Al-Andalus 2º Eso PDF

CONSEJERÍA DE EDUCACIÓN
Dirección General de Participación e Innovación Educativa
Identificación del material AICLE

TÍTULO Al Andalus ‫ﺍاﻝلﺃأﻥنﺩدﻝلﺱس‬
NIVEL LINGÜÍSTICO
A2.1
SEGÚN MCER
IDIOMA Inglés
ÁREA / MATERIA Ciencias Sociales. Geografía e Historia
NÚCLEO TEMÁTICO Los territorios hispánicos bajo dominación musulmana en la Edad Media.
La secuencia pretende hacer un balance histórico de la evolución del imperio

GUIÓN TEMÁTICO islámico en la península ibérica, su consolidación y su legado en la cultura, el
arte y la vida cotidiana en Andalucía.
FORMATO Material didáctico en formato PDF
CORRESPONDENCIA
2º de Educación Secundaria
CURRICULAR
AUTORÍA Mª Ángeles Crespo Fernández
TEMPORALIZACIÓN 5 sesiones, más una propuesta de trabajo de investigación y un cuestionario de

APROXIMADA autoevaluación de contenidos y destrezas.
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-
COMPETENCIAS ciales para el trabajo en equipo. Competencia en el tratamiento de la información
BÁSICAS (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.
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,
OBSERVACIONES
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.
Material AICLE 2º de ESO: Al Andalus

3
Tabla de programación AICLE
- 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-
OBJETIVOS
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
- Lectura e interpretación de imágenes y mapas

CONTENIDOS
- Obtención de información de fuentes diversas
DE
- Localización en el espacio y en el tiempo
CURSO / CICLO
- Conocimiento de las manifestaciones artísticas más relevantes
- Etapas de la historia de Al Andalus: marco espacial y cronológico.

- Sociedad y economía de Al Andalus.
TEMA
- Principales manifestaciones del arte andalusí y sus características.
- La herencia andalusí en nuestra cultura.
- Cuestionar la validez de las fuentes históricas

MODELOS
- Identificar obras de arte de Al-Andalus
DISCURSIVOS
- Dar instrucciones para seguir un itinerario
- Elaboración de textos breves.

- Actividades de aprendizaje cooperativo.
TAREAS
- Pequeña investigación sobre el patrimonio local y comunicación oral de los
resultados
FUNCIONES: ESTRUCTURAS: LÉXICO:

- Contrastar opiniones In about X years... former, elective, overthrown,
- Comunicar impresiones In command of... de-throne, supporters, in
a una amplia audiencia As a result... revenge, biased, political
- Rebatir argumentos By that time, domain, Caliphate, Ummayad,
You´d rather... Abbasid, Jews, Mozarabs,
I think so/I don´t think so neighbourhood, tributary
CONTENIDOS The main reasons for this state, ground plan, muqarna
LINGÜÍSTICOS are… whitewashed...
It can be proved that...
Therefore, VERBS:
Consequently To build stable institutions,
However overthrow, dethrone, wash
Thus in blood, defeat, surrender,
enslave, land. It dates from...
To be under the control of...
C1: Adquiere un vocabulario específico de la propia materia. Adquiere vocabulario

básico en lengua inglesa
C2: Reconoce la importancia del medio físico en el desarrollo histórico.
C3: Desarrolla destrezas para observar y analizar las obras de arte como resultante
CRITERIOS DE de un determinado contexto histórico.
EVALUACIÓN C4:Desarrolla una actitud participativa para trabajar en equipo
C5:Obtiene información de fuentes escritas, gráficas y visuales
C6: 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.
4 Material AICLE 2º de ESO: Al Andalus

AL ANDALUS
CONTENTS
1. Did Muslims invade the Iberian peninsula?
2. What happened?.
3. Society and economy.
4. A walk through Qurtaba and Gharnata.
5. Legacies of Al Andalus
Project: Going for a walk
Test yourself!

5
Session 1: GETTING STARTED
DID 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, because

I don´t think so, because
It can be proved that...
Therefore,
Consequently
So
However
Thus

What other evidence do you have?
...........................................................................................................................

...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
Historians collect evidence of the past from a wide range of sources such as
documents, photographs, buildings and other objects.
You may know many things about Al Andalus1 already. Make true sentences
using the following words:
Include the following chunks:
In X ...was under the control of... Tariq and Musa

in command of... ...crossed... Straits of Gibraltar
In about X years... ...established... Al Andalus
1 the name of the Iberian Peninsula under the Muslim Empire

7
Write your sentences here:
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
What would it happen if…?
Train your imagination. Listen to the instructions and imagine you were living in
a 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 stable
institutions or loyal supporters. Fights for
the throne were common. The monarchy
was elective, so it was not (a)__________
to encourage foreign intervention.
The court of PLACE1 was run by King

PEOPLE2, elected after the death of
PEOPLE3. But the supporter´s of PEOPLE4
´s clan were not (b)__________ with this Battle of Guadalete
situation, and helped the Moorish armies.
They had expected Muslims to help them
to overthrow the King, and then, return to
PLACE. But they miscalculated the
situation.
The Muslim commander of PLACE2,

PEOPLE5 led no more than (c)__________
men, mostly Berbers from northern
PLACE3, across the straits of PLACE4 in (d)
_____________________________
ROMANCE DE LA CAVA FLORINDA

SOURCE B:
Florinda, daughter of Count Don De una torre de palacio
Julian resided at the court of se salió por un postigo
Toledo, following the Spanish la Cava son sus doncellas
custom of the upper classes who con gran fiesta y regocijo.
sent their children to the capital to Metiose en un jardín
be educated. She used to swim cerca de un espeso sombrío
naked in the waters of the Tagus3. de jazmines y arrayanes
One hot day King Rodrigo, walking de pámpanos y racimos.
along the shore, noted the beauty Junto a una fuente que
of the young innocent virginal lady. vierte
He unfortunately fell in love with por seis caños de oro fino
Florinda, and as a result she lost cristal y perlas sonoras
her chastity there and then.

9
entre espadañas y lirio,
We don’t know whether the act reposaron las doncellas
was a shared passion or rape. Her buscando solaz y alivio
father was furious, and wanted al fuego de mocedad
bloody revenge. At that time, the y a los ardores de estío.
family was organized around blind Daban agua sus brazos,
obedience to the father and worship y tentada de su frío,
of the chastity of women. In revenge, fue la Cava la primera
D. Julian called the Moorish troops que desnudó sus vestidos.
who dethroned Don Rodrigo, whose En la sombreada alberca
body mysteriously disappeared in su cuerpo brilla tan lindo
the battle. que al que todas las demás
como sol ha oscurecido.
Pensó la Cava estar sola,
pero la ventura quiso
que entre unas espesas
yedras
la mirara el rey Rodrigo.
Puso la ocasión el fuego
en el corazón altivo,
y Amor, batiendo sus alas,
abrásole de improviso.
De la pérdida de España
fue aquí funesto principio
una mujer sin ventura
y un hombre de amor
rendido.
Florinda perdió su flor,
el rey padeció el castigo;
ella dice que hubo fuerza,
él que gusto consentido.
Si dicen quien de los dos
la mayor culpa ha tenido,
digan los hombres la Cava,
y las mujeres Rodrigo.
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

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 the
Arabs in the Iberian peninsula? Give detailed reasons for your decision.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................

11
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 the
vocabulary:
• 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 governed
by Muslims in the period between 711 and 1492.
Under the orders of the Umayyad Caliph, Tariq´s troops landed at Gibraltar in
711. They spread through Spain and crossed the Pyrenees and occupied parts
of southern France, but were defeated by Frank Charles Martel at the Battle of
Poitiers in 732.
As a political domain Al Andalus can be broken down into the following

periods:
- 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 the
Umayyads and the exiled prince established himself as the Emir of Cordoba.
He refused to submit to the Abbasid caliph, as the Abbasid forces had killed
most of his family.
- the Caliphate of Cordova (929–1031): Abd-al-Rahman III, proclaimed himself

Caliph, competing with the Abbasid caliph in Baghdad. This is considered the
Golden Age, which ended because of civil wars at the beginning of the 11th

13
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 themselves
against Christians, who had spread from their initial strongholds in Asturias.
Over the following centuries, Al Andalus became a province of the northern

African 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 the
north. In 1238, the Kingdom of Granada officially became a tributary state to
the Kingdom of Castile, then ruled by King Ferdinand III. In 1492, Granada
surrendered to Queen Isabella I of Castile, who along with her husband were
known 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 756-788
Hisham I 788-796
al-Hakam I 796-822
Abd-al-Rahman II 822-852
Muhammad I 852-886
al-Mundhir 886-888
Abdallah 888-912
Abd-al-Rahman III 912-961
al-Hakam II 961-976
Hisham II 976-1009
Amirid dictators:
al-Mansur 976-1002
Abdul-Malik 1002-1008
Taifa Kings 1009-1090
Almoravid empire 1090-1147
Almohad empire 1147-1212

Using the information above, complete the following timeline:
PERIOD TIME SIGNIFICANTS EVENTS

Invasions 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- Officially became a tributary

1492 state to the Kingdom of Castile
Use these pieces of information:
Dependent Emirate
711-756
Umayyad prince exiled in Cordova refused to submit to the Abbasid caliph
Caliphate of Cordova
Battle of Poitiers
Al Andalus became a province of the northern African dynasties
1031-1085
Golden Age
Officially became a tributary state to the Kingdom of Castile
929-1031

15
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 route
from 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? Other
features?

17
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 in
each one?

Almohad empire
Map 1:
Map 2:
Map 3:

19
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 neighbourhood 4 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 Berber
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, Santo
Domingo, San José Artesano…, are neighbourhood9 in Andalusia.

Second Listening - add more information
Compare your notes with your partner.

Now, re-write the text using your notes.


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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:

SOCIETY
IN
AL-ANDALUS

NON-MUSLIMS
(DIMNÍES)

3.Read and complete the text using the words below:
Al Andalus tax tolerant veil marry monotheistic freedom

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 court
Public 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 in
skilled labor: having special skill or training
flourished: grew stronger

23
Now, read the text and look at the table each time you hear a word in green.
A modern agricultural system became central to

economic life. The introduction of new crops (sugar
cane, rice, citrus fruit, apricots, cotton, aubergines
and saffron) and extensive irrigation, transformed
private farming into a new global industry exported
everywhere.
During the ninth and tenth centuries new Persian

agricultural techniques were introduced, old
irrigation 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, and
rice, were important crops. Productivity, at least in the
irrigated 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 B
Do 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 centuries
have 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.

25
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
put in 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.
modified 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,

quartz with columns of jasper, marble and granite.
These were made from pieces of the Roman
temple 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.
important
The mihrab is a masterpiece of architectural art,
example 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

27
The main hall of the
mosque was used for
several purposes: as a
central hall for teaching
a n d t o m a n a g e l a w
and order. The prayer
hall was large and flat
with timber ceilings. The
walls 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 to
it. 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 prayed
in the same site but at different times?

A WALK THROUGH GHARNATA6
The Alhambra (Arabic: Al-amra’ , literally “the red fortress”), a palatine

city: palaces, fortress and citadel
(alcazaba), constructed during the
a fortified
mid 14th century by the Moorish
defensive
rulers of the Kingdom of Grana-
structure
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 of
many 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 the
inhabitants. The Alcazaba housed the guards and their families.
6 Arabic name for Granada.

29
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 inspired
Washington 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.es
www.alhambra.org
www.cervezasalhambra.es
www.en.wikipedia.org/wiki/Alhambra
www.alhambrasl.com:
www.alhambraint.com:
5. In turns, describe the following pictures to your partner. He/she must

guess from the list which one you are talking about. Don’t show your
partner the picture – they must guess. The following vocabulary and
structures might be useful. Try www.diccionariovisual.net, if you need it.

31
VOCABULARY STRUCTURES
stalactite vaulting It is a building
marble mosque...
fortress-like palace...which
stone detail in a....
It is made of stone
tower
wood
whitewashed It was built in...(where?)
floor plan It was built in...(when?)
timber in the Xth century
richness It´s small
symmetry big
facade massive
depiction It is a sculpture
carved painting
interlacing an architecture
It depicted...
massive
It has X parts, that are...
worship It was used for...
ceiling used as...
vault It has a rich
horse-shoe arch austere decoration
Take notes, when your partner is describing each picture:

Picture 1: Picture 2:
Picture 3: Picture 4:


33
STUDENT A:

marble mosque...
It is made of stone
tower
wood
symmetry big
facade massive
carved painting
It depicted...
massive
ceiling used as...
vault It has a rich

STUDENT B:
marble mosque...
It is made of stone
tower
wood
symmetry big
facade massive
carved painting
It depicted...
massive
ceiling used as...
vault It has a rich

35
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. Perspective
5. 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 collected

libraries of books and granted patronage to
scholars of medicine and other sciences.
Later, Al-Hakam II built a university and libraries
in Cordova, which became one of the world’s
leading centres of medicine and philosophical
debate.
However, when Al-Hakam’s son Hisham II took over, real power was ceded to
Al-Mansur, a distinctly religious man whose disapproval of the sciences
of astronomy and logic , meant that many books which had been preserved
and 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 Arabic

You 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.

37

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 in
your 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: Content
What information was new to the listener and what wasn’t?
Student 2: Visuals
Did 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 organisation

Did the presentation follow a logical sequence?
Was the time equally divided among all the pictures?
Was it well organised?
Student 4: Language, grammar, vocabulary, style

How 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 unsatisfactory
and 5 is excellent). They will give feedback to presenters.

39
OVERVIEW
1. After studying this unit, complete:
a__________ is the Arabic name for the Iberian Peninsula under Muslim
occupation. The history of Al Andalus dates from b__________, when
Tariq´s troops landed in the peninsula, to c__________, when the
Catholic 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 northern

African h__________ (Almoravids, Almohads and Marinids) fragmented
into 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 with
Baghdad.
The society of Al Andalus was made up of k__________ main groups:

Christians, Muslims and Jews. Each group inhabited a different
l__________ in the cities.
The economy was rich and flourishing, focused on m__________, where
craftmanship was specially developed. New techniques, irrigation and new
n__________ 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 islamic
civilization, while the rest of Europe was in the Dark Ages.
p__________ was the capital of the empire, and one of the most
populated and important cities in the West. It was also an important
q__________ centre. Philisophers, scientist, musicians and poets lived in the city.
Several beautiful buildings remain in Andalusia as good samples of Islamic
art in the peninsula.
There are some r__________ from Al Andalus still alive in our culture:
• Vocabulary
• Arabic numerals
• Music
• Chess
• Gazpacho
Anyone who goes for a walk in Andalusian cities can still find Islamic
s__________.

TEST YOURSELF!
Tick the correct answer

My opinion My teacher´s
opinion
SKILLS
? Not ? Not
yet yet
Listening
I 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 sources
I 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.
Writing
I can write imaginary short stories and dialogues.
I can write full correct sentences about a topic.
I can write short commentaries about art.
Speaking
I can predict historical events.
I can share information to complete a task.
I can make an oral presentation of a photo catalogue.
Interaction
I 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.
CONTENTS
I know about the periods of the History of Al Andalus.
I know how the different social groups lived in Al Andalus
I 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:.............................................................................

41
SOURCES
■ Front page
Tiles
http://farm1.static.flickr.com/54/151771998_24ca0985c5.jpg
■ Getting started
Alcazaba. Almeria
http://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. Malaga
http://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 Almonaster
From Wikipedia
Torre del Oro. Sevilla

http://upload.wikimedia.org/wikipedia/commons/9/95/Sevilla_Torre_del_oro.JPG
Alhambra
http://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 bulb
http://www.irreverendos.com/wp-content/uploads/2006/10/bombillaweb.jpg
Cloud of words
Wordle.net
Battle of Guadalete
http://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 in
http://historymatters.gmu.edu/mse/maps/question5.html
http://www.learner.org/courses/worldhistory/support/activities_1.pdf
Smiling face
http://www.humoristas.org/wp-content/uploads/2008/12/guinio.jpg
Map: Caliphate c. 1000

http://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 1050

http://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 Islam

http://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 in
Adapted translated article by Manuel Liaño Rivera
http://www.tarifaweb.com/aljaranda/num29/art11.htm
http://fuoro.espacioblog.com/post/2010/07/22/la-cava-florinda-y-invasion-arabe
■ Economy and society
Text about economy and society

Adapted from Wikipedia and Stanley Payne, THE LIBRARY OF IBERIAN RESOURCES ONLINE
A History of Spain and Portugal, Volume 1, Chapter 2
Berber
http://2.bp.blogspot.com/_8JH8UNyycVE/RsW1ozv3r_I/AAAAAAAAAbQ/rpkh7KWX0S8/s320/2_643_
cbaSYA4aZC.jpg
Text about Non-Muslims

Adapted from www.bbc.co.uk/religion/religions/islam/history/spain_1.shtm
■ A walk through Qurtaba and Garnata
Mosque of Cordova, 10th century

http://cvc.cervantes.es/ACTCULT/mezquita_Cordova/indice.htm

43
http://cvc.cervantes.es/ACTCULT/mezquita_Cordova/fichas/generales/mezquita_ampliacion08.htm

http://farm4.static.flickr.com/3523/3312219506_5f14db88e6.jpg?v=0
Inside the dome and mirhab, mosque of Cordova

from Wikipedia
Columns. Mosque of Cordova

http://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=__ND
Lo7KuPtS3pAJPleQ1Oro5FvMs=&h=1024&w=1280&sz=518&hl=es&start=1&itbs=1&tbnid=o_H7NhyjUcY
UsM:&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 Cordova

cvc.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.htm
http://farm1.static.flickr.com/32/51119857_d403e35302.jpg
http://farm4.static.flickr.com/3244/2423029731_944cecdf56.jpg
Wooden timber
http://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=__J50GQmrjLOCInJVUMrZgmhN
Imvc=&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-Bu8ljiRI4/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. Alhambra

http://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=4yKGW8j0CRy1BJ6
wIk15Gw&tbnid=IgE7v3gdInFCwM:&tbnh=111&tbnw=150&ei=abBSTKr8I9O6jAfMofTCBA&prev=/image
s%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=15
0&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 Partal
http://upload.wikimedia.org/wikipedia/commons/4/4e/Alhambra-El_Partal-1.jpg
Tiles. Alhambra
http://www.flickr.com/photos/19524580@N00/2227710/
Escher´s work
http://www.dartmouth.edu/~matc/math5.pattern/lesson7art.html
Medina Azahara
http://farm4.static.flickr.com/3172/3048203629_fb47c26035.jpg
Lattice
http://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-cRDr
E8H0C0=&h=500&w=375&sz=142&hl=es&sta
Giralda
From 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=__uCwV8TBlyUI58dYGW1k8
YiMhVQE=&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%3D126
8%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:42
9,r:4,s:52&biw=1268&bih=680

45
■ Legacies of Al Andalus
Maimonides
From Wikipedia
Medieval map.
http://picasaweb.google.com/lh/photo/f0gtOrKIkr-GFfRdX5uJEg
Surgical instruments
http://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%3
DG%26biw%3D1268%26bih%3D680%26gbv%3D2%26as_st%3Dy%26tbs%3Disch:1,iur:f&i
tbs=1&iact=hc&vpx=140&vpy=158&dur=3081&hovh=129&hovw=82&tx=103&ty=106&ei=Qd
BVTPOEBomH4QaRnt2mBQ&page=1&ndsp=5&ved=1t:429,r:0,s:0
Gazpacho
http://upload.wikimedia.org/wikipedia/commons/8/83/Tomato_gazpacho.jpg
Knights playing chess

http://upload.wikimedia.org/wikipedia/commons/6/6d/KnightsTemplarPlayingChess1283.jpg
■ Project
Peer´s assessment cards for student´s presentations

Diana Hicks
Definitions
www.wordreference.com

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CONSEJERÍA DE EDUCACIÓN

Dirección General de Participación e Innovación Educativa

Identificación del material AICLE

ÁREA / MATERIA Ciencias Sociales. Geografía e Historia

La secuencia pretende hacer un balance histórico de la evolución del imperio

FORMATO Material didáctico en formato PDF

AUTORÍA Mª Ángeles Crespo Fernández

TEMPORALIZACIÓN 5 sesiones, más una propuesta de trabajo de investigación y un cuestionario de

Competencia lingüística (C1): Lectura de textos diversos. Competencia en el

Cada sesión puede realizarse de manera independiente y su duración podría

Material AICLE 2º de ESO: Al Andalus

- Lectura e interpretación de imágenes y mapas

- Etapas de la historia de Al Andalus: marco espacial y cronológico.

- Cuestionar la validez de las fuentes históricas

- Elaboración de textos breves.

FUNCIONES: ESTRUCTURAS: LÉXICO:

C1: Adquiere un vocabulario específico de la propia materia. Adquiere vocabulario

4 Material AICLE 2º de ESO: Al Andalus

Material AICLE 2º de ESO: Al Andalus

What do you think?

I think so, because

6 Material AICLE 2º de ESO: Al Andalus

Include the following chunks:

In X ...was under the control of... Tariq and Musa

1 the name of the Iberian Peninsula under the Muslim Empire

Material AICLE 2º de ESO: Al Andalus

What would it happen if…?

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.

8 Material AICLE 2º de ESO: Al Andalus

Listen ONCE. What is the text about?

The court of PLACE1 was run by King

The Muslim commander of PLACE2,

ROMANCE DE LA CAVA FLORINDA

Material AICLE 2º de ESO: Al Andalus

What are the differences between Source A and Source B?

Both sources agree on...

10 Material AICLE 2º de ESO: Al Andalus

What do you think about the story of Florinda?

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

How does news spread nowadays?

Material AICLE 2º de ESO: Al Andalus

12 Material AICLE 2º de ESO: Al Andalus

• A plane can land in an airport, a ship can land on a shore, an spacecraft

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

- the dependent Emirate (c.711-750): Al Andalus was ruled by governors

- the Caliphate of Cordova (929–1031): Abd-al-Rahman III, proclaimed himself

Material AICLE 2º de ESO: Al Andalus

Over the following centuries, Al Andalus became a province of the northern

14 Material AICLE 2º de ESO: Al Andalus

PERIOD TIME SIGNIFICANTS EVENTS

Governor appointed by the

Emirate of Cordova 756-929

Almoravids, Almohads, Marinids 1085-

Kingdom of Granada 1238- Officially became a tributary

Use these pieces of information:

Material AICLE 2º de ESO: Al Andalus

16 Material AICLE 2º de ESO: Al Andalus

From the front door/back door...

Can you do it without using your hands?

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