cúpula Brunelleschi

5. Baroque Europe

6. Catalonia 1714

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6. Catalonia 1714

The defeat in 1714. 
After the Catholic Kings, the Habsburg Dynasty maintained complex relations with the principality. Even though they respected each others' institutions, the differences with the crown were serious due to the resources reclaimed by the monarchs for their military companies. The misunderstandings came to a head in 1640, in the framework of the European Thirty Years' War, when the war of the Segadors faced French and Castellans on Catalan soil. The conflagration ended the peace in the Pyrenees, which is why Roselló and part of Cerdanya became French territory and were taken away from Catalonia.

After Carles II died without an heir, Felip V, of the Bourbon Dynasty, took the throne of Spain. In 1701, he pledged to the Constitutions, but another claimer, Charles of Austria, joined in the War of Succession. Catalonia took the Austrian side, but in 1714, Barcelona fell and the cities that were not supported by the Bourbons were treated badly. 
In 1716, the New Plant decree abolished the individual institutions, not Catalan Civil Law.

Assesment for the Age of Discovery

UNIT  PLAN 3
TITLE	THE AGE OF DISCOVERY
GROUP	3rd ESO
TEACHER	Xavier Marín
CONTENTS	- The discovery of America
	- Reasons for the discoveries
	- The new sea routes
	- The first voyage around the world
	- The consequences of the discoveries
ENGLISH AIMS	-Vocabulary related to different civilizations  Discovery, trade routes, technical advances, Portulan charts, navigational instruments, compass, astrolabe, quadrant, caravels, expeditions, Christopher Columbus, consequences, overseas empires, European supremacy, diseases, indigenous population
LEARNING	- Learning about changes in population, economy and society
	- Learning about maritime expeditions in the 15th and 16th centuries
	- Finding out about the discovery of America
	- Understanding the consequences of the discoveries  - Analysing social evolution
ACTIVITIES/COGNITIVE	- Comparing maps of the past and the present
	- Completing a diagram
SKILLS	-   Identifying the advantages and disadvantages of the new empires
	- Finding out about the discoverers
	- Interpreting information from maps
RESOURCES	- Virtual visits to archaeological sites
AND	- Presentations with the computer.
MATERIALS	- Internet (pictures or interactive exercises)
	- Educational films.
EDUCATION	- Curiosity to learn about the causes and consequences of different factors related to population, economy and society

VALUES	- Initiative in interpreting different sources of information
	- Recognising the importance of different social groups within a society
	- Curiosity to learn about the importance of the expeditions
	- Appreciation of the consequences of the discoveries
	- Critical attitude towards different civilizations
KEY	Linguistic communication
COMPETENCES	• Vocabulary related to changes in population, economy and different social groups
	• Expressing cause and effect: Conditions improved because the peasants became free.
	• Making comparisons: In 1500, Europe’s population was almost as large as before the plague.
	• Referring to the distant past: This was the same dynasty which had governed…
	Learning to learn
	• Learning how to analyse information given on a chart
	• Learning to notice the causes and effects of historical events
	Digital ICT competence
	• Doing a web task • Doing a map with the trips of Columbus at My Maps • Work with the mobile phone searching info
	Temporal competence
	• Establishing a chain of cause and effect
	Spatial competence
	· Using maps to compare seas, voyages and locations
	Interpersonal and civic competence
	• Doing a group project on Mayas, Aztecs and Incas
	Autonomy and personal initiative
	• Analysing data in different forms
	• Investigating
	Knowledge and interaction with our world
	• Identifying the impact of the discoveries on the present day
	Cultural and artistic expression
	• Using photos / paintings to acquire information and prompt discussion
ASSESMENT	Written test in first language / second language
FURTHER INFO

Assesment for Reformation and Renaissance

ASSESMENT & FURTHER INFORMATION

• Historical explanation; cause and effect: The social and cultural changes were so profound that this period was given its own name.

• Historical argumentation; comparisons: Michelangelo is one of the greatest and most versatile artists of all times.

• Historical recount; impersonal statements: Europe was divided into two religious blocks.

Learning to learn

• Learning to appreciate and compare art from different periods

• Learning to use a table to organise the main poin ts of a topic and to make comparisons

Mathematical competence

• Understanding the difference between heliocentric and geocentric theory

Digital ICT competence

• Doing a webtask

• Test in QuizStar on the Mobile Telephone

Temporal competence

• Comprehension of the time-scale of important figures and events during this period

Spatial competence

• Using maps to compare areas of different religions

Interpersonal and civic competence

• Comparing paintings with a partner

• Doing a project: the legacy of 15th and 16 th centuries in your region

Autonomy and personal initiative

• Finding out about people who contributed to humanism

• Finding out more about El Greco

• Finding and describing a Renaissance painting

Knowledge and interaction with our world

• Identifying examples of Renaissance art in Spain

• Understanding the importance of the invention of the printing press

• Relating the development of Spanish Renaissance t o the present day

Cultural and artistic expression

• Describing and comparing examples of architecture and sculpture

• Comparing buildings

• Appreciating painting and sculpture

• Analysing the evolution of painting

• Creating a mural

 Written test in first language / second language

2. Renaissance Unit Plan

UNIT  PLAN 2
TITLE	RENAISSANCE
GROUP3r	3rd ESO
TEACHER	Xavier Marín
CONTENTS	- The humanism
	- Renaissance art, architecture, sculpture and science
	- Leonardo da Vinci and Michelangelo
	- The Renaissance in the rest of Europe
ENGLISH AIMS	-Vocabulary related to different civilizations: Humanism, Renaissance, Antiquity, reason,
	experience, The printing press, Science, style, heliocentric, geocentric, harmony, proportions,
	perspective, beauty, subjects, great artists, architecture, sculpture, painting, anatomical studies,
	portrait sculptures, busts, equestrian statues, genius,
LEARNING	- Learning about humanism
	- Discovering Renaissance art and architecture
	- Analysing the evolution of painting
	- Understanding the effects of the Renaissance in Spain
ACTIVITIES/	- Comparing Renaissance and Gothic architecture and sculpture
COGNITIVE	- Listing charactersitics of humanism and investigating three humanists: Erasmo de Rotterdam,
SKILLS	Johannes Gutenberg and Leonardo da Vinci.
	- Answering questions about Renaissance art, architecture and sculpture
	- Comparing the art and skills of Leonardo da Vinci and Michelangelo
	- Finding out about the spread of the Renaissance style to Spain and other parts of Europe
	- Creating a mural about the Renaissance art
RESOURCES	- Virtual visits to archaeological sites
AND	- Presentations with the computer.
MATERIALS	- Internet and Educational films
EDUCATION	- Appreciation of similarities and differences in art and architecture of different ages
VALUES	- Curiosity to learn about a cultural and intellectual movement
	- Curiosity to learn about different theories and discoveries
	- Critical attitude towards religious change and its consequences
KEY	Linguistic communication
COMPETENCES	• Vocabulary related to humanism, science, art and architecture.