symbolism you have used.

4 What years does the 14th century span?

social classes. Other very old games, such as dice, were typical of the lower classes, while chess was typical of the wealthier classes. Come up with a reason that can explain this difference.

9 Explain the meaning of the expression “having an ace up your sleeve.”

10 What does “a cartas vistas no hay mal jugador” mean?

11 Choose the four kings from the deck, look at the common elements and look for a way to distinguish the suit by looking only at the bottom, corresponding to the feet.

1301-1401 1301-1400 1300-1400 400-1499

5 Design your own deck of cards using characters from medieval society and suits of your choice, but without repeating the current ones. High nobility Count

Low nobility

High clerg

Low clergy Abbess

Peasantry Knight Craftsmen Merchant Servants

Pastor

King Pope

12 Apart from the suit that represents them, the figures of the different suits are distinguished by their drawings, colours, etc. Following the clues, discover the cards and their horizontal placement in this series:

• • • • •

There are five cards and all the suits appear. The human figures are separated, the suits also. The coins have clubs on their left. The king is surrounded by aces. The jack is further from the knight than from the aces.

• To the left of the horse are the cups. • The gold touches one of the swords. 91

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