Charlemagne's Empire and Cultural Efforts

Assessments of basic competences

HISTORY SECTION: UNITS 410
Ẅ Read the text and the sentences. Choose three sentences that are true according to the text.
Charlemagne made efforts to build an empire in Western Europe similar to the Western Roman Empire.
To do this, he fought wars against the Lombards, the Saxons, the Thuringii, the Bavarians, the Bretons,
the Danes and the Byzantines. He also fought against the Muslims in al-Andalus. On Christmas Day in the
year 800, Pope Leo III placed the iron crown of the Lombard kings on the head of the Frankish emperor and
granted him the title of Western emperor.
Charlemagne tried to raise the level of culture in his states and the emperor himself, his children and the
most important people at his court studied in the Palatine Academy.
1 000 Protagonistas de la Historia
Espasa (Translated and adapted)

Portrait of Charlemagne

a) Charlemagne inherited an empire from his father, who was the Western Roman emperor.
b) Charlemagne’s children were teachers at the Palatine Academy.
c) Charlemagne built an empire similar to the Western Roman Empire.
d) Charlemagne fought against many different tribes.
e) Charlemagne didn’t fight against the Byzantine Empire.
f) The Palatine School was founded by the Bretons.
g) Charlemagne tried to raise the level of culture in his States.

PHOTOCOPIABLE RESOURCE / © Oxford University Press España S. A.

Social Sciences ESO 2

ẅ Solve the word puzzle.

1.

1. Muslim religious building

2.

2. Market in Muslim cities

3.

3. Holy book of Islam

4.
5.
6.

4. Mosque tower from where people are called to prayer
5. The Moorish name for the Iberian Peninsula
6. The last Moorish kingdom on the Iberian Peninsula

7.

7. Capital of the caliphate in al-Andalus

8.

8. Islamic prophet

9.

9. Decoration similar to stalactites used on some Muslim vaults

10.

10. City where Muslims must go at least once in their lives
Ẇ Analyse the map and choose the three correct sentences.

THE EXPANSION OF ISLAM
Aral
Sea
ATLANTIC
Dan
YZ

Amu-

ube

AN

Tajo Iberian

TI

NE

Daria

EM

Peninsula

di

Constantinople

SASSANID

te

S YRIA
rra

nea

Eup

n Sea

is

M AG H RE B

Me

Black Sea
E

r
Tig

Córdoba

PIR

Caspian
Sea

es

Pe
rsia
n

Damascus

P ALE STIN E

Alexandria
ile

N

E GYP T

PERSIAN EMPIRE

Baghdad

hrat

Jerusalem

o

B

Ind

OCEAN

Medina

Gulf

Arabian

INDIAN

Peninsula

d

Re

OCEAN

Mecca

N

a

Se

Islam at the time of Muhammed’s death (632)
Expansion during the Orthodox Caliphate (632-661)
Umayyad conquests (661-750)

0

750 km

1 :51 628 000

SOURCE: VARIOUS AUTHORS, Atlas histórico y geográfico universitario, UNED (Translated and adapted)

a) Islam spread throughout northern Europe.
b) Islam spread from the Arabian Peninsula.
c) Islam reached the Iberian Peninsula.
d) The sea prevented the expansion of Islam.
e) Islam stopped its expansion at the Danube.
f) The Islamic dominions stretched from the Indian Ocean to the Mediterranean Sea.






ẇ Look at the drawing and describe the scenes and what each person is doing. Indicate whether it is a feudal or urban
society.

Ẉ Read the text and complete the sentences with the correct option.
A castle was the fortified private residence of a lord. The castle was a home as well as a stronghold. A
castle was also a community, with many staff: the constable or castellan looked after the buildings and
defences; the marshal was in charge of the horses, garrison and outside servants; the chamberlain was
responsible for food and drink; and the steward ran the estates and finances.
C. GRAVETT
Eyewitness castles
DK Publishing (Adapted)

a) The constable looked after the buildings and defences / horses and servants

.

b) The marshal was in charge of the buildings and defences / horses and garrison
c) The chamberlain was responsible for food and drink / crops and cattle
d) The steward ran the estates and finances / buildings and defences


.
.

.


ẉ Read the text and carry out the activities.
In the 14th century in the city of Genoa they used various currencies, among them the ducat, the soldo
and the grosso. A ducat was worth 25 soldos and a grosso was worth 2.
L. SUÁREZ
Historia social y económica de la Edad Media europea

a) How many ducats were equivalent to 75 soldos?

b) Which was worth more, 50 ducats or 100 soldos?

Ẋ From the information in the chart explain which group had the best standard of living in feudal Europe.
The life of the nobles

The life of the peasants

The main meal was usually dinner, which consisted of meat
and some vegetables.

Their main source of food was pulses (lentils, beans, etc.)
vegetables, bread and wine. They usually kept a pig and
some hens.

At big feasts, a banquet could consist of fifteen or more
different dishes.

Both men and women worked on the vegetable plots and
on the fief’s land.

War and hunting were the nobles’ main activities.

Peasants worked from sunrise to sunset.

SOURCE: M. RIU-RIU, Lecciones de historia medieval, Teide (Translated and adapted)

ẋ Look at the picture and answer the questions.

Reims Cathedral

a) Is it a secular or a religious building?

b) What architectural features does the building have?

c) What architectural style is the building: Byzantine, Islamic, Romanesque or Gothic?






Ẍ Look at the picture and answer the questions.

Church of Ripoll Monastery




ẗẖ Imagine you’re going to walk the Camino de Santiago from Roncesvalles. Plan the stages of your journey; decide
where you’re going to sleep the night and how many days your journey will take. Use maps, books and the Internet.
Remember you shouldn’t walk more than 25 km a day and you need to rest one day out of every four.



ẗẍ Compare these two texts and identify which one refers to absolutism and which to parliamentary monarchism.
Text 1
To tell the truth, when he adopts the sun as his emblem, he is just putting into practice the lessons he
has learnt since his childhood and which he will hear for the rest of his life. Perfectly imbued with total
dignity and with all the rights and obligations which this implies, Louis XIV really considers himself to be
‘God’s representative on Earth’. This belief inspires all his actions, even the most mundane ones.
Text 2
Parliament drew up a Bill of Rights which established the respective rights of the king and of
Parliament. It stated that ‘The pretended power of suspending the laws or the execution of laws by regal
authority without consent of Parliament is illegal’ and also that ‘the pretended power of dispensing with
laws or the execution of laws by regal authority is illegal’.
VARIOUS AUTHORS
Historia moderna, Akal (Translated and adapted)

ẗẎ Write a short description of the modern state using the following information:
a) It originated and developed in Europe.
b) It was controlled by authoritarian monarchs.
c) It subjugated the feudal nobility and created a permanent army.
d) State administration was professionalised.

ẗẏ Read the chronology of the history of Spain in the Early Modern Period and choose the correct option to complete
each sentence.
Date

Event

1492

End of Muslim rule on the Iberian Peninsula

1510

The Catholic Monarchs conquered Tripoli (Libya)

1516

Carlos I, King of Spain

1520

Conquest of the Aztec territories in America

1547

Battle of Mühlberg (Germany)

1556

Carlos I renounces the Spanish throne and is succeeded by his son Felipe II

1598

Death of Felipe II, King of Spain

a) The conquest of the Aztec territories occurred during the reign of…
࡯ Felipe II.

࡯ the Catholic Monarchs.

࡯ Carlos I.

b) Muslim rule came to an end on the Peninsula…
࡯ in the 15th century.



࡯ for 50 years.

࡯ for 42 years.

c) Felipe II was king of Spain…
࡯ for 10 years.






ẗẐ Look at the pictures and answer the questions.

Penitence of St. Peter by José de Ribera

Study for the Phrygian Sibyl by Rafael

a) Match each picture with the words and expressions below.
࡯ Beauty

࡯ Idealisation

࡯ Movement

࡯ Perfection

࡯ Realism

࡯ Anguish

࡯ Serenity

࡯ Equilibrium

b) What is the artistic style of each of these works?




Answer key
Ẅ Read the text and the sentences. Choose three sentences that are true according to
the text.
Charlemagne made efforts to build an empire in Western Europe similar
to the Western Roman Empire. To do this, he fought wars against the
Lombards, the Saxons, the Thuringii, the Bavarians, the Bretons,
the Danes and the Byzantines. He also fought against the Muslims in alAndalus. On Christmas Day in the year 800, Pope Leo III placed the iron
crown of the Lombard kings on the head of the Frankish emperor and
granted him the title of Western emperor.
Charlemagne tried to raise the level of culture in his states and the
emperor himself, his children and the most important people at his court
studied in the Palatine Academy.
1 000 Protagonistas de la Historia

Portrait of Charlemagne

a) Charlemagne inherited an empire from his father, who was the Western Roman
emperor.
b) Charlemagne’s children were teachers at the Palatine Academy.
c) Charlemagne built an empire similar to the Western Roman Empire.
d) Charlemagne fought against many different tribes.
e) Charlemagne didn’t fight against the Byzantine Empire.
f) The Palatine School was founded by the Bretons.
g) Charlemagne tried to raise the level of culture in his States.

Correct answer: 2. Incorrect answer: 0

The three true sentences are c), d) and g).

CO M P E T E N C E S

A N D S U B CO M P E T E N C E S

1. Linguistic competence
1.14. Process information from oral and written sources.
5. Data processing and digital competence
5.2. Establish criteria for selecting information from different sources objectively.

© Oxford University Press España S. A.


ẅ Solve the word puzzle.


1. Muslim religious building

1.
2. S
3.
4. M
5. A
6. N

2. Market in Muslim cities
3. Holy book of Islam
4. Mosque tower from where people are
called to prayer
5. The Moorish name for the Iberian
Peninsula

M O S Q U E
O U K
K O R A N
I

N A R

L

A N D A

A S

R

I

E

T
L U S

D

7. C O R D O B A
8. M U H A M M E D

6. The last Moorish kingdom on the Iberian
Peninsula
7. Capital of the caliphate in al-Andalus

9. M U Q A R N A
10. M E C C A

8. Islamic prophet
9. Decoration similar to stalactites used on
some Muslim vaults
10. City where Muslims must go at least
once in their lives



1.5. Use specific vocabulary from each subject area to enrich one’s language.
Ẇ Analyse the map and choose the three correct sentences.
THE EXPANSION OF ISLAM
Aral
Sea
ATLANTIC
Dan
YZ

Tajo Iberian

TI

NE

Peninsula

di

EM

PIR

Black Sea
E

Constantinople

SASSANID

te

S YRIA
rra

nea

Eup

n Sea

is

M AGHREB

Me

aria

Caspian
Sea

r
Tig

Córdoba

Amu-D

ube

AN

es

Pe
rsia
n

Damascus

P A LESTIN E

Alexandria
ile

N

E GYPT

PERSIAN EMPIRE

Baghdad

hrat

Jerusalem

Medina

d

Re

Expansion during the Orthodox Caliphate (632-661)
Umayyad conquests (661-750)

Gulf

Arabian

INDIAN

Peninsula

OCEAN

Mecca

N

a
Se

Islam at the time of Muhammed’s death (632)

o

B

Ind

OCEAN

0

750 km

1 :51 628 000

SOURCE: VARIOUS AUTHORS, Atlas histórico y geográfico universitario, UNED (Translated and adapted)

a) Islam spread throughout northern Europe.
d) The sea prevented the expansion of Islam.
e) Islam stopped its expansion at the Danube.
f) The Islamic dominions stretched from the Indian Ocean to the Mediterranean Sea.


The correct sentences are:
f) The Islamic dominions stretched from the Indian Ocean to the Mediterranean
Sea.





3. Competence in knowledge and interaction with the physical world
3.2. Develop the skills of orientation, localisation, observation and interpretation of real and represented spaces
and landscapes.
5.4. Understand and interpret icons, symbols and other ways of representing information, especially those
relating to maps and images.

ẇ Look at the drawing and describe the scenes and what each person is doing. Indicate
whether it is a feudal or urban society.


The drawing shows a castle surrounded by farmland. Inside the castle we can see
some women spinning. We can also see people eating in the great hall and notice
the difference in social status between the lords and the vassals. Others are cooking
in the kitchen, taking water from the well, working in the forge and attending to
the horses in the courtyard. A carriage has just arrived at the castle. There are also
some children playing, soldiers guarding the castle and knights riding horses
entering through the castle gate.
Outside the castle walls, we can see people cutting tree trunks and loading them
onto a cart. Others are sewing seeds, ploughing the land, tending the sheep,
carrying sacks on their shoulders, etc.
The drawing represents a feudal society.



1.1. Communicate simple messages, verbally and in writing.
2. Social and civic competence
2.1. Understand the past and present social reality.
5.1. Search for, find and process information from direct and indirect observation of reality, and from written,
graphic and audiovisual sources.



Ẉ Read the text and complete the sentences with the correct option.
A castle was the fortified private residence of a lord. The castle was a
home as well as a stronghold. A castle was also a community, with many
staff: the constable or castellan looked after the buildings and defences;
the marshal was in charge of the horses, garrison and outside servants; the
chamberlain was responsible for food and drink; and the steward ran the
estates and finances.
C. GRAVETT
Eyewitness castles
DK Publishing (Adapted)

a) The constable looked after the buildings and defences .


b) The marshal was in charge of the horses and garrison .
c) The chamberlain was responsible for food and drink .
d) The steward ran the estates and finances .



1.1. Communicate simple messages, verbally and in writing.
5.1. Search for, find and process information from direct and indirect observation of reality, and from written,
graphic and audiovisual sources.
ẉ Read the text and carry out the activities.
In the 14th century in the city of Genoa they used various currencies,
among them the ducat, the soldo and the grosso. A ducat was worth 25
soldos and a grosso was worth 2.
L. SUÁREZ
Historia social y económica de la Edad Media europea

a) How many ducats were equivalent to 75 soldos?


Three ducats.
b) Which was worth more, 50 ducats or 100 soldos?
50 ducats were worth more because 1 ducat was worth 25 soldos. 100 soldos
was equivalent to 4 ducats.



6. Mathematical competence
6.1. Be aware of the quantitative and spatial aspects of reality.
6.2. Apply simple operations, scales, percentages, proportions and statistical concepts to aspects of reality which
can be described quantitatively.
Ẋ From the information in the chart explain which group had the best standard of living
in feudal Europe.
The life of the nobles

The life of the peasants

The main meal was usually dinner, which
consisted of meat and some vegetables.

Their main source of food was pulses
(lentils, beans, etc.) vegetables, bread and
wine. They usually kept a pig and some
hens.

At big feasts, a banquet could consist of
fifteen or more different dishes.

Both men and women worked on the
vegetable plots and on the fief’s land.

War and hunting were the nobles’ main
activities.

Peasants worked from sunrise to sunset.

SOURCE: M. RIU-RIU, Lecciones de historia medieval, Teide (Translated and adapted)




The nobles had a better standard of living because they ate better food and only
worked during wartime. The peasants had worse food and had to work very hard all
day long.



2.2. Have knowledge of how societies have developed, their organisation, achievements and problems.
7. Learning to learn
7.1. Make use of different types of reasoning, look for multi-causal explanations and predict the effects of social
developments.
ẋ Look at the picture and answer the questions.

Reims Cathedral



It’s a religious building because it’s a cathedral.
It has a tower, pointed arches, flying buttresses, buttresses and pinnacles. The
windows, including the rose window, are covered in stained glass.
It’s a Gothic building.



4. Cultural and artistic competence
4.1. Be familiar with and appreciate relevant artistic works because they are characteristic of particular styles
and artists or because they are part of the cultural heritage.
4.2. Develop skills for recognising and understanding the technical elements necessary for analysing important
works of art.



Ẍ Look at the picture and answer the questions.

Church of Ripoll Monastery



It’s a religious building because it is a church.
We can see semicircular apses, semicircular arches and a tower located at the
transept of the church.
It’s a Romanesque building.



works of art.

ẗẖ Imagine you’re going to walk the Camino de Santiago from Roncesvalles. Plan the
stages of your journey; decide where you’re going to sleep the night and how many
days your journey will take. Use maps, books and the Internet. Remember you
shouldn’t walk more than 25 km a day and you need to rest one day out of every four.


STUDENT’S OWN ANSWER. Correct answers will adddress all the points listed in the rubric
and demonstrate the use of reliable sources in the search for the required
information.



1.13. Find information in different media (print and digital) and use it in projects related to different subject
areas.



ẗẍ Compare these two texts and identify which one refers to absolutism and which to
parliamentary monarchism.
Text 1
To tell the truth, when he adopts the sun as his emblem, he is just
putting into practice the lessons he has learnt since his childhood and
which he will hear for the rest of his life. Perfectly imbued with total dignity
and with all the rights and obligations which this implies, Louis XIV really
considers himself to be ‘God’s representative on Earth’. This belief inspires
all his actions, even the most mundane ones.
Text 2
Parliament drew up a Bill of Rights which established the respective
rights of the king and of Parliament. It stated that ‘The pretended power of
suspending the laws or the execution of laws by regal authority without
consent of Parliament is illegal’ and also that ‘the pretended power of
dispensing with laws or the execution of laws by regal authority is illegal’.
VARIOUS AUTHORS
Historia moderna, Akal (Translated and adapted)


Text 1 refers to absolutism, text 2 to parliamentary monarchism.



1.14. Process information from oral and written sources.
ẗẎ Write a short description of the modern state using the following information:
a) It originated and developed in Europe.
b) It was controlled by authoritarian monarchs.
c) It subjugated the feudal nobility and created a permanent army.
d) State administration was professionalised.


The modern state originated and developed in Europe in the Early Modern Period.
In this new political system, territories were controlled by authoritarian monarchs.
The kings succeeded in exerting their authority because they subjugated the feudal
nobility through the creation of a permanent army consisting of professional
soldiers, which meant they avoided having to resort to using feudal lords’ troops in
the event of armed conflict, and the application of common laws in all territories,
instead of allowing justice to be imparted by the lord in each fief. The kings also
professionalised the administration by appointing government officials who
worked for the monarchs and developing diplomacy to defend their interests
abroad.



1.5. Use specific vocabulary from each subject area to enrich one’s language.
1.8. Compose and manipulate different kinds of texts with different communicative and creative purposes.
2.2. Have knowledge of how societies have developed, their organisation, achievements and problems.



ẗẏ Read the chronology of the history of Spain in the Early Modern Period and choose the
correct option to complete each sentence.
Date

Event

1492

End of Muslim rule on the Iberian Peninsula

1510

The Catholic Monarchs conquered Tripoli (Libya)

1516

Carlos I, King of Spain

1520

Conquest of the Aztec territories in America

1547

Battle of Mühlberg (Germany)

1556

Carlos I renounces the Spanish throne and is succeeded by his son Felipe II

1598

Death of Felipe II, King of Spain

a) The conquest of the Aztec territories occurred during the reign of…
࡯ Felipe II.


࡯ the Catholic Monarchs.

࡯ Carlos I.

The conquest of the Aztec territories occurred during the reign of Carlos I .
b) Muslim rule came to an end on the Peninsula…



Muslim rule came to an end on the Peninsula in the 15th century .
c) Felipe II was king of Spain…
࡯ for 10 years.

࡯ for 50 years.

࡯ for 42 years.

Felipe II was king of Spain for 42 years .



6. Mathematical competence
6.2. Apply simple operations, scales, percentages, proportions and statistical concepts to aspects of reality which
can be described quantitatively.
ẗẐ Look at the pictures and answer the questions.

Penitence of St. Peter by José de Ribera

Study for the Phrygian Sibyl by Rafael

a) Match each picture with the words and expressions below.
࡯ Beauty
࡯ Movement

࡯ Perfection

࡯ Realism

࡯ Anguish

࡯ Serenity


࡯ Idealisation

࡯ Equilibrium



Penitence of St. Peter by José de Ribera:
࡯ Movement
࡯ Realism
࡯ Anguish
Study for the Phrygian Sibyl by Rafael:
࡯ Beauty
࡯ Serenity
࡯ Idealisation
࡯ Perfection
࡯ Equilibrium
b) What is the artistic style of each of these works?
Penitence of St. Peter is a Baroque work and Study for the Phrygian Sibyl is a
Renaissance work.



works of art.



Charlemagne's Empire and Cultural Efforts

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