Geography and History S E C O N D A R Y 2 This book is a collective work , conceived, designed and created by the Editorial depar tment at Santillana , under the super vision of Teresa Grence. WRITERS José Manuel Fernández Sally Frazer Vicente León Ruth Mar tín Germán Ramírez Raquel Rubalcaba Heather Sutton Fran Zabaleta EDITORS Joseph Hopkins Ruth Mar tín Raquel Rubalcaba PROJECT DIRECTOR Lourdes Et xebarria BILINGUAL PROJECT DIRECTOR Margarita España Do not write in this book. Do all the activities in your notebook.
Uni t Let ' s get star ted LEARNING SITUATION Bui ld your understanding ESSENTIAL KNOWLEDGE BE A HISTORIAN Introduction to History 8 Understand the past to understand the present 1 The beginning of the Middle Ages. New centres of power 12 What is the legacy of the Middle Ages today? 1. The break-up of the Roman Empire. Germanic invasions 2. The Germanic kingdoms 3. Germanic rural society 4. The reign of the Franks to the Carolingian Empire 5. The development of the Byzantine Empire 6. What was life like in the Byzantine Empire? 7. The origins and spread of Islam 8. Islamic society and economy 9. Science, culture and art in the Islamic civilisation Analyse the Carolingian Empire using documents Analyse a mosque 2 Feudal society. Rights and inequalities 40 Do we live in a society with feudal values? 1. New waves of invasions 2. The weakness of the monarchies 3. Feudalism 4. The peasantry 5. The nobility 6. The Church and the clergy 7. The expansion of Christianity 8. Romanesque art. Architecture 9. The teachings of Romanesque sculpture and painting Analyse the evolution of a medieval kingdom Interpret the Bayeux tapestry Compare texts about the Crusades Recognise Romanesque architectural features 3 The resurgence of European cities 70 Were cities born during the Middle Ages? 1. Medieval European cities 2. The development of artisans 3. Economic prosperity 4. A time for cultural renewal 5. The establishment of feudal monarchies 6. The beginning of the end of the Middle Ages 7. Gothic architecture 8. Gothic sculpture and painting Analyse trade routes using a map Analyse a Gothic cathedral 4 Al-Andalus and the Christian kingdoms on the peninsula. The challenge of coexistence 96 Are we a legacy of medieval multiculturalism? 1. The birth of Al-Andalus. Conquest and Emirate 2. The splendour of the Caliphate of Córdoba 3. The evolution of Al-Andalus after the decline of the Caliphate 4. Life in Al-Andalus 5. Andalusí art and culture 6. The birth and evolution of the Kingdom of León 7. The Corona de Castilla 8. Christian counties in the Pirineos. Development 9. The Corona de Aragón 10. Expansion of the Christian kingdoms southwards. Repopulation 11. A cultural and artistic mosaic in the Christian kingdoms Describe a medieval archaeological site: Medina Azahara Analyse the historical recreation of a Hispano-Muslim house Interpret the organisation chart of the Corona de Castilla's political system 5 The beginning of the Modern Age. The desire to explore 126 How do technical advances promote exploration? 1. Europe in the 15th century 2. Technological development. The key to expeditions 3. The Portuguese expeditions 4. The expeditions of Castilla 5. America before Cristóbal Colón's arrival Interpret a 15th-century map Create a biography of a historical figure Use different sources to analyse Colón's voyages Contents
Pract i se your sk i l l s Take act i on CHALLENGE EXPLORE HISTORY IN MY LIFE USE INFORMATION RESPONSIBLY OTHER POINTS OF VIEW The Visigoth Kingdom From the reign of the Franks to the Carolingian Empire Constantinople, the new Rome Large medieval Islamic cities Where does English come from? Consult the digital collection of the Biblioteca Nacional de España (Analyse the importance of digitisation for the spread of knowledge) Critical thinking: true or false? Are all Arabs Muslims? The Germanic settlements according to the Romans Create a documentary about other peoples from the Middle Ages Who were the Vikings? The daily life of peasant families Life in the castles Women in medieval times Monasteries, much more than places of worship Roma Gypsies and their arrival in the Christian kingdoms Christmas traditions that are still around today Interpret a legend: King Arthur and the Knights of the Round Table (Evaluate legends as historical sources) Critical thinking: true or false? Does the world economy only depend on the great powers? When the pilgrimage to Compostela was dangerous Create a board game set in the Middle Ages Shopping in medieval cities A day at university Was it only men who were involved in medieval wars? Jan van Eyck up close Medieval influence in the Lord of the Rings Analyse a period book as a historical source (Differentiate) Critical thinking: true or false? Were medieval sanitary practices much different from today's? The other side of the Black Death Promote a medieval town The Jewish Religion The Splendour of the Caliphate of Córdoba Religious minorities in Christian territories Granada, a unique world cultural heritage site Identify the historical facts surrounding Cid Campeador (Use biographies to understand historical facts) Critical thinking: true or false? Was Al-Andalus tolerant of the Mozarabic and Jewish populations? La Aljafería, from the royal palace of the Taifa of Zaragoza, to the seat in the Parliament of Aragón Prepare a speech The Ming Dynasty Modern maps, luxury items Women in Pre-Columbian America Tikal, the magnificent Mayan city If you go sailing, remember your nautical chart Create a thread on Twitter: #worldtour1522 (Share a story using social media) Critical thinking: true or false? Did Europeans know that America existed in 1492? Crossing the Atlantic in the past versus the present Organise an exhibition on technological advances in the Modern Age
Uni t Let ' s get star ted LEARNING SITUATION Bui ld your understanding ESSENTIAL KNOWLEDGE BE A HISTORIAN / BE A GEOGRAPHER 6 A new way of thinking. The construction of the Modern Age 148 Were women more valued in the Modern Age? 1. A new way of thinking: humanism, art and science 2. Renaissance architecture: buildings on a human scale 3. Renaissance sculpture 4. Renaissance painting 5. The Reformation and Counter-Reformation 6. A period of economic growth 7. Social change. The rise of the bourgeosie 8. The birth of the Modern Age. The Reyes Católicos Analyse a Renaissance building Analyse and compare Renaissance sculptures Compare education in the Modern Age and today Analyse the Reyes Católicos' policy of territorial expansion using documents 7 The Spanish Monarchy. A global empire 178 How can peace create opportunities for everyone? 1. Imperial policy. Carlos I and Felipe II 2. Imperial policy. Problems and conflicts 3. The government of a vast empire 4. Economy and society in the Spanish empire 5. The conquest of America 6. Organisation and administration of Colonial America 7. Organisation of the economy of Colonial America 8. Sustainable and multicultural cities Analyse the revolt of Comuneros using tha historical document Investigate the involvement of women in the conquest and colonialisation of America Compare historical texts about the treatment of indigenous peoples 8 The Baroque Period. New Hegemonic Powers 204 Can inequity and progress coexist? 1. A period of crisis 2. The decline of the Hispanic Monarchy 3. The end of Spanish hegemony 4. French absolutism: Louis XIV 5. Two different systems: the United Provinces and England 6. Scientific and cultural revolution 7. Baroque architecture 8. Baroque sculpture 9. Baroque painting Interpret the portrait of a valido: the conde-duque de Olivares Analyse absolutism Compare two Baroque sculptures Analyse a painting by Velázquez Introduction to Geography 234 Sources and tools for geographical study 9 Demographic challenges of the 21st century 236 What does the future hold for young people in the world? 1. Which indicators tell us about the population? 2. Population growth is slowing down 3. Populations are ageing 4. Migration: human dignity and universal rights 5. Uneven population distribution is increasing 6. Demographic challenges in the EU and Spain Make a survey Interpret a population pyramid Interpret the population density map of Spain 10 A geographical study on inequality 262 Is equality increasing or decreasing? 1. Wealth inequality 2. Gender inequality 3. Inequality in children and the elderly 4. Objective: to reduce inequality in the world Interpret graphs: How far have we come towards achieving SDG 10? 11 The pressure of an increasingly urban world 286 Shall we see what it's like in the big city? 1. Defining features of urban areas 2. The cityscape reflects its history 3. Urban spaces get bigger 4. Urban hierarchy 5. Global challenges 6. Rural areas versus urban areas Analyse the transformation of a rural space through images 12 Geopolitics, conflicts and cooperation for peace 318 Is world peace possible? 1. Introduction to key concepts 2. The international community 3. Alliances and conflicts between states 4. Cooperating to maintain peace 5. Cooperation organisations in Europe Analyse a constitutional text: the United Nations Declaration Glossary
Pract i se your sk i l l s Take act i on CHALLENGE EXPLORE GEOGRAPHY AND HISTORY IN MY LIFE USE INFORMATION RESPONSIBLY OTHER POINTS OF VIEW Who was Leonardo da Vinci? What was a Renaissance artist's workshop like? Books available to everyone Write Michelangelo's CV (Learn about historical periods through the life of a historical figure) Critical thinking: true or false? Was the expulsion of the Jews only about religion? Mona Lisa through the centuries Write a blog to promote the role of women in the construction of the Modern Age The conquest of the Aztec and Inca Empires What was life like in a colonial city? What was Sevilla like in the 16th century? Did globalisation first happen during the Modern Age? Critically evaluate a historical figure (Analyse information and come to a conclusion) Critical thinking: true or false? Was Francis Drake one of the most famous pirates in history? Migrants now and in the past Act out a conversation between historical figures Medicine and epidemics in the 17th century What was life in Versailles like? The origins of parliamentary systems Analyse a caricature of Louis XIV (Explore the caricature as a historical source) Critical thinking: true or false? Was there really a scientific revolution in the 17th century? Female artists in the Baroque period and today Perform a play in opposition to slavery The challenges of multicultural societies What is "España vacía"? Can you imagine living in a refugee camp for 17 years? Discover ways to support people from other generations (Look for accurate information) Critical thinking: true or false? Does malnutrition only affect people in low-income countries? How birth rates and death rates have changed over time Organise a visit to a home for the elderly The minimum income required to live Being a woman under the Taliban Humanitarian crises have widened the inequality gap My experience as a volunteer Analyse stereotypes that impede gender equality (Look for and spread accurate information) Critical thinking: true or false? Has Africa always been poor? Will it continue to be poor? Social immobility in a caste system Participate in a round-table discussion on development aid A historical tour of Spanish cities The world's megacities Smart cities Names of streets and squares Get around the city using a tourist map (Learn how to find your way around using a map) Critical thinking: true or false? Do countries have many cities? The two sides to urban areas Making proposals to improve your neighbourhood The dispute over the Arctic's natural resources What is Europe Day? Do the UN's decisions affect me? Understand clickbait (Control information you find on the internet) Critical thinking: true or false? Is there a shortage of water in world? The rules of the 21st century are played out in space Learn to negotiate
Education is a long road that lasts a lifetime. Follow the WORLD MAKERS learning path to create a more equal, fair and sustainable world. Learning path 2 Draw a timeline like the one below. Write the main milestones of the Portuguese expeditions in blue, and the expeditions of Castilla in red. 3 Look at this map from 1502. Which territories can you see? Compare it with a modern-day map. Which continents were best known in 1502? How would you explain this map to a 16th-century European? A P P LY Y O U R K N O W L E D G E O R G A N I S E Y O U R I D E A S 1 Summarise the key points from the unit. Copy and complete the diagram in your notebook. C H E C K Y O U R P R O G R E S S … … Causes A per i od of expl orat i on for example such as Por tuguese mi ss i on The expedi t i ons of Cast i l l a … Business mindset Colón's mission The MagallanesElcano mission … … … … … compass … … Causes Milestones Leading figures … … … … … Consequences Consequences Aim Aim … 1400 1450 1500 1550 1600 274321_09_p018_h01_linea_muda_exploraciones 256 4 Explain. Why were there so many voyages and expeditions at the beginning of the Modern Age? Were these for economic reasons only? Why did cartography develop in the early 16th century? 5 Read and analyse the text. Your Royal Highness will know that 18 crew have arrived on one of Captain Fernando Magallanes' 5 ships you sent to look for spices. But, your Royal Highness will not yet know our most important discover y. We have discovered that the world is round . We know this because we went west and returned from the east. On board the Nao Victoria in Sanlúcar, 6th September 1522. Ser vant of His Royal Highness, Captain Juan Sebastián Elcano (Adapted) Who signed this letter? Who else is mentioned in the text? What do you know about them? Is the year 1522 significant? Why? What is the main subject of the letter? Are there any other secondary ideas? What are the historical consequences of the event mentioned in the letter? How important was it? 8 Look at the photo. Think and answer the questions: Which peoples built Machu Picchu? Describe their way of life. What is the landscape like around Machu Picchu? Where do you think they found the stone to build it? Do you think construction was easy? Why? In 1983, Machu Picchu became a World Heritage Site. Why do you think it has this status? 9 Design a map of the main pre-Columbian peoples. Draw a map of the Americas and mark the borders of the present-day countries. Colour the territories where the Mayan, Aztec and Inca peoples lived. Write the names of other indigenous peoples. 5 W H A T D I D I L E A R N ? Remember and compare. What did you know about early modern exploration voyages before studying this unit? What have you learnt? Write down some key words you think are essential to understanding this topic. Explain your choices. Think about what you have studied in the unit. Has anything surprised you? Explain your answer. Evaluate the activities you did in pairs or in groups. Did you work well together? What aspects did you enjoy the most? 6 THOUGHT-PROVOKING QUESTIONS Choose the aspects of the unit you found most interesting. Write five questions about them using the following prompts: – What would happen if... ? - What happened after... ? - Why did... ? - What was ... like? - Who was... ? 7 Ask your partner the questions you have prepared. Discuss their answers. 30. The Inca ruins of Machu Picchu (Peru), built in around 1400 at an altitude of over 2,400 metres 257 Investigate Describe the buildings in Tikal. What aspects of the city stand out? Look for Tikal on Google Maps and activate the satellite view. What is the surrounding vegetation like? What is the climate like in this part of the Americas? Why were the reservoirs necessary? Find out about the ball games and their symbolism. DISCUSS Find information about Tikal's decline. Which reason do you think is most likely? HERITAGE Tikal was declared a World Heritage Site in 1979. What does having this status mean? E X P L O R E Tikal, the magnificent Mayan city Tikal was founded in around 800 BC, in the middle of the rainforest, in present-day Guatemala . It was one of the main Mayan cities and one of the most spectacular. It was home to around 60,000 inhabitants at its peak. (28) In the 9th centur y AD, the Mayan centre of power moved north , and Tikal and other cities in the region became less important. This was the beginning of Tikal 's decline. The city had palaces for the rulers and nobility. There were also centres for astronomy, temples connected by walkways that linked all the different parts of the city, and squares, which ser ved as meeting places. The temples were ver y tall . They were pyramid-shaped and had stepped terraces. (29) A wide central staircase led to the top. In many temples, tombs have been found with objects made of materials such as pearls, jade and shells. People also played ball games in Tikal . In these areas competitions with religious significance were held . There were also blocks of basic huts for the peasantr y. Tikal had a hydraulic system that supplied water to its inhabitants. In the rainy months, rain fell into reser voirs or pools, which were depressions in the land built to collect water. Then , the water was purified using sand filters, before being distributed around the city. 27. Jade mask found in Tikal 28. Recreation of the central area of Tikal B A 254 A. Temple V F. The Temple of Masks B. South Acropolis G. The Temple of the Great Jaguar C. The Lost World H. Ball Court D. Temple IV I. Palaces E. The Palace of the Windows J. Walkway G I D E J C 29. The Temple of the Great Jaguar H F 1 ESSENTIAL KNOWLEDGE 2 CHECK YOUR PROGRESS 3 Think about a real or imaginary situation from daily life with the SUSTAINABLE DEVELOPMENT GOALS in mind, in order to begin the learning process. Contribute to the achievement of one or several of the targets by doing the challenge. Take the Challenge! Go further and investigate. EXPLORE cases, characters and other interesting aspects that will expand your knowledge of the world. To do this, look for reliable information, organise it carefully and draw your conclusions. WHAT HAVE YOU LEARNT? Evaluate: think about what you have learnt and how you constructed your knowledge. Organise your ideas and apply your knowledge to different contexts and situations in the CHECK YOUR PROGRESS activities. Think, make connections and communicate critically by doing the ACTIVITIES throughout the book. Work like a specialist. With the help of the BE A GEOGRAPHER and BE A HISTORIAN sections you can practise what you learn. Exercise your mind. Practise THINKING TECHNIQUES that will enhance your powers of reflection and thinking. Use the KEY QUESTIONS to review and ensure you have understood the content. Acquire essential knowledge from the clearly explained content and strong visual language: drawings, maps, timelines, etc. LEARNING SITUATION The beginning of the Modern Age. The desire to explore 5 Curiosity has always contributed to human sur vival , as it has driven us to learn . At the end of the 15th centur y, this curiosity led Europe into a golden age of travel and exploration . These explorations would never have reached such magnitude without a series of important developments over many dif ferent fields. Among these developments were technological advances. Scientific and technical advances gave a major impulse to navigation . Some voyages achieved their goals and some did not, but they changed the image of the world and its population . L E T ' S G E T S TA R T E D Look at the two maps of the world. How are they different? How do they compare with a modern-day map? Which territories were explored in the Modern Age? Which means of transport were used? What do we explore today? What technology is used? What role has technological development played in our knowledge of the world? Why have human beings always had the desire to explore? A Portuguese trading ship in the east L E A R N I N G S I T UAT I O N 240 Is technology at the centre of development and knowledge? Innovation and technology are key for development and human wellbeing. You will create an exhibition about technological advances of the Modern Age to show their contribution to our knowledge of the world . I N T H I S U N I T. . . You will understand why geographical exploration was possible in the early Modern Age and how it developed. You will learn how pre-Columbian peoples lived. You will take action. You will create a presentation that explains the technological advances that made exploration possible. 1519-1522 Magallanes and Elcano's expedition. The first voyage around the world. 1513 Nuñez de Balboa discovers the Pacific Ocean. 1911 Roald Amundsen's arrival at the South Pole. 1769 James Cook demonstrates that New Zealand is a remote island. 1728 Vitus Bering crosses the Arctic Ocean. The world in the 16th century The world at the end of the 15th century 1492 Cristóbal Colón's arrival in America. 1864 Lucy Walker climbs the Alps. 1953 Edmund Hillary and Tenzing Norgay reach the summit of Everest. The Mars Pathfinder spacecraft lands on the surface of Mars. The Parker Solar Probe travels around the Sun. 1969 1997 2018 Neil Armstrong, Edwin Aldrin and Michael Collins reach the moon. CHALLE NGE 241 4. The expeditions of Castilla WORK WITH THE IMAGE Find the American territories Colón reached on his first voyage on the map. Using an Atlas, write the countries they belong to today. Describe Magallanes and Elcano's route. 14. Cristóbal Colón meets the Reyes Católicos. Find out about the person using reliable sources, such as the online dictionary from the Real Academia de la Historia. Check the facts. Select the more important aspects of their life. Organise the information and present it in an appropriate way, orally or in writing. How to do it Choose a historical figure from the unit and look for information about their life. Compare information from different sources. Put the information in chronological order. Imagine you are this person. Tell your group who you are and why you are famous. Your turn Create a biography of a historical figure A biography is an account of the main events in a person's life. B E A H I S T O R I A N 15. Fernando de Magallanes Crossing the Atlantic Ocean Cristóbal Colón (Christopher Columbus) wanted to reach Asia by sailing west. He presented his plan to the King of Portugal , who rejected it. Colón took it to the Reyes Católicos, who agreed to finance an expedition . (14) The f leet set sail on 3rd August 1492 from Palos de la Frontera (Huelva). After a stopover in the Islas Canarias, they reached the American coast on 12th October 1492. They had reached the island of Guanahaní , which he named San Salvador. Then , he travelled around the islands of Juana (Cuba) and Hispaniola (Santo Domingo), before returning to Europe. (16) Colón thought he was in Cipango ( Japan), but the Earth was larger than he thought. (17) Colón made three more voyages to America . (19) The Italian navigator Américo Vespucio (Amerigo Vespucci) proved that the lands were part of a new continent. In the early 16th centur y the continent was named America in his honour. The first voyage around the world In 1519, an expedition led by Fernando de Magallanes (15) left Sevilla to find a route between the Atlantic Ocean and the Pacific Ocean . Their goal was to reach the Moluccas Islands, known as the "spice islands". In 1520, the expedition crossed the strait that joined the two oceans, later named the Estrecho de Magallanes. They continued across the Pacific Ocean to the Philippines, where Magallanes died . In 1521, the expedition reached the Moluccas Islands. Juan Sebastián Elcano, captain of Nao Victoria, returned to Spain in 1522 by sailing around Africa, completing the first voyage around the world. (16) 248 5 Rivalry between Castilla and Portugal The rivalr y between Castilla and Portugal led the Reyes Católicos to ask the Pope to help mediate the conflict and decide who had rights over the new lands. Despite this, the two countries eventually came to an agreement without the Pope's help. Castilla and Portugal signed the Treaty of Tordesillas in 1494. The Treaty established a line of division between the Castilian and Portuguese territories. This line would be along a meridian around 2,000 km west of Cape Verde. The lands to the west of the meridian were to belong to Castilla , and the lands to the east of the meridian to Portugal . This meant that most of the Americas were left to Castilla . Portugal would have Africa and Asia as well as Brazil , which they reached years after the treaty. The discoveries led to the creation of two great overseas empires, the Spanish and the Portuguese, and the beginning of European dominance throughout the world . As a result of the expeditions, a great deal was learnt about the new territories around the world . Many new species of plants and animals were discovered . 16. Map and timeline of the main expeditions of Castilla Compare Colón and Magallanes' missions. Which mission proved the Earth was round? How? Analyse. Why did Colón ask Portugal to fund his mission first? Was his expedition risky? Why do you think Castilla paid for it? Explain when and why the Treaty of Tordesillas was signed. What did the treaty establish? Reflect. Would you describe this era as the era of exploration? Explain your answer. K E Y Q U E S T I O N S 508877_09_p231_leyenda_expediciones_castellanas_GEODOS SOURCE: ENRIQUE MARTÍNEZ RUIZ et al., Atlas histórico, Edad Moderna. AZTEC EMPIRE MAYAN CIVILISATION INCA EMPIRE Estrecho de Magallanes Cape of Good Hope Islamic World Moluccas Ceylon Calicut Porto Seguro Macau CHINESE EMPIRE CIPANGO (JAPAN) Philippines Elcano (1522) Magallanes (1520-1521) Islas Canarias Cape Verde Is. 312659_05_p249_expediciones_castellanas Gulf of Guinea Congo Equator Tropic of Capricorn Tropic of Cancer Prime Meridian PACIFIC OCEAN INDIAN OCEAN PACIFIC OCEAN ATLANTIC OCEAN Guanahaní (San Salvador) Colón’s rst voyage 1492-1493 Magallanes and Elcano’s voyage 1519-1522 1493-1496 Colón’s second voyage 1498-1500 Colón’s third voyage 1499 Alonso de OjedaAmérico Vespucio 1502-1504 Colón’s fourth voyage 1519-1522 Magallanes and Elcano’s voyage 1492-1493 Colón’s rst voyage THE MA I N EXPED I T I ONS OF CAST I L LA 1513 Núñez de Balboa discovers the Paci c Ocea 312659_05_p246_LT_castellanos 249
The best of both worlds At Santillana we take our environmental responsibility seriously. For that reason, we use: Paper from sustainable forests Certified printing companies with good environmental and energy management 100 % recyclable plastic S E C O N D A R Y 2 S E C O N D A R Y 2 Atlas Atlas THE CHALLENGE 5 Make connections with your life, your interests, and the world around you. Find the link between what you've learnt and the world in which you live with GEOGRAPHY and HISTORY IN MY LIFE. Critical thinking. In the USE INFORMATION RESPONSIBLY and TRUE OR FALSE? section you will find suggestions for learning how to create truthful content and for deconstructing fake news and myths. Open your mind. Analyse and contrast OTHER POINTS OF VIEW. This will help you understand the diversity of the world in which you live. In addition, there is helpful support material available: With the STUDY NOTES you can revise the key concepts of each unit and check your progress. The GEOGRAPHY AND HISTORY ATLAS will help you understand to the world in which you live. TAKE ACTION and complete the CHALLENGE to create a more equal, fair and sustainable world. CORE SKILLS 4 If you go sailing, remember your nautical chart 10 Find out about Abraham Cresques and what he contributed to cartography. 11 Look at the portolan chart. What part of the world does it show? Which geographical features can you see? Think about the meaning of the straight lines drawn on the map. What do they represent? Which aspects of Cresques' portolan chart stand out the most? Why? Give your opinion. 12 Compare this portolan chart with a present-day map of the same area. How are they different? 13 MAKE CONNECTIONS. Think and compare. In which situations do you think someone from the 15th century might need a nautical chart? What about today? How do you think a portolan chart was made? How did cartographers obtain information? How do you think nautical charts are made today? You must have heard of the Titanic. It sank in 1912, during its first ever voyage. More than 1,500 people died . The impact it caused was so great that in 1914, a conference was organised to discuss maritime safety. This conference was the start of the Convention for the Safety of Life at Sea . The convention established nautical charts as a fundamental tool for safe navigation . A nautical chart is a map which shows navigable waters and the surrounding land to scale. It usually indicates aspects such as the depth of the water, the composition of the seabed , the coastline, the high and low tides, and harbours. It also identifies navigational aids, such as lighthouses, as well as hazards, such as rocks or reefs. Today, both paper and digital nautical charts are available. The first charts were created in the 13th centur y. These were hand-drawn on parchment and were called portolan charts. Portolan charts were the first nautical charts in histor y. At a time when trade was growing, they were made to identify routes for the transport of goods. They were used until the 17th centur y. Portolan charts showed coasts, sea routes (marked with straight lines) and obstacles that could make navigation difficult. For inland areas, only elements that helped navigation from the sea were displayed on the chart, such as mountains, capes and river mouths. H I S T O R Y I N M Y L I F E 31. Part of Abraham Cresques' portolan chart, made between 1370 and 1380 258 5 S TA R T I N G P O I N T 1. In your group, think about where in the school you can organise the exhibition. This will help you to decide on some general aspects. For example: How wi l l you establ i sh the order of the tour? Can you set up di spl ay boards and/ or posters? How many peopl e can you f i t in the space? Wi l l you organi se v i s i t ing t imes? Where wi l l the exhibi t i on star t? 2. Think and discuss when you will hold the exhibition. Will you use it to celebrate a specific day, such as Science and Technology Day? 3. Think of an interesting title for the exhibition. The spread of navigational tools, as well as the application of improvements and new techniques in shipbuilding, was one of the driving forces behind sea travel. These voyages gave us a more accurate knowledge of the shape and size of the Earth. Share your knowledge of the technological advances that made the explorations possible with the rest of the students in your school. P R E PA R E YO U R P R OJ E C T 4. In your group, decide which tools, objects, techniques, etc. you want to show. For example: Boats: naos, caravels, galleons, etc. Maps from the Modern Age. Sailing instruments. Improvements made to ships. 5. Look for information and prepare posters or information boards. 6. Organise the information into sections. 7. Look for photos of what you want to show or create explanatory drawings. You could also make simple models. S H A R E YO U R P R OJ E C T 8. Work as a group to set up the exhibition. Distribute the tasks in order to work more efficiently. 9. Advertise the exhibition. Use different techniques in order to reach all the students in your school. Make posters and put them up in different places around the school. Put an advert on the school's website. Visit other classes to explain your project. 10. Encourage each other to be guides for the exhibition. TA K E AC T I O N Organise an exhibition on technological advances in the Modern Age CHALLE NGE 261 5 Social networks are online platforms that allow us to share text, images and audio instantly with many people at the same time. Imagine if Juan Sebastián Elcano had been able to tell us about his experience of the first round-the-world voyage via a social network such as Twitter? Create a thread on Twitter: #worldtour1522 14 Research Magallanes and Elcano's expedition. Compare information from different sources and write down the facts you are going to use. 15 Imagine you are Juan Sebastián Elcano and it is August 1522. Think about what you are going to write on Twitter. Your tweet should: Mention the main events on the voyage from when it set sail from Sevilla in 1519. Describe the places you have seen. Describe the dangers, fears and difficulties faced by the crew members. Explain how you feel after almost three years of travelling. 16 DISCUSS. Share your tweets with your classmates. What are the advantages and disadvantages of social networks in the study of history? Do they allow you to study the topics in detail? Discuss with your classmates. U S E I N F O R M A T I O N R E S P O N S I B LY C R I T I C A L T H I N K I N G Did Europeans know that America existed in 1492? 32. El regreso de Juan Sebastián Elcano, by Elías Salavarría in the early 20th century 33. Statue dedicated to Leif Erikson in Greenland 17 INVESTIGATE Find out who Leif Erikson was. In which century did he live? What people did he belong to? Find Greenland on a map. What peoples colonised it during the Middle Ages? 18 CONTRAST Which sources did you use to find the information? Did the sources contain the same information? Are they reliable sources? Why do you think so? 19 DECIDE In 1492 did Colón know that he had discovered a new continent? Why? Were the Vikings the first Europeans to reach America? Explain. When did the Europeans first learn that America existed? Explain. OR FALSE ? T R U E 259 S TA R T I N G P O I N T 1. A blog is an entry on a website in which you can present your knowledge and opinions. Users can make comments about the blog. Find out more about the characteristics of blogs. 2. Decide how often you will post your blogs. For example, every day, weekly, monthly, etc. How many people from the Renaissance that you have heard of are men and how many are women? The lists are probably not equal. Women in the 15th and 16th centuries had to live with the limits imposed by society to develop their professional careers or simply make their own decisions. However, despite the difficulties, many women overcame these barriers and excelled in politics, painting, science and literature. Write a blog in order to promote these forgotten women and share the role they played in the construction of the Modern Age. P R E PA R E YO U R P R OJ E C T 3. Look for information about the prominent women of the 15th and 16th centuries. Choose women mentioned in this unit and others. Classify the names you choose by country of origin, the field they excelled in, etc. 4. Write a short biography of each women. Use the question: "Who were they?" 5. Try to find images of the women you choose. If they were an artist, include examples of their work. 6. Start to write your blog using the content you have chosen. S H A R E YO U R P R OJ E C T 7. Make a presentation. Share your project with the class. 8. Check whether your blog has achieved its objective. Consider the people who are following the blog, the number of views it receives, the comments people make, etc. Plautilla Nelli Gaspara Stampa Catalina de Médici Esther Inglis Gracia Nasí Margarita de Navarra Charlotte Guillard Levina Teerlinc Amina de Zazzau Marietta Robusti Maddalena Casulana Write a blog to promote the role of women in the construction of the Modern Age 50. Margarita de Navarra Luisa de Medrano TA K E AC T I O N CHALLE N GE 291 Today, crossing the Atlantic from Spain will take around eight hours by plane or around a week by boat. In the 16th centur y, crossing the Atlantic was an adventure that lasted several months. In addition to overcrowding, poor hygiene and a lack of food; passengers faced diseases such as scur vy and typhus, as well as storms and pirate attacks. Passengers paid a high price for a ticket and risked their lives to arrive safely. Crossing the Atlantic in the past versus the present 20 Read the comic and answer the questions. What does it show? Name five things that happened on voyages to America in the Modern Age. Were the passengers comfortable? Explain. 21 COMMUNICATION. Compare and evaluate. What is travel to America like today? What has changed since the 15th century? Do technological advances improve our lives? Why do you think thousands of people travelled from Spain to America in the Modern Age if it was so dangerous? 22 UNDERSTAND OTHERS. Think and answer. Imagine you are a sailor at the beginning of the 16th century. Why would you choose to set off on a voyage to America? Imagine you are a passenger. How would you feel before boarding the ship? O T H E R P O I N T S O F V I E W We boarded a ship in Sevilla. Finally the food arrived: cake and dried meat. Gigantic waves and strong winds rocked the ship. I hope we survive... Everything was full. A goat tried to eat our things. The captain gave orders while the crew did their jobs. Finally, some peace and quiet... Land! After 89 days we have arrived in La Española. A typhus epidemic has started on the ship. Some people have already died. Yuck! The water is green. 260 9 The World Health Organisation ( WHO) has declared the period between 2021 and 2030 as the Decade of Healthy Ageing. The aim is to get governments, institutions, companies and society as a whole to develop projects that improve elderly people’s quality of life. The aim is to enable them to be who they want to be and be able to do what is important to them. Organise a visit to a home for the elderly. Think about the activities you can do with them during the visit. Talk to them and ask them questions about how they feel, what they worry about and the things they enjoy doing. This will be a very enriching experience, both for the elderly people and for you. Organise a visit to a home for the elderly S H A R E YO U R P R OJ E C T 5. At the end of the visit, share your experience. Did the residents make you feel welcome? Did the residents take part in the activities? Did they enjoy them? Did the activities go well? Are you satisfied with how they went? What was your highlight of the visit? Was the experience valuable? Why? Would you do it again? Would you change anything about your experience? P R E PA R E YO U R P R OJ E C T 3. Find out which residential homes for the elderly are in your area. Choose one. With the help of your teacher, contact the people in charge of the residence to arrange a visit. Explain your project to them. 4. Think about how you are going to organise the workshop or activity. Divide up the tasks. Consider the time you have available. What will you need to bring? For example games, a guitar for singing, craft materials or music. S TA R T I N G P O I N T 1. Experts believe that visits like these contribute to improving elderly people’s health and wellbeing. Talking to them and involving them in an entertaining group activity will encourage them to leave their comfort zone and to interact with other people inside and outside the residence. It will also reduce any feelings of loneliness, improve their mood and stimulate their concentration and memory. 2. Decide what you are going to do during the visit. For example, play games, create a theatre workshop, read stories, do crafts or organise a dance competition. TA K E AC T I O N CHALLE NGE 201 Study notes Geography and History The best of both worlds At Santillana we take our environmental responsibility seriously. For that reason, we use: Paper from sustainable forests Certified printing companies with good environmental and energy management 100 % recyclable plastic Geography and History S E C O N D A R Y 2 S E C O N D A R Y 2
I N T R O D U C T I O N T O H I S T O R Y Get to know the past in order to understand the present What is history? Histor y is the set of events experienced by humans in the past. But it is also the science that investigates the events, ways of life, culture and social interactions from previous eras. How do we study the past? People who study the past are called historians. They carr y out their work using the scientific method: They choose a subject to investigate and formulate a hypothesis (a likely explanation). They look for information by consulting various sources. They check the information that they find and analyse it critically. They draw conclusions based on their analysis and compare them to their original hypothesis. They present the work they have verified in books and journals and at conferences, etc. What are sources? Historical sources are pieces of the past that have sur vived . Sources are classified according to the period they come from. Primar y sources are from the same period as the event they are used to analyse. Secondar y sources are from a later period . Sources can be written or non-written. Historians must determine whether the sources they use are authentic and reliable. They must also distinguish between objective and subjective information , and detect possible mistakes. Finally, they must consult as many contrasting sources as possible because distinct sources provide dif ferent information and perspectives. Most material sources (sculptures, documents, etc.) are kept in historical archives, libraries and museums, or are stored digitally. Non-material sources (traditions, songs, dances, etc.) are preser ved by the society, community or culture they belong to. Material sources Non-material sources Graphic sources Human remains, objects (furniture, clothes, footwear, domestic utensils, musical instruments, etc.), (1) constructions (houses, churches, monasteries, palaces, bridges, theatres, fortresses, roads, etc.). Oral traditions, legends, stories, shows, festivals, gastronomy, traditional artisanal techniques, etc. (2) Artwork (paintings, drawings, engravings, sculptures, etc.),(3) other graphic works (maps, graphs, photos, films, etc.). Non-wr i t ten Public documents ( laws, decrees, speeches, wills, registrations, etc.), private documents (personal notes, diaries, letters, memoirs, invoices, financial accounts, etc.), the press (magazines, newspapers, newsletters, etc.), leaflets and scientific, historical, musical and literary works,(4) etc. Written 1. Viola da gamba 2. Handmade madreñas 3. Still life by Clara Peeters 4. Literary work TYPES OF SOURCES 8
Historical periods The past is usually divided into periods to make it easier to study. These are called historical ages. The historical ages are: Prehistory, Ancient History, the Middle Ages, the Modern Age and the Contemporary Age. There are other ways to divide histor y, but this is the most common system in Europe. In most of Asia , Africa and part of America a dif ferent system is used . Timelines are used to situate historical episodes, processes or events in time. (8) To situate them in space, historical maps are used. The Modern Age In this course you will learn about the Modern Age: For the beginning of this stage two dates are used: the fall of the Byzantine Empire (1453) and the arrival of Cristóbal Colón in America (1492). This period ended in 1789 with the outbreak of the French Revolution . This period saw important changes: 8. The ages of history 5. Map made in the 16th century 7. The School of Athens, by Raphael Sanzio 6. High bourgeoisie women at the beginning of the Modern Age Geographical discoveries Geographic exploration allowed Europeans to encounter lands previously unknown to them. This changed the image of the world and its inhabitants, and led to a better understanding of the shape and dimensions of Earth. (5) Science, art and religion The scientific method was developed. As a result, great progress was made in science and technology. Humanism and the Renaissance put human beings at the centre of everything. (7) Europe was divided into two religious blocs: the Catholics and the Protestants. This led to a time of great intolerance and religious wars. Politics and society Many countries had absolute monarchs, while others, by contrast, used a system of parliamentarianism. In the society of estates, the bourgeoisie, who had become wealthy through business, achieved great social influence. (6) PREHISTORY MIDDLE AGES CONTEMPORARY AGE Around 5 million years ago Around 5,000 years ago 1492 1789 ANCIENT HISTORY MODERN AGE AD 476 9
The beginning of the Modern Age. The desire to explore 5 Curiosity has always contributed to human sur vival , as it has driven us to learn . At the end of the 15th centur y, this curiosity led Europe into a golden age of travel and exploration . These explorations would never have reached such magnitude without a series of important developments over many dif ferent fields. Among these developments were technological advances. Scientific and technical advances gave a major impulse to navigation . Some voyages achieved their goals and some did not, but they changed the image of the world and its population . L E T ' S G E T S TA R T E D Look at the two maps of the world. How are they different? How do they compare with a modern-day map? Which territories were explored in the Modern Age? Which means of transport were used? What do we explore today? What technology is used? What role has technological development played in our knowledge of the world? Why have human beings always had the desire to explore? A Portuguese trading ship in the east L E A R N I N G S I T UAT I O N 126
Is technology at the centre of development and knowledge? Innovation and technology are key for development and human wellbeing. You will create an exhibition about technological advances of the Modern Age to show their contribution to our knowledge of the world . I N T H I S U N I T. . . You will understand why geographical exploration was possible in the early Modern Age and how it developed. You will learn how pre-Columbian peoples lived. You will take action. You will create a presentation that explains the technological advances that made exploration possible. 1519-1522 Magallanes and Elcano's expedition. The first voyage around the world. 1513 Nuñez de Balboa discovers the Pacific Ocean. 1911 Roald Amundsen's arrival at the South Pole. 1769 James Cook demonstrates that New Zealand is a remote island. 1728 Vitus Bering crosses the Arctic Ocean. The world in the 16th century The world at the end of the 15th century 1492 Cristóbal Colón's arrival in America. 1864 Lucy Walker climbs the Alps. 1953 Edmund Hillary and Tenzing Norgay reach the summit of Everest. The Mars Pathfinder spacecraft lands on the surface of Mars. The Parker Solar Probe travels around the Sun. 1969 1997 2018 Neil Armstrong, Edwin Aldrin and Michael Collins reach the moon. CHALLE NGE 127
1. Europe in the 15th century Investigate • Find out about the Forbidden City. When and why was it built? Do you think it is a good example of the splendour of the Ming era? • Think. China produced silk and porcelain in large quantities. Why do you think it kept the manufacturing processes of these products a secret? The Ming Dynasty In the first half of the 15th centur y, China experienced a period of splendour during the Ming dynasty, in which the emperor had all the power. The population grew and agriculture and trade developed . China took to the sea . In the first third of the centur y, China organised several voyages that reached the coasts of East Africa . This demonstrated their technical capabilities, as well as their interest in trade and commercial and diplomatic relations with other territories. However, eventually, China withdrew. This coincided with the arrival of the Portuguese in the East. 2. Chinese porcelain made in the 15th century 1. Venice in the 15th century E X P L O R E WORK WITH THE IMAGE Look at the painting. Describe Venice in the 15th century. Do you think it was a wealthy city? Give reasons for your answer. In the 15th centur y, Europe was poor compared to other civilisations such as India or China . The European continent was slowly recovering from the severe crisis of the mid-14th centur y. Population The population grew slowly and unevenly due to: High birth and death rates. The infant mortality rate was also high . A low life expectancy (approximately 35 years). This was due to frequent famines caused by poor har vests, wars, and epidemics of diseases such as the plague and typhoid . Despite this, the population increased due to the growth of cities and the cultivation of new land . Society Society was divided into three estates: Two privileged estates: the nobility and the clergy. A non-privileged estate: the commoners, made up of merchants, small rural landowners, day labourers, craftspeople and beggars. There were also slaves, who had no rights. Economy Agriculture (cereals, vines, olives, f lax, hemp, etc.) and livestock farming (sheep, cattle, pigs, etc.) were the main economic activities. Guilds controlled crafts and most trade was carried out in local markets. Only luxury goods, such as porcelain (2) and silk, were traded over long distances.
5 Trade with the Far East Products from the Far East, such as silk and spices, were highly valued in Europe. From the Middle Ages onwards, merchants in a number of Italian city-states, notably Genoa and Venice, (1) controlled this trade. Describe Europe's economy in the 15th century. What was the relationship between Europe and the Far East? Explain. Which social groups could buy the products from the Italian merchants? Which social group did the merchants belong to? Analyse. Do trade routes, such as the Silk Road, still exist today? Explain your answer. Interpret a 15th-century map In the 15th centur y, the European population was relatively familiar with Europe and the territories bordering the Mediterranean and Black Seas. (3) They also knew about the existence of India , China and Japan through traders, missionaries and travellers. Sub-Saharan Africa was not ver y well known . America , Oceania and Antarctica were completely unknown . B E A H I S T O R I A N Observe, describe and analyse Toscanelli's map. – When was the map made? Which territories, seas and oceans can you see? – Why are America, Oceania and Antarctica not shown? – Compare it with a modern-day map. What differences do you see in the shape of the continents? Find out who Toscanelli was and why he made this map. Where do you think he got the information to make it? Explain your answer. Your turn 3. World map made by Paolo dal Pozzo Toscanelli in 1474 K E Y Q U E S T I O N S Silk was produced in large quantities in China . It was carried along the Silk Road, a route that ran through Asia transporting silk and other products to the ports of the Black Sea and the eastern Mediterranean . Italian merchants bought the products at these ports and sold them in Europe, earning huge profits. Spices (pepper, cloves, cinnamon , etc.) were used to preser ve and season food . These spices were produced in India , Sri Lanka , the Moluccas and Celebes. They were shipped from various Indian ports and bought by Venetian merchants to be sold in Europe. 129
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