TEACHER´S BOOK

Geography
and History
2

SECONDARY
Geography and History 2 Teacher’s Book is a collective work, conceived,
designed and created by the Secondary Education department
at Santillana, under the supervision of Teresa Grence Ruiz.

WRITERS:
Yolanda Bernal
Carlos Guallart
Javier Iniesta
Javier Velilla
Heather Sutton
Francisco Javier Zabaleta

EDITORS
Gabriela Martín
Heather Sutton

EXECUTIVE EDITOR
David Ramírez

PROJECT DIRECTOR
Lourdes Etxebarria

BILINGUAL PROJECT DIRECTOR

Margarita España
 Everything you need
in the classroom!

About us
The e-vocación Santillana website has been specially designed to help teachers.
Here, you will find all the resources you need for your lessons.

One click to access:

• Teacher’s Book • Audio
• Reinforcement and extension worksheets • Digital book
• Assessment worksheets • More resources
• PDA • Teacher training
• Answer keys

How to register
1 Go to e-vocacion.es and click on
your Autonomous Community.

2 Click on Regístrate.

3 Complete your persona l data

and school information.

4 You will receive a welcome email to

confirm your registration.

Already registered?
Don’t forget to update your school information in Mi Área Personal at the start
of the school year.
Contents

Let's work together. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Student's material. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Teacher's material. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Classroom language for teachers and students.. . . . . . . . . . 10

Vocabulary organiser.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Student's Book contents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Resources and worksheets

Unit 1. The early Middle Ages . . . . . . . . . . . . . . . . . . . . . . . . . 16

Unit 2. Feudal Europe .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Unit 3. The High and Late Middle Ages . . . . . . . . . . . . . . . . 32

Unit 4. Al-Andalus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Unit 5. The Hispanic Christian kingdoms .. . . . . . . . . . . . . . 48

Unit 6. The Age of Discovery . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Unit 7. Renaissance and Reformation . . . . . . . . . . . . . . . . . 64

Unit 8. The Spanish Empire . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

Unit 9. Baroque Europe .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Unit 10. World population .. . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

Unit 11. Cities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

Unit 12. Europe population and cities . . . . . . . . . . . . . . . . 104

Unit 13. Spain: territory, population and cities . . . . . . . . 112

Audio transcripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

3
Let's work

We make a great team!

At Santillana Richmond we are constantly looking to improve.

So much has changed in education in recent years. At Santillana Richmond we know

that creating a dynamic educational project requires an awareness of shifting trends
and developments achieved by listening to educators and making informed decisions.

So that’s what we have done. Over the years we have stayed close to you. We have
learned from the valuable solutions you provide every day in the classroom. Thanks
to your help, we have been able to develop better content.

Thank you for helping us to create and improve our projects!

 together!
Why Santillana Richmond?
• Experience. More than 60 years working with the Spanish educational system and offering
solutions for schools.
• Excellence. Rigour and quality, achieved in consultation with teachers and researchers from
all over Spain and in collaboration with our own teams of publishing and pedagogical
experts.
• Design. Clarity that ensures student comprehension and makes learning a motivating and
rewarding experience.
• Innovation. Keeping up to date with the latest research in all subjects. The introduction
of new methodologies in the classroom that are both practical and achievable.
• Technology. Indispensable digital resources for 21st-century teaching practice.
• Continued support. Our relationship does not end once you have chosen the materials.
As a Santillana Richmond client you will have access to our e-vocación program, and,
of course, the support of our customer advisors whenever you need it.
 Student's material
ES0000000136791 180602_Geog-Hist_SB_2_106045

LET'S WORK TOGETHER maintains the look and feel of the SANTILLANA
RICHMOND Geography and History content:
• U
 pdated content, created with scientific rigour, helps students
understand the world in which we live.
• Carefully
  graded English provides clear explanations at the language
level of the students.
• High-quality illustrations with visual impact.
• Modern cartography, updated to suit the students’ level.

ES0000000136791 180602_Geog-Hist_SB_2_106045.indd 1 21/12/2020 11:42:46

LET'S WORK TOGETHER

1 This book covers

the curriculum
in a clear,
2 Each unit deals
with one of the United
Nations’ Sustainable
comprehensive Development Goals.
and rigorous way. This knowledge can be
a tool to improve the
world around us.

3 It focuses on
the following types
of activities, which are
4 It includes specific
activities designed to work
on 21st-century values:
especially relevant in
 Environmental
an information awareness
society:
 Equality
  Data analysis
  Human rights
  Communication
 Heritage
Listening

Debate

6
 5 A series of activities, final
round-ups and projects
encourage learning.

6 In the Workshop, you will

study cases and solve
problems. You will develop
7 Some activities
and tasks are
designed to be
active learning. done in groups
or in pairs.

Some tasks involve
thinking skills (scientific,
critical, creative, ethical)
and thinking routines.

History glossary
The Early Middle Ages 1
LET’S READ!
Absolutism: a form of government where the king Classicist style: an architectural style where the harmony
controlled all the powers of the State, passed the laws, of a building was more important than its decoration.
governed and was the supreme judge. Clergy: all the people who belonged to the church. They
Alcázar: a fortress within a Muslim city. were a privileged estate in medieval society.
Byzantine mosaics Ambulatory: a passageway behind the altar for pilgrims. Code of Justinian: a compilation of laws that were applied
Mosaics are one of the best-known examples of Apprentice: the first stage to become an artisan. An throughout the Byzantine Empire in Justinian’s reign.
Byzantine art. A mosaic is decorative artwork made apprentice worked for no salary and learned the trade from Compass: a device that allowed ships to sail when land was

8 9
of many tiny pieces of material covering a surface. a master. not visible.

In Let's read!, At the end of the book,

The Byzantines made mosaics on floors and walls. Apse: the rear part of a church where the altar is situated. Consejos: a number of royal councils which advised the
Assembly: a meeting of the important people in a tribe or Catholic Monarchs on how to govern.
The Byzantines used multi-coloured pieces of
kingdom to make decisions. Consulates of the sea: offices that settled disputes
material, called tesserae, made of marble, clay and
Aula Regia: a Visigoth council that advised the king. between merchants, set up by Catalonian, Valencian and
glass. These materials produced bright, colourful
Mallorcan merchants.

you will find there is a complete

and rich designs. In some cases, precious stones Authoritarian monarchy: the monarchy that European
monarchs created to strengthen their authority by reducing Convent: a place where nuns lived and worked.
were used for the most elaborate work.
the powers of the nobility, the Church and the municipalities. Corregidor: a judicial and administrative official who
There were two common mosaic techniques used represented the Crown in a local district (corregimiento) in
Barbarians: used by Romans to refer to the peoples living
by the Byzantines. The opus tessellatum technique the American territories that belonged to the Crown of Castilla.
beyond Roman borders, meaning ‘savage’.
used cube-shaped tesserae of various colours but

interesting facts Glossary to facilitate

Baroque: a European cultural movement that developed Council: a group of nobles who helped a king to govern.
all of uniform size. This technique was best for
during the 17th and 18th centuries. It was influenced by the Count: the ruler of a county.
creating geometric figures. The opus vermiculatum religious tensions between Catholics and Protestants that Counter-Reformation: a reform movement within the
technique was more appropriate for portraying divided Europe. Catholic Church that was aimed at both improving conditions
figures. The tesserae used in this technique were
Barrel vault: a Romanesque architectural element, creating in the Church and resisting Protestantism.

for each unit. learner autonomy.

smaller and could be used to form more precise
shapes. It was common for the Byzantines to
combine both techniques to create their mosaics.
The Muslim calendar and Ramadan
The Muslim year is based on the lunar cycle,
with 12 months of 29 or 30 days each. The full
year has 354 or 355 days. This means the
Muslim year is 10 or 11 days shorter than the
Christian calendar year, which has 365 days.
There are several important Muslim festivals
throughout the year. One of the main festivals
happens in the ninth month of the Muslim
calendar. It is called Ramadan. It is said that it
was during Ramadan that Allah first revealed
the Quran (the holy book of Islam) to the
prophet Mohammed. One of the main acts of
Ramadan is for all Muslims who have reached
puberty to give up eating and drinking between
sunrise and sunset.
The month of Ramadan ends with Eid-al-Fitr
(Festival of Breaking the Fast). This is a festival
a curved, semicircular vault. Court: the followers of a monarch, made up of family
Basileus: the Greek word for the Byzantine emperor. members, warriors and advisors.
Section of a Byzantine mosaic showing Empress Zoe. Bills of exchange: orders of payment that could be Credit: a system of finance where merchants could acquire
exchanged for money. goods or services without having to pay immediately.
Bishop: a priest entrusted with authority. They were often Crop rotation: leaving part of a field fallow to allow the soil
advisors to a king. to rest.
Black Death: a bacterial disease which spread across Crusades: holy military expeditions by Christians to recover
Europe between 1347 and 1352, killing 25 million people. the Holy Land from the Muslims.
Bourgeoisie: an urban elite of merchants and artisans. Curia: a royal council that helped the monarch to rule.
of giving thanks to Allah. Muslims begin Eid-al- Buttress: a structure common in Romanesque buildings Demesne: the land on a fief possessed directly by its lord.
Fitr by bathing and putting on new clothes and that was built against an external wall to reinforce it. Diplomat: a person who represented the Byzantine Empire
praying at the mosque. Afterwards, they go and Caliph: the political and religious leader of all Muslims. in other territories.
visit friends and family, exchange gifts, and visit
Capital: the top of a column, which is often decorated. Dome: a hemispherical construction covering the upper part
the graves of relatives.
Chancillerías: the courts of justice created by the Catholic of a building.
Monarchs in the 15th century. Duke: a chieftain who had control over several towns.
Charity: giving to the poor or those in need. East-West Schism: the split between the Roman Catholic
Charter (fuero): a legal document from the king that Church and the Orthodox Church.
established self-government for a city. Emir: a Muslim prince or noble who acted as a governor and
had military authority.
Chiaroscuro: a painting technique characteristic of the
Baroque painting that draw a sharp contrast between light Encomienda: the system under which a Spanish colonist
and shade. was granted labour and tribute payments from a group of
Chieftain: the leader of a tribe. Indians.
Estates: medieval social groups. Medieval society was
Churrigueresco: a Baroque style developed by the
Churriguera brothers in the 17th century, characterised by divided into three estates: nobility, clergy and the third estate.
extremely ornate decoration. Excommunicate: the expulsion of a ruler from the Roman
The meal that breaks the daily Ramadan fast is called iftar. Catholic Church by the Pope.
City hall: a council made up of councillors and a mayor to
govern a city. Famine: a widespread lack of food for a population.

280 292

Atlas of the World is an easy-to-read atlas. It consists

of a rich collection of maps, graphs and images.
136572_Atlas_Geogr-Hist_2_106041

Political map of the world 9

N
A R C T I C O C E A N
O
W 80º

E
Greenwich Meridian

Arctic Circle

ICELAND NORWAY
USA FINLAND
SWEDEN
Reykjavik
RUSSIA
60º Oslo Helsinki
Stockholm
Tallinn
ESTONIA
DENMARK LATVIA Riga
UNITED Moscow
Copenhaguen LITHUANIA Vilnius
CANADA KINGDOM
NETHERLANDS
Dublin Minsk
Berlin POLAND BELARUS
IRELAND Amsterdam
London Brussels GERMANY Warsaw Astana
BELGIUM 1 2 Kiev
Paris UKRAINE
4 Vienna 3 KAZAKHSTAN
AUSTRIA Budapest MOLDAVIA Ulan Bator
Bern HUNGARY Chișinău
Ottawa
SWITZERLAND 9 10 13 ROMANIA MONGOLIA
Bucharest
A T L A N T I C
FRANCE 7 11
5 14 UZBEKISTAN
6 ITALY 12 Sofia
8 BULGARIA GEORGIA Tbilisi Tashkent Bishkek NORTH
40º PORTUGAL Rome Tirana 15 Ankara ARMENIA AZERBAIJAN KYRGYZSTAN Beijing KOREA
Madrid ALBANIA
Washington D.C. GREECE Yerevan Baku TURKMENISTAN P'yongyang
UN IT ED STATE S Lisbon SPAIN TURKEY Dushambe JAPAN
Ashjabad TAJIKISTAN Seoul
OF AMERICA Athens
Nicosia SYRIA IRAK SOUTH
O C E A N Algiers Tunis Valletta Tehran Kabul Tokyo
MALTA CYPRUS LEBANON CHINA KOREA
Rabat TUNISIA Dimashq Beirut Islamabad
Tripoli Baghdad IRAN AFGHANISTAN
MOROCCO Jerusalem ** Amman
JORDAN
Cairo ISRAEL KUWAIT PAKISTAN
Kuwait NEPAL BHUTAN
ALGERIA
THE BAHAMAS HAITI
Nassau Port-au-Prince ST KITTS AND NEVIS
LIBYA
EGYPT
BAHRAIN
Manama QATAR UNITED
New Delhi
Kathmandu
Thimphu P A C I F I C
WESTERN Doha ARAB EMIRATES
Tropic of Capricorn Basseterre Ryad Dhaka
MEXICO La Habana DOMINICAN
SAHARA
Abu Dhabi
REPUBLIC ANTIGUA AND BARBUDA Masqat BANGLADESH
Ciudad CUBA Saint John's SAUDI ARABIA INDIA Ha Nôi
20º de México PUERTO MAURITANIA OMAN Nay Pyi Taw
JAMAICA RICO DOMINICA Vientiane
BELIZE
Belmopan Kingston Santo San Roseau
ST VINCENT AND THE GRENADINES
Nouakchott
MALI NIGER
Khartoum Asmara
MYANMAR
LAOS O C E A N
GUATEMALA HONDURAS Domingo Juan CAPE VERDE Dakar YEMEN THAILAND
Guatemala ST LUCIA Kingstown SENEGAL BURKINA CHAD Manila
Tegucigalpa Praia Bamako FASO Niamey SUDAN ERITREA Sana'a' Bangkok VIETNAM
EL SALVADOR San Salvador Castries BARBADOS PHILIPPINES
NICARAGUA GAMBIA DJIBOUTI CAMBODIA
GRENADA Saint George's Bridgetown N'Djamena Djibouti
Managua Banjul GUINEA Ouagadougou NIGERIA
BENIN

San José Addis Abeba SOMALIA Phnom Penh

TOGO

Panamá Caracas TRINIDAD AND TOBAGO GUINEA-BISSAU Conakry Abuja MARSHALL ISLANDS
COSTA RICA Port of Spain CÔTE CENTRAL
Bissau Freetown Majuro
VENEZUELA SIERRA LEONE D'IVOIRE Porto Novo AFRICAN REPUBLIC SOUTH Sri Jayewardenepura Kotte Bandar Seri Ngerulmud
Georgetown SUDAN ETHIOPIA Palikir
PANAMA Paramaribo Yamoussoukro Begawan PALAU
GUYANA LIBERIA CAMEROON Bangui
P A C I F I C Bogotá Lomé Juba Male SRI LANKA FEDERATED STATES
FRENCH GUIANA Monrovia Malabo Kuala Lumpur BRUNEI
Yaoundé OF MICRONESIA
COLOMBIA SURINAME GHANA GUINEA UGANDA MALDIVES MA LAYSIA KIRIBATI
ECUATORIAL Kampala KENYA Mogadishu
Equator Quito Accra Libreville SINGAPORE Singapore
Yaren
Tarawa
GABON CONGO RWANDA Nairobi
ECUADOR SÃO TOMÉ Kigali I N D O N E S I A NAURU
AND PRÍNCIPE Brazzaville Gitega

O C E A N
São Tomé DEMOCRATIC
Kinshasa REPUBLIC OF
BURUNDI
Dodoma
Victoria
SEYCHELLES
I N D I A N Jakarta
PAPUA
NEW GUINEA
TUVALU
THE CONGO Vaiaku
TANZANIA Dili Honiara
TOKELAU Luanda
PERU Port Moresby
EAST
B R A Z I L Moroni TIMOR SOLOMON ISLANDS
MALAWI
Apia Lima
ANGOLA Lilongwe COMORES

SAMOA La Paz Brasília

ZAMBIA O C E A N
Lusaka Harare VANUATU FIJI
BOLIVIA
MOZAMBIQUE Antananarivo
Sucre MAURITIUS Port Vila Suva
20º ZIMBABWE
Nuku'alofa NAMIBIA MADAGASCAR Port Louis
1 LUXEMBOURG 9 SLOVENIA
TONGA PARAGUAY Luxembourg Ljubljana Windhoek BOTSWANA
Tropic of Cancer Gaborone
Asunción 2 CZECH REPUBLIC 10 CROATIA Maputo
Prague Zagreb
AUSTRALIA
ESWATINI
3 SLOVAKIA 11 BOSNIA AND HERZEGOVINA LESOTHO Mbabane
Bratislava Sarajevo Maseru
SOUTH
4 LIECHTENSTEIN 12 MONTENEGRO AFRICA
Santiago URUGUAY Vaduz Podgorica
Buenos Aires 13 SERBIA
CHILE Montevideo 5 ANDORRA Cape Canberra
Andorra La Vella Belgrade Town
ARGENTINA
6 MONACO 14 KOSOVO*
40º Monaco Pristina
7 SAN MARINO 15 NORTH MACEDONIA Wellington
San Marino Skopje
8 VATICAN CITY NEW ZEALAND

State boundary
Capital
Scale
60º * Not recognised by all countries
as an independent state. 0 680
** Not recognised by all countries
kilometres
A N T A R C T I C O C E A N as a capital.
Antarctic Circle

180º 150º 120º 90º 60º 30º 0º 30º 60º 90º 120º 150º 180º

136572_p08_09_leyenda_Mundi_politico

7
ES0000000122414 136572_ATLAS_GEO_HIST_2_ESO_107460.indd 8-9
136572_p08_09_Mundi_politico 25/2/21 13:10
_Atlas_Geogr-Hist_2_106041.indd 1 21/12/2020 11:43:21
 Teacher's material

SHEET REINFORCEMENT
1. THE EARLY MIDDLE AGES 1. THE EARLY MIDDLE AGES
3

1
Name: Course: Date:

ect answer. 1 Write the correct dates. Then number the events in chronological order.

Division of the Roman Empire:

TEACHER'S BOOK
The Turks capture Constantinople:
SHEET REINFORCEMENT SHEET
1. THE EARLY MIDDLE AGES
The reign of Emperor Justinian: from to
4 5
The worship of icons banned:

The East-West Schism:

Name: Course: Date:

2 Study the map and answer the questions.

r.
1 Write the correct dates. Then copy the timeline in your notebook and complete it with the events.

• The death of Muhammad:

Dnie
p er
• The Omeya Caliphate: from to
1 Study the images of the Hagia Sophia in Istanbul, the ancient city of Constantinople.
– INTRODUCTION AND RESOURCES
R
hine

Avars
AT L A N T I C
OCEAN • The Abbasid Caliphate: from to • The Orthodox Caliphate: from to
Alans
Lomb SHEET EXTENSION
1. THE• EARLY MIDDLE
The Hegira: ardsAGES
• The Conquest of Baghdad: 1. THE EARLY MIDDLE AGES
5

– WORKSHEETS
s
ndian

Slavs
be
Burgu

Ravenna nu Black Sea

Da

Trebizond
Corsica Constantinople
Taj o Toledo
Rome
Name: Course: Date:
Visigoths Sardinia 570 632 661 750 1258
oth Kingdom? Islas 600 700 800 900 1000 1100 1200
Tig
ris 1300 1400 1500
Baleares

• Reinforcement
Sicily Athens phrate
1 Write the correct dates. Then copy the timeline in your notebook and complete
Málaga it with the events.
M e d i t e
1 Study the imagesEuof
Antioch thes Hagia Sophia in Istanbul, the ancient city of Constantinople.
Ceuta
Tangiers 2
Carthage
Complete
r the map showing the spread of Islam.
• The Omeya Caliphate: from to
r

a Crete
Berbers n Cyprus Damascus Samarkand
e 787628_04_p20_LT
• The Orthodox Caliphate: from to a F
n RAN
S K eS a SLAVS
Jerusalem
Eastern Roman Empire at
Caspian
Zaragoza Black Sea
• The Conquest of Baghdad:
start of Justinian’s rule (527)
ARMENIA Sea
Kabul
Justinian’s conquests BYZANTINE
Alexandria
Byzantine Empire in 1025 PERSIA

• Extension
EMPIRE
Nil e

Byzantine Empire in 1204 MEDITERR

ANEAN
Byzantine Empire in 1453
Red
Cities S e a SYRIA

ng? 570 632 661 750 1258

SEA
600 700 800 900 1000 1100 1200 1300 1400 1500

Arabian OMAN
a. What was the capital of the Byzantine Empire?
2 Complete the map showing the spread of Islam.

• Assessment
S a h a r a Desert
b. What is this city called today? In which modern-day country is it located?
Samarkand
787628_04_p20_LT
R

c. Who ruled the Byzantine Empire during180602_01_p19_h01_Imperio_bizantino

its most successful period? ARABIA
e

F RANKS SLAVS
d

Caspian INDIAN
Zaragoza Black Sea D e s e r t
S

d. Write the names of four major Kabul

cities in the Byzantine Empire.
e

ARMENIA Sea
a

BYZANTINE

PERSIA OCEAN
EMPIRE
MEDITERR
ANEAN e. Who expelled the Byzantines from the north and centre of the Italian Peninsula?
SYRIA
f. Who expelled the Byzantines from the Península Ibérica?
SEA
g. In which year did the Byzantine Empire end and why? a. Search for the meaning of the following architectural terms: pillar, dome, minaret, nave, and column.
• Colour in green the Muslim territories at the time of Muhammad’s death.
Arabian
b. Use these words and the images to describe the interior and exterior of the Hagia Sophia to a partner.

– AUDIO TRANSCRIPTS
OMAN
• Colour in blue the conquests of the Orthodox Caliphate.
S a h a r a Desert 2 Look for information on the internet about the construction of the Hagia Sophia and prepare a timeline.
• Colour in orange the conquests of the Omeya Caliphate.
AND HISTORY 2. Photocopiable material © Santillana Educación, S. L. GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L. 19
R

ARABIA

787628_01_p20_civilizaciones • Your timeline should begin in 532, and end in 1935.

e

• Colour in purple the conquests of the Abbasid Caliphate.

d

D e s e r t INDIAN
S

ES0000000136809 180650_Unidad01_106957.indd 19 • Add the following cities: Mecca, Damascus, Baghdad, Córdoba and Constantinople. 18/2/21 13:21 • Include information about the Hagia Sophia during Christian and Muslim periods.
e
a

• Circle theOcapital
C E A Ncities of the Omeya and Abbasid Caliphates. • Include information about the changing elements and reforms to the building.

3 Answer the questions. 3 Choose one of the following inventions from the Byzantine Empire. Look for information on the internet
and prepare a short report.
a. What is the sacred book of Islam called? a. Search for the meaning of the following architectural terms: pillar, dome, minaret, nave, and column.
• Colour in green the Muslim territories at the time of Muhammad’s death. The fork The Cyrillic alphabet
b. Which religious figure leads prayer in a mosque? b. Use these words and the images to describe the interior and exterior of the Hagia Sophia to a partner.
• Colour in blue the conquests of the Orthodox Caliphate.
2 Look for information on the internet about the construction of the Hagia Sophia and prepare a timeline.
• Colour in orange the conquests of the Omeya Caliphate.
20 GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L. GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L.

787628_01_p20_civilizaciones
• Colour in purple the conquests of the Abbasid Caliphate.

• Add the following cities: Mecca, Damascus, Baghdad, Córdoba and Constantinople.
ES0000000136809 180650_Unidad01_106957.indd 20
• Your timeline should begin in 532, and end in 1935.
18/2/21 13:22
• Include information about the Hagia Sophia during Christian and Muslim periods.

• Circle the capital cities of the Omeya and Abbasid Caliphates. • Include information about the changing elements and reforms to the building.

3 Answer the questions. 3 Choose one of the following inventions from the Byzantine Empire. Look for information on the internet
and prepare a short report.
a. What is the sacred book of Islam called?
The fork The Cyrillic alphabet
b. Which religious figure leads prayer in a mosque?

GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L. GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L. 21

ES0000000136809 180650_Unidad01_106957.indd 21 18/2/21 13:22

2 ANSWER KEYS
PDF format
• All Student's Book activities
• All worksheets in the Teacher's Book:
- Reinforcement
- Extension
- Assessment

3 STUDENT'S AUDIO
MP3 format
• For each unit
• For Let's read!

4 DOCUMENTOS CURRICULARES www.e-vocacion.es

Modifiable Word format

• Programación Didáctica de Aula
• Rúbricas de evaluación

8
 Digital support

Santillana Richmond's digital version is an interactive reproduction of the print edition.

Separate versions for teachers and students

WHAT'S NEW?
• A new interface for Secondary level that is straightforward and more intuitive.
• Simpler and more intuitive customisation tools.
• M
 ore resources that are more interactive and easily accessible.

How to access LibroMedia How can your students

access the content?
• Online in e-vocación, Mi Biblioteca (www.e-vocacion.es).
 nline at aulavirtual.santillana.es. Enter your e-vocación
• O Your students can access their
user details or use a license provided by your Santillana version from LibroMedia, but
representative. first you will need to ask
your representative to provide
• O
 ffline by downloading LibroMedia to any of your devices
them with licenses.
(except smartphone) using our application Aula Virtual 3.
You will need to use your e-vocación user password Your students will need to use
or license code. Aula Virtual, either online
or offline.

Aula Virtual 3 is an application created by Santillana

Richmond that provides the simplest way to make your
classroom digital. It is free and available for most devices
and operating systems. With Aula Virtual 3 you can
download LibroMedia, customise it and use it to keep track
of your students' progress, share documents and
information with them, etc.
Download the application from digital.santillana.es or
use it online at aulavirtual.santillana.es.

9
 CLASSROOM LANGUAGE FOR TEACHERS AND STUDENTS

Interactive classrooms require considerable use of procedural language by teachers and students
alike: for example, how to direct attention, ask for help, express and request opinions.
The actual forms that are needed will vary depending on the language level of the classroom
and personal speaking style.
The following examples were inspired by Class Talk, created by the Universitat Politècnica de Catalunya
(CLIL Resources) and Teaching English through English by J. Willis (Longman, 1982). More can be found
online using key words such as CLIL classroom language.

• Starting the class or a presentation • Expressing conditions

– Hello, everyone. –  If we are lost, we can use ...
– Good (morning), class. –  What will happen if we ...?
– It's time to start. Are you ready? – What
  would happen to Muniellos
– Please pay attention. if it was not protected?

• Setting objectives – What

  would have happened if human
beings had not left Africa?
– First, we are going to ... Next, we will ...
• Expressing cause/effect, conclusions
– Yesterday we looked at ... Today ...
–  As a result, we can conclude that ...
– Today we are going to continue ...
–  In conclusion, ...
– We are going to revise ...
–  Draw your conclusions.
– Today we start a new topic ...
• Giving additional information
– This presentation is about ...
–  For more information, read ...
• Clarifying organisation
–  In addition to this, consider ...
– There
  are two parts to today' s topic /
this presentation: natural and – Moreover,
  disasters increase
humanised landscapes. in frequency.

– First,
  we' ll revise ..., • Making comparisons
and then we' ll look at ... –  Which features are the same in ...?
  e' ll begin looking at the map
– W –  What are the differences between ...?
and then we' ll look at some slides. –  The largest ocean is ...
– Towards
  the end of class, we' ll –  Climate is becoming more extreme.
summarise our results.
• Rephrasing
–  You can ask questions at the end.
–  In other words, the Sun ...
• Signalling a new topic
–  Let's say this a different way.
–  We' ve finished part 2; let's go to part 3.
–  We can look at the problem this way ...
–  Let's look now at a new topic.
• Requesting or providing clarification
–  Are you ready to continue with part 2?
–  Could you explain that further, please?
• Giving examples
–  I couldn' t hear that: could you repeat it?
– AD
  is written before the date;
for example, AD 476. –  Do you mean ... or ...?

– There are large peninsulas, such as... –  I meant X, not Y.

–  The Himalayas are an example of ... –  I didn' t understand/hear your question.

• Expressing alternatives and options –  Can you speak louder please?

–  
Although there are two options, this one ... • Thinking

–  There are two options, ... – What does it make you wonder?

–  These results seem conclusive, however, ... –  When we began, I used to think ...

–  What other alternatives are there? –  A question I have is ...

10
• Directing attention to materials
– Please
  look at the screen/slide/diagram.
–  We're going to watch a film about...
–  Look at the first slide ...
– Look
  at the image at the top of the page.
– Let's read the paragraph at the bottom.
– I n the centre of the screen, we can see...
• Expressing or requesting opinions
–  In my opinion, ...
–  What do you think about this issue?
–  I agree with ... . I disagree with that.
• Encouraging feedback
–  Do you understand what I' m saying?
–  Can you follow the presentation?
–  Can you add something to that?
–  Do you have any questions?
–  Am I going too fast?
–  Can you hear/see me well?
–  Does anyone have any questions?
–  Would you like to make a suggestion?
–  Who can answer this?
–  Why do you think this is true?
–  Why is this important?
–  Can you see the screen?
–  Can you all read this?
• Linking ideas or concepts
–  Is there a connection between ...?
–  This theory links to ...
–  Can you see how this relates to ...?
• Postponing response or redirectling
–  Can you save that question for later?
–  Let's not talk about that now.
– I can't answer that now. I' ll tell you later.
  's consider other alternatives to that.
– Let
– Group
  2 answered that question. Can
you repeat your answer, Group 2?
• Organising group work
–  Get into groups of three.
–  Work with a partner.
–  Share with the person next to you.
• Managing group work
–  You have ... minutes to do Activity 2.
–  You can use your notes.
–  Each group member has a specific role.
–  Assign roles: recordkeeper, reporter...
– Work
  silently for 10 minutes, then share
your answers.
• Asking about group work
–  How many people do we need in a group?
–  Do we have to work individually?
–  How much time do we have?
–  Can we use the computer?
–  How long should this be?
–  Have you finished Activity 3?
• Discussing work
–  Let's hear from Group 1 first.
–  Would anyone like to volunteer?
–  How did you arrive at that conclusion?
–  Did everyone get the same results?
–  Can I make a suggestion?
–  Can we look at Activity 2?
–  I have a question on the presentation.
• Providing feedback
–  Well done. That was very clear.
–  That is correct. / correct in part.
–  You are on the right track.
• Citing sources
–  This theory was developed by ...
–  The map was made by NASA.
–  Here are the sources for each photo.
–  According to ...
11
 Vocabulary organiser

Unit _______________________

English My language Pronunciation Association

GEOGRAPHY AND HISTORY 1. Photocopiable material © Santillana Educación, S. L.

12
Contents

Unit Contents Opener and In depth Know how to

Introduction • Studying the past In depth: • Interpret a world map

to History • Historical periods • Steps in a historical investigation of the Middle Ages

1. The break-up of the Roman Empire Opener: • Investigate the culture

1 The Early
2. The Germanic kingdoms • Constantinople, the new Rome and art of the Visigoths
Middle Ages
3. The Visigoths In depth: • Analyse a Byzantine
• Germanic culture and art mosaic
4. The Byzantine Empire
• Byzantine coins • The spread of Islam today
5. Byzantine society and culture
6. The origins of Islam • The Mosque
7. The spread of Islam • The Muslim city
10 8. Islamic society and culture

1. The Carolingian Empire Opener: • Interpret a political map of

2 Feudal
2. The second wave of invasions • A tapestry of history Europe from the year 1000
Europe
3. The weakness of royal authority In depth: • Analyse Romanesque
• Aachen, the centre of Carolingian capitals
4. Feudalism
power • Analyse a news article
5. Medieval society: the nobility
• The tournament
6. Medieval society: peasants
• Life in a castle
7. Medieval society: the Church
32 8. Romanesque art and architecture

1. Economic growth in the High Middle Ages Opener: • Use a graph to obtain
3 The High and
2. Medieval cities • Medieval universities historical information
Late Middle
Ages 3. Life in medieval cities In depth: • The Black Death:
• Mendicant orders analyse literary sources
4. Culture of the High Middle Ages
• Analyse a Gothic painting
5. The rise of the monarchies
6. The crisis of the Late Middle Ages
56 7. Gothic art and architecture

1. The early history of Al-Andalus Opener: • The Alhambra and

4 Al-Andalus
2. The fragmentation of Al-Andalus • Medina Azahara Generalife, Granada
3. Life in Al-Andalus In depth:
4. Andalusi culture and art • The Caliphate of Córdoba
• Houses in Al-Andalus
• An urban world
76 • Stages of Andalusi architecture

1. The origins of Christian Spain Opener: • Learn about medieval

5 The Hispanic
2. The emergence of the Christian kingdoms • The Camino de Santiago society through cantigas
Christian
kingdoms 3. Expansion of the Christian kingdoms and In depth: • Plan a walking trip on the
settlement • The military orders Camino de Santiago
4. The Corona de Castilla • The Irmandiño revolt
5. The Corona de Aragón • Mozarabic art
6. The Late Middle Ages • The Mudéjar style
92
7. The artistic legacy

1. The Age of Exploration Opener: • Colón's Journal (1492)

6 The Age of
Discovery 2. The Portuguese expeditions
3. The Castilian expeditions
4. Pre-Columbian America
5. Social and economic change
130
• The first journey round the world • Evaluate the importance
In depth: of a historical discovery
• Marco Polo
• Life aboard a ship in the 15th century
• Fear of dying at sea
• Women in the Modern Age

7 Renaissance 1. What was humanism? Opener: • Write a biographical profile

and 2. New directions in science and art • Leonardo da Vinci • Religious divisions
Reformation 3. The Quattrocento In depth: in the world today
4. The High Renaissance • Erasmus of Rotterdam (1469-1536) • Analyse the Medici-Riccardi
• Thomas More (1478-1535) Palace
5. The spread of the Renaissance
148 6. The Reformation and Counter-Reformation • Michelangelo, El Greco

2 13
 Unit Contents Opener and In depth Know how to

8 The Spanish 1. The emergence of the modern state Opener: • Analyse 16th century maps
Empire 2. The Reyes Católicos • What were the tercios? • Draw conclusions from
3. The beginnings of the Spanish Empire In depth: a graph
4. The organisation of the empire • The Spanish Armada • Analyse historical clothing
5. Spanish foreign policy • The conquistadors • Why did the Indian
• Life in the colonies population decrease?
6. Spanish America
148

9 Baroque 1. A period of crisis Opener: • Analyse a political artwork

Europe 2. The decline of the Hispanic Monarchy • The Palace of Versailles • Analyse a Baroque
3. The end of Spanish hegemony in Europe In depth: sculpture
4. Absolutism in France • The Duke of Lerma
5. The Dutch Republic • England's American colonies
6. The rise of Parliament in England • Diego Velázquez
7. The Scientific Revolution
8. Baroque culture
168 9. The Spanish Siglo de Oro

ICT Project • Prepare a tour of Burgos Cathedral

Introduction to • Useful tools

Geography

10 World 1. The birth rate and the fertility rate Opener: • How do we study
population 2. The death rate and life expectancy • Can the child mortality rate a population pyramid?
3. Migration be reduced? • Calculate population
In depth density
4. World population: developed countries
• Demographic policies • Relate HDI to demographic
5. World population: less developed countries
characteristics
194 6. World population distribution

11 Cities 1. Rural space and urban space Opener: • Identify urban structures
2. Functions and structure of cities • What is urban quality of life? using Google Maps
3. Changes in urban space In depth: • London congestion charge:
• The Central Business District a solution to traffic and
4. Cities throughout the world
pollution problems
5. Urban hierarchy • Cities change
• Wealthy global cities • A debate about cities
6. Urban problems of the future
208 • Noise pollution

12 Europe: 1. The territory of Europe Opener: • Paris plans for social

population 2. Demographic indicators in Europe
and cities 3. Migration in Europe
4. Population changes and growth in Europe
5. Population distribution in Europe
6. Population structure of Europe
228 7. Urban population in Europe
• Can a city reinvent itself? cohesion
In depth:
• Changes in borders within Europe
• The structure of European cities

13 Spain: 1. The territorial organisation of Spain Opener: • How do we predict future

territory, 2. Spanish institutions • Where do we live? population trends?
population In depth: • Calculate population
3. Natural population growth in Spain
and cities • Spanish cities throughout history density
4. Population structure of Spain
• Look for information
5. Migration flows in Spain in a municipal census
6. Population distribution of Spain • Do a survey on the family
7. Spanish cities
248

ICT Project • Analyse the impact of climate change on

a population

Let's Read!

Glossary

14 3
Reinforcement,
Extension and Assessment
 1
CONTENTS AND RESOURCES

THE EARLY MIDDLE AGES

CONTENTS

FIND OUT ABOUT •  The break-up of the Roman Empire

• The Germanic kingdoms
• The Visigoths
• The Byzantine Empire
• Byzantine society and culture
• The origins of Islam

KNOW HOW TO •  Analyse a Byzantine mosaic

•  Compare maps showing the spread of Islam
•  Investigate the culture and art of the Visigoths
•  Identify Early Middle Age artistic and architectural styles

BE ABLE TO • Understand
  the organisation of Middle Age society
• Identify
  the reasons behind the break-up of the Roman Empire
• Assess
  the advancement of different kingdoms and empires in the Early Middle Ages
• Identify
  the five pillars of Islam
• Reflect
  on the legacy of the Early Middle Ages

LET'S READ • Byzantine mosaics

• The Muslim calendar and Ramadan

RESOURCES

Reinforcement and extension Digital resources

•  The Germanic invasions and kingdoms • Libromedia. The Early Middle Ages
• The Visigoth Kingdom
•  The Byzantine Empire Audio
•  The social organisation of the Byzantine Empire •  pp. 10-11, ‘Constantinople, the new Rome’
•  The origins and spread of Islam •  p. 28, activity 7
•  The Hagia Sophia •  p. 278 ‘Byzantine mosaics’
•  p. 278 ‘The Muslim calendar and Ramadan’
Assessment
• Unit 1 Assessment

16 GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L.

 SHEET REINFORCEMENT
1. THE EARLY MIDDLE AGES
1

Name: Course: Date:

1 Complete the map.

a.  
Draw arrows to show the invasion routes of the following Germanic tribes:
• the Franks •  the Ostrogoths •  the Angles •  the Visigoths •  the Suevi •  the Saxons
b.  
Draw the frontiers of the following Germanic kingdoms in the late 5th century, then colour each kingdom a different colour.
• the Kingdom of Suevi • the Visigoth Kingdom • the Burgundian Kingdom
• the Frankish Kingdom • the Ostrogoth Kingdom • the Kingdom of the Vandals

2 Read the sentences and write True (T) or False (F). Correct the false sentences in your notebook.

a. The Huns were nomadic animal herders from Africa.

787328_01_p17_mundo_europa
b. The word ‘barbarian’ means both ‘foreign’ and ‘savage’.

c. The Romans built fortifications along the Rhine and Danube rivers.

d. Eastern Germanic tribes became livestock and crop farmers.

e. The Roman Empire went through a period of economic splendour in the 3rd century AD.

f. The Germanic tribes and the Romans participated in economic exchanges near the frontier.

g. The Roman Empire was divided in AD 495.

GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L. 17

 SHEET REINFORCEMENT
1. THE EARLY MIDDLE AGES
2

Name: Course: Date:

1 Read the sentences about the Germanic kingdoms and circle the correct answer.

a. Society became more urban / rural than in Roman times.

b. The majority of the population was made up of warriors / peasants.

c. Most people lived in cities / villages.

d. Long distance trade declined / increased.

e. The main activities were crop and animal farming / craft and trade.

f. Monks lived in monasteries / palaces in accordance with a rule.

2 Write the correct dates. Then number the events in chronological order.

The reign of King Leovigildo: from to

The reign of King Recesvinto: from to

The Muslim invasion of the Península Ibérica:

The Franks expel the Visigoths from Gaul:

The fall of Rome:

The reign of King Recaredo: from to

3 What was the function of each of the following institutions in the Visigoth Kingdom?

•  Aula Regia:

•  Dukes and counts:

•  Assemblies:

4 What developments took place in the Visigoth Kingdom under each king?

a. Leovigildo:

b. Recaredo:

c. Recesvinto:

18 GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L.

 SHEET REINFORCEMENT
1. THE EARLY MIDDLE AGES
3

Name: Course: Date:

1 Write the correct dates. Then number the events in chronological order.

Division of the Roman Empire:

The Turks capture Constantinople:

The reign of Emperor Justinian: from to

The worship of icons banned:

The East-West Schism:

2 Study the map and answer the questions.

Dnie
p er
R
hine

Avars
ATLANTIC
OCEAN
Alans
Lomb
ards
ns
dia

Slavs
gun

be
Ravenna nu Bl a ck Se a
Bur

Da

Trebizond
Corsica Constantinople
Taj o Toledo
Rome
Visigoths Sardinia Tig
ris
Islas
Baleares
Sicily Athens Euphrate
Málaga M e d i s
t e Antioch
Tangiers Ceuta
r
Carthage
r

a Crete
Berbers n Cyprus Damascus
e
a n S e a Jerusalem
Eastern Roman Empire at
start of Justinian’s rule (527)

Justinian’s conquests
Alexandria
Byzantine Empire in 1025
Nil e

Byzantine Empire in 1204

Byzantine Empire in 1453

Re d
Cities Se a

a. What was the capital of the Byzantine Empire?

b. What is this city called today? In which modern-day country is it located?

c. Who ruled the Byzantine Empire during180602_01_p19_h01_Imperio_bizantino

its most successful period? 

d. Write the names of four major cities in the Byzantine Empire.

e. Who expelled the Byzantines from the north and centre of the Italian Peninsula?

f. Who expelled the Byzantines from the Península Ibérica?

g. In which year did the Byzantine Empire end and why?

GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L. 19

 SHEET REINFORCEMENT
1. THE EARLY MIDDLE AGES
4

Name: Course: Date:

1 Write the correct dates. Then copy the timeline in your notebook and complete it with the events.

• The death of Muhammad: • The Omeya Caliphate: from to

• The Abbasid Caliphate: from to • The Orthodox Caliphate: from to

• The Hegira: • The Conquest of Baghdad:

570 632 661 750 1258

600 700 800 900 1000 1100 1200 1300 1400 1500

2 Complete the map showing the spread of Islam.

Samarkand
787628_04_p20_LT
F RANKS SLAVS
Caspian
Zaragoza Black Sea
Kabul
ARMENIA Sea
BYZANTINE

PERSIA
EMPIRE
MEDIT
ERRAN
EAN

SYRIA
SEA

Arabian OMAN

S a h a r a Desert
R

ARABIA
e
d

D e s e r t INDIAN
S
e
a

OCEAN

• Colour in green the Muslim territories at the time of Muhammad’s death.

• Colour in blue the conquests of the Orthodox Caliphate.

• Colour in orange the conquests of the Omeya Caliphate.

787628_01_p20_civilizaciones
• Colour in purple the conquests of the Abbasid Caliphate.

• Add the following cities: Mecca, Damascus, Baghdad, Córdoba and Constantinople.

• Circle the capital cities of the Omeya and Abbasid Caliphates.

3 Answer the questions.

a. What is the sacred book of Islam called?

b. Which religious figure leads prayer in a mosque?

20 GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L.

 SHEET EXTENSION
1.  THE EARLY MIDDLE AGES
5

Name: Course: Date:

1 Study the images of the Hagia Sophia in Istanbul, the ancient city of Constantinople.

a. Search for the meaning of the following architectural terms: pillar, dome, minaret, nave, and column.

b. Use these words and the images to describe the interior and exterior of the Hagia Sophia to a partner.

2 Look for information on the internet about the construction of the Hagia Sophia and prepare a timeline.

• Your timeline should begin in 532, and end in 1935.

• Include information about the Hagia Sophia during Christian and Muslim periods.

• Include information about the changing elements and reforms to the building.

3 Choose one of the following inventions from the Byzantine Empire. Look for information on the internet
and prepare a short report.

The fork The Cyrillic alphabet

                        

GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L. 21

 1 ASSESSMENT

Name: Course: Date:

1 Explain the meaning of the following terms.

• Barbarian: 

• East-West Schism: 

• Aula Regia: 

• Mosque: 

• Basileus: 

2 Study the map and answer the questions.

x ons

Sa
g les
An Slavs
ATLANTIC Cambrai Thuringians
FRANKISH
O C EA N KINGDOM ns

Cas
ma Lombards
Ala
ia

p
n
BURGUNDIAN OSTROGOTH KINGDOM Sea
KINGDOM KINGDOM OF THE
KINGDOM GEPIDS
OF Toulouse Ravenna B l a ck S e a
SUEVI
VISIGOTH Constantinople
KINGDOM Rome
Toledo
EASTERN ROMAN

EMPIRE

KI N G D O
MO
M

F
ed

TH te
E
i

VA rra
nean
Sea
N

A
D

LS Alexandria

a. When was the Roman Empire divided into two parts? Who was responsible for this division? 

b. Which part was occupied by the Germanic peoples?

c. Which kingdoms were created in the Península Ibérica? 

d. Which kingdoms shared a frontier with the Eastern Roman Empire? 

 761533_01_p16_pueblos_germanos

22 GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L.

 1.  THE EARLY MIDDLE AGES

3 How did the Romans influence Germanic populations in the following areas?

• Language: 

• Law: 

• Religion: 

4 Complete the text with the words in the box.

Hagia Sophia        trade        Justinian        Western        Code of Justinian        gold

The Byzantine Empire went through a successful period under the Emperor (a) .

Much of the (b) Roman Empire was recaptured, and under the renewed empire,

(c) expanded. (d) coins became the main form of payment.

Many beautiful buildings, such as the (e) Church, were built in Constantinople.

A compilation of laws called the (f) was applied throughout the empire.

5 Write a short description of each of the five pillars of Islam.

• Faith: 

• Prayer: 

• Pilgrimage: 

• Fasting: 

• Charity: 

6 Match the titles of Islamic officials with their role.

Vizier  • a.  held political, religious, judicial, legal and military power

Qadi • b.  minister

Wali • c.  judge of Islamic law

Emir • d. a prince or noble who also held military authority

Caliph  • e.  provincial governor

GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L. 23