Unit 12: The XVII th Century

In this link you have a good presentation about the Unit 4 from our book, focused to the XVIIth Century in Europe, the Hispanic Monarchy and the colonies. 

Here you are the final scene of the Spanish movie "Alatriste", based upon the novels of Arturo Pérez Reverte. This scene is placed on the Battle of Rocroi (1,643), the first defeat of the Spanish Tercios. This battle decided the sign of the Thirty Years War (1,618-48), when Spain lost the European hegemony in favour of France.  

2/3 of this presentation, after the main contents in demography, economy and politics, are focused about the History of art, with many examples from the Baroque in architecture, sculpture and painting throughout Spain and Europe.  

On the other hand, the previous presentation ignores the English Revolution (actually, at least two different social and political processes) in the XVII th Century. You can learn something about these facts here and here. As usual, all these materials are simple supports to the contents present in our book and explained in the class. 

  

Working with graphs: some data about the Spanish Empire

This is a graph related with the "PRICE REVOLUTION" in Spain in the XVIth Century

This second graph is about the evolution of the Spanish population

Work with texts: fragments of the 2nd and 4th Hernán Cortés´ "Cartas de Relación"

In this link you will find a primary source for History. It is some fragments of the "Cartas de Relación" (more accurately, some parts of the 2nd and the 4th ones). 

The "Cartas de Relación" were the chronicles that Hernán Cortés himself sent to Charles V, Emperor of the Roman Germanic Holy Empire and also king of the Hispanic Monarchy (with the name of Charles I) at that time. The aim of these documents, thus, it is to summarize and to inform the Spanish crown about the process of conquest, colonization and settlement in Nueva España (Northern and Central America).

Here you can find some key concepts to understand the process of the Spanish conquests, specially in the Aztec Empire. 

Read the text and answer these questions. You have to the monday Novembre, 9th (so, after our exam) to give your exercise to the teacher:

1- Focus: Where and when is written this texts? Who is the author? To whom are these documents adressed? What kind of text do you think it is? (economic, social, politic, religious, laws, managing, historial, literary, a handbook, etc...)

2- Internal analysis: What are the main ideas of this text? What geographic discoveries do the Spaniards in the paragraph #2 (page 3)? How is the treatment from Moctezuma to the conquistadores? What did he think about them? Does he recall any Aztec myth? What is the role of the Cortes´men on it?

On the other hand: How is the description of Tenochtitlán made by Cortés?. Name some of the main characteristics he recognized in that city. In general, do you think his writing is in good or bad terms?

On the 4th Carta, what he is asking to the Emperor? the arrival of whom and for which purpose? What he says about the settlement of Spaniards in new lands? What habits he is complaining about?

3- External commentary: Write half a sheet relating this Cartas from Cortés with the contents in our book.    

Unit 11: The Spanish Empire

You can prepare this unit with the help of THIS presentation, related with the Spanish Empire under the Catholic Monarchs and the Habsburgs

"Rendición de Granada" Óleo sobre lienzo (Francisco Padilla y Ortiz 1882)

"Colón ante los Reyes Católicos" Óleo sobre lienzo (Emmanuel Leutze 1843)

Unit 10 (2 about History): Rennaissance and Reformation

1) Presentation #º 1:   It is very complete. It is takes the main contents from the book and slightly develop them, with many sketches, schemes and cartography. My recommendation is to study these units with it in front of you, if possible.

2) Presentation #2: Focused mainly on art; with terms in English and Spanish, so it can helps you with some aspect. 

However, if you hesitate ask your teacher! ;-) 

Historical text from the Rennaisance: "An exhortation to liberate Italy from the barbarians"

CHAPTER XXVI — AN  EXHORTATION TO LIBERATE ITALY FROM THE BARBARIANS

Having carefully considered the subject of the above discourses, and wondering within myself whether the present times were propitious to a new prince, and whether there were elements that would give an opportunity to a wise and virtuous one to introduce a new order of things which would do honour to him and good to the people of this country, it appears to me that so many things concur to favour a new prince that I never knew a time more fit than the present.

And if, as I said, it was necessary that the people of Israel should be captive so as to make manifest the ability of Moses; that the Persians should be oppressed by the Medes so as to discover the greatness of the soul of Cyrus; and that the Athenians should be dispersed to illustrate the capabilities of Theseus: then at the present time, in order to discover the virtue of an Italian spirit, it was necessary that Italy should be reduced to the extremity that she is now in, that she should be more enslaved than the Hebrews, more oppressed than the Persians, more scattered than the Athenians; without head, without order, beaten, despoiled, torn, overrun; and to have endured every kind of desolation.

Although lately some spark may have been shown by one, which made us think he was ordained by God for our redemption, nevertheless it was afterwards seen, in the height of his career, that fortune rejected him; so that Italy, left as without life, waits for him who shall yet heal her wounds and put an end to the ravaging and plundering of Lombardy, to the swindling and taxing of the kingdom and of Tuscany, and cleanse those sores that for long have festered. It is seen how she entreats God to send someone who shall deliver her from these wrongs and barbarous insolencies. It is seen also that she is ready and willing to follow a banner if only someone will raise it.

Nor is there to be seen at present one in whom she can place more hope than in your illustrious house,(*) with its valour and fortune, favoured by God and by the Church of which it is now the chief, and which could be made the head of this redemption. This will not be difficult if you will recall to yourself the actions and lives of the men I have named. And although they were great and wonderful men, yet they were men, and each one of them had no more opportunity than the present offers, for their enterprises were neither more just nor easier than this, nor was God more their friend than He is yours.

     (*) Giuliano de Medici. He had just been created a cardinal

     by Leo X. In 1523 Giuliano was elected Pope, and took the

     title of Clement VII.

With us there is great justice, because that war is just which is necessary, and arms are hallowed when there is no other hope but in them. Here there is the greatest willingness, and where the willingness is great the difficulties cannot be great if you will only follow those men to whom I have directed your attention. Further than this, how extraordinarily the ways of God have been manifested beyond example: the sea is divided, a cloud has led the way, the rock has poured forth water, it has rained manna, everything has contributed to your greatness; you ought to do the rest. God is not willing to do everything, and thus take away our free will and that share of glory which belongs to us.

And it is not to be wondered at if none of the above-named Italians have been able to accomplish all that is expected from your illustrious house; and if in so many revolutions in Italy, and in so many campaigns, it has always appeared as if military virtue were exhausted, this has happened because the old order of things was not good, and none of us have known how to find a new one. And nothing honours a man more than to establish new laws and new ordinances when he himself was newly risen. Such things when they are well founded and dignified will make him revered and admired, and in Italy there are not wanting opportunities to bring such into use in every form.

Here there is great valour in the limbs whilst it fails in the head. Look attentively at the duels and the hand-to-hand combats, how superior the Italians are in strength, dexterity, and subtlety. But when it comes to armies they do not bear comparison, and this springs entirely from the insufficiency of the leaders, since those who are capable are not obedient, and each one seems to himself to know, there having never been any one so distinguished above the rest, either by valour or fortune, that others would yield to him. Hence it is that for so long a time, and during so much fighting in the past twenty years, whenever there has been an army wholly Italian, it has always given a poor account of itself; the first witness to this is Il Taro, afterwards Allesandria, Capua, Genoa, Vaila, Bologna, Mestri.(*)

     (*) The battles of Il Taro, 1495; Alessandria, 1499; Capua,

     1501; Genoa, 1507; Vaila, 1509; Bologna, 1511; Mestri, 1513.

If, therefore, your illustrious house wishes to follow these remarkable men who have redeemed their country, it is necessary before all things, as a true foundation for every enterprise, to be provided with your own forces, because there can be no more faithful, truer, or better soldiers. And although singly they are good, altogether they will be much better when they find themselves commanded by their prince, honoured by him, and maintained at his expense. Therefore it is necessary to be prepared with such arms, so that you can be defended against foreigners by Italian valour.

And although Swiss and Spanish infantry may be considered very formidable, nevertheless there is a defect in both, by reason of which a third order would not only be able to oppose them, but might be relied upon to overthrow them. For the Spaniards cannot resist cavalry, and the Switzers are afraid of infantry whenever they encounter them in close combat. Owing to this, as has been and may again be seen, the Spaniards are unable to resist French cavalry, and the Switzers are overthrown by Spanish infantry. And although a complete proof of this latter cannot be shown, nevertheless there was some evidence of it at the battle of Ravenna, when the Spanish infantry were confronted by German battalions, who follow the same tactics as the Swiss; when the Spaniards, by agility of body and with the aid of their shields, got in under the pikes of the Germans and stood out of danger, able to attack, while the Germans stood helpless, and, if the cavalry had not dashed up, all would have been over with them. It is possible, therefore, knowing the defects of both these infantries, to invent a new one, which will resist cavalry and not be afraid of infantry; this need not create a new order of arms, but a variation upon the old. And these are the kind of improvements which confer reputation and power upon a new prince.

This opportunity, therefore, ought not to be allowed to pass for letting Italy at last see her liberator appear. Nor can one express the love with which he would be received in all those provinces which have suffered so much from these foreign scourings, with what thirst for revenge, with what stubborn faith, with what devotion, with what tears. What door would be closed to him? Who would refuse obedience to him? What envy would hinder him? What Italian would refuse him homage? To all of us this barbarous dominion stinks. Let, therefore, your illustrious house take up this charge with that courage and hope with which all just enterprises are undertaken, so that under its standard our native country may be ennobled, and under its auspices may be verified that saying of Petrarch:

     Virtu contro al Furore

     Prendera l'arme, e fia il combatter corto:

     Che l'antico valore

     Negli italici cuor non e ancor morto.

     Virtue against fury shall advance the fight,

     And it i' th' combat soon shall put to flight:

     For the old Roman valour is not dead,

     Nor in th' Italians' brests extinguished.

     Edward Dacre, 1640.

Video: "La primera vuelta al Mundo"

                             

This video is about the first voyage around the world: the Expedition of Magellan-Elcano in 1,519-22. It is one of the most astonishing adventures in History, and a great epic goal achieved by the Spanish sailors and explorers. 

Historical video: "Nao Victoria, como se navegaba en la Edad Media"

                           

Here you have a video about the recent reconstruction of the Nao Victoria, the Spanish ship that starred the first voyage around the world, in the Magellan-Elcano´s Expedition (1,519-1,522). This video is focused on the technical aspects of the ship and the Early Modern Age navigation, in addition of some aspects related with the reconstruction.

CRITERIOS DE CALIFICACIÓN PARA LA ASIGNATURA DE GEOGRAFÍA E HISTORIA CURSO 2.016-17:

CRITERIOS DE CALIFICACIÓN PARA LA ASIGNATURA DE GEOGRAFÍA E HISTORIA

CURSO 2.016-17:

La presente información está reflejada en la Programación Didáctica para el curso 2.016-17 elaborada por el Departamento de Geografía e Historia del I.E.S. Gabriela Mistral (Arroyomolinos), y se expone aquí como información a alumnos y familiares. Estará vigente a todos los efectos durante el presente curso académico, incluyendo la convocatoria extraordinaria de septiembre 2.017.

1.         La evaluación será continua y se tendrá en cuenta de forma objetiva, en cada una de las evaluaciones, una amplia gama de puntos de referencia para que la calificación de la evaluación no quede centrada en una única prueba o examen.

2.         Atendiendo a la evaluación formativa y continua  el Departamento acuerda que  la nota media de las calificaciones obtenidas en los exámenes será el 70% de la calificación de la evaluación.  Y Un  30% corresponderá a las calificaciones obtenidas en las tareas, actividades y trabajos propuestos en la materia así como  se valorará  la participación  del alumnos en  clase , su actitud positiva trayendo el material adecuado, libro, colores, cuaderno……realización de las actividades propuestas …asistiendo a clase  y cumplimiento de los plazos de entrega de los trabajos encomendados

3.         De esta manera, en el período de cada evaluación, la nota del alumno será el resultado de:

- El  70% de la nota global se obtendrá de la realización de un mínimo de dos pruebas escritas por cada trimestre, serán de contenido teórico-prácticos e incluirán preguntas de definición de conceptos, de  relación, de aplicación, de desarrollo y de localización. Se harán mínimo dos por trimestre. El alumno conocerá el valor de cada cuestión en el conjunto de la prueba. Se tendrá en cuenta la correcta expresión ortográfica.

- El  30% de la nota corresponde a la valoración del trabajo del alumno, partiendo del  empleo de un vocabulario específico y unos procedimientos correctos en la realización de las tareas encomendadas.

4.         Se considerará aprobado en la evaluación  la obtención como mínimo de una calificación de 5 (resultado de  la suma  del 30 % más el 70% ).

5.         En los exámenes, trabajos y todo tipo de actividades, se penalizarán las faltas de ortografía . Este Departamento de Geografía e Historia, acuerda deducir 0,10 puntos menos por cada falta, en todas las pruebas escritas, en las lenguas oficiales del currículo vigente.

6.         Si un alumno/a no se presenta a algún examen  no se repetirá la prueba y en el siguiente examen se examinará de  todos los contenidos  anteriores.

7.         El alumno/a sorprendido/a copiando en los exámenes será sancionado con el suspenso automático, con la calificación de 0 (cero) en el examen en el que estaba copiando.

8.         El alumno/a perderá el derecho a la evaluación continua cuando el total de faltas injustificadas se  atenga  a lo dispuesto en el Reglamento de Régimen Interno.

9.         La nota final de curso será la nota media de las tres evaluaciones .

10.   Los alumnos/as con calificación negativa en Junio realizarán una prueba extraordinaria en Septiembre, que versará sobre todos los contenidos del curso.

Unit 9 (Geography): Socio-economical inequalities in our world toda

In this unit we shall study some circumstances and problems related with the inequalities in our world today, and the current process of economical and cultural Globalization.

You can prepare this unit through these two presentations:

1) Presentation #1:    Very related with the contents in our book, although sometimes presented in a different order. 

2) Presentation #2: This has the virtue of to present these contents quite clearly; everything is very visual and with a quick overview everything is evident.


In addition of this, here you can find some useful videos:

1- Inequality in our world today

2- Inequality in the U.S.A.: some data

3- Poverty in the U.S.A. (CNN report) 

4- Most expensive luxury mansions in the U.S.A. (commercial)

5- Poverty in London

6- Poverty in Europe (Rome)

 

 

 

Unit 8: The tertiary sector

We can prepare this unit with the help of these two presentantions:

1) Tertiary sector I: It follows very well the main contents of this unit

2) Tertiary sector II:  slightly shallower, but very clear and with good geographic cartography

VIDEOS:

1) A.V.E. in Spain

2) Necessary and unnecessary infrastructures in Madrid: the empty radiales 

3) Basic historical evolution of the sea transport

4) Ports as links between sea and land transportation

5) Some data about tourism in Spain in 2015

6) Cheap mass-tourism in Spain

U7 Geography: Mining and industrial areas (Secondary sector)

We can prepare this unit, focused to the Secondary sector of economy, through these two presentations:

1) Presentation #1: Shorter, a good introduction

2) Presentation #2: Longer  

 

VIDEOS:

1) Mining in current Spain  

2) Coltan mining in current Africa 

3) Renewable sources of energy  

4) Fossil fuels  

5) Oil and gas formation

6) The I & II Industrial Revolutions

7) Reduction of the Secondary sector in Spain because the crisis 

8) Construction as a problem in Spain 

9) Recovery of construction in Spain

Unit 6 (Geography): The Primary sector in economy

We will prepare this unit with the help of the following presentations:

1) Presentation #1: This will be very useful for the class; it is clear, not too long and includes the main contents of this unit 

2) Presentation #2: Also very good, following very much the  contents in our book.  

Geography Unit # 5: Economic activity

In this unit we will start the Economic Geography, as a prologue before to study every economic sector separately. 

You can find HERE a presentation about the contents of this unit. 

 

Taller de comunicación y consumo responsable

Materiales para el debate:

0) Introducción: el Sector Terciario

1) Vídeo nº 1: ¿Cómo nos manipula y controla la TV?

2) Vídeo nº2: Las diez estrategias de la comunicación mediática - Noam Chomsky

3) Vídeo nº3: Extracto de "¿Y tú cuánto cuestas?

4) Vídeo nº4: Documental completo "¿Y tú, cuánto cuestas?"

3) Vídeo nº3: Entrevista de Deutsche Welle a Noam Chomsky

4) Vídeo nº4: Documental propaganda y psicología social

5) Vídeo nº5: Documental "Sombras de libertad"

6) Vídeo nº6: Documental "La doctrina del shock" (Naomi Klein) 

7) Vídeo nº7: Los medios de comunicación comunitarios y el Tercer Sector audiovisual

El autor del blog no está necesariamente de acuerdo con las opiniones aquí mostradas; simplemente se propondrán estos materiales para la reflexión y el taller de comunicación

Unit 2: The natural environment

Here you can see a presentation about the unit 2 in our book of Geography: the world´s natural environment.

Pay attention because the order of the continents here is not the same than in our book. Except by that, the rest is quite similar and this presentation can be useful in order to study and understand the better this unit.