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PreviewPreviewToday we will answer these questions:Today we will answer these questions:

What is history? What is history? Why do we study history?Why do we study history?Where does history come from?Where does history come from?

History is…History is…““The charm of history and its enigmatic The charm of history and its enigmatic

lesson consist in the fact that, from age to lesson consist in the fact that, from age to age, nothing changes and yet everything is age, nothing changes and yet everything is completely different.” —Aldous Huxleycompletely different.” —Aldous Huxley

““It should be known that history is a It should be known that history is a discipline that has a great number of discipline that has a great number of approaches.”approaches.” —Ibn Khalduin of Tunis —Ibn Khalduin of Tunis

History is…History is…““GEORGE SANTAYANAGEORGE SANTAYANA

Those who cannot learn from history are doomed to repeat it.Those who cannot learn from history are doomed to repeat it.A country without a memory is a country of madmen.A country without a memory is a country of madmen.

GUSTAVE FLAUBERTGUSTAVE FLAUBERTOur ignorance of history causes us to slander our own times.Our ignorance of history causes us to slander our own times.

LAUREL THATCHER ULRICH LAUREL THATCHER ULRICH Well behaved women rarely make history.Well behaved women rarely make history.

LOUISE OTTOLOUISE OTTOThe history of all times, and of today especially, teaches that ... women will be forgotten if they forget to The history of all times, and of today especially, teaches that ... women will be forgotten if they forget to

think about themselves.think about themselves.MAYA ANGELOUMAYA ANGELOU

History, despite its wrenching pain, cannot be unlived, but if faced with courage, need not be lived again.History, despite its wrenching pain, cannot be unlived, but if faced with courage, need not be lived again.OSCAR WILDE OSCAR WILDE

Any fool can make history but only a great man can write it.Any fool can make history but only a great man can write it.THUCYDIDESTHUCYDIDES

History is Philosophy teaching by examplesHistory is Philosophy teaching by examples

““

SESSION 1: What is History?SESSION 1: What is History?From Greek From Greek ἱστορίαἱστορία - - historiahistoria, meaning "inquiry, , meaning "inquiry,

knowledge acquired by investigation." knowledge acquired by investigation." Is the study of the human past, with special Is the study of the human past, with special

attention to the attention to the written recordwritten record. It is a field of . It is a field of research which uses a narrative to examine and research which uses a narrative to examine and analyze the sequence of events, and it often analyze the sequence of events, and it often attempts to investigate objectively the patterns attempts to investigate objectively the patterns of cause and effect that determine events. of cause and effect that determine events. (Wikipedia, 2009).(Wikipedia, 2009).

Social Sciences

Archaeology

Psychology

Geography

Economics

Political Science

Prehistory

Anthropology

Sociology

What is history?What is history?

History as multi-disciplinaryHistory as multi-disciplinary

History

Politics

Economy

Anthropology

Culture

Many others

Psychology

Law

Science

What is history?What is history?A chronological record of events WHAT?

Historiography the scientific writing

of history

WHO?

WHEN? WHERE?

• History – Definition: The

study of everything that has happened in the past.

WHY?

TUTANKHAMUNALEXANDER THE GREAT

KUBLAI KHAN

CHRISTOPHER COLUMBUS

HENRY VIIIELIZABETH IWILLIAM SHAKESPEARE

NAPOLEON BONAPARTE

“Those who cannot learn from history are doomed to repeat it.” (George Santayana)

So... what is History?

What happened? (Facts)

How does it affect us? (Significance)

Why did it happen? (Contextualization)

Where do we go from here? (Application)

It should answer the following questions:

Why do we study history?Why do we study history?To understand peoples and societiesTo understand peoples and societiesTo understand change and how our society To understand change and how our society

came to became to beTo become good citizens of societyTo become good citizens of societyTo understand current events and trendsTo understand current events and trendsTo develop skills in analyzing and writingTo develop skills in analyzing and writingTo learn To learn perspectiveperspectiveTo see God’s guiding hand in everything (“HIS To see God’s guiding hand in everything (“HIS

story”)story”)

What is History?What is History?

How do we determine past events?How do we determine past events?Can we determine any meaning from Can we determine any meaning from

these events?these events?You must to remenber details of a particular

incident in your early life.Choose one key memory from your past. It

can be either a positive or anegative moment. Then answer the following questions

What is History?What is History?When did the event happen?How old were you?What exactly happened?Can you describe the details of the scene – what it looked

like, anysmells/sounds/colours you remember?Can you remember any dialogue (conversation) from the

time thishappened?Why do you think that this memory sticks in your mind so

much?How have you changed since then?

Session 2: Where does Session 2: Where does history come from?history come from?Sources of HistorySources of History

Written History Written History ArchaeologyArchaeology

Oral TraditionOral Tradition

Historical SourcesWritten Unwritten

Archaeological remains, tools, ruins, oral tradition, language, interviews

Primary

Letters, documents, calendars, books, newspapers, magazines

Secondary

Sources from the historical period itself or first-hand witnesses

Materials and documents based on primary sources

Historical SourcesHistorical SourcesHistorical sources are materials used by Historical sources are materials used by

historians in their writing of history. Without historians in their writing of history. Without it, there will be no history at all.it, there will be no history at all.

There are two different kind of sources: There are two different kind of sources: Primary sourcesPrimary sourcesSecondary sourcesSecondary sources

Dr. Charles Seignobes (1854-1942) further Dr. Charles Seignobes (1854-1942) further expand these sources: expand these sources:

Oral TraditionOral TraditionArcheological artifactsArcheological artifactsWritten literatureWritten literature

Written HistoryWritten HistoryDefinitionDefinition: Anything : Anything

written or recorded about written or recorded about the past.the past.

Turn to page ____in your Turn to page ____in your text and read the text and read the excerpt.excerpt.

Answer the questions on Answer the questions on your handout.your handout.

ArcheologyArcheologyDefinitionDefinition: The use of physical : The use of physical

objects to learn about the past.objects to learn about the past.Receive your artifact.Receive your artifact.Describe your artifact as if you Describe your artifact as if you

had no idea what it was and had no idea what it was and where it came from.where it came from.

Make conclusions about the Make conclusions about the history of the people that left history of the people that left this artifact behind.this artifact behind.

Answer the questions on your Answer the questions on your handouthandout..

Oral TraditionOral TraditionDefinitionDefinition: History passed down by word : History passed down by word

of mouth from generation to of mouth from generation to generation.generation.

The Story of OUR GRANDFATHER…The Story of OUR GRANDFATHER…

Answer the questions on your handout.Answer the questions on your handout.

Type of SourcesType of Sources

Oral TraditionOral TraditionAre messages or testimony transmitted orally Are messages or testimony transmitted orally

from one generation to another.from one generation to another. The The messages or testimony are verbally messages or testimony are verbally transmitted in speech or song and may transmitted in speech or song and may take the form. In this way, it is possible for take the form. In this way, it is possible for a society to transmit oral history, oral a society to transmit oral history, oral literature, oral law and other knowledge literature, oral law and other knowledge across generations without a writing across generations without a writing system. Examples of oral traditions are system. Examples of oral traditions are folktales, sayings, ballads, songs, or chants. folktales, sayings, ballads, songs, or chants.

Archeological artifactsArcheological artifactsObject recovered by some Object recovered by some

archaeological endeavor, which may archaeological endeavor, which may have a cultural interest.have a cultural interest.

Examples include stone tools such as:Examples include stone tools such as:projectile pointsprojectile points

pottery vessels pottery vessels metal objects such as buttons or gunsmetal objects such as buttons or gunsjewelryjewelryclothingclothingbonesbones

Primary SourcesPrimary SourcesDefinitionDefinition: Any document or object that was written : Any document or object that was written

or created during the time being studied.or created during the time being studied.

Examples:Examples:ORIGINAL DOCUMENTS: Diaries, speeches, ORIGINAL DOCUMENTS: Diaries, speeches,

manuscripts, letters, interviews, news film manuscripts, letters, interviews, news film footage, autobiographies, official records  footage, autobiographies, official records 

CREATIVE WORKS: Poetry, drama, novels, music, CREATIVE WORKS: Poetry, drama, novels, music, art  art 

RELICS OR ARTIFACTS: Pottery, furniture, RELICS OR ARTIFACTS: Pottery, furniture, clothing, buildings clothing, buildings

Primary SourcesPrimary SourcesPrimary sources give us first hand, you-are-there Primary sources give us first hand, you-are-there

insights into the past. They are also the most insights into the past. They are also the most important tools an historian has for developing important tools an historian has for developing an understanding of an event.an understanding of an event.

Primary sources serve as the evidence an Primary sources serve as the evidence an historian uses in developing an interpretation historian uses in developing an interpretation and in building an argument to support that and in building an argument to support that interpretation.interpretation.

Primary sources Primary sources do not speak for themselves, do not speak for themselves, they have to be interpreted.they have to be interpreted.

Secondary SourcesSecondary SourcesDefinitionDefinition: Any document or object that : Any document or object that

analyzes or interprets a primary source.analyzes or interprets a primary source.

Examples:Examples:PUBLICATIONS: Textbooks, magazine PUBLICATIONS: Textbooks, magazine

articles, histories, criticisms, commentaries, articles, histories, criticisms, commentaries, encyclopedias, teachersencyclopedias, teachers

Secondary SourcesSecondary SourcesThe use of secondary sources if we need to find a The use of secondary sources if we need to find a

particular piece of information quickly.particular piece of information quickly.You use secondary sources to find the background You use secondary sources to find the background

material you might need if your interests are material you might need if your interests are focused on one subject, but you need to know focused on one subject, but you need to know something about what else was going on at that something about what else was going on at that time or what happened earlier.time or what happened earlier.

Like primary sources, secondary sources Like primary sources, secondary sources do not do not speak for themselves, they have to be speak for themselves, they have to be interpreted.interpreted.

SESSION 2SESSION 2

TRANSLATE THIS SCHEMA TO ENGLISH AND FRENCH

http://www.isftic.mepsyd.es/w3/eos/MaterialesEducativos/mem2000/arqueologia/index.html

SESSION 3: Word to describe SESSION 3: Word to describe the pastthe past

1. Read and translate the following text.1. Read and translate the following text.��We use the We use the termterm past when talking about events that past when talking about events that

happened yesterday as well as about something which took happened yesterday as well as about something which took place as long ago as the discovery of America (1492). place as long ago as the discovery of America (1492).

When study the past is important to be able to tell when events When study the past is important to be able to tell when events happened and when one event came before or after another. happened and when one event came before or after another. To do this we need to To do this we need to measuremeasure time. time.

The main unit of time is the year. For example, we tell how old The main unit of time is the year. For example, we tell how old are by the numbers of years wich have passed since we were are by the numbers of years wich have passed since we were born. born.

The period of time most often used in studing history is the The period of time most often used in studing history is the century- a perior of a hundred years. We have lived the finish century- a perior of a hundred years. We have lived the finish of the 20th century and we are starting the 21th century.of the 20th century and we are starting the 21th century.

SESSION 3: Word to describe SESSION 3: Word to describe the pastthe past

There are many different words that we use to describe the past.

It is important that we understand these words if we are to become good historians.

SESSION 3: Word to describe SESSION 3: Word to describe the pastthe past

• For each word use pencil to link the head with the tail

HEAD TAIL

CENTURY anno Domini . These Latin words mean after Christ.

B.C. Separate division of time

A.D. Before Chirst

PERIODS One hundred year

MILLENIUM

Every Ten years

SESSION 3: Word to describe SESSION 3: Word to describe the pastthe past

• Now in your book write a sentence for each word. For example;

• A century means ………• Finding out which year is in which century can be

tricky business. The easiest was to decide is to cover the last two numbers up and add one. For example;

• 1492 is in the Fifteenth Century• In your books answer the following• The year 1503 is in the ______________ Century• Do the same for the years 1212, 2010, 1899 and 711

SESSION 3: Word to describe SESSION 3: Word to describe the pastthe past

• Copy and complete this timeline to show the terms decade and century

• Make your own timeline in • http://ateneanegra.blogspot.com/search/label/Timeline

SESSION 3: Word to describe SESSION 3: Word to describe the pastthe past

Complete the missing words

Remember when people refer to a decade in time they don’t say the say the second decade they say the 20’s.

My name is ______ __________. I was born in the _________Century in the. My date of birth is ____________ (B.C/AD). In mylifetime I have entered a new ________________ and now live inthe ___________century. I celebrated the millennium ………….

SESSION 3: Word to describe the SESSION 3: Word to describe the pastpast

HOW DO HISTORIANS DIVIDE TIME? MY HISTORY

YOUR TASK: The page below had been divided into six boxes; each box is a stage in your life. In the space provided write a brief description of a stage in your life. Once you have done that give the stage a name.

1 2 3I was born in 19_______________________________________________ 11

4 5 6In September 2010_______________________

SESSION 4: ChronologySESSION 4: ChronologyCHRONOLOGY!To understand a story you must know what order

things happened in.CHRONOLOGY is the study of exactly when things

happened. When historians put events in chronological order theyput them in the order that they happened. Like detectives, by placing important events in chronological order we can discover many interesting things about why events happened. That is when History starts to get really interesting.

SESSION 4: ChronologySESSION 4: Chronology• Copy and

complete this table into your book:

• Your title is aboveMONTH, DAY, AD, YEAR,MINUTES, HOURS, BC, PM, MILLENIUM, AM, WEEK, CENTURY

Time How is measure the time

100 metre running raceThe LSan Silvestre ondon MarathonThe time in the morningThe time in the afternoonTime 24 hours agoTime 7 days agoTime over 30 days agoTime over 365 days agoTime over a hundred years agoTime over a thousand years agoTime before Christ’s birthTime after Christ’s birth

SESSION 4: ChronologySESSION 4: ChronologyTask1. What does chronological order mean?2. Write the title ‘1492– The Year that

Everyone Remembers’ and then write out the jumbled up events in the correct chronological order.

.

Session 4: CronologySession 4: CronologyFive stages of historyFive stages of history

http://www.luxdomini.com/cronologia_indexhttp://www.luxdomini.com/cronologia_index.htm.htm

http://cead2002.uabc.mx/dgaa/matdidac2/bhttp://cead2002.uabc.mx/dgaa/matdidac2/biologia/historia/Tiempo/lineadel.htmiologia/historia/Tiempo/lineadel.htm

Five stages of historyFive stages of historyPrimitive:Primitive: the original communist state that the original communist state that was ended by the rise of private propertywas ended by the rise of private property

King-Slaves:King-Slaves: the struggle between kings and the struggle between kings and slaves led to aristocracyslaves led to aristocracy

Feudal: Feudal: the struggle between nobles and serfs led the struggle between nobles and serfs led to capitalismto capitalism

Capitalism:Capitalism: the struggle between owners and the struggle between owners and workers leads to socialismworkers leads to socialism

The Socialist Communist State!The Socialist Communist State!Project: Stages of history in groups – translation(cARDBOARD).Project: Stages of history in groups – translation(cARDBOARD).

SESSION 5: THE CALENDARSESSION 5: THE CALENDARUh, Oh...He's Going to Ask That Question Again...So, what, exactly, is a year? The standard answer is that it's the time it takes for

the seasonal cycle to repeat. Since the seasons are determined largely by the axial tilt of the earth, and the earth's axis points in the same direction throughout the entire year (otherwise we wouldn't have a north star), the cycle takes about the same time as a

However, when it comes to designing a calendar which is supposed to However, when it comes to designing a calendar which is supposed to work for hundreds or thousands of years, additional rigor is required. work for hundreds or thousands of years, additional rigor is required. The problem is that the direction which the earth's axis points at The problem is that the direction which the earth's axis points at isn'tisn't entirely static. Like a wobbling top, the axis of the earth describes a entirely static. Like a wobbling top, the axis of the earth describes a circle in the sky, over the course of 25,800 years:circle in the sky, over the course of 25,800 years:

SESSION 5SESSION 5The details of the Julian calendar were discussed in Part II. The main The details of the Julian calendar were discussed in Part II. The main

motivation for the Julian calendar was to straighten out the previous motivation for the Julian calendar was to straighten out the previous calendars of the Roman republic. These had drifted back and forth calendars of the Roman republic. These had drifted back and forth relative to the seasons, often due to political whim; by the time Julius relative to the seasons, often due to political whim; by the time Julius Caesar finished fighting both Rome's enemies and his own rivals for Caesar finished fighting both Rome's enemies and his own rivals for power in 47 BC, it was fast by about 90 days.power in 47 BC, it was fast by about 90 days.

As a result, in addition to changing the lengths of months to our As a result, in addition to changing the lengths of months to our modern values in his rules for a new calendar, Caesar also declared modern values in his rules for a new calendar, Caesar also declared that 46 BC would be 445 days long, to get the calendar back in step that 46 BC would be 445 days long, to get the calendar back in step with the seasons. But it is not precisely known exactly what event with the seasons. But it is not precisely known exactly what event (celestial or secular) was he trying to tie to a particular date in the (celestial or secular) was he trying to tie to a particular date in the Julian calendar.Julian calendar.

SESSION 5SESSION 5Nevertheless, he and his advisor, Sosigenes, did a pretty good job of eliminating Nevertheless, he and his advisor, Sosigenes, did a pretty good job of eliminating

the confusion in the Roman year. Aside from some initial missteps about how the confusion in the Roman year. Aside from some initial missteps about how the leap year would be observed, the Julian calendar far outlasted the Roman the leap year would be observed, the Julian calendar far outlasted the Roman Empire. Each year was 365 days long, except for every fourth year, which was Empire. Each year was 365 days long, except for every fourth year, which was given an additional day in February - essentially what we (usually) still do given an additional day in February - essentially what we (usually) still do today - and in fact is still being used today as the ecclesiastical calendar for today - and in fact is still being used today as the ecclesiastical calendar for the Orthodox Christian church.the Orthodox Christian church.

Although the best astronomers of his day had measured a year length of Although the best astronomers of his day had measured a year length of slightly less than the Julian average of 365.25 days, Caesar probably felt that slightly less than the Julian average of 365.25 days, Caesar probably felt that his simple rule was much better than the confusion that had gone before - and his simple rule was much better than the confusion that had gone before - and perhaps figured that some future ruler would make the necessary perhaps figured that some future ruler would make the necessary adjustments. In some sense it is ironic that his calendrical legacy lasted adjustments. In some sense it is ironic that his calendrical legacy lasted unchanged for over 1600 unchanged for over 1600

http://www.timezone.com/library/tmachine/tmachine0006http://www.timezone.com/library/tmachine/tmachine0006

Session 6: Historical Session 6: Historical Detectives.Detectives.

• HERE ARE A GOOD INFORMATION FOR THE SESSION

This Is The First Object.This Is The First Object.• What is it?• Where is it?• Who might this be?• What does this tell

you about the owner?

What Does This Object Tell What Does This Object Tell Us?Us?

• Do you know what it is?• What does this tell us

about the persons character?

• Remember we are only making ASSUMPTIONS!

• These may not be FACTS!

The Final Item in the Bag is..The Final Item in the Bag is..• What is this?• IS it what you think it is?• What does it tell us about

the owner of the bag?• Does the rest of the

information help us to decide what it might be for?

Time to decide..put all the clues together….

Be a historical detective.

Describe who the bag belongs to.

Session 6: Historical Session 6: Historical Detectives.Detectives.

• What is a History Detective?• A History Detective is somebody who looks at events in

the past. They do not want to catch criminals or bring anybody to justice. History detectives want to find out about the past for its own sake, and learn about what hasgone before from the clues other people have found. The further back in the past we look the harder it is to find clues. We must get help from people like archaeologists to find out what happened a very long time ago.

Session 6: Historical Session 6: Historical Detectives.Detectives.

• Am I a History Detective?• YES! In today's lesson you will be a History Detective. We are

going to investigate a murder that happened in Denmark during the Iron Age (remember this is when the Celts lived). Using a selection of PRIMARY and SECONDARY evidence about the murder you will try and work out why a man was killed.

• If you think that YOU are up to this challenge then watch the video closely and read the following information carefully. The Tollund Man is relying on you to decide who killed him and why they did it.

Session 6: Historical Session 6: Historical Detectives.Detectives.

• The Tollund mand mistery:This body was found in a peat bog on Tollund Fen in Denmark in May 1950. Two men were digging peat for burning. As they worked they suddenly saw in the peat layer a face so fresh they thought they had come across a recent murder. They called the police. The men carefully removed the peat from the body till more of him could be seen. The man lay on his right side as if he was asleep. He wore no clothes, except for a pointed skin cap and a smooth hide belt. His hair was cut short. Round the neck was a rope noose and an iron neck ring. It was drawn tight around his neck and throat.

• Questions• 1. Who found the body?• 2. Where was the body found?• 3. What did they find on the body?

Session 6: Historical Session 6: Historical Detectives.Detectives.

These items were not found on the Tollund man but are similar to those around his neck. The item on the right is a rope noose and the item on the left is a neck ring. Iron Age people buried neck rings with their dead as an offering to the Spring Goddess.

Age

Stomache

Date of burial

Contextualization The ability to explain why a certain event happened based on the existing conditions

What do you see?A young lady or an old woman?

(Why did it happen?)

Session 7: BIAS Session 7: BIAS What is it? Why did we need to recognise it?

Session 7: BIAS Session 7: BIAS What is it? Why did we need to recognise it?

..If you were asked to write fair and balanced account of a football match betweenBarcelona and Real Madrid you would have to describe exactly what happened truthfully.If you supported Barcelona , you might describe any Real Madrid goal as ‘lucky’,but any Barcelona goal as ‘fantastic’ or ‘skilful’. Doing this would be biased. You would be putting across an unfair or unbalanced opinion.

Session 7: BIAS Session 7: BIAS What is it? Why did we need to recognise it?

..This is an account of a football match written by a Real Madrid fan.R. Madrid lost 4-0 !

“Barca were so lucky at the match. The superb and skilful Madrid players were beaten by the lucky, cheating Arsenal players.The referee was totally biased, he allowed four goals that were all offside. I have neverseen so much luck and cheating

Here the writer is showing bias.Arsenal are always described a lucky orcheating, whereas Man United arealways described as superb. He insultsthe referee and gives no credit to theArsenal players.

Session 7: BIAS Session 7: BIAS What is it? Why did we need to recognise it?

..

1. Copy out the biased report of the football match. In your own words, explain why the report is biased.2. Now rewrite the football report pretending you are an Arsenal supporter - think how it would change.3. You now have two biased accounts - what do you need to do to work out what really happened?4. Why do historians have to be careful of bias?5. How is bias useful to historians?6. Imagine you are investigating the Grenade War (1482-1492). You have six sources and you know they are all biased. Would this be a problem? [Explain in a paragraph - think carefully about your earlier work.].

“A study of the past that helps us understand the present and will guide us in the future.”

THE other TASKS

Look for information on the Internet and answer these questionS1. Write the names of three important HISTORICAL FACTS in Spain, France and United Kingdom--------------------------------------------------------------------------------------------------------------2.SITUATE the time and dataname of the events in Spain, France and United Kingdom------------------------------------------------------------------------------------------------------------------3.Write the names of three important archaeological sites in Spain, France and United Kingdom------------------------------------------------------------------------------------------

WORD OF DE DAY: ONE FOR SUBJECT WITH THE SINONIMOUS AND THE USAGE

:

MAKE THE SITE/ITEM INFO CARDNAME: DATA:

PICTURE: LOCATION: HISTORIC PERIOD

ARTISTIC STYLE

AVERAGE DISTANCE FROM ALHENDIN: DISTINGUISHING FEATURES

:

TASK A: A INFO CARD BY MONUMENT OR ARCHAEOLOGICAL SITE

Write some features of Islamic architecture.

What river in Andalucía is called Guadalquivir and why? Analyze born and where it leads.

How many castles are in the ancient Grenade Kingdom? Enter the name of important or famous.

France was the first country to host the Renaissance style. Proof of this, the castles of the Loire Valley. What was the first to be built? What major artist spent his last days there?

See the following pages you will be able to answer the questions posed. I remind you that you can deliver the work written by hand or computer and must respect the date of delivery.

http://www.historyteacher.net/

http://www.cjims.org/Weblists/Middle_Ages.htm

TASK B: WHAT WAS THE MIDDLE AGE IN SPAIN?WHAT WAS THE MIDDLE AGE IN SPAIN?

TASK C: CREATE A ART TASK C: CREATE A ART GLOSARRYGLOSARRY

• Cornice• Chancel• Romanesque• Chapel• Floorplan• Cripts

• Refectory• Cloister• Column• ….////….

Locate the following items, write their definitions and develop a “Art glossary”

Task D: The five “W”Task D: The five “W”►Find out the five W (Find out the five W (WHO, WHAT, WHO, WHAT,

WHERE, WHEN, WHYWHERE, WHEN, WHY) for one historical ) for one historical facts of your electionfacts of your election

Example: WHO, WHAT, WHERE, Example: WHO, WHAT, WHERE, WHEN, WHYWHEN, WHY

►WHO: William de Volpiano, the Italian architect who built the Abbey of Fecamp Normandy, was chosen as the building contractor by Richard II of Normandy in the 11th century.

►WHAT: The Abbey and Mont Saint Michelle Built of Granite and in some places limestone

WHO, WHAT, WHERE, WHEN, WHO, WHAT, WHERE, WHEN, WHYWHY

►WHERE: Normandy, France At the mouth of the Couesnon River

►WHEN11th Century►WHYSt. Michael instructed Aubert to build a

church on the rocky islet.

A) Make a poster with a timeline of Spain using the most important dataHere you can obtain the necessary information: World History for Kidshttp://ccssloranca.wordpress.com/mapas-historia-de-espana/

TASK E

TASK F) Events and dates in the History of Grenade:

!

Organize these events of Grenade History and copy them in chronological

order► 11

► 22

► 33

► 44

► 55

► 66

► 77

► 88

► 99

► 1010