3

3
SOLUCIONARIO
ANSWER
KEY
EL AGUA
THE
RESURGENCE
EN LA TIERRA
OF EUROPEAN CITIES
Page 68
– M. A. Hanseatic: Bruges. Maritime: Palma. Overland: Gdansk.
LET’S GET STARTED
• We talk about the "resurgence" of cities because they had been
very important during the Western Roman Empire, but declined
after it fell.
• The city walls, palaces, town hall, university, religious buildings
and some bridges, among other buildings, have been
highlighted. Some still stand today, although they have been
renovated or had their names changed. Among the buildings
that remain are Notre-Dame Cathedral, Sorbonne University
and the Small Bridges.
• You can see well-constructed buildings, some of which are
quite high, with large windows, arcaded areas and various
towers. The people are nobles, merchants and artisans,
and are very different to the fiefdoms, where the majority
of the inhabitants were peasants.
• The main trade fairs were: Lagny, Provins and Troyes (the fairs
of Champagne), Paris, Antwerp, Leipzig, Frankfurt, Augsburg
and Medina del Campo.
• In the Hanseatic, wood and wheat were exchanged; in the
Maritime routes: leather, weapons, wheat, spices, cloth, furs,
honey; and overland: wine, salt, iron, tin, wool, amber, furs, wax,
spices and silk.
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COMMUNICATION
• M. A. The development and growth of cities demanded new
constructions (cathedrals, palaces, fish markets, etc.). This
made the builders' guild very important. Monarchs granted
them special legal and economic privileges.
• O. A.
Your turn
Page 70
KEY QUESTIONS
• There were several reasons for the increase in agricultural
production. The cultivated area was increased (forests were
cleared, wetlands were drained and crops were cultivated on the
new land). In some areas, the three-field crop rotation was
introduced, which meant that only one third of farm land was
laid fallow. New techniques were also introduced that facilitated
agricultural work (the heavy plough, irrigation, windmills and
water mills). Increased agricultural production made more food
available, reduced famines and improved people's health.
Consequently, the death rate decreased and the birth rate
increased. The economy continues to influence population
growth, as there are usually fewer births in times of crisis due
to economic instability.
• Population growth increased the demand for products. As a
result, artisanal production increased and trade was revived.
• The growth of trade meant the emergence of new commercial
and financial techniques: credit was offered, lending money at
high interest rates. Currency exchanges gave rise to banking.
The large number of coins in circulation and their different
values gave rise to the appearance of the money changer.
They specialised in the valuation and exchange of money.
In the 13th century, many commercial transactions were carried
out using written contracts, without the need for coins. This
was the origin of bills of exchange, which appeared in the early
14th century.
• A shearer is cutting a sheep's wool using shears. A carder is
untangling wool. A spinner is turning wool into fine yarns using
a spinning wheel. A weaver is making the cloths on the loom. In
most trades, men carried out the work but women also worked
in workshops as spinners and weavers.
• O. A.
• First the sheep is sheared to get the wool. The wool is cleaned
and carded, then spun. Then it is woven into cloth. Finally, it is
trimmed to make it as smooth as possible.
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KEY QUESTIONS
• A guild was an association of artisans of the same trade.
• The advantages of the guilds were that they offered support
to members and protected them from competition from
unqualified artisans and checked quality and prices. The
disadvantages were that it was a very closed market, where
free competition was not allowed and women could not be
guild members.
• Apprentices were young people who wanted to learn a trade
and worked for a master artisan for several years for no salary.
Journeymen were men who worked for different masters and
received a salary. Masters were the owners of the workshop,
tools and raw materials. An artisan had to make a masterpiece
to become a master.
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Page 71
WORK WITH THE IMAGE
Your turn
- The building has several floors. On the ground floor there are
very few windows, but there are large doors. The next two floors
have a lot of wide windows. At the top, there is an area of
arches and a design that makes it look like a castle.
• The Hanseatic, Genoese, Venetian, Catalan and Champagne
trade areas. Hanseatic in Northern Europe; the Genoese, around
Genoa and the Black Sea; the Venetian area, around Venice; the
Catalan, the Corona de Aragón and North Africa, and
Champagne in central France, around the cities of Lagny,
Provins and Troyes.
• – Hanseatic, in orange; Maritime, in green, and Overland,
in purple.
22
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- The most outstanding part is its high tower with a clock. The
tower, in particular helped it to stand out from the rest of the
buildings.
- It still carries out some functions of a town hall, but it is mostly
used as a museum.
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Page 75
KEY QUESTIONS
KEY QUESTIONS
• There were two types of urban schools: cathedral schools,
which were controlled by a bishop and municipal schools,
which were established by city councils. The success of urban
schools prompted teachers and students to organise
associations to defend their autonomy and privileges. This is
how universities began. The schools represented a great
cultural advance, since many more people were able to train
and access positions of responsibility.
• Agricultural innovations reduced the need for farm workers.
This, along with the increase in population caused a surplus
of agricultural labour. Many peasants went to the cities looking
for work. Others migrated to the cities to escape the servitude
of their feudal master, because everyone who spent a year in
a city was freed from their obligations as a serf.
• Bourgeoisie: the inhabitants of medieval cities. Jewish quarter:
neighbourhood where Jewish people lived. Muslim quarter:
neighbourhood where Muslim people lived. Charter: document,
granted by the monarch, that established self-governance and
specified the rights and privileges of a city. Mendicant order: new
religious orders following the basic rule of a life in poverty, living
off the aid they received. The two main mendicant orders were
the Franciscans and the Dominicans.
• Chancellor: the head of a university. Dean: person in charge of a
faculty. Faculty: specialisation in different disciplines. The terms
all still exist, although they have slightly different meanings.
• Minstrels played an important role in the transmission of
culture, as they went from town to town reciting their musical
pieces. This function is carried out today by the media and
social networks.
• Pogrom: persecutions and murders of Jewish people. O. A.
Page 80
Page 76
WORK WITH THE IMAGE
Investigate
• The Kingdom of Portugal, the Corona de Castilla, the Kingdom
of Navarra, the Corona de Aragón and the Kingdom of Granada.
• - Most buildings were low, with two or three floors. The
cathedral and town hall were taller.
- The workshops and shops were on the ground floor and the
living space was on the upper floors. Shops had signs outside
with illustrations depicting the product or service sold there.
- Commercial activities: butcher, blacksmith, carpenter, cloth
merchant, shoe maker, sword-maker and pharmacy.
- O. A.
• O. A.
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WORK WITH THE IMAGE
• Oxford, Paris, Montpellier, Reggio, Salerno, Bologna.
• The first university on the Península Ibérica was Palencia,
founded in 1212.
• O. A.
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COMMUNICATION
• M. A. Francis of Assisi (Born in Assisi, Italy, 1182 - Died in Assisi,
1226), founder of the Order of the Franciscans. When he was
young he trained with his father in the cloth business. He was
sent to prison for an altercation and became seriously ill there,
which made him change his way of life. He founded the Order
of the Franciscans and went on to live in the strictest poverty.
He also founded the Order of the Poor Clares and the secular
Third Order.
Domingo de Guzmán (Born in Caleruega, Burgos, 1170 - Died
in Bologna, Germany, 1221), founder of the Orden de los
Predicadores, known as the Dominicans. He had a meticulous
education and was canonised. He refused to participate in the
crusades, as he believed that preaching was the only way
to end heresy. He based the Orden de los Predicadores
on this idea.
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Page 81
WORK WITH THE IMAGE
• M. A. The king is seated on a throne surrounded by lions,
symbolising strength and power. He is covered with a blue
cloak decorated with fleur-de-lis, a symbol of the French
monarchies. In addition, he carries two sceptres, one also
with a fleur-de-lis and another with a hand, symbolising justice.
KEY QUESTIONS
• (I. D.) The diagram should reflect that the monarchs
strengthened their power thanks to economic growth,
which allowed them to collect more taxes and create
their own armies; the growth of cities, which helped to impose
royal power on the nobles; and the spread of universities, which
made it possible to have court officials who restored Roman law,
which granted more power to the monarch.
• Their main functions were to raise taxes and approve additional
financing for wars. They were not democratic, because only
the monarch, nobles, the clergy and government of the cities
were represented. In addition, they only assembled at the
monarch’s request.
• The main conflicts were disputes over inheritance rights, as
was the case of the Hundred Years' War. Other conflicts were
caused by the desire to impose clear borders, and in others the
monarchs fought with powerful nobles who did not want to
submit to royal authority.
Page 82
WORK WITH THE IMAGE
• The colours show the different phases of expansion of the
Black Death and the arrows show the directions they took. The
lined areas are the least affected by the epidemic.
• It first appeared in the area of present-day Türkiye and the
islands of Corsica, Sardinia and Sicily. From there it went to
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23
3
SOLUCIONARIO
ANSWER
KEY
EL AGUA
THE
RESURGENCE
EN LA TIERRA
OF EUROPEAN CITIES
the rest of Europe, from coastal areas to the interior, from
south to north.
• It affected nearly all of Europe, although some areas were
spared, such as Milan and areas near Vienna, Bruges and the
Pirineos. These were mainly areas with less trade.
KEY QUESTIONS
• Plants that were in high demand by the textile workshops had
replaced many food crops. The creation of new farmland had
stopped and soils had become poor due to intensive farming.
and anguish.
• The characters look realistic. They show pain and sorrow.
• O. A.
• Religious theme, realism and movement, bright colours
and layers of gold, figures expressing feelings.
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ORGANISE YOUR IDEAS
1
The
main problems were greater rainfall and flooding, which
led to the loss of many crops.
Economic expansion; Developments in agriculture; Trade:
Birth of banking; Craft: emergence of guilds.
The
effects were increased prices of agricultural products
and supply crises in the cities. Hunger and malnutrition spread
quickly.
Urban growth; Causes: Emigration of peasants to the cities,
Escape from serfdom, Development of trade. Municipal
government; Charter (fuero), City hall or Council.
• Monarchs forced peasants to serve in their armies, which
meant they were often away in spring and summer when the
crops needed to be sown and harvested respectively. The war
caused destruction and the loss of harvests. Monarchs, the
nobility and the clergy raised taxes to compensate for lost
income. There were many violent peasant rebellions throughout
Europe. The most impoverished groups demanded better
salaries and working conditions.
The rise of the monarchies; Causes: the growth of cities and
their influence, which helped to impose royal power on the
nobles; Economic growth made it possible to collect more
taxes and create armies of their own; The development of
universities, which meant better educated court officials who
restored Roman law. Parliaments; Only the monarch, the
nobility, the clergy and the governments of the cities were
represented; They met only when the monarch requested it.
• It played a very important role, as it reduced agricultural labour,
which increased food shortages and prices, so that hunger
spread and fuelled rebellions.
Cultural transformation; New centres of education: urban
schools, universities. New literary genres; epic poetry, lyrical
poetry and long narrative poetry. New artistic styles: the
Gothic style.
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COMMUNICATION
Changes in the late Middle Ages
2
Crisis of the 14th century
• M.A. People were absolutely terrified. They acted violently,
attacking the Jews. Flagellants toured European countries doing
penance, asking for God’s forgiveness for sending the plague.
(O. A.)
Agricultural crisis; Causes; exhausted soil due to intensive
farming; food crops replaced by plants for textiles; creation of
new farmland had stopped. Effects; rising prices; supply
crisis; hunger; increased taxes; peasant and urban revolts.
Page 85
WORK WITH THE IMAGE
Wars and revolts; Examples; disputes over inheritance rights;
establishing clear borders; conflicts with nobles who did not
want to submit to royal authority.
• Architect, master builder, blacksmiths, brick makers, workers,
bell makers, carpenters, artists and stone carvers.
Black Death; Effects; high mortality, persecution of the Jewish
population.
• Rose window, abutments, flying buttresses, stained glass. (O. A.)
APPLY YOUR KNOWLEDGE
3
Page 86
KEY QUESTIONS
• They both have religious themes, but in the Gothic sculptures,
other themes appear. Gothic sculpture is more realistic, with
humanised figures that interact with each other. Some
sculptures are polychrome, to increase realism, and curved
lines give a sense of movement.
Dresses, attitudes and gestures are more detailed in the
Gothic style.
• Medieval cities were multicultural, but not egalitarian,
because each culture had to live in its own neighbourhood.
In addition, poor people lived in worse conditions than
nobles, for example. O. A.
Page 87
• O. A.
WORK WITH THE IMAGE
• It shows the descent of Jesus from the cross. The cross is in the
centre. The bodies of the Virgin Mary and Jesus form two
curved, parallel lines. Other figures are showing their sorrow
24
Medieval cities were surrounded by high walls for protection.
The most prominent buildings were the cathedral, the town
hall and the palaces of some nobles and bourgeoisie. They
had narrow and winding streets. The market square was a
large open space where merchants and peasants set up
their stalls to trade.
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4
Borough: neighbourhood of a city where merchants and
artisans lived.
Western Schism: a crisis that arose in the 15th century when
there were various competing popes at the same time.
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Hanseatic league: association of merchants that controlled
the Baltic and North Sea routes.
10
12th
century
Money changer: person specialised in valuation and currency
exchange.
Municipal council: in charge of the government of a city. It
was made up of councillors and headed by a judge and the
mayors.
5
There was very
low production,
with very little
surplus.
There was mainly
subsistence
agriculture.
More farmland was
available. Threefield rotation, and
the introduction of
new techniques,
such as the heavy
plough, irrigation
and mills increased
and diversified
agricultural
production.
Society
It was a feudal
society (nobility
and clergy as
privileged and the
rest as nonprivileged).
It remained a feudal
society, although
merchants were
becoming richer.
Culture
and art
Culture was
concentrated in
monasteries. The
artistic style was
the Romanesque.
Culture developed
significantly, with
new literary and
artistic styles: the
Gothic.
Page 89
6
• (I. D.)The kingdoms of the Península Ibérica, France,
England, the Holy Roman Empire and the Russian
principalities should be labelled, at least.
• The arrows should cross the Mediterranean from east to
west. From the Mediterranean, they should enter the
continent in a northerly direction and go west into the
Península Ibérica.
7
• France and England should be marked.
WHAT DID I LEARN?
SEE-THINK-WONDER
• O. A.
• O. A.
• It shows a well-dressed nobleman riding a richly adorned
horse. He is heading towards a castle.
• O. A.
• M. A. Yes, because of the elegant and elaborate clothing
the nobleman is wearing and the adornments on the horse.
• O. A.
8
9
M. A. The cathedral is tall and slim with high towers. Gothic
architectural techniques made it possible include large
windows, which are decorated with stained glass, mainly of
religious subjects. On the outside, we can see abutments and
flying buttresses and rich sculptural decoration, which sought
more naturalism and the expression of feelings.
• The mendicant orders played an important role as teachers
in the universities that appeared throughout Europe.
• Population growth increased the need for products.
Because of this, artisanal production grew and trade was
reactivated.
• The rise of cities and their influence helped to counteract the
power of the nobles. In addition, economic growth allowed
monarchs to collect more taxes and create armies of their
own. The development of universities made it possible to
have court officials who restored Roman law. The
strengthening of royal power and the creation of permanent
armies resulted in increased military confrontations.
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After
Economy
Artisans of the same trade formed guilds and could not trade
if they did not belong to a guild. The objectives were to
support members and to avoid competition from unqualified
artisans. Each guild had a statute containing the rules of the
trade and a system of aid for members.
Artisans had various trades, for example blacksmiths, bakers,
shoe makers, carpenters, etc. They made their products by
hand, using simple tools. They worked in small workshops
located in the owner's house. Part of the workshop was also
a shop where products were sold to the public. Many women
worked in workshops but could not be members of a guild.
Before
Page 90
11 (M. A) In both images you can see benches where students sit
and a more prominent area where the teacher's table is located.
The materials in the classrooms are different, the technology and
the way both teachers and students are dressed are different.
12 • O. A.
• O. A.
• O. A.
13 M. A. The
bachelor’s degree was the most basic, followed by
a master’s degree. A doctorate required more years, after
which students could become teachers at a university. The
shortest course was Arts and the longest was Theology. In the
Middle Ages these degrees were given in universities and
cathedral schools. They are currently awarded at universities
and secondary schools.
14 MAKE
CONNECTIONS
• Women could not go to university in the Middle Ages. There
are no limitations for women at universities in Spain today.
• The universities were attended by teachers and students
from many different places. Students who lacked resources
received support.
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25
3
SOLUCIONARIO
ANSWER
KEY
EL AGUA
THE
RESURGENCE
EN LA TIERRA
OF EUROPEAN CITIES
• O. A.
Page 91
• Cities were more affected because population density is
higher there than in the countryside.
• M. A. He died of the Black Death. No epidemics make no
distinction.
15 O. A.
16 O. A.
24 • Jacme
d'Agramont died of the Black Death when the
plague reached Lérida.
17 O. A.
18 O. A.
19 INVESTIGATE
• Marco Polo left for the East with his father and uncle
because they were merchants.
• The book recounts Marco Polo's trip to China and all the
places he encountered. O. A.
• It was written by Marco Polo's cellmate in Genoa,
Rustichello of Pisa. Marco Polo dictated it to him.
20 CONTRAST
• O. A.
• O. A.
21 DECIDE
• O. A.
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22 All
the methods of transmission are feasible and helped the
Black Death spread so easily. In addition, hygiene was poor at
that time and the population had suffered from hunger for a
long time so were not healthy to begin with.
• This doctor wrote the first medical treatise in Catalan
in which he records his observations on the Black Death.
It recommends hygienic measures and quarantine. O. A.
• A quarantine involves separating and restricting the
movement of people who have been exposed to an
infectious disease, but who do not have symptoms, to see
if they develop the disease. The term arose in Italy during
the Black Death epidemic, when people who had been in
contact with sick people were isolated for forty days
(quaranta giorni, in Italian) to see if they developed
the disease.
25 UNDERSTAND
OTHERS
• O. A.
• O. A.
• O. A.
Page 93
TAKE ACTION
O. A.
23 • Globalisation
and the present-day speed of travel were
factors that favoured the spread of COVID-19.
26
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