uniT

REVIEW Earth and the universe

1 Name:  Date:  Class: 

 1 Label the map of the solar system.

Saturn

Jupiter

Earth Neptune
Mercury

Venus Mars Uranus

2 Define the following terms.

Star   Stars are giant masses of gas in the shape of a sphere.

Planet   Planets are big celestial bodies that orbit around the Sun.

Satellite   It is a spherical celestial body that orbits around a planet.

3 Look at the image and answer the following questions.

a) What’s the name of the movement that Earth makes on its

axis?

Rotation

b) How long does it take to make this movement?

24
 hours
c) What is the main effect that this movement causes?
As
 the Earth spins, one part of the Earth receives

the
 Sun’s rays and the other part is dark.

Social Science 5. Unit 1 PHOTOCOPIABLE MATERIAL

uniT
REVIEW Earth and the universe

1 Name:  Date:  Class: 

 4 Indicate which season each image represents and on which month it begins.

Season:  Spring

Month:  March

Season:  Winter

Month:  December

Season:  Summer

Month:  June

Season:  Autumn

Month:  September

5 What is the phase of the moon for each of these images?

Full Moon
Waning Moon New Moon  Waxing Moon

6 Match each term with its definition.

Galaxy Where the solar system is located.

Telescope A set of stars and planets.

The Milky Way An instrument for observing the outer space.

Social Science 5. Unit 1 PHOTOCOPIABLE MATERIAL

uniT
REINFORCEMENT The solar system

1 Name:  Date:  Class: 

 1 Label the map of the solar system.

 Saturn

 Jupiter

 Earth  Neptune

 Mercury

 Venus  Mars  Uranus

2 Group the planets according to their location.

INNER PLANETS OUTER PLANETS

 Mercury  Jupiter
Venus Saturn
Earth Uranus

Mars Neptune

3 Match these words with their definitions.

Comets A body formed by rock pieces left over

from the formation of the solar system.

A body formed by dust and ice. Once they reach the

Meteorites solar system, the heat of the Sun makes the ice turn
into gas, displaying a visible tail.

A body formed by rock, metal and dust. They turn into

Asteroids
shooting stars when they reach the atmosphere.

Social Science 5. Unit 1 PHOTOCOPIABLE MATERIAL

uniT
REINFORCEMENT Earth’s movements

1 Name:  Date:  Class: 

 1 Complete the sentences with the words below.

a) Earth takes 365 days to go around the Sun

b) This movement is called revolution

c) The movement of the Earth around the Sun causes seasons

seasons revolution Sun

2 Match each month with its season.

December Spring

March Autumn

June Winter

September Summer

3 Match each season with the following images.

1

1.  Spring 2

2.  Winter

3
3.  Summer
4

4.  Autumn

Social Science 5. Unit 1 PHOTOCOPIABLE MATERIAL

uniT
extension Earth’s representation

1 Name:  Date:  Class: 

 1 Label the different parts of the globe.

 North Pole

 The Prime Meridian

 The Equator

 Time zones

 South Pole

2 Mark if the following sentences are True (T) or False (F). Then, rewrite the false ones.
T   A scaled representation of the Earth is called a map.

F   On a map, rivers and oceans are represented by the green colour.

On a map, rivers and oceans are represented by the blue colour.

T   As Earth spins, a part of it receives the Sun’s rays while the other part gets dark.

3 Put the following moments along a day in the right order.

Afternoon Sunset Midday Sunrise

Sunrise
1.                     
Midday
2.                     
Afternoon
3.                     
Sunset
4.                     

Social Science 5. Unit 1 PHOTOCOPIABLE MATERIAL

uniT
extension Geographical coordinates

1 Name:  Date:  Class: 

Through geographical coordinates, we can locate any point on the Earth’s surface. To do
this, you just need to know where the parallel and meridian intersect, which will provide you
with the latitude and longitude in degrees.

North Pole

Prime Meridian
Equator

South Pole

Latitude, which ranges from 0° at the equator The longitude, which ranges from 0° to 180°
to 90° at the poles, measures how far north or at the equator, measures how far east or west
south a point lies from the equator. a point lies from the Prime Meridian
(Greenwich meridian).

1 Look at the map below. With the information provided, try to figure out which cities are represented
with the following coordinates.

34° latitude South, 54° longitude West Buenos Aires

a) 

b) 55° latitude North, 37° longitude East  Moscow

c) 33° latitude South, 150° longitude East Sydney

d) 34° latitude North, 118° longitude West Los Angeles

Social Science 5. Unit 1 PHOTOCOPIABLE MATERIAL

uniT
REVIEW Climate

2 Name:  Date:  Class: 

 1 Name these weather instruments and explain what they measure.

Name  Barometer Name Anemometer Name Thermometer Name  Rain gauge

It measures  the wind’s
It measures  It measures  rainfall
It measures 
atmospheric
 pressure speed temperature 

 2 Define the following terms.

Weather
  It
 is what the atmosphere is like in a place at a particular time.

Climate
  It 
is the typical weather of a region for a long period of time.

Global warming
The result of intensive farming, industry and the excessive use of fossil fuels
 
which are adding heat-trapping gases to the atmosphere.
 3 Look at the climate graph below and answer the questions.
a. What is the highest temperature?

26 ºC in July.

b. Which month is the coldest?

January

c. H
 ow many rainfall milliliters are registred during the
year? When does it rain the most?

1,100 mm a year. It rains the most in autumn.

d. To what Spain’s climate zone does it belong? Why?

Oceanic climate because the precipitation is constant

and the temperature is mild all year around.

Social Science 5. Unit 2 PHOTOCOPIABLE MATERIAL

uniT
REVIEW Climate

2 Name:  Date:  Class: 

 4 Colour the climate map and its legend; and label it.

 Oceanic  Mountain

Coastal Mediterranean

 Inland Mediterranean

 Subtropical

 5 Indicate whether these energy sources accelerate or slow down climate change.

Slow down
 Accelerate

Slow down Accelerate

 6 Match each climate zone with its type of vegetation.

Polar  ● ● Atlantic forest

Tropical  ● ● Mountain vegetation
Temperate  ● ● Jungle

Social Science 5. Unit 2 PHOTOCOPIABLE MATERIAL

uniT
REINFORCEMENT Weather

2 Name:  Date:  Class: 

 1 Look at the map and describe the weather in the following Autonomous Communities.

Galicia Rainy

Cataluña Snowy and rainy

Andalucía Sunny

Canary Islands Sunny

 and partly

cloudy

 2 Fill in the gaps.

A. The climate is the typical weather of a region for a long period of time.

B. Climate depends on several factors: the latitude , distance from the sea and
the altitude

C. The Sun’s rays are stronger the closer they are to the equator .

D. The sea absorbs the Sun’s heat this is why temperatures are mild and
stable on the coast.

 3 Match each weather instrument with what they measure.

thermometer  ● ● wind’s direction

barometer  ● ● atmospheric pressure
weather vane  ● ● rainfall
rain gauge  ● ● temperature

Social Science 5. Unit 2 PHOTOCOPIABLE MATERIAL

uniT
REINFORCEMENT Earth’s climate

2 Name:  Date:  Class: 

 1 Look at the map and label the different climate zones.

ARCTIC ARCTIC

 Polar zones
OCEAN OCEAN

60° N Arctic Circle 60° N Arctic Circle

ATLANTIC

OCEAN

30° N 30° N
Tropic of Cancer Tropic of Cancer

PACIFIC
OCEAN
 Tropical zones
Equator
PACIFIC Equator
OCEAN
ATLANTIC INDIAN

OCEAN OCEAN
Tropic of Capricorn Tropic of Capricorn
30° S 30° S

Temperate zones

60° S Antarctic Circle 60° S Antarctic Circle

ATLANTIC
OCEAN

 2 Name the climate zone according to the landscape.

Tropical zone
 Polar zone Temperate zone

 3 Complete the chart.

CLIMATE ZONE POLAR TROPICAL TEMPERATE

Temperature Very low  High   0ºC to 20ºC  

Precipitation Constant in the jungle

 Little   and scarce in the desert.  Irregular  

Vegetation  Mountains   Deserts,

 jungle and savannah   Atlantic and Mediterranean forest

Social Science 5. Unit 2 PHOTOCOPIABLE MATERIAL

uniT
EXTENSION Spain’s climate

2 Name:  Date:  Class: 

 1 Look at the map and label the climate zones.

 Oceanic  Mountain

 Coastal Mediterranean

 Inland Mediterranean

 Subtropical

 2 Relate these images to their climate zone.

Mountain climate
 Oceanic climate Subtropical climate

 3 Complete the chart.

CLIMATE Oceanic Coastal Inland Mediterranean Mountain Subtropical

Mediterranean
mild mild winters and cold winters and cold winters and mild/warm
Temperature
hot summers hot summers cool summers

Precipitation constant little/irregular little snow/rain little

Social Science 5. Unit 2 PHOTOCOPIABLE MATERIAL

uniT
EXTENSION Weather

2 Name:  Date:  Class: 

The weather is what the atmosphere is like in a place at a particular time. Meteorologists forecast the
weather for the next few days, taking into account different factors: temperature, air
pressure, the wind’s speed and direction and precipitation.

Anticyclones, areas of low pressure, air masses and fronts.

When the atmospheric pressure is higher
than 1,016 millibars, an anticyclone is
created, which is associated to good weather
conditions. A
1016
When the pressure is lower than 1,016
millibars, areas of low pressure are formed, 1025 1029
1009
which means unestable weather and possible B
rainfall.
Areas with the same air pressure are joined
through imaginary lines called isobars. The
1008
closer isobars are, the faster the wind’s speed A
will be. 1018

There are different air masses in the A Anticyclones Warm fronts

atmosphere. Cold fronts that are represented B Areas of low pressure
Isobars
Cold fronts
1008 Milibars
by blue lines with triangles and warm fronts
that are marked with a red line of semicircles.
When these air masses meet, atmospheric instability and rainfall occur.

 1 Look at the weather map below and answer the questions.

a. Is there any anticyclone? What is its highest pressure?

Yes, in the Atlantic Ocean.

b. I s there any area of low pressure? Which is the lowest

isobar?

Yes, in the Mediterranean. The lowest isobar is 992 mb.

c. Where are the strongest winds?

Near the areas of low pressure.

d. What will be the weather like tomorrow in Spain?

Good weather in the north and southwest, and

bad weather in the east and south.

Social Science 5. Unit 2 PHOTOCOPIABLE MATERIAL

births
UNIT
uniT REINFORCEMENT Population density

3 Name:  Date:  Class: 

 1 Define population density and write the formula to calculate it.

Population density results from dividing the number of inhabitants of a territory by its surface area.

Population density = number of inhabitants/area in km2.


 2 The following map shows us the population density of Spanish provinces. Look at it and answer the
questions.

Cantabrian Sea
F R A N C E

ANDORRA
N
O C E A

L
G A

nd s
Isla
ic
ar
T I C

T U

le

Ba
P O R
A T L A N

e a
S
a n
n e
r a
t e r
d i
Canary Islands M e

High population density

Medium population density
Low population density
Very low population density

a. Write three provinces with high and very low / low population density.

HIGH DENSITY VERY LOW / LOW DENSITY

Madrid Teruel

Barcelona Soria

Murcia Huesca

b. Where is the highest population density, in coastal or inland areas? Why?


Population density is higher on the coast, because there are many large Spanish cities, as well as major
tourist attractions.

Social Science 5. Unit 3 PHOTOCOPIABLE MATERIAL

unidad
UNIT
uniT REFUERZO
EXTENSION Reading
La nutrición
all kinds
en las
ofplantas
graphs

34  
Nombre:
Name: Fecha: 
Date: Curso: 
Class:

 1 Look at the graphs and answer the questions below.

Life expectancy at birth Men

Number of births per woman Women
5 90

80
4

70
3
60
2
50

1 40

30
1920 1930 1940 1950 1960 1970 1980 1990 2000 2012 1920 1930 1940 1950 1960 1970 1980 1990 2000 2012

a. What does the vertical axis indicate in the first graph?  The number of births per woman.

b. What does the vertical axis record in the second graph? The years showing life expectancy at birth.

c. What is shown in the horizontal axis of both graphs?  The decades

d. What was the number of births per woman in 1920? And in 2012?  In 1920 there were 4.1 births per
woman, while in 2012 only 1.3.
e. What was the life expectancy at birth of Spanish women in 2012? 85 years.

 2 Create a graph with data regarding how many people live at some of your classmates’ home. Follow the
steps.
a. On a piece of graph paper, draw a vertical axis and indicate the number of people (from 1 to 8).
b. D
 raw the horizontal axis and
put your classmates’ initials.
You can choose your 8 closest Pupil’s own answer, according to guidelines
classmates.
provided to create a graph.
c. R
 ecord the data for each
classmate using bars.
d. Colour the bars.
e. F
 inally, indicate the average
number of family members.

Social Science 5. Unit 3 PHOTOCOPIABLE MATERIAL

unidad
Unit
uniT AMPLIACIÓN
EXTENSION Population pyramids

34  
Nombre:
Name: Fecha: 
Date: Curso: 
Class:

The population pyramid is a type of graph used to analyse the population of a place, normally a
country. Pyramids depict the age and sex distribution of a population. Men are conventionally
shown on the left, and women on the right. Population appears on the horizontal axis; and age is
shown in five-year age groups on the vertical axis. Depending on the demographic structure of a
country, the population pyramid develops one shape or another.

Años Years
85 o + 85 o +
80 - 84 80 - 84
75 - 79 75 - 79
70 - 74 70 - 74
65 - 69 65 - 69
60 - 64 60 - 64
55 - 59 55 - 59
50 - 54 50 - 54
45 - 49 45 - 49
40 - 44 40 - 44
35 - 39 35 - 39
30 - 34 30 - 34
25 - 29 25 - 29
20 - 24 20 - 24
15 - 19 15 - 19
10 - 14 10 - 14
5-9 5-9
0-4 0-4
600 400 200 0 0 200 400 600 2500 2000 1500 1000 500 0 0 500 1000 1500 2000 2500
miles de personas miles de personas Thousands of people Thousands of people

The pyramids with a broad base is characteristic The pyramids with a smaller base is
of less developed countries. Most of their characteristic of developed countries: there are
inhabitants are young, because many babies are few births. Besides, the upper part of the
born. The upper part is narrow, since the death pyramid broadens, because life expectancy has
rate is high. increased.

 1 Look at the following population pyramid and answer questions below.

a. D
 oes the population pyramid belong to a developed or
underdeveloped country?

Elderly population Adult population Young population

A pyramid of a developed country.
Years
80 o +
75 - 79
b. In that place, are more boys or girls born?
70 - 74

More boys are born.

65 - 69
60 - 64
55 - 59
50 - 54
45 - 49
40 - 44 c. I n what age bracket can you find the highest number of
35 - 39
30 - 34 inhabitants?
25 - 29
20 - 24
15 - 19
10 - 14
In the 30-44 age group.
5-9
0-4

6 5 4 3 2 1 0 % 0 1 2 3 4 5 6
d. A
 dd up the percentages of bars above 65 years and
Source: INE indicate the percentage corresponding to elderly
population for both genres.

6.8% in men and 9.9% in women.

Social Science 5. Unit 3 PHOTOCOPIABLE MATERIAL
 Unit
uniT REINFORCEMENT Economic agents and factors of production

4 Name:  Date:  Class: 

 1 Complete the following sentences with the words provided.

business services goods

wages households

a. Businesses use resources and work to deliver goods and services .

b. Households are the main consumers: they buy goods and services and earn
wages .

c. The State creates laws that regulate business and household consumption.

2 Label each of the factors of production and fill in the information.

They are the elements obtained from nature.

Some examples are: agricultural land, water, minerals, energy

sources or wood.

natural resources
It’s the physical and intellectual effort made by human beings to
goods and services
produce .

People who obtain raw materials work in the

secondary economic sector.

labour
It represents manufactured and accumulated goods in a
territory.

Some examples are: the financial, physical, human and

technological capital.

capital

Social Science 5. Unit 4 PHOTOCOPIABLE MATERIAL

 Unit
uniT REINFORCEMENT The primary sector

4 Name:  Date:  Class: 

 1 Look at the drawing below. Fill in the gaps with the corresponding activity of the primary sector.

Sea fishing

Livestock farming
Rain-fed agriculture

Irrigated agriculture

Inland fishing

2 Define, in your own words, the primary sector.

Suggested answer: The primary sector corresponds to activities that make a direct use of natural

resources.

3 Note down six jobs which belong to this sector.

Crop farmer
1.                                           

2.  Livestock farmer

                                         
Fisherman
3.                                           

4.  Miner
                                         
Silviculturalist
5.                                           

6.  Gatherer
                                         

Social Science 5. Unit 4 PHOTOCOPIABLE MATERIAL

 UNIT
uniT extension The economic sectors

4 Name:  Date:  Class: 

 1 Look at the drawings below. Fill in the gaps with the corresponding economic sector for each activity.

Primary sector

Secondary sector

Tertiary sector

2 Complete the steps required to obtain a product starting with the first picture. Then, draw each activity
and write the sector it belongs to.

PRIMARY SECTOR

SECONDARY
SECTOR

TERTIARY

SECTOR

Social Science 5. Unit 4 PHOTOCOPIABLE MATERIAL

 Unit
uniT extension

4 Name:  Date:  Class: 

 1 Name a few examples you can find in your autonomous community for the following types of commerce.

Local   Pupil’s own answers

                   
shops
                     

National   Pupil’s own answers

                   
trade
                     

International   Pupil’s own answers

                   
trade
                     

  Pupil’s own answers

                   
Hypermarkets
                     

 2 Write down ten professions from the service industry.

Waiter
1.                      6.  Designer
                   
Shopkeeper
2.                      Dentist
7.                     
Judge
3.                      8.  Taxi driver
                   

4.  Doctor
                    Secretary
9.                     
Teacher
5.                      Lawyer
10.                     

 3 Imagine you are a farmer and you want to make wine and sell it to the markets in the main cities of the
region. To which sector would each of these actions correspond?

a. Planting and harvesting grapevines. Primary

 sector

b. Bottling the wine.  Secondary sector

c. Transporting it to markets.  Tertiary sector

Social Science 5. Unit 4 PHOTOCOPIABLE MATERIAL

 unit
uniT reinforcement What is money?

5 Name:  Date:  Class: 

 1 Match each concept with the following uses.

EXCHANGE VALUE Calculating the price of an old bike.

SAVING METHOD Paying for a soft drink at a bar.

VALUE INDICATOR Setting aside money in your piggy bank to buy something in the future.

 2 Determine whether the following statements are true (T) or false (F) and correct the false ones.

a. Money is the medium of exchange for goods and services. T

b. Interest is the amount of money we pay the bank to keep our money there. F

c. Overconsumption leads to depletion of resources. T

d. SME are enterprises with over 250 workers. F

 b. Interest is the amount of money we receive as a result of depositing our money in the bank.

 d. SME are enterprises with fewer than 250 workers.

 3 Imagine a world with no money.

How would exchanges be made?

 Exchanges would be made by bartering products or services for others.

What kind of problems could arise?

 It would be complex to set a value of exchange for goods or services which are very different..

Social Science 5. Unit 5 PHOTOCOPIABLE MATERIAL

 Unit
uniT Reinforcement Business organisation

5 Name:  Date:  Class: 

 1 Label each image with the corresponding departments at a company.

R+D PRODUCTION MARKETING FINANCE

Finance

Production

Marketing

R+D

 2 Answer the following questions.

Why is the R+D department so important in a company?

Because it’s the department in charge of innovating and developing products that are attractive for the

market.

What is the main aim of the marketing department at a company?

The main aim is to promote a product and engage consumers by developing the desire to buy it.

Social Science 5. Unit 5 PHOTOCOPIABLE MATERIAL

 unit
uniT reinforcement Consumption

5 Name:  Date:  Class: 

1 Define, in your own words, supply and demand, and how they can affect the price of goods and services.
Supply is the quantity of goods or services offered by producers in the market, whereas demand

refers to the number of consumers who want to buy at a certain price. If the demand is very high and

the supply is low, the price of goods will increase.

2 Look at the table below, showing the price increase in some products from the year 2000 to date.

What do we call a general rise in the prices

inflation of goods?
2000 Product 2014
Inflation
0.50 euros 1 euro
Which product shown in the table has the
highest price increase over this period?
What was the rate of inflation?

Bread. 100%

1 euro 1.50 euros

Explain the possible reason for the drop in
price of computers.

Because there is an increasing supply of

computers on the market.

120 euros 150 euros

If wages have been steady over this pe-

riod, how does inflation affect people’s
savings?
1,200 euros 800 euros
Savings decrease, since people spend

more money to buy these goods.

Social Science 5. Unit 5 PHOTOCOPIABLE MATERIAL

 unit
uniT Extension Budget

5 Name:  Date:  Class: 

 1 Imagine you are the owner of a restaurant. Customers provide you with a monthly income of 12,000
euros. The restaurant is not yours, and you have to pay 1,500 euros in rent. In addition, every month
you have to pay the wages for three of your employees (1,200€/each): one waiter and two cooks. You
have decided to draw up a budget for a better management of your business.
A) What fixed expenses does the restaurant have?
Rental expenses: 1,500 euros; plus the wages for

the three employees (1,200 euros x 3), which in total

amounts to 5,100 euros.

B) What are variable expenses?

Variable expenses are not always the same. You can only estimate the cost. For example, for a

restaurant owner, they would include things such as utility bills, the cost of ingredients, etc.

C) What other kind of expenses may you incur? How could you face them?
An electrical household appliance may break down. The wisest way to face it would be to set aside

money for unexpected expenses.

D) What profit would you have once expenses are deducted?

The pupil should calculate the profit taking into account variable expenses.

E) If you wanted to earn interest from the money you have saved, what could you do?

You could open a savings account in the bank; in exchange, banks pay you interest on the money

you’ve lent them.

Social Science 5. Unit 5 PHOTOCOPIABLE MATERIAL

uniT
REVIEW The Middle Ages

6 Name:  Date:  Class: 

 1 Label the events in the timeline.

476: End of the Roman Empire 711: Muslim invasion 1492: Discovery of America

2 Look at the picture and answer the following questions.

a. What is the name of the ceremony represented in the picture?

A knighting ceremony.

b. Who are the characters represented?

The king , a knight (vassal), a nobleman and the clergy.

c. What is the king giving to his vassal?

A title.

d. What did the king receive in exchange?

The knight pledges fidelity and gives military support to the king.

3 Put in order, from the oldest to the most recent, the stages in the history of al-Andalus.

Caliphate Emirate Taifa kingdoms Muslim invasion

Muslim invasion
1.                     
Emirate
2.                     
Caliphate
3.                     
Taifa kingdoms
4.                     

Social Science 5. Unit 6 PHOTOCOPIABLE MATERIAL

uniT
REVIEW The Middle Ages

6 Name:  Date:  Class: 

 4 Look at these three photos and indicate which one is an Andalusí building, which one is Romanesque
and which one is Gothic.

Romanesque
A. Andalusí
B. C.  Gothic

5 Explain the reasons for your answers.

a. Building A is Romanesque because of the thick walls, the small windows and the painted sculptures.

b. Building B is Andalusí because of

 the horseshoe arch.

c. Building C is Gothic because of

 the thin walls and the large stained glass windows.

6 Define the following terms in your own words.

Mudejar Muslims   Mudejar Muslims were Muslims who stayed in Christian territories but kept their religion.

Jews   They also kept their religion and mainly lived in Jewish quarters.

Mozarabs   They were Christians living in Muslim territories who kept their religion.

7 Look at the picture and label the different parts of a Muslim city.

 Wall  Alcazar

 Souk

 Mosque

Social Science 5. Unit 6 PHOTOCOPIABLE MATERIAL

uniT
REINFORCEMENT The new Christian kingdoms

6 Name:  Date:  Class: 

 1 Complete the maps of the expansion of the Christian kingdoms, indicating the century to which they
correspond.

The 10th century The 12th century The 14th century

2 Complete the sentences with the following words.

Visigoths Aragón Asturias Barcelona

Castilla Spanish March León

A) Some of the Visigoths who escaped from the Muslims founded the kingdom of Asturias .

B) The county of Castilla became independent in the 9th century, and joined the kingdom of
León .

C) The county of Barcelona was part of the Frankish territory called León

D) In the 12th century, the kingdom of Spanish March and the Catalonian counties joined and
formed the Crown of Aragón.

3 Match the following elements.

Catalonian Counties Sancho III

Kingdom of Asturias Borrell II

Kingdom of Navarra Pelayo

Social Science 5. Unit 6 PHOTOCOPIABLE MATERIAL

uniT
REINFORCEMENT Feudalism

6 Name:  Date:  Class: 

 1 To which social group would you relate the following pictures? Do they belong to the privileged or
non-privileged group?

PRIVILEGED
 Nobility
NON-PRIVILEGED

PRIVILEGED
 Peasant
NON-PRIVILEGED

PRIVILEGED
 Clergy
NON-PRIVILEGED

2 Look at the picture and answer the questions.

a. What was the name of this kind of land?

Feudal fief.
b. Who was the owner? Where did he live?

A feudal lord who lived in a castle.

c. Who worked on the land?

Peasants.

Social Science 5. Unit 6 PHOTOCOPIABLE MATERIAL

uniT
REINFORCEMENT al-Andalus

6 Name:  Date:  Class: 

 1 Indicate whether the following statements are true (T) or false (F). If false, correct them.
F The Muslim empire started in Arabia in the 7th century and later extended through Europe.

It later extended through the North of Africa, the Iberian Peninsula and Middle East.
T Al-Andalus is the territory in the Iberian Peninsula that was occupied by the Muslims.

F  In the year 711, the Christians defeated the Muslims in the battle of Guadalete.

In the year 711, the Muslims defeated the Christians in the battle of Guadalete.
F The Visigoth Kingdom had its capital in Valladolid.

The Visigoth Kingdom had its capital in Toledo.

F T
 he Germanic tribes that lived in the Iberian Peninsula in the 3rd century were the Vandals, Alans
and Suebi.

The Germanic tribes that lived in the Iberian Peninsula in the 5th century were the Vandals,
Alans and Suebi.

T The Kingdom of Asturias was the first Christian Kingdom in the peninsula.

2 Match the buildings and their uses.

It protected the city.

WALL MOSQUE
It was a place for praying.

It was a fortified castle.

It was the market square.

SOUK ALCAZAR

Social Science 5. Unit 6 PHOTOCOPIABLE MATERIAL

uniT
EXTENSION The art in the Middle Ages

6 Name:  Date:  Class: 

During the Middle Ages, several styles of art emerged in the Iberian Peninsula. Some were the result
of the evolution of previous styles; others arose due to the mixture of different influences.

 1 After reading the characteristics of the different Spanish medieval styles of art, relate each building to a
particular style and indicate three features that allow you to identify them.

VISIGOTHIC ART
Churches were small and
were decorated with
geometric or vegetal
patterns.

San Martín de Frómista, 11th San Juan de Baños, 7th century

century ANDALUSÍ ART Style: Visigothic
 Art
Style: Romanesque
 Art
They used the horseshoe Features: The church is very small.
Features: Thick walls. arch and domes. Their
constructions were built Thick walls.
Small windows. with poor materials but
richly and profusely Decorated with geometric.

Painted
 sculptures. decorated.

ROMANESQUE ART
Churches had thick walls
and small windows. Walls
were decorated with
coloured paintings and
sculptures.

GOTHIC ART
Alhambra of Granada, 14th century Burgos cathedral, 13th Century
Large cathedrals with big
Style: Andalusí
 Art windows decorated with Style: Gothic
 Art
stained glass.
Features: Horseshoe arch. Features: Large cathedral.

Built with poor material but richly Big windows.

and
 profusely decorated. Decorated
 with stained glass.

Social Science 5. Unit 6 PHOTOCOPIABLE MATERIAL

uniT
REVIEW The Modern Age

7 Name:  Date:  Class: 

 1 Complete the following Modern Age timeline with dates and events.

1556
    : Felipe II started his reign 1701: Spanish War of Succession

16th 17th 18th

century century century

1492:The discovery of America 1621:Felipe III started his reign 1789 : The French Revolution
   

 2 Look at the map and answer the following questions.

a. Which historic event is shown on the map?
AT L A N T I C
NORTH
EUROPE The discovery of America.

AMERICA b. Who was the protagonist of this event?

OCEAN Christopher Columbus.

AFRICA c. When did it happen?

In 1492.

SOUTH d. W
 hy did Christopher Columbus called the
inhabitants of the New World ‘Indians’?
AMERICA
Because Colombus thought that he had arrived
in India, and not in a New World.

 3 Put in order, from the oldest to the most recent, the kings/queens and say when they reigned.

Carlos II Isabel I Felipe II Carlos III

Isabel I
1.                    15th
                 CENTURY

Felipe II
2.                    16th
                 CENTURY

Carlos II
3.                    17th
                 CENTURY

Carlos III
4.                    18th
                 CENTURY

Social Science 5. Unit 7 PHOTOCOPIABLE MATERIAL

uniT
REVIEW The Modern Age

7 Name:  Date:  Class: 

 4 Look at the pictures and label the following kings as Felipe II, Felipe V or Carlos I.

A.  Carlos I B.  Felipe II C.  Felipe V

 5 Define the following terms in your own words.

Renaissance
It recovered the cultural values from the Ancient Greeks and Romans.
  

Enlightenment Period of many advances in science and education.

  
Period of economic crisis, but with great cultural development called the
Baroque
Golden Age.
  

 6 Colour the following map according to the code.

a. C
 olour in green: the Kingdom
of Navarra became part of the
Crown of Castilla in 1512.
b. C
 olour in light green: Castilla
ENGLAND conquered territories in the
AT L A N T I C THE NETHERLANDS North of Africa, Melilla, Oran
and Algiers among others.
OCEAN
BURGUNDY AUSTRIA c. C
 olour in orange: Castilla
conquered the Canary Islands
in 1496 and reached America
NAVARRA
in 1492.
a
PORTUGAL d. C
 olour in yellow: Aragón
d
NAPLES expanded throughout the
d SARDINIA Mediterranean.
AMERICA c e
GRANADA
b d e. C
 olour in blue: Castilla ended
S
c b b SICILY the Reconquista when they
ND
LA
AR
Y
IS Melilla conquered Granada in 1492.
N
CA

Social Science 5. Unit 7 PHOTOCOPIABLE MATERIAL

uniT
REINFORCEMENT The Modern Age

7 Name:  Date:  Class: 

 1 Tick the characteristics of the Modern Age.

  There were privileged and non-privileged groups.

√   The humanists and the Renaissance period were part of it.

  Castles and cathedrals were built.

√   The Golden Age and the economic crisis.

2 Complete the sentences with the following words.



humanists commerce monarchies bourgeoisie

printing press armies ships trading routes

a. In the 16th century the invention of the printing press allowed for the spreading ideas of the
humanists .

b. The development of  commerce helped the enrichment of the

bourgeoisie .

monarchies needed a lot of money to keep their

c. The authoritarian        armies .

ships
d. Thanks to the construction of bigger  they were able to discover new

trading routes .

 3 Indicate whether the following statements are true (T) or false (F).

a. Isabel I of Castilla and Fernando II of Aragón were known as the Catholic Monarchs.  T

b. Their marriage united the Crowns of Castilla and Navarra.  F

c. The Catholic Monarchs rulled Aragón and Navarra.  F

d. Isabel and Fernando made their children marry other European monarchs.  T

e. The Catholic Monarchs were a powerful authoritarian monarchy.  T

Social Science 5. Unit 7 PHOTOCOPIABLE MATERIAL

 uniT
REINFORCEMENT The Catholic Monarchs

7 Name:  Date:  Class: 

 1 Find in the wordsearch the territories that were under the Catholic Monarchs’ control.

B w e f g z a A S o
a U u i n a C M A a
l v r o z a A E R r
l z g v o T R D a
i m y a U m H I I g
t g r i m N c C N o
s r m y b z D a I n
a u s t r i a Y A v
c g l a e z e v e o

 2 Explain in your own words Carlos I of Spain’s ancestry, going back two generations, and say what
territories he inherited from each side.

His parents were Juana I of Castilla and Felipe I of Castilla. His grandparents on his mother’s side were

Isabel I and Fernando II. His paternal grandparents were Maximilian I of Habsburg and Mary of Burgundy.

From his mother’s side, he inherited the Crowns of Castilla and Aragón and the overseas territories.

From his father’s side, Carlos I inherited territories in central Europe and the Holy Roman Empire.

 3 Match the terms with their definitions.

Palaces the city residences of the nobility.

Fueros simple flats with exterior corridors and a shared courtyard.

Manor house local laws that governed each territory.

Corralas the city residences of the king or clergy.

Social Science 5. Unit 7 PHOTOCOPIABLE MATERIAL

uniT
REINFORCEMENT The discovery of America

7 Name:  Date:  Class: 

After the discovery of America, the Crown of Castilla started to conquer the American territory.
While the islands and the coast of the Caribbean Sea were populated by many disorganised groups, in
Central America and South America there were several highly civilised and organised groups that
resisted the conquest.

 1 Look at the map and answer the following questions.

a. Which empires dominated Central America?

 The Aztec and the Mayan empires.

A T L A N T I C b. Where were their capitals?

AZTEC
EMPIRE
O C E A N
 The Aztec capital was in Tenochtitlán and the
Mérida Mayan, in Mérida
Tenochtitlán c. W
 ho conquered those territories for the Spa-
nish Crown? In which year?
M AYA N
EMPIRE
 Hernán Cortés in 1519.

d. Find out what they named those territories.

Cuzco
P A C I F I C INCA  México, Guatemala and Honduras.
EMPIRE
O C E A N
e. W
 hich empire extended through South
America?

 The Inca Empire.

f. Where was the capital?

N

 In Cuzco.
W E
g. Find out what they named this territory.

S  Perú.

 2 Search for some information about Hernán Cortés or Francisco Pizarro and elaborate a brief biography
about one of them.

Students should write about some basic information like the date of birth and death, military jobs and

territories conquests that they did for the Spanish Crown.

Social Science 5. Unit 7 PHOTOCOPIABLE MATERIAL

uniT
EXTENSION The art in The Modern Age

7 Name:  Date:  Class: 

During the Modern Age there were three art styles: Renaissance (end of the 15th century - 16th
century), Baroque (17th century - part of the 18th century) and Neoclassic (2nd half of the 18th
century - beginning of the 19th century).

 1 Read the characteristics of the following styles and complete with the correct information.

1. RENAISSANCE ART 2. BAROQUE ART 3. NEOCLASSIC ART

This style was inspired by the
art of ancient Greece and
Rome; the buildings have
columns, semicircular arches,
domes, etc.
Sculptures and paintings show
harmony and a good proportion
of each form.
This style is less concerned
about maintaining order and
proportion. There was a greater
emphasis on decorative and
ornamental elements.
Sculptures and paintings show
more movement and drama in
them.
This style is representative of
the Age of Enlightenment. It
goes back to the classic forms
in a different way: the buildings
are much bigger.
Sculptures and paintings are
simpler and geometry takes
centre stage.

Museo del Prado, by Juan de Basílica de San Lorenzo, by Fontana di Trevi, by Nicola Salvi;
Villanueva; Madrid, 18th—19th Filippo Brunelleschi; Florence, Rome, first half of the 18th
century. 15th century. century.

Neoclassic
Style:  Style: Renaissance Style: Baroque

Characteristics: Classic building Characteristics:Classic building Characteristics:It doesn’t maintain

with columns. inspired by Roman art, order and proportion.

 semicircular
 arches and columns. 

Social Science 5. Unit 7 PHOTOCOPIABLE MATERIAL