The Neolithic: A revolution - geohistory1eso

Transcription

THE
NEOLITHIC:
A
REVOLUTION.
THE NEOLITHIC: A REVOLUTION.
TÍTULO
NIVEL LINGÜÍSTICO SEGÚN
MCER
A2.1
IDIOMA
INGLÉS
ÁREA/ MATERIA
CIENCIAS SOCIALES
NÚCLEO TEMÁTICO
LA REVOLUCIÓN AGRÍCOLA Y GANADERA: EL NEOLÍTICO
El neolítico. Comienzo de prácticas agrícolas y ganaderas.
GUÍON TEMÁTICO
Técnicas rudimentarias.
Manifestaciones artísticas.
FORMATO
WORD/PDF
CORRESPONDENCIA
CURRICULAR (etapa, curso)
1º Educación Secundaria Obligatoria
AUTORÍA
Mª Carmen López Díaz
TEMPORALIZACIÓN
APROXIMADA
5 SESIONES ( 1 PARA LA EXPOSICIÓN DE LOS PROYECTOS FINALES )
COMPETENCIAS BÁSICAS
OBSERVACIONES
1. COMPETENCIA EN COMUNICACIÓN LINGÜÍSTICA.
Contribuimos a ella con el desarrollo del uso de diferentes modelos
discursivos, como la descripción. Además, se adquirirá un vocabulario
específico relacionado con el tema estudiado.
2. COMPETENCIA MATEMÁTICA.
Los alumnos/as habrán de interpretar una gráfica y reconocer formas
geométricas.
3. COMPETENCIA EN EL CONOCIMIENTO E INTERACCIÓN CON EL
MUNDO FÍSICO.
Los alumnos/as tendrán que ubicar geográfica y temporalmente los hechos
descritos. Reflexionamos sobre la interacción hombre-medio.
4. TRATAMIENTO DE LA INFORMACIÓN Y COMPETENCIA DIGITAL.
Se desarrollará mediante la búsqueda de datos en diccionarios on-line y
atlas. Tendrán que hacer una síntesis de la información para el proyecto
final.
5. COMPETENCIA SOCIAL Y CIUDADANA.
Contribuimos a ella estudiando los rasgos de las comunidades de hombres
en el Neolítico. Se reflexionará sobre el carácter revolucionario de los
cambios en esta etapa histórica.
6. COMPETENCIA CULTURAL Y ARTÍSTICA.
Análisis básico y apreciación de algunas manifestaciones artísticas del
Neolítico.
7. COMPETENCIA PARA APRENDER A APRENDER.
Trabajaremos el razonamiento crítico de hechos simples, la explicación de
causas y la predicción de efectos.
8. COMPETENCIA EN AUTONOMÍA E INICIATIVA PERSONAL.
El proyecto final implica revisar lo hecho, extraer conclusiones e idear un
formato propio para explicarlas.
A éstas hay que unir las competencias espacial y temporal, propias de esta
materia, al ubicar datos geográfica y cronológicamente.
Esta secuencia no pretende estudiar de manera exhaustiva el período
neolítico, sólo tratar los datos básicos, con lo que se habrá de completar con
más información en español. Sugerimos, además, la lectura de fragmentos
elegidos de la serie Los hijos de la tierra, de Jean M. Auel.
1º de ESO: The Neolithic: A revolution
3
OBJETIVOS DE ETAPA
CONTENIDOS DE
CURSO/CICLO
TEMA O SUBTEMA
1. Conocer aspectos fundamentales del comienzo histórico de la agricultura
y la ganadería.
2. Comprender y valorar la evolución del hombre en el Neolítico y sus
manifestaciones técnicas y artísticas más destacadas.
3. Relacionar causas y efectos.
4. Comprender textos básicos en lengua inglesa, elaborando mensajes
propios en tal lengua de manera simple e interactuando.
Bloque 3: Sociedades prehistóricas, primeras civilizaciones y edad antigua.
El Neolítico: la revolución industrial y ganadera.
Analizar causas y predecir efectos.
MODELOS
DISCURSIVOS
Describir manifestaciones técnicas y artísticas del Neolítico.
Interpretar gráficas y completar mapas.
Narrar y explicar rutinas en la vida de un hombre neolítico.
Ubicar la creciente fértil en un mapa.
Interpretar una gráfica sobre la evolución de la población.
TAREAS
Actividades de vocabulario.
Interpretación y comprensión básica de textos.
Descripción de imágenes.
Role-play como proyecto final.
FUNCIONES:
ESTRUCTURAS:
LÉXICO:
Interpretar gráficos y
mapas.
Present simple
Revolution, farming,
cattle raising, Neolithic,
gathering, farming,
hunting, fishing,
shepherd, wild fruit,
fertile crescent, taming,
weather conditions,
crops, seeds, wheat,
barley, axe, pottery,
dolmen, tool, harvest,
grow, ancestors, stone,
bone, bury, tomb, take
place, shelter, cave.
Past simple
Describir imágenes.
It is used for...
CONTENIDOS
LINGÜÍSTICOS
Narrar rutinas.
It is made of...
Expresar consecuencias
basándose en causas.
There is / are...
I can see...
So
Valorar la relación entre el hombre neolítico y su medio como recurso y causa de
evolución.
CRITERIOS DE
EVALUACIÓN
Apreciar las manifestaciones técnicas y artísticas del Neolítico y ser capaz de
describir sus aspectos más sobresalientes.
Obtener y seleccionar información de distintas fuentes.
Elaborar en equipo un proyecto sencillo y una exposición oral que resuma lo
aprendido.
El uso del inglés para comunicarse se valorará siempre positivamente.
4
Look at this picture and answer the questions:
What can you see in the picture?
I can see...
They are …
The people are wearing…
The people are carrying…
In your opinion, when did they live
and where did they live?
What´s the weather like?
They lived in…
It is…
Welcome to Neolithic days, a time of change! If you come with us, you will learn about:
- What a revolution is.
- Changes in life during the Neolithic: from gathering food to
producing it.
- Causes of changes.
- Social evolution. Art and thought in the Neolithic.
5
Pre-task.
1. WHAT IS A REVOLUTION?
First, ask your teacher or your language assistant the meaning of dramatic. BE CAREFUL,
IT IS A FALSE FRIEND!!!
Then, look at the following pictures and photos. Match them to the words in the green square
below:
b.
a.
c.
d.
e.
Now make sentences combining one line from each of the following columns:
1
Control of fire
The train
The internet
Satellites
The Beatles
2
is a dramatic change in
are a dramatic change in
3
transport.
communication.
music.
technology.
life conditions for man.
6
Task.
Now read and complete the following definition of
revolution.
“A revolution is a _____________ _________________ in a particular type of human
activity, for example, in the way we work or in the activities we do in our free time.”
(Adapted from Collins Cobuild, University of Birmingham, 1990)
Do you know any other revolutions in history or other examples of
“revolution” ?
2. CHANGES IN LIFE: FROM GATHERING FOOD TO PRODUCING IT.
Pre-task.
Look at this word cloud. First listen and repeat the words.
7
Now divide the words in categories. Compare your answers with your classmate.
WORDS RELATED TO ANIMALS
WORDS RELATED TO PLANTS
OTHER WORDS
Which words from above can you see in the following pictures? Use them and the
expressions in the green chart to describe the pictures below.
In the first picture …
In the second picture…
In the third picture…
There is …
There are …
I can see …
8
Task.
Listen and read this text. Fill in the gaps with the words that you have learnt.
cattle
hominids grow
gathering
barley
hunting
wheat
rice
corn
goats
wild chickens
pigs
Neolithic Revolution (~10,000 BC)
The Neolithic (New Stone) Revolution occurs about 10,000 years ago and dramatically
changes the way that early humans live. Two important factors determine the
Neolithic Revolution:
-The development of agriculture.
-The domestication of animals.
These two changes allow people to stay in one spot instead of going from place to place
following their main food source (animals). Somehow Neolithic people learn how to
____________ crops and keep and raise ____________ for meat. This means the
population can grow faster.
For hundreds of thousands of years _____________ depend on nature for their
survival. Food comes from ____________ plants and animals. Then a new way of
providing food emerges. This revolutionary advancement is that of farming. Instead of
_____________ animals and _______________ fruit and plants from the
environments where they live, humans learn to simply grow their own food.
Grains such as _______________, _____________, ______________ and
______________ are grown in different parts of the world. Wild animals are also
domesticated. ______________ are utilized for their meat and milk. Cattle,
____________________, and _______________ provide a source of food for the
support of a group of humans.
The Neolithic, (Greek neos=new, lithos=stone, or "New Stone Age") is traditionally the
last part of the Stone Age. Because of the profound differences in the way humans
interact once agriculture begins, the New Stone Age is also called the Neolithic
Revolution.
9
Think and answer these questions with information from the text:
1. When does the Neolithic Revolution begin?
2. Name two important causes of this revolution.
3. What are the main sources of food for man in the Neolithic? Give examples.
4. Why can people stay in one place?
5. What does the word “Neolithic” mean?
6. Why is it a revolution?
Read the text one more time and discuss the following questions:
Food for thought!!!
Why can the population
grow faster in the Neolithic?
Can a hunting society grow
without limit?
10
3. CAUSES OF CHANGES.
Pre-task.
What continents can you see in the following map?
Use the web page http://www.yourchildlearns.com/online-atlas.htm to look up
and write the names of the countries and the rivers that appear on the map.
Listen to your teacher and read this text about the map.
THE FERTILE CRESCENT
The lands between the Tigris and Euphrates rivers, as well as the
lands of the Nile River Delta have very fertile soil. This area is known
as the "Fertile Crescent", that means a fertile arch. It is a place
where the weather is warm, which is without high mountains, and
where the rivers flood from time to time, so the soil is renewed.
Agriculture and cattle farming begin here.
11
Explain why agriculture and cattle farming begin in this area. To do so, match the
causes and the consequences:
CAUSES
CONSEQUENCES
The land is rich and fertile
it is easy for man to adapt.
The weather is warm
so
crops are easy to grow.
There are no high mountains
soil is always fertile and crops are strong.
The rivers flood from time to time
flat land is easy to farm.
Listen and repeat these words. Write the correct word under each picture :
stone axe
arrow heads
sickle
stone mill
hoe
jar
clothes
NEOLITHIC “INDUSTRY”: CLOTHING, POTTERY AND TOOLS.
1._____________/ ____________
3.________________
2.________________________
4.________________________
12
5.__________________
6.____________________________
Can you describe the photos above?
Use the on-line dictionary www.wordreference.com and the following chart to help
you:
It is made of…
They are made of…
It is used for…
They are used for…
wood
strips
wool
fur clay
cooking
hunting
leather
linen
cotton
pottery
cutting
dressing
grinding
Task.
Listen and read the text below. Pay especial attention to the words in blue:
Village Development
With the advent of farming and domesticated animals to feed people, life becomes
much easier for early humans. As a result, many more humans survive the difficulties of life.
The population quickly grows from around 2 million humans on the Earth, to more than 90
million. They also hunt, but women work growing crops and gathering fruit.
Farming allows people to build small villages near rivers, or wherever the ground is
fertile enough for crops to grow. Archeologists have found some villages that are believed to
be more than 8,000 years. Some of these ancient villages, such as Jericho, still survive to this
day. They have no streets, the “houses” are next to each other and they do not have doors nor
windows, only in the roof, to protect them from wild animals. They are made of clay, wood and
branches. Domesticated animals live near humans, inside fences.
13
With an abundance of food, and more permanent shelters, people have more time to
devote to the development of new technologies. Better farming equipment, such as the ox
driven plow are invented. The wheel aids humans greatly in transporting goods from one
location to another. The loom allows people to weave cloth, and create finer and more
comfortable clothing.
Now let´s work with the text.
First draw a Neolithic village according with the description given in the text.
Write the main ideas of the text. Use the words in blue to help you.
……………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………
14
……………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………
Finish this graph with the information given and information from the text.
Food for thought.
In your opinion, how do humans learn to farm and
tame animals?
Why do they continue hunting?
How can they improve their tools?
15
4.SOCIAL EVOLUTION. ART AND THOUGHT IN THE NEOLITHIC.
Pre-task.
Read the following conceptual map carefully:
16
Now can you find headings for the following pictures in the map above?
1________________________________
3_____________________________
5_____________________________________
2 ________________________________
4___________________________________
6 ____________________________________________
17
Task.
Listen and read this text.
THOUGHT AND RELIGION
Agriculture permits the growth of the human population and its concentration into villages.
Neolithic religion reflects the new interest in food production as they now know the secret of
reproducing food through controlled implantation of the seed .
The reference here is to the seasonal performance of fertility rituals. Because of the
importance of her function in the life of the Neolithic agricultural community, Earth Mother is
often the most important spirit or god within the community.
It is now believed , in general, that Neolithic people tend to emphasize the FEMALE
PRINCIPLE OF LIFE: the earth or womb out of which their crops grow and which life depends
on it as the true source of life. It is represented in small statues with big wombs and breasts.
Women are extremely important in this culture.
Old people represent experience and wisdom and they are also crucial for the community,
which it is now divided into real families, not big groups or clans.
They bury their dead in the same position as they are inside a mother´s womb, and it is
believed that mega-structures with giant stones are devoted to the dead and to nature. We
can find amazing examples in places like Stonehenge, in Great Britain, or in Carnac and Arles, in
France, or in Los Millares (Almeria –Spain).
Tools for measuring the passage of time are created, for example calendars, star charts and
sundials. This helps farmers track when the growing season would arrive, and when the best
time to plant crops would be.
Discuss about the text and the pictures:
- Why have fertility statues got such big
bellies and breasts? Is there any
connection between fertility and
agriculture?
- Why are old people and women so
important?
- Why are nature and fertility divinities?
18
5.SHOW WHAT YOU HAVE LEARNT.
Complete this chart.
LIFE
IN
THE
NEOLITIC
PERIOD (10.000 BC - 3.000 BC)
CHANGES
CONSEQUENCES
FOOD
TOOLS AND
TECHNIQUES
SOCIETY
HOUSES AND
SHELTERS
“RELIGION” AND
THOUGHT
EXAMPLES OF
NEOLITHIC
SETTLEMENTS AND
REMAINS
19
6.FINAL TASK.
ROLE PLAY
You are going to work in groups of three. One of you is going to
play the role of a young man in a Neolithic community; another
one is going to represent a young woman and the third one is
going to be an old person in a Neolithic village. The procedure is
as follows:
a. Revise what you have learnt again.
b. Write a dialogue among the three characters where you
explain or tell what your everyday life is like in your
community: what do you usually do, what do you eat?, what
do you usually wear?, what instruments you use?, how do you
make them?, what is the village like ?, what animals and
plants do you use?, … .
c. Prepare some posters with photos or drawings, or even a
power point document with images about your daily life in
the Neolithic.
d. Dress up as a Neolithic character.
e. Explain your life to your classmates verbally, supporting
your speech with the posters that you have made.
20
7. EVALUATION.
Think about the things you have studied. Then read these statements and write a
cross ( “X” ) in the right column:
YES
NOT YET
NO
I know the main changes that take place in the
Neolithic
I know the main causes of those changes
I know the meaning of words related to the
Neolithic
I can identify some Neolithic art remains
I can describe a Neolithic village
I can organize vocabulary into categories
I can connect causes and consequences
I can get information from a picture
I can get the main ideas from a text
I can get specific information from a text
I can summarize what I learn
I can cooperate with my classmates and work in
group
21
8. BIBLIOGRAPHY AND LINKS
TEXTS
NEOLITHIC REVOLUTION. Adapted from:
http://www.icsd.k12.ny.us/legacy/highschool/socstud/global2_review/start_of_civilization.htm
http://www.kidspast.com/worlhttp://encyclopedia.kids.net.au/page/ne/Neolithic
THE FERTILE CRESCENT. Adapted from
sc4geography.net
VILLAGE DEVELOPMENT. Adapted from
http://www.kidspast.com/world-history/0024-technologies-advance-quickly.php
THOUGHT AND RELIGION. Adapted from:
http://www.dailymail.co.uk/sciencetech/article-1212320/Ancient-figurines-toys-mother-goddess-statues-say-experts-9-000year-old-artefacts-discovered.html
IMAGES
(Muchas imágenes se han elegido bajo licencia Creative Commons. Aún así reproducimos los sitios web de donde han sido tomadas
todas las usadas en esta secuencia didáctica).
NEOLITHIC VILLAGE
Released for free under a Creative Commons Attribution 2.5 License
http://www.mitchellteachers.net/WorldHistory/MrMEarlyHumansProject/MrMPaleolithictoNeolithicDailyLife.html
SATELLITES
http://www.universetoday.com/93078/how-satellites-work/
THE BEATLES
http://en.wikipedia.org/wiki/The_Beatles
INTERNET
http://enscomunicacionsocial.blogspot.com.es/2010/10/las-noticias-en-internet.html
CONTROL OF FIRE
http://inventos-2.blogspot.com.es/2007/09/mesolticodescubrimiento-del-fuego.html
TRAIN
http://industryandchange.wordpress.com/britain/industrial-revolution-2/
FARMING
CHILD´S PICTURE
http://www.juntadeandalucia.es/averroes/iesalfonso_romero_barcojo/departamentos/sociales/uudd_sociales/prehistoria/recu
rsos_prehistoria/neol%C3%ADtico/neolitico.html
WOMEN GRINDING WHEAT
http://www.google.es/imgres?q=neolithic+farming+and+cattle&start
22
MAP
http://xenohistorian.faithweb.com/worldhis/maps.html
NEOLITHIC TOOLS
http://cyt-ar.com.ar/cyt-ar/index.php/Los_or%C3%ADgenes_de_la_civilizaci%C3%B3n
NEOLITHIC MILL
http://iris.cnice.mec.es/kairos/ensenanzas/eso/antigua/prehistoria_03_02_02.html
NEOLITHIC POT
http://www.hereticus.com/neolitico/neolitico06.html
NEOLITHIC HOE
http://www.aularagon.org/files/espa/ON_Line/Historia/PREH/CMLG10PrehistoriaContenidos2.htm
NEOLITHIC ARROW HEADS
http://tinglefactor.typepad.com/thetinglefactorbox/2009/09/im-a-caveman-neolithic-arrowheads.html
NEOLITHIC HUNTER
http://bhowc.files.wordpress.com/2006/03/mesolithic_hunter.jpg
NEOLITHIC WOMAN
http://bhowc.files.wordpress.com/2006/03/01jfcro.jpg
NEOLITHIC VILLAGE
NEOLITHIC STATUES
STONEHENGE
http://sobrelondres.com/2010/10/27/stonehenge-tours-desde-londres/
SKELETONS
http://revistamachete.blogspot.com/2011/05/amor-en-la-prehistoria-1.html
HARVEST
http://melkart.wikispaces.com/Ciencias+Sociales+1%C2%BA+ESO
SEASONS
http://es.dreamstime.com/fotograf-iacutea-de-archivo-ampaacuterbol-solo-adentro-para-la-estaci-ampoacutenimage22235762
GENERAL
http://encyclopedia.kids.net.au/page/ne/Neolithic
http://es.wikipedia.org/wiki/Neol%C3%ADtico
http://es.wikipedia.org/wiki/Los_hijos_de_la_tierra
23

The Neolithic: A revolution - geohistory1eso

Transcription

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