Economy of Al-Andalus
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2) The Kingdom of Leon originated from the expanded former Kingdom of Asturias. Castile began as a county vassal to Leon, located in the east defending it from Muslim attacks. In the 10th century, the Count of Castile gained independence.
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Feudalism emerged in Europe in the 9th century after the fall of the Carolingian Empire. Kings granted lands and authority to nobles in exchange for military support. This led to the rise of a feudal system where society was divided into estates. Nobles received fiefs divided into demesne and holdings. Peasants lived on these lands and paid rents and taxes. Feudal relationships were based on oaths of loyalty between lords and vassals. Feudalism shaped politics, society, and the arts during the Middle Ages in Europe.
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Climates - Cards
The equatorial climate is located near the equator between 0-15 degrees north and south. It has high, stable temperatures around 25-27 degrees C with very abundant and regular rainfall over 2000mm per year supporting lush rainforests with tall trees. The tropical climate is located between 15-25 degrees north and south, also with high temperatures over 18 degrees C but with alternating rainy and dry seasons and rainfall between 500-2000mm supporting savannas with grasslands and isolated trees. The hot desert climate is located on the tropics near cold currents and inland areas with very high daytime temperatures and cold nights, very scarce and irregular rainfall under 250mm per year supporting almost no vegetation except for oasis with date palms
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El documento describe los diferentes tipos de climas alrededor del mundo, incluyendo el clima ecuatorial, tropical, desértico cálido, mediterráneo, oceánico, continental, polar y de alta montaña. Para cada clima, se especifican su ubicación, temperaturas, precipitaciones y vegetación características.
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The document provides information about al-Ándalus from the 8th to 15th centuries. It begins with a timeline of the different phases: Conquest, Dependent Emirate, Independent Emirate, Caliphate of Córdoba, Taifa kingdoms, Almoravids, Almohads, and the Nasrid kingdom of Granada. It then discusses the Muslim conquest in the 8th century, the causes of their success, their only defeat at Covadonga, and the terms of the Treaty of Teodomiro. Subsequent sections cover the political independence of the Emirate of Córdoba, the establishment of the Caliphate, the reign of Almanzor,
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Este documento resume la unidad 2 sobre el Islam. Explica la vida en la península arábiga antes del Islam, la figura de Mahoma y sus enseñanzas, los cinco pilares del Islam, normas de comportamiento, los inicios del Islam con la Hégira, los cuatro periodos del Califato y sus dinastías y capitales, las conquistas, la estructura política con el Califa, el Visir y el Emir, la economía, sociedad, ciencia, arte y la planta básica de una mezquita.
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Unit 2 discusses Islam and its origins in Arabia. Before Islam, Arabia was divided into tribes with different religions and no political unity. Muhammad received revelations from Gabriel in 610 CE and began preaching Islam. The five pillars of Islam are the shahadah, salah, zakat, sawm, and hajj. The Hegira in 622 CE marked the beginning of the Muslim calendar and occurred when Muhammad fled Mecca for Medina to escape persecution. The four main periods of Islamic history are the Rashidun Caliphate, Umayyad Caliphate, Abbasid Caliphate, and the decline of the caliphates.
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Los visigodos fueron una tribu germánica que se asentó en varias zonas de Europa tras atacar al Imperio Romano. Crearon el Reino de Tolosa en Galia y luego el Reino de Toledo en Hispania después de cruzar los Pirineos. Su legado incluyó la unificación territorial, religiosa y judicial de Hispania. Sin embargo, en el 711 fueron derrotados por los árabes en la batalla de Guadalete, marcando el fin de su reino.
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The document summarizes the Early Middle Ages in Europe from the 5th to 10th centuries. It describes the decline of the Western Roman Empire due to economic, political and military crises. In 395 AD, the Roman Empire was divided into Western and Eastern halves. Germanic tribes like the Huns and Visigoths invaded the Western Empire, leading to its collapse in 476 AD. Meanwhile, the Eastern Empire, centered in Constantinople, survived as the Byzantine Empire until 1453. The document also discusses the establishment of Germanic kingdoms in former Roman territories in places like Gaul, Iberia and Italy.
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The Visigoths were a Germanic tribe that originally came from Scandinavia and worked as mercenaries for the Roman Empire. After sacking Rome in 410, they were given the province of Gaul by the Roman emperor. They established their capital in Toulouse and eventually conquered most of Hispania as well. In 507, the Franks defeated the Visigoths, forcing them to retreat to Hispania where they established their kingdom in Toledo. This Visigothic Kingdom was eventually destroyed by the Umayyad conquest of Hispania in 711.
Early Middle Ages - Part 1
The document summarizes the decline of the Western Roman Empire between the 5th and 10th centuries AD. It describes how the Empire was suffering economic, political, and social crises in the 4th-5th centuries and was unable to stop attacks from the Huns and Germanic tribes. In 395 AD, the Emperor Theodosius divided the Empire into Western and Eastern halves. The Western Empire fell in 476 AD, leaving the Eastern Empire, known as the Byzantine Empire, which lasted until the fall of Constantinople in 1453. The document also discusses the Germanic tribes that overran the Western Empire and established kingdoms in its territories.
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Information and Communication Technology in Education
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
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Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
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Economy of Al-Andalus
- 1. New Crops Indigo plant (dye plant) Artichokes
- 2. Aubergines Rice Sugarcane
- 3. Oranges (and citrus fruits) Saffron
- 4. Waterwheels (norias), Mills, Canals and Ditches (Acequías)
- 5. Craftwork Ceramics Filigree (filigrana) Wooden Screens (Celosías)
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- 7. Silk Glass