nivel lingÜÍstico - junta de andalucía · - etapas de la historia de al andalus: marco espacial...

3Material AICLE 2º de ESO: Al Andalus

A2.1NIVEL LINGÜÍSTICOSEGÚN MCER

InglésIDIOMA

Ciencias Sociales. Geografía e HistoriaÁREA / MATERIA

Los territorios hispánicos bajo dominación musulmana en la Edad Media.NÚCLEO TEMÁTICO

2º de Educación SecundariaCORRESPONDENCIA CURRICULAR

5 sesiones, más una propuesta de trabajo de investigación y un cuestionario de autoevaluación de contenidos y destrezas.

TEMPORALIZACIÓN APROXIMADA

La secuencia pretende hacer un balance histórico de la evolución del imperio islámico en la península ibérica, su consolidación y su legado en la cultura, el arte y la vida cotidiana en Andalucía.

GUIÓN TEMÁTICO

Competencia lingüística (C1): Lectura de textos diversos. Competencia en el conocimiento e interacción con el medio físico (C2): Análisis de distintos ma-pas. Competencia cultural y artística (C3): Análisis y comentario de diversas imágenes. Competencia social y ciudadana (C4): Desarrollo de habilidades so-ciales para el trabajo en equipo. Competencia en el tratamiento de la información (C5): Realización de un pequeño catálogo de fotografías de restos andalusíes pertenecientes al patrimonio local. Competencia para aprender a aprender (C6): Desarrollo de estrategias para organizar e integrar los conocimientos adquiridos. Competencia para la autonomía e iniciativa personal (C7): Desarrollo de iniciati-vas en la realización de debates, trabajos individuales y en grupo.

COMPETENCIASBÁSICAS

Cada sesión puede realizarse de manera independiente y su duración podría exceder una hora lectiva. Por ello se aconseja la selección de actividades, de acuerdo con el grado de motivación e implicación del alumnado, sus intereses, ritmo de aprendizaje y otras características específicas del grupo-clase. La secuencia está diseñada para atender a la diversidad en el aula, de manera que en cada sesión podrán encontrarse actividades con diferente grado de dificultad.

OBSERVACIONES

Material didáctico en formato PDFFORMATO

Mª Ángeles Crespo FernándezAUTORÍA

Identificación del material AICLE

CONSEJERÍA DE EDUCACIÓNDirección General de Participación e Innovación Educativa

Al AndalusTÍTULO االلأأننددللسس

4 Material AICLE 2º de ESO: Al Andalus

- Identificar y localizar los procesos y acontecimientos históricos relevantes en la his-toria del mundo- Adquirir y emplear el vocabulario específico que proporcionan las Ciencias Sociales- Realizar tareas en equipo y participar en actividades de grupo con una actitud con-structiva- Desarrollar actitudes de respeto hacia otras culturas y momentos históricos- Conocer nuestro patrimonio artístico y cultural y valorarlo- Comprender y expresarse de manera adecuada en una lengua extranjera

OBJETIVOS

- Etapas de la historia de Al Andalus: marco espacial y cronológico.- Sociedad y economía de Al Andalus.- Principales manifestaciones del arte andalusí y sus características.- La herencia andalusí en nuestra cultura.

TEMA

- Elaboración de textos breves.- Actividades de aprendizaje cooperativo.- Pequeña investigación sobre el patrimonio local y comunicación oral de los resultados

TAREAS

C1: Adquiere un vocabulario específico de la propia materia. Adquiere vocabulario básico en lengua inglesaC2: Reconoce la importancia del medio físico en el desarrollo histórico.C3: Desarrolla destrezas para observar y analizar las obras de arte como resultante de un determinado contexto histórico.C4:Desarrolla una actitud participativa para trabajar en equipoC5:Obtiene información de fuentes escritas, gráficas y visualesC6: Desarrolla estrategias para organizar y recuperar la información, tales como esquemas conceptuales, listas de vocabulario en lengua inglesa…C7: Desarrolla destrezas para trabajar en equipo.

CRITERIOS DE EVALUACIÓN

- Cuestionar la validez de las fuentes históricas- Identificar obras de arte de Al-Andalus- Dar instrucciones para seguir un itinerario

MODELOSDISCURSIVOS

CONTENIDOS LINGÜÍSTICOS

FUNCIONES:- Contrastar opiniones- Comunicar impresiones a una amplia audiencia- Rebatir argumentos

ESTRUCTURAS:In about X years...In command of...As a result...By that time,You´d rather...I think so/I don´t think soThe main reasons for this are…It can be proved that...Therefore,ConsequentlyHoweverThus

LÉXICO:former, elective, overthrown, de-throne, supporters, in revenge, biased, political domain, Caliphate, Ummayad, Abbasid, Jews, Mozarabs, neighbourhood, tributary state, ground plan, muqarna whitewashed...

VERBS:To build stable institutions, overthrow, dethrone, wash in blood, defeat, surrender, enslave, land. It dates from...To be under the control of...

- Lectura e interpretación de imágenes y mapas- Obtención de información de fuentes diversas- Localización en el espacio y en el tiempo- Conocimiento de las manifestaciones artísticas más relevantes

CONTENIDOSDECURSO / CICLO

Tabla de programación AICLE


AL ANDALUS

CONTENTS1. Did Muslims invade the Iberian peninsula?2. What happened?.3. Society and economy.4. A walk through Qurtaba and Gharnata.5. Legacies of Al AndalusProject: Going for a walkTest yourself!


Session 1: GETTING STARTEDDID MUSLIMS TRULY INVADE THE IBERIAN PENINSULA?

What do you think?

Do you think that Muslims invaded the Iberian Peninsula? Give reasons to justify your opinion:

I think so, becauseI don´t think so, becauseIt can be proved that...

Therefore,Consequently

SoHowever

Thus


What other evidence do you have?

...........................................................................................................................

...........................................................................................................................

...........................................................................................................................

...........................................................................................................................

Historians collect evidence of the past from a wide range of sources such asdocuments, photographs, buildings and other objects.

You may know many things about Al Andalus1 already. Make true sentencesusing the following words:

Include the following chunks:

In Xin command of...In about X years...

1 the name of the Iberian Peninsula under the Muslim Empire

...was under the control of......crossed...

...established...

Tariq and MusaStraits of GibraltarAl Andalus


Write your sentences here:

.............................................................................................................................

.............................................................................................................................

.............................................................................................................................

What would it happen if…?

Train your imagination. Listen to the instructions and imagine you were living ina very far away country in a remote time…

What would you do?

Finish the story with a happy end …

Now tell your partner your ending for the story.

Finally, compare the different endings in a whole class brainstorm.


UNCOVERING WOMEN IN HISTORY

1. Listen and read. Your teacher will explain the words in red beforehand.

Listen ONCE. What is the text about?Listen TWICE. What are the names of the places and people mentioned?Listen THREE TIMES. Fill in the gaps in the text.

SOURCE A:The PEOPLE1 did not have stableinstitutions or loyal supporters. Fights forthe throne were common. The monarchywas elective, so it was not (a)__________to encourage foreign intervention.

The court of PLACE1 was run by KingPEOPLE2 , elected after the death ofPEOPLE3. But the supporter´s of PEOPLE4´s clan were not (b)__________ with thissituation, and helped the Moorish armies.They had expected Muslims to help themto overthrow the King, and then, return toPLACE. But they miscalculated thesituation.

The Muslim commander of PLACE2,PEOPLE5 led no more than (c)__________men, mostly Berbers from northernPLACE3, across the straits of PLACE4 in (d)_____________________________

SOURCE B:Florinda, daughter of Count DonJulian resided at the court ofToledo, following the Spanishcustom of the upper classes whosent their children to the capital tobe educated. She used to swimnaked in the waters of the Tagus3.One hot day King Rodrigo, walkingalong the shore, noted the beautyof the young innocent virginal lady. He unfortunately fell in love with Florinda, and as a result she lost her chastity there and then.

Battle of Guadalete

ROMANCE DE LA CAVA FLORINDA

De una torre de palacio se salió por un postigola Cava son sus doncellascon gran fiesta y regocijo.Metiose en un jardíncerca de un espeso sombríode jazmines y arrayanesde pámpanos y racimos.Junto a una fuente queviertepor seis caños de oro finocristal y perlas sonoras


We don’t know whether the actwas a shared passion or rape. Herfather was furious, and wantedbloody revenge. At that time, thefamily was organized around blindobedience to the father and worship of the chastity of women. In revenge, D. Julian called the Moorish troops who dethroned Don Rodrigo, whose body mysteriously disappeared in the battle.

Answer these questions:

What are the differences between Source A and Source B?

.............................................................................................................................

.............................................................................................................................

.............................................................................................................................

Both sources agree on...Source A disagrees with source B, because...

3 Tajo

entre espadañas y lirio,reposaron las doncellasbuscando solaz y alivioal fuego de mocedady a los ardores de estío.Daban agua sus brazos,y tentada de su frío,fue la Cava la primeraque desnudó sus vestidos.En la sombreada albercasu cuerpo brilla tan lindoque al que todas las demáscomo sol ha oscurecido.Pensó la Cava estar sola,pero la ventura quisoque entre unas espesasyedrasla mirara el rey Rodrigo.Puso la ocasión el fuegoen el corazón altivo,y Amor, batiendo sus alas,abrásole de improviso.De la pérdida de Españafue aquí funesto principiouna mujer sin venturay un hombre de amorrendido.Florinda perdió su flor,el rey padeció el castigo;ella dice que hubo fuerza,él que gusto consentido.Si dicen quien de los dosla mayor culpa ha tenido,digan los hombres la Cava,y las mujeres Rodrigo.


According to source A:Why did the Muslims come to the Iberian Peninsula?

...........................................................................................................................

According to source B:Why did the Muslims come to the Iberian Peninsula?

...........................................................................................................................

What do you think about the story of Florinda?

...........................................................................................................................

Do you think the story of Rodrigo and Florinda is true? Why?

...........................................................................................................................

The story was well-known in those days. How do you think it spread?

...........................................................................................................................

How does news spread nowadays?

...........................................................................................................................

In your opinion, which is the most likely hypothesis to explain the arrival of theArabs in the Iberian peninsula? Give detailed reasons for your decision.

...........................................................................................................................

...........................................................................................................................

...........................................................................................................................

...........................................................................................................................


Sources can often be biased (one sided) and may not always be reliable.Information may be used to promote the ideas of a particular organisation.This is known as propaganda.

Write a dialogue between Florinda and King Rodrigo with a different end - one that would have changed our history.

Alternate history - called uchronia - is defined as a time that did not exist, a non-time history. In writing an alternate history, the author makes the conscious choice to change something in our past. The story alters history as it is known. It is used by some professional historians when using carefully reasoned speculations on “what might have happened if...” as a tool of academic historical research.


Session 2: WHAT DID HAPPEN?. HISTORY OF AL ANDALUS

1. Before reading this information, make sure that you understand thevocabulary:

• A plane can land in an airport, a ship can land on a shore, an spacecraft can land on the Moon.• A seven-year action is an action that takes seven years.• You are defeated by your opponents in a match, battle, competition if you lose the match, battle or competition.• Polical domain means political field.• A country is ruled by someone when this country is under this person’s control.• Appointed means selected.• Overthrow is to cause the downfall of the rulers.• A tributary state is a state which has to pay taxes to another one.• Surrender means to capitulate.• Enslave means to bring into slavery.• A principality is a territory ruled by a prince.

Al Andalus was the Arabic name given to the Iberian Peninsula governedby Muslims in the period between 711 and 1492.

Under the orders of the Umayyad Caliph, Tariq´s troops landed at Gibraltar in711. They spread through Spain and crossed the Pyrenees and occupied partsof southern France, but were defeated by Frank Charles Martel at the Battle ofPoitiers in 732.

As a political domain Al Andalus can be broken down into the followingperiods:

- the dependent Emirate (c.711-750): Al Andalus was ruled by governors (emirs) appointed by the Caliph in Damascus.

- the Emirate of Cordova (c. 750–929): In 750, the Abbasids overthrew theUmayyads and the exiled prince established himself as the Emir of Cordoba.He refused to submit to the Abbasid caliph, as the Abbasid forces had killedmost of his family.

- the Caliphate of Cordova (929–1031): Abd-al-Rahman III, proclaimed himselfCaliph, competing with the Abbasid caliph in Baghdad. This is considered theGolden Age, which ended because of civil wars at the beginning of the 11th


century.- the Taifa kingdoms (1031-1212) : Independent states as a result of Al Andalus´break up - Sevilla, Granada, Badajoz, Valencia, Toledo, Zaragoza etc. They were governed by local dynasties. They were too weak to defend themselvesagainst Christians, who had spread from their initial strongholds in Asturias.

Over the following centuries, Al Andalus became a province of the northernAfrican dynasties (Almoravids, Almohads and Marinids) fragmented into a number of minor states, most notably the Kingdom of Granada.

During its history, Al Andalus existed in conflict with Christian kingdoms to thenorth. In 1238, the Kingdom of Granada officially became a tributary state tothe Kingdom of Castile, then ruled by King Ferdinand III. In 1492, Granadasurrendered to Queen Isabella I of Castile, who along with her husband wereknown as “The Catholic Monarchs”, concluding Al Andalus as a political entity.

By this time, 100,000 Muslims had died or been enslaved, 200,000 emigrated,and 200,000 remained as the residual population. Many of the Muslim elite,who had been given the area of the Alpujarras mountains, as a principality,found life under Christian rule intolerable and went back to north Africa.

Rulers of Al Andalus

Abd-al-Rahman I 756-788Hisham I 788-796al-Hakam I 796-822Abd-al-Rahman II 822-852Muhammad I 852-886al-Mundhir 886-888Abdallah 888-912Abd-al-Rahman III 912-961al-Hakam II 961-976Hisham II 976-1009

Amirid dictators:al-Mansur 976-1002Abdul-Malik 1002-1008

Taifa Kings 1009-1090Almoravid empire 1090-1147Almohad empire 1147-1212


Using the information above, complete the following timeline:

Use these pieces of information:

Dependent Emirate711-756

Umayyad prince exiled in Cordova refused to submit to the Abbasid caliph

Caliphate of CordovaBattle of Poitiers

Al Andalus became a province of the northern African dynasties

1031-1085

Golden AgeOfficially became a tributary state to the Kingdom of Castile

929-1031

PERIOD TIME SIGNIFICANTS EVENTSInvasions 711-732 Battle of Guadalete

Governor appointed by the caliph in Damascus.

Emirate of Cordova 756-929

Taifa kingdoms

Almoravids, Almohads, Marinids 1085-1238

Kingdom of Granada 1238-1492

Officially became a tributary state to the Kingdom of Castile


Don´t get lost in History!

Make your own timeline using these historical facts. Don´t forget to write the date :

• Beginning of the independent caliphate of Al Andalus.• Hijrah.• End of the Umayyad dinasty.• Beginning of the Caliphate of Cordova.• End of the Abbasid period.• Arrival in the Peninsula of Tariq´s troops.• Beginning of the Early Caliphate.


HOW TO ANALYZE A HISTORICAL MAP

Historians use maps as historical evidence. Maps are facts in time and space.The map is one of the oldest forms of nonverbal communication. Humans were probably drawing maps before they were writing texts.

Let’s see :

Work with a partner who does not know where you live. Tell them your routefrom school to home. Be as precise as possible. You can say:

From the front door/back door...Turn left/right...

Go down...At the end of the street...Go straight on/keep on...

Stop at the corner/the shop/the crossroad...

Can you do it without using your hands?

Now, explain the same journey using a paper and pen. Is it easier?

Congratulations, you’ve just discovered the importance of a map!

Making sense of maps…

Title:Like a newspaper headline, the title of a map should tell the reader “what,”“where,” and “when” about the map.

Legend:There must be a key that explains the symbols used by the cartographer.Without this information, a map is difficult to understand.

Elements of the physical and cultural landscape on a map:What areas of the world does the map show?

Type of map:What does the map feature?Do you see land? Water? Trade routes? Political systems? Otherfeatures?


Relationship with the historical background:What other information do you need to interpret the map?

Main idea/s of the map,as a conclusion

What can you say about this map? Why it is difficult to interpret this map?

Following the steps above, discuss these maps. Which period is represented ineach one?


Almohad empire

Map 1:

Map 2:

Map 3:


Session 3: SOCIETY AND ECONOMY IN AL ANDALUS

Make sure that you understand this key vocabulary:

• Something is made up of different parts, areas or sections.• I am happy in my new job, though I have to work harder than before.• The group of languages derived from Latin are Romance languages.• The people who live in my neighbourhood4 are my neighbours.• A tax is money you pay to support the State.• In the Islamic religion, fasting is compulsory for everyone during Ramadan with exemptions for elderly or ill people, pregant women and children under seven.• A disabled person is a person who has special physical needs (eg. no legs, blind etc.)

1. First Listening make a note of key words:

4 Campo de la Verdad, Triana, Albayzin, Barrio de la Viña, La Orden, El Perchel, La Alameda, El Puche, SantoDomingo, San José Artesano…, are neighbourhood9 in Andalusia.

Berber


Second Listening - add more information

Compare your notes with your partner.Now, re-write the text using your notes.


2.a Finish each sentence about society in Al Andalus:

• Society in Al Andalus was...• Society in Al Andalus could be divided into...• We can say that Al Andalus was tolerant in religious matters because...• Each religious group...• Non-Muslims should...• Non-Muslims can...• Massive conversion was due to...• Jews...

2.b Make new sentences using the following words:

could neighbourhoods they Muslims religion

Jews never in pay usually

tax the did lived Al-Andalus

group Non-Muslims the not can

How many sentences can you make?

How many words can you include in each sentence?

2.c Complete the diagram using the underlined words in the text:

3.Read and complete the text using the words below:

Al Andalus tax tolerant veil marry monotheistic freedom

SOCIETY IN

AL-ANDALUS

NON-MUSLIMS

(DIMNÍES)


Did you know...

Jews and Christians had some a__________ under Muslim rule, providing they obeyed certain rules. They were not slaves and were able to contribute to society and culture.

But they had several obligations. They had to:

• acknowledge Islamic superiority• pay a b__________• avoid blasphemy• not try to convert Muslims

On the contrary, they :

• were not allowed to carry weapons• could not receive an inheritance from a Muslim• could not c__________ a Muslim woman (but the reverse was acceptable)• could not give evidence in an Islamic courtPublic processions were restricted.

Many Christians assimilated parts of Muslim culture. Some learned Arabic, some adopted the same clothes as their rulers (some Christian women even started wearing the d__________); some took Arabic names.

The main reason why the Muslim rulers tolerated rival faiths is that Judaism and Christianity were e__________ faiths, so their members were worship-ping the same God.

But not all the Muslim rulers were f__________. Al-Mansur imposed strict restrictions.

The position of non-Muslims in g__________ deteriorated substantially from the middle of the 11th century as the rulers became more strict and Islam came under greater pressure from outside.

4. The economy of Al Andalus.Check this vocabulary:

restored: brought back to original condition.strength: the quality of being strong.lay: be found inskilled labor: having special skill or trainingflourished: grew stronger


Now, read the text and look at the table each time you hear a word in green.

A modern agricultural system became central toeconomic life. The introduction of new crops (sugarcane, rice, citrus fruit, apricots, cotton, auberginesand saffron) and extensive irrigation, transformedprivate farming into a new global industry exportedeverywhere.

During the ninth and tenth centuries new Persianagricultural techniques were introduced, oldirrigation systems restored, and new ones developed.Industrial water mills (see picture) were built in Al Andalus between the 11th and 13th centuries. East Mediterranean fruits, as well as grain, olives, andrice, were important crops. Productivity, at least in theirrigated valleys and huertas of parts of the south and east, was apparently higher than in western Europe.

The real strength of Al Andalus lay in its cities, with their productive economies, skilled labor, technological development, and learning. They excelled in the production of silk and other textiles, ceramics, leather work, armaments, and some types of fine steelwork. Al Andalus had proportionately more artisans in its cities than any other part of western Europe at that time. Commerce flourished.

5. Think

What were the main characteristics of the economy of Al Andalus?

••••••


Session 4: MOSQUES AND PALACES

1. Compare with your partner and share the information.

Do you know... STUDENT A

The period of the Caliphate is seen by Muslims writers as the a__________ __________ of Al Andalus. During the tenth century the state, society, and culture of Al Andalus were more advanced than anything to be found in Christian western Europe. The studies in philosophy, astronomy, mathematics, botany, and medicine carried out by the intellectual elite of Muslim Hispania between the mid-tenth and twelfth centuries have earned standard references in medieval history textbooks. Economic achievements were equally b__________.

Above all other cities, the capital, Cordova, was the urban showplace of the caliphate. With a population of perhaps c__________, it eventually overtook Constantinople as the largest and most prosperous city in Europe.

Within the islamic world, Cordova was one of the leading cultural centres. The work of its most important d__________ and scientists (Abulcasis, Avicena and Averroes) had a major influence on the intellectual life of medieval Europe.

From the earliest days, the Umayyads wanted to be seen as intellectual rivals to the Abbasids. Cordova had e__________ and educational institutions to rival Baghdad´s. Although there was a clear rivalry between the two powers, freedom to travel between the two caliphates was allowed which helped spread new f__________ and innovations over time.

In the 10th century, the city of Cordova had g__________ mosques, 60,000 palaces, and 70 libraries, the largest of which had up to h__________ books.

Muslim cities such as Cordova had advanced domestic water systems with public baths, drinking fountains, piped drinking water supplies, and widesrpead private and public toilets and bathing facilities. The first i__________ __________ were built in Cordova, which also had the first facilities and waste containers for litter collection.

STUDENT BDo you know...

The period of the 1__________ is seen by Muslims writers as the Golden Age of Al- Andalus. During the 2__________ century the state, society, and culture of Al-Andalus were more 3__________ than anything to be found in Christian western Europe. The studies in philosophy, astronomy, mathematics, botany, and medicine carried out by the intellectual elite of Muslim Hispania between the mid-tenth and twelfth centurieshave earned standard references in medieval history textbooks. Economic achievements were equally impressive.

Above all other cities, the capital,4__________ was the urban showplace of the caliphate. With a population of perhaps 500,000, it eventually overtook Constantinople as the largest and most prosperous city in Europe.Within the islamic world, Cordova was one of the 5__________ __________ __________. The work of its most important philosophers and scientists (Abulcasis, Avicena and Averroes) had a major influence on the intellectual life of medieval Europe.

From the earliest days, the Umayyads wanted to be seen as intellectual rivals to the Abbasids. Cordova had libraries and educational institutions to rival Baghdad´s. Although there was a clear 6__________ between the two powers, freedom to travel between the two caliphates was allowed which helped spread new ideas and innovations over time.

In the 10th century, the city of Córdoba had 700 mosques, 7__________ palaces, and 70 libraries, the largest of which had up to 600,000 books. Muslim cities such as Cordova had advanced domestic water systems with 8__________ __________, drinking fountains, piped drinking water supplies, and widespread private and public toilets and bathing facilities. The first street lamps were built in Córdoba, which also had the first facilities and waste containers for litter collection.


2. What’s the difference between the three images?


A WALK THROUGH QURTABA 5

The Great Mosque of Cordova today is a Roman Catholic Cathedral. Originally it was built as a mosque on the location (and partly using materials) of a Christian Visigothic Church, but it was turned into a church, with a Gothic cathedral inserted in the center of the large Moorish building after 1236.

The building was begun in approximately AD 600 as the Christian Visigothic church of St. Vincent. Later the Emir Abd ar-Rahman I bought the church, and it was reworked over two centuries.

The building is notable for its giant arches,with columns of jasper, marble and granite.These were made from pieces of the Romantemple which had occupied the site previously, as well as other destroyed Roman buildings. The double arches, were a new introduction to architecture, and supported the high ceiling.The double arches consist of a lower horseshoe arch and an upper semi-circular arch.

The mihrab is a masterpiece of architectural art, with geometric, calligraphic and flowing designs of plants.In Cordova, the capital of Al- Andalus, the Great Mosque was the heart of the capital.

5 Arabic name for Cordova

put in

modified

quartz

importantexample


The main hal l of the mosque was used for several purposes: as a central hall for teaching and to manage law and order. The prayer hall was large and flat with timber ceilings. The wal ls of the mosque had Quranic inscriptions written on them. Its main characteristics are : an open court (Orange tree courtyard), colourful mosaics, and windows of coloured glass.

The mosque itself was built in four stages, because each Caliph contributed toit. It is seen as a landmark of Islamic architecture.

2. Check if you understood the above, answer these questions:

• Was the Mosque built with recycled materials?• What was the Mosque´s main architectural innovation?• Why was the Mosque so important?• What are its main characteristics?• Was it built at once? Why?• Is it true that over the years people from different religions have prayedin the same site but at different times?


A WALK THROUGH GHARNATA6

The Alhambra (Arabic: Al-amra’ , literally “the red fortress”), a palatinecity: palaces, fortress and citadel(alcazaba), constructed during themid 14th century by the Moorish rulers of the Kingdom of Grana-da in Al-Andalus, occupying the top of the hill of Sabika on the southeastern border of the city of Granada. The literal translation of Alhambra, reflects the color of the red clay of the surroundings of which the fort is made. The buil-dings of the Alhambra were origi-nally whitewashed; however, the buildings seen today are reddish.The Alhambra did not have a master plan for the total site as it is a result ofmany construction phases.

The Alhambra’s alcazaba is a strongly fortified position, enclosed by a wall,with thirteen towers, some defensive and some providing vistas for theinhabitants. The Alcazaba housed the guards and their families.

6 Arabic name for Granada.

a fortifieddefensive structure


The palatial zone consisted of several pa-laces. The palaces had the same structure as normal houses did, only they were bigger and more richly decorated. The palaces had balconies, courts, gardens and alleys in a setting in which vegetation and water played an essential role. The palace buildings are quadrangular, with all the rooms opening on to a central court. Each palace included its own baths and small oratories, which the residents used for their daily mandatory prays.

Columns, muqarnas and stalactite-like ceiling de-corations a peared in the interiors of palaces.Calligraphy, vegetal and geometrical patterns in arabesques and painted tiles are largely used as panelling for the walls.The Alhambra is made up of gardens, fountains, streams, and a mosque. It was designed to reflect the very beauty of Paradise itself, even though the exterior was left plain and austere.


4. Read - TRUE or FALSE? Use a link from the list below.

a. The Alhambra was the Great Mosque in Granada.b. The Alhambra has an irrigation system composed of acequias for the gardens.c. Water was consider a luxury item then.d. The Alhambra was built using rich materials.e. The Alhambra is paved with coloured tiles.f. The Alhambra was “discovered” in the 19th century by European scholars and travelers.g. The Alhambra is a UNESCO World Heritage Site.h. The Alhambra was surrounded by olive trees in the past.i. Courtyards are shaded by a variety of trees and cooled by fountains and channels.j. Tesellation inspired Escher´s work.k. The Alhambra inspiredWashington Irving´s Tales.

Escher´s work

Look at the list of resources and pick ONE which you think will help you to answer the questions. You must be able to justify your decision:

www.alhambra-patronato.eswww.alhambra.orgwww.cervezasalhambra.eswww.en.wikipedia.org/wiki/Alhambrawww.alhambrasl.com:www.alhambraint.com:

5. In turns, describe the following pictures to your partner. He/she mustguess from the list which one you are talking about. Don’t show yourpartner the picture – they must guess. The following vocabulary andstructures might be useful. Try www.diccionariovisual.net, if you need it.


Take notes, when your partner is describing each picture:

Picture 1: Picture 2:

Picture 3: Picture 4:

VOCABULARY STRUCTURES stalactite vaulting

marble fortress-like

stone tower

whitewashed floor plan

timber richness

symmetry facade

depiction carved

interlacing massive worship ceiling vault

horse-shoe arch

It is a building mosque... palace...which detail in a.... It is made of stone wood It was built in...(where?) It was built in...(when?) in the Xth century It´s small big massive It is a sculpture painting an architecture It depicted... It has X parts, that are... It was used for... used as... It has a rich austere decoration


STUDENT A:



stone tower


timber richness

symmetry facade

depiction carved


horse-shoe arch



STUDENT B:



stone tower


timber richness

symmetry facade

depiction carved


horse-shoe arch



6. Finally, using the pattern we studied in the previous unit, analyze one or two pictures that you have chosen from the list.

I. Description

• If it is architecture you should focus on:

1. Type of building: Is it a palace, a mosque...? Is it the whole building or just a detail, some part of it?2. Function: Why was it built? What was it for?3. Materials: What was it made of? Stone, plaster, wood…?4. What supporting (walls, pillars, columns) and supported elements (arches, vaults, domes) can you see? What are they like?5. What type of roof sustains the building? Is there any vault, dome, flat roof?6. What is the decoration like? Can you tell anything about type, theme, location...Is the ornamention simple or not?

• If it is a sculpture you should focus on:

1. Type: round, relief ...2. Theme: What is represented?3. Material: stone, wood, clay, bronze ...4. Technique: carving, modelling ...5. Meaning:6. Location: Where is the sculpture?

• If it is a painting you should focus on:

1. Theme:2. Medium: fresco, tempera, watercolors, pastels, oils, pastel, wax, collage, engraving ...3. Support: wall, table linen ...4. Perspective5. Line, light, color


II. Data (if known):

• Style• School or period• Author• Title

III. Discuss

• Relationship with the cultural context• Importance in the total production of the artist.• Significance in the history of art.

You don´t need to answer all these questions. Art is not to fulfill long questionaries and label works of art. Art is to enjoy and get to know the intentions behind an artist´s creation. This pattern can help you to focus on important details.

Session 5: PAST STILL RESOUNDS. LEGACIES OF AL ANDALUS

Caliph Abd-ar-Rahman III had collectedlibraries of books and granted patronage toscholars of medicine and other sciences.Later, Al-Hakam II built a university and librariesin Cordova, which became one of the world’sleading centres of medicine and philosophicaldebate.

However, when Al-Hakam’s son Hisham II took over, real power was ceded toAl-Mansur, a distinctly religious man whose disapproval of the sciencesof astronomy and logic , meant that many books which had been preservedand collected at great expense were burned publicly.

However, their legacy didn´t go with them...

Nowadays there are still several words in our language with an Arabic root.For example:

Guadalquivir, derived from al-Wadi al-Kabir or Great River, in ArabicYou can click on:

www.juntadeandalucia.es/averroes/ies_boabdil/departamentos/vocab-arabe.htm

There are some other Muslim legacies that we are going to focus on.


In groups of six, complete this table individually:

Influence 1:

Influence 2:

Influence 3:

Influence 4:

Influence 5:

Influence 6:

Each member of the group has a clue, and the rest should guess the influence/heritage/legacy from Al Andalus. In turns, ask your partners questions.

You cannot say the word/s in red as it is forbidden!

If you say the forbidden word/s in red, you will be fined and out of the game.

PROJECT

GOING FOR A WALK

In groups of four or five, you are going to go for a walk inyour city.You should bring your camera, but taking pictures is not allowed everywhere. You should ask for permission in advance.

You can visit the City Museum in order to see the most important remains of our Muslim past in your town.

Afterwards you will have to show the pictures to the whole class and talk about them.The pattern we use for analyzing artworks can be also useful for you this time.Give your visual catalogue a title.

Your classmates will be divided in groups of four. Each one has to focus on one of the following aspects of the presentation and take notes, to suggest areas for improvement:


Student 1: ContentWhat information was new to the listener and what wasn’t?

Student 2: VisualsDid the talk help you to understand the pictures?Could it be done in another way?Did the talk match the photographs?

Student 3: Structure and organisationDid the presentation follow a logical sequence?Was the time equally divided among all the pictures?Was it well organised?

Student 4: Language, grammar, vocabulary, styleHow clear was the language?Did errors interfere with the message?Was the language appropriate?Was it too informal or too formal?

Each student will grade their part on a scale of 1-5 (where 1 is unsatisfactoryand 5 is excellent). They will give feedback to presenters.


OVERVIEW

1. After studying this unit, complete:

a__________ is the Arabic name for the Iberian Peninsula under Muslimoccupation. The history of Al Andalus dates from b__________, whenTariq´s troops landed in the peninsula, to c__________, when theCatholic Monarchs defeated the Kingdom of Granada.

The history of Al Andalus can be divided in four main periods:

• the dependent Emirate (from d____ to ____):• the Emirate of Cordova (from e____ to____):• the Caliphate of Cordova (from f____ to____):• the Taifa kingdoms (from g____ to____):

Over the next centuries, Al Andalus became a province of the northernAfrican h__________ (Almoravids, Almohads and Marinids) fragmentedinto a number of minor states, most notably the i__________of__________.The maximum political and religious authority was the j__________.Abd-al-Rahman III, proclaimed himself independent Caliph, competing withBaghdad.

The society of Al Andalus was made up of k__________ main groups:Christians, Muslims and Jews. Each group inhabited a differentl__________ in the cities.The economy was rich and flourishing, focused on m__________, wherecraftmanship was specially developed. New techniques, irrigation and newn__________ were introduced in the countryside.Historians consider the period from early 8th century to late 12th century,as the o______ ______. Al Andalus was the center of islamiccivilization, while the rest of Europe was in the Dark Ages.p__________ was the capital of the empire, and one of the mostpopulated and important cities in the West. It was also an importantq__________ centre. Philisophers, scientist, musicians and poets lived in the city.Several beautiful buildings remain in Andalusia as good samples of Islamicart in the peninsula.

There are some r__________ from Al Andalus still alive in our culture:• Vocabulary• Arabic numerals• Music• Chess• GazpachoAnyone who goes for a walk in Andalusian cities can still find Islamics__________.


TEST YOURSELF!

Tick the correct answer

SKILLSMy opinion My teacher´s

opinion

? Not yet

? Not yet

ListeningI can understand my teacher´s instructions.I can understand my teacher´s definitions.I can take notes.I can follow my classmates´presentation.Reading into sourcesI can distinguish the main ideas from secondary information.I can get information from a text and critize the author´s view.I can analyze an artwork.WritingI can write imaginary short stories and dialogues.I can write full correct sentences about a topic.I can write short commentaries about art.SpeakingI can predict historical events.I can share information to complete a task.I can make an oral presentation of a photo catalogue.

InteractionI listen to someone else talking in silence.I respect the other´s work.I can work in a group to complete a task.I can give and receive feedback for peer assessment.

CONTENTSI know about the periods of the History of Al Andalus.I know how the different social groups lived in Al AndalusI know about the innovations introduced in economy.I know the characteristics of Islamic art.I know there can be different approaches to History.

What I like in this unit.......................................................................................

What I have learned is....................................................................................

What I have to improve is:.............................................................................


SOURCES

■ Front page

Tileshttp://farm1.static.flickr.com/54/151771998_24ca0985c5.jpg

■ Getting started

Alcazaba. Almeriahttp://www.arteyfotografia.com.ar/contenido/objetos/ea/a2/ec/eaa2ec569534d6ec0d05fa5fb60906f24ec-dec87/mini_500_1448_1259953347832317.jpg

Medina Azahara. Cordova.http://farm4.static.flickr.com/3172/3048203629_fb47c26035.jpg

Alcazaba. Malagahttp://www.malagaturismo.com/opencms/opencms/turismo/img/imgcontenido/quever/historia/malagaen-lahistoria/vistaalcazaba01.jpg

Arabic public baths. Jaén.http://sobreespana.com/2008/12/12/jaen-la-ciudad-del-santo-reino/

Mosque of AlmonasterFrom Wikipedia

Torre del Oro. Sevillahttp://upload.wikimedia.org/wikipedia/commons/9/95/Sevilla_Torre_del_oro.JPG

Alhambrahttp://www.google.es/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/c/c6/Vista_de_la_Al-hambra.jpg&imgrefurl=http://commons.wikimedia.org/wiki/Fi

Light bulbhttp://www.irreverendos.com/wp-content/uploads/2006/10/bombillaweb.jpg

Cloud of wordsWordle.net

Battle of Guadaletehttp://sobrecadiz.com/2008/08/24/tariq-y-la-batalla-del-guadalete/

■ What happened?

Text about the history of Al Andalus from Wikipedia


How to analyze a map inspired inhttp://historymatters.gmu.edu/mse/maps/question5.htmlhttp://www.learner.org/courses/worldhistory/support/activities_1.pdf

Smiling facehttp://www.humoristas.org/wp-content/uploads/2008/12/guinio.jpg

Map: Caliphate c. 1000http://www.google.es/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/8/8a/Cordo-vanCaliphate1000.png&imgrefurl=http://commons.wikimedia.org/wiki/File:CordovanCaliphate1000.png&usg=__GSb4bKTdm9aM4m9oSBAVKuFRyco=&h=532&w=870&sz=20&hl=es&start=1&it

Iberian peninsula in 1050http://www.google.es/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/8/8e/Christian-Kingdomsin1050.jpg&imgrefurl=http://commons.wikimedia.org/wiki/File:ChristianKingdomsin1050.jpg&usg=__azMeGUAfcnv-z1zG6WRxWqSx8jg=&h=1374&w=1398&sz=631&hl=

Map: Amoravid Empire and Almohad dynasty and surrounding states, c. 1200.from Wikipedia

Map: Spread of Islamhttp://cptransitive.com/images/thumb/1/16/Islam750.jpg/590px-Islam750.jpg

Romance de la Cava Florinda.Flor nueva de romances viejos. Ramón Menéndez Pidal

Text inspired inAdapted translated article by Manuel Liaño Riverahttp://www.tarifaweb.com/aljaranda/num29/art11.htmhttp://fuoro.espacioblog.com/post/2010/07/22/la-cava-florinda-y-invasion-arabe

■ Economy and society

Text about economy and societyAdapted from Wikipedia and Stanley Payne, THE LIBRARY OF IBERIAN RESOURCES ONLINEA History of Spain and Portugal, Volume 1, Chapter 2

Berberhttp://2.bp.blogspot.com/_8JH8UNyycVE/RsW1ozv3r_I/AAAAAAAAAbQ/rpkh7KWX0S8/s320/2_643_cbaSYA4aZC.jpg

Text about Non-MuslimsAdapted from www.bbc.co.uk/religion/religions/islam/history/spain_1.shtm

■ A walk through Qurtaba and Garnata

Mosque of Cordova, 10th centuryhttp://cvc.cervantes.es/ACTCULT/mezquita_Cordova/indice.htm


Mosque of Cordova, 19th centuryhttp://cvc.cervantes.es/ACTCULT/mezquita_Cordova/fichas/generales/mezquita_ampliacion08.htm

Mosque of Cordova, 21th centuryhttp://farm4.static.flickr.com/3523/3312219506_5f14db88e6.jpg?v=0

Inside the dome and mirhab, mosque of Cordovafrom Wikipedia

Columns. Mosque of Cordovahttp://www.google.es/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/f/f8/Andalu-sien_2003_15.jpg&imgrefurl=http://commons.wikimedia.org/wiki/File:Andalusien_2003_15.jpg&usg=__NDLo7KuPtS3pAJPleQ1Oro5FvMs=&h=1024&w=1280&sz=518&hl=es&start=1&itbs=1&tbnid=o_H7NhyjUcYUsM:&tbnh=120&tbnw=150&prev=/images%3Fq%3Dmezquita%2Bde%2BCordova%26hl%3Des%26safe%3Dactive%26sa%3DG%26as_st%3Dy%26tbs%3Disch:1,iur:fmc

Ground plan. Mosque of Cordovacvc.cervantes.es/ACTCULT/mezquita_Cordova/fichas/generales/etapas.htm

Vault. Mosque of Cordova.http://cvc.cervantes.es/ACTCULT/mezquita_Cordova/fichas/mezquita_c/mezquita_ampliacion26f.htm

Qadi inside the Mosque.vc.cervantes.es/ACTCULT/mezquita_Cordova/fichas/mezquita_b/mezquita_ampliacion19.htm

Maqsura. Mosque of Cordova.http://farm1.static.flickr.com/28/51141035_42f974f4ba.jpg?v=0

Facade. Mosque of Cordova.http://cvc.cervantes.es/actcult/mezquita_Cordova/fichas/mezquita_d/mezquita_ampliacion45.htmhttp://farm1.static.flickr.com/32/51119857_d403e35302.jpghttp://farm4.static.flickr.com/3244/2423029731_944cecdf56.jpg

Wooden timberhttp://www.fundacionsuma.org/blog/wp-content/uploads/2008/10/1223300217_0.jpg

Narrow street in Cordova.http://farm1.static.flickr.com/8/10511415_c05ed503a3.jpg

Columns. Alhambra.http://www.google.es/imgres?imgurl=http://farm1.static.flickr.com/138/377249057_a7465e00f8.jpg&imgrefurl=http://www.flickr.com/photos/shapeshift/377249057/&usg=__J50GQmrjLOCInJVUMrZgmhNImvc=&h=500&w=339&sz=165&hl=es&start=236&itbs=1&tbnid=4v4Hi9zQjm62yM:&tbnh=130&tbnw=88&prev=/images%3Fq%3DCordovan%2Bandalusi%26start%3D220%26hl%3Des%26sa%3DN%26gbv%3D2%26as_st%3Dy%26ndsp%3D20%26tbs%3Disch:1,iur:f

Hall of the Kings. Alhambra.http://www.google.es/imgres?imgurl=http://1.bp.blogspot.com/_2pvWH_NNW3s/Sv29hreTGWI/AAAAAAAAEY0/1-Bu8lj iRI4/s000/Sultanes%2Bgranadinos%2Bbóveda%2BSala%2Bde%2B


Reyes%2BAlhambra%2B2.jpg&imgrefurl=http://fonsado.blogspot.com/2009_11_01_archive.html&usg=__2oRwMH3dSD

Fountain of the Lions. Alhambrahttp://www.google.es/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/b/b8/Patio_de_los_Leones.jpg&imgrefurl=http://commons.wikimedia.org/wiki/File:Patio_de_los_Leones.jpg&usg=__PTo-XYJgHXp9lj1W-r9j3YpqKFe4=&h=2232&w=3000&sz=1040&hl=es&start=18&sig2=4yKGW8j0CRy1BJ6wIk15Gw&tbnid=IgE7v3gdInFCwM:&tbnh=111&tbnw=150&ei=abBSTKr8I9O6jAfMofTCBA&prev=/images%3Fq%3Dleones%2Balhambra%26hl%3Des%26sa%3DG%26biw%3D1268%26bih%3D680%26as_st%3Dy%26tbs%3Disch:1,iur:f0,822&itbs=1&iact=hc&vpx=793&vpy=238&dur=2268&hovh=112&hovw=150&tx=80&ty=71&page=2&ndsp=20&ved=1t:429,r:17,s:18&biw=1268&bih=680

Muqarna vault.http://farm3.static.flickr.com/2680/4168264781_97d973ceb5.jpg

Balcony of Lindaraja.http://farm3.static.flickr.com/2505/3891891549_bb9783aeda.jpg

The Partalhttp://upload.wikimedia.org/wikipedia/commons/4/4e/Alhambra-El_Partal-1.jpg

Tiles. Alhambrahttp://www.flickr.com/photos/19524580@N00/2227710/ Escher´s workhttp://www.dartmouth.edu/~matc/math5.pattern/lesson7art.html

Medina Azaharahttp://farm4.static.flickr.com/3172/3048203629_fb47c26035.jpg

Latticehttp://www.google.es/imgres?imgurl=http://farm4.static.flickr.com/3245/2922339228_be82edd7d4.jpg&imgrefurl=http://flickr.com/photos/9911372%40N02/2922339228&usg=__tsyb_EO71y_CgEqV-cRDrE8H0C0=&h=500&w=375&sz=142&hl=es&sta

GiraldaFrom Wikipedia

Mirhab. Mosque of Cordova.http://www.google.es/imgres?imgurl=http://farm3.static.flickr.com/2241/2700116300_aa52274be5.jpg&imgrefurl=http://www.flickr.com/photos/vincodecuir/2700116300/&usg=__uCwV8TBlyUI58dYGW1k8YiMhVQE=&h=500&w=488&sz=221&hl=es&start=52&tbnid=QUbevrJMOL4UCM:&tbnh=161&tbnw=157&prev=/images%3Fq%3Dmirhab%2Bmezquita%2BCordova%26hl%3Des%26sa%3DG%26biw%3D1268%26bih%3D680%26gbv%3D2%26tbs%3Disch:10,1600&itbs=1&iact=hc&vpx=829&vpy=201&dur=128&hovh=227&hovw=222&tx=123&ty=173&ei=R0FVTIvCNNG6jAfdko3DBA&page=4&ndsp=18&ved=1t:429,r:4,s:52&biw=1268&bih=680


■ Legacies of Al Andalus

MaimonidesFrom Wikipedia

Medieval map.http://picasaweb.google.com/lh/photo/f0gtOrKIkr-GFfRdX5uJEg

Surgical instrumentshttp://www.google.es/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/d/dc/Zahrawi1.png&imgrefurl=http://commons.wikimedia.org/wiki/File:Zahrawi1.png&usg=__1_NGJo5skRYAnPXxyCO_j3nZdzM=&h=477&w=305&sz=157&hl=es&start=0&tbnid=YVe64_kDEN4zeM:&tbnh=128&tbnw=82&prev=/images%3Fq%3Dabulcasis%26hl%3Des%26sa%3DG%26biw%3D1268%26bih%3D680%26gbv%3D2%26as_st%3Dy%26tbs%3Disch:1,iur:f&itbs=1&iact=hc&vpx=140&vpy=158&dur=3081&hovh=129&hovw=82&tx=103&ty=106&ei=QdBVTPOEBomH4QaRnt2mBQ&page=1&ndsp=5&ved=1t:429,r:0,s:0

Gazpachohttp://upload.wikimedia.org/wikipedia/commons/8/83/Tomato_gazpacho.jpg

Knights playing chesshttp://upload.wikimedia.org/wikipedia/commons/6/6d/KnightsTemplarPlayingChess1283.jpg

■ Project

Peer´s assessment cards for student´s presentationsDiana Hicks

Definitions www.wordreference.com

nivel lingÜÍstico - junta de andalucía · - etapas de la historia de al andalus: marco espacial...

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