1. “IN ILLO TEMPORE”
DIDACTIC UNIT
IES ALHENDIN
CLIL

2. Preview What is history? Why do we study history?
Today we will answer these questions:
What is history?
Why do we study history?
Where does history come from?

3. History is…
“The charm of history and its enigmatic lesson consist in the fact that, from age to age, nothing changes and yet everything is completely different.” —Aldous Huxley
“It should be known that history is a discipline that has a great number of approaches.” — Ibn Khalduin of Tunis

4. History is…
“GEORGE SANTAYANA
Those who cannot learn from history are doomed to repeat it.
A country without a memory is a country of madmen.
GUSTAVE FLAUBERT
Our ignorance of history causes us to slander our own times.
LAUREL THATCHER ULRICH
Well behaved women rarely make history.
LOUISE OTTO
The history of all times, and of today especially, teaches that ... women will be forgotten if they forget to think about themselves.
MAYA ANGELOU
History, despite its wrenching pain, cannot be unlived, but if faced with courage, need not be lived again.
OSCAR WILDE
Any fool can make history but only a great man can write it.
THUCYDIDES
History is Philosophy teaching by examples “

5. SESSION 1: What is History?
From Greek ἱστορία - historia, meaning "inquiry, knowledge acquired by investigation." Is the study of the human past, with special attention to the written record. It is a field of research which uses a narrative to examine and analyze the sequence of events, and it often attempts to investigate objectively the patterns of cause and effect that determine events. (Wikipedia, 2009).

6. Social Sciences What is history? Geography Political Science
Archaeology
Prehistory
Social Sciences
Anthropology
Economics
Psychology
Sociology

7. History as multi-disciplinary
Politics
Many others
Economy
Culture
History
Law
Anthropology
Psychology
Science

8. the scientific writing of history
What is history?
A chronological record of events
History
Definition: The study of everything that has happened in the past.
WHAT?
WHO?
WHEN?
WHERE?
WHY?
Historiography
the scientific writing of history 8

9. In History we study the lives of famous people . . .
KUBLAI KHAN
TUTANKHAMUN
ALEXANDER THE GREAT
In History we study the
lives of famous people . . .
CHRISTOPHER COLUMBUS
NAPOLEON BONAPARTE
WILLIAM SHAKESPEARE
ELIZABETH I
HENRY VIII

10. . . . and the lives of
ordinary people.

11. who may live in simple
societies or . . .

12. . . . or in great
civilisations.

13. “Those who cannot learn from history are doomed to repeat it.”
(George Santayana) 13

14. So... what is History? It should answer the following questions:
What happened? (Facts)
Why did it happen? (Contextualization)
How does it affect us? (Significance)
Where do we go from here? (Application) 14

15. Why do we study history? To understand peoples and societies
To understand change and how our society came to be
To become good citizens of society
To understand current events and trends
To develop skills in analyzing and writing
To learn perspective
To see God’s guiding hand in everything (“HIS story”)

16. Can we determine any meaning from these events?
What is History?
How do we determine past events?
Can we determine any meaning from 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

17. 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, any
smells/sounds/colours you remember?
Can you remember any dialogue (conversation) from the time this
happened?
Why do you think that this memory sticks in your mind so much?
How have you changed since then?

18. Session 2: Where does history come from?
Sources of History
Written History
Archaeology
Oral Tradition

19. Historical Sources Written Unwritten Primary Secondary
Letters, documents, calendars, books, newspapers, magazines
Archaeological remains, tools, ruins, oral tradition, language, interviews
Primary
Secondary
Sources from the historical period itself or first-hand witnesses
Materials and documents based on primary sources 19

20. Historical Sources
Historical sources are materials used by historians in their writing of history. Without it, there will be no history at all.
There are two different kind of sources:
Primary sources
Secondary sources
Dr. Charles Seignobes ( ) further expand these sources:
Oral Tradition
Archeological artifacts
Written literature

21. Written History
Definition: Anything written or recorded about the past.
Turn to page ____in your text and read the excerpt.
Answer the questions on your handout.

22. Archeology
Definition: The use of physical objects to learn about the past.
Receive your artifact.
Describe your artifact as if you had no idea what it was and where it came from.
Make conclusions about the history of the people that left this artifact behind.
Answer the questions on your handout.

23. Oral Tradition
Definition: History passed down by word of mouth from generation to generation.
The Story of OUR GRANDFATHER…
Answer the questions on your handout.

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

25. Archeological artifacts
Object recovered by some archaeological endeavor, which may have a cultural interest.
Examples include stone tools such as:
projectile points
pottery vessels
metal objects such as buttons or guns
jewelry
clothing
bones

26. Primary Sources
Definition: Any document or object that was written or created during the time being studied.
Examples:
ORIGINAL DOCUMENTS: Diaries, speeches, manuscripts, letters, interviews, news film footage, autobiographies, official records 
CREATIVE WORKS: Poetry, drama, novels, music, art 
RELICS OR ARTIFACTS: Pottery, furniture, clothing, buildings

27. Primary Sources
Primary sources give us first hand, you-are-there insights into the past. They are also the most important tools an historian has for developing an understanding of an event. Primary sources serve as the evidence an historian uses in developing an interpretation and in building an argument to support that interpretation. Primary sources do not speak for themselves, they have to be interpreted.

28. Secondary Sources
Definition: Any document or object that analyzes or interprets a primary source.
Examples:
PUBLICATIONS: Textbooks, magazine articles, histories, criticisms, commentaries, encyclopedias, teachers

29. Secondary Sources
The use of secondary sources if we need to find a particular piece of information quickly. You use secondary sources to find the background material you might need if your interests are focused on one subject, but you need to know something about what else was going on at that time or what happened earlier. Like primary sources, secondary sources do not speak for themselves, they have to be interpreted.

30. There are TWO main types of written evidence:
PRIMARY SOURCES -
This is evidence that dates from the
time of the event being studied ie 'First-hand'
evidence.
Give some examples of 'primary evidence'.
SECONDARY SOURCES -
This is evidence produced AFTER
the event has happened. It looks back to earlier times.
Give some examples of 'secondary evidence'.

31. SESSION 2 TRANSLATE THIS SCHEMA TO ENGLISH AND FRENCH

32. SESSION 3: Word to describe the past
1. Read and translate the following text.
�We use the term past when talking about events that happened yesterday as well as about something which took place as long ago as the discovery of America (1492).
When study the past is important to be able to tell when events happened and when one event came before or after another. To do this we need to measure time.
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 born.
The period of time most often used in studing history is the century- a perior of a hundred years. We have lived the finish of the 20th century and we are starting the 21th century.

33. SESSION 3: Word to describe the 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.

34. SESSION 3: Word to describe the 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

35. SESSION 3: Word to describe the 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

36. SESSION 3: Word to describe the past
Copy and complete this timeline to show the terms decade and century
Make your own timeline in

37. SESSION 3: Word to describe the 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 my
lifetime I have entered a new ________________ and now live in
the ___________century. I celebrated the millennium ………….

38. SESSION 3: Word to describe the past
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 3
I was born in 19_____________________
__________________________ 11 4 5 6
In September 2010_______________________

39. SESSION 4: Chronology CHRONOLOGY!
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.

40. SESSION 4: Chronology Copy and complete this table into your book:
Your title is above
MONTH, DAY, AD, YEAR,MINUTES, HOURS, BC, PM, MILLENIUM, AM, WEEK, CENTURY
Time
How is measure the time
100 metre running race
The LSan Silvestre ondon Marathon
The time in the morning
The time in the afternoon
Time 24 hours ago
Time 7 days ago
Time over 30 days ago
Time over 365 days ago
Time over a hundred years ago
Time over a thousand years ago
Time before Christ’s birth
Time after Christ’s birth

41. SESSION 4: Chronology . Task 1. 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. .

42. Session 4: Cronology Five stages of history
a/historia/Tiempo/lineadel.htm

43. Five stages of history
Primitive: the original communist state that was ended by the rise of private property
King-Slaves: the struggle between kings and slaves led to aristocracy
Feudal: the struggle between nobles and serfs led to capitalism
Capitalism: the struggle between owners and workers leads to socialism
The Socialist Communist State!
Project: Stages of history in groups – translation(cARDBOARD).

44. SESSION 5: THE CALENDAR
Uh, 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 work for hundreds or thousands of years, additional rigor is required. The problem is that the direction which the earth's axis points at isn't entirely static. Like a wobbling top, the axis of the earth describes a circle in the sky, over the course of 25,800 years:

45. SESSION 5
The details of the Julian calendar were discussed in Part II. The main motivation for the Julian calendar was to straighten out the previous calendars of the Roman republic. These had drifted back and forth 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 power in 47 BC, it was fast by about 90 days. 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 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 (celestial or secular) was he trying to tie to a particular date in the Julian calendar.

46. SESSION 5
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 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 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 the Orthodox Christian church. Although the best astronomers of his day had measured a year length of slightly less than the Julian average of days, Caesar probably felt that his simple rule was much better than the confusion that had gone before - and perhaps figured that some future ruler would make the necessary adjustments. In some sense it is ironic that his calendrical legacy lasted unchanged for over 1600

47. Session 6: Historical Detectives.
HERE ARE A GOOD INFORMATION FOR THE SESSION

48. This Is The First Object.
What is it?
Where is it?
Who might this be?
What does this tell you about the owner?
A photo from a penpal in Mexico.

49. What Does This Object Tell 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 person belongs to a group or club. They study and read music and can presumably play an instrument. They may be dedicated and hardworking as music lessons of this sort are often done in your own time.

50. 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?
A hypodermic syrsinge. Is the owner a junkie or a diabetic? Could they be allergic to something? The clues tell us the person is religious and musical. A good friend ( as they write pen pal letters) as well. The balance would seem to suggest that the syringe is for medical purposes.

51. Time to decide..put all the clues together….
Be a historical detective.
Time to get the class to piece together the jigsaw. Remember to now relate the activity and skills practiced to being a historian.
Describe who the bag belongs to.

52. Session 6: Historical 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.

53. Session 6: Historical 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.

54. Session 6: Historical Detectives.
The Tollund mand mistery:This body was found in a peat bog on Tollund Fen in Denmark in May 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?

55. Session 6: Historical 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

56. Session 7: BIAS What is it? Why did we need to recognise it?
What do you see?
A young lady or an old woman?
Contextualization The ability to explain why a certain event happened based on the existing conditions
(Why did it happen?) 56

57. 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 between
Barcelona 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.

58. 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 never
seen so much luck and cheating
Here the writer is showing bias.
Arsenal are always described a lucky or
cheating, whereas Man United are
always described as superb. He insults
the referee and gives no credit to the
Arsenal players.

59. 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 ( ). 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.] .

60. “A study of the past that helps us understand the present and will guide us in the future.”60

61. THE other TASKS

62. Look for information on the Internet and answer these questionS
1. 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

63. TASK A: A INFO CARD BY MONUMENT OR ARCHAEOLOGICAL SITE
MAKE THE SITE/ITEM INFO CARD
NAME:
DATA:
PICTURE:
LOCATION:
HISTORIC PERIOD
ARTISTIC STYLE
AVERAGE DISTANCE FROM ALHENDIN:
DISTINGUISHING FEATURES : :

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

65. TASK C: CREATE A ART GLOSARRY
Locate the following items, write their definitions and develop a “Art glossary”
Cornice
Chancel
Romanesque
Chapel
Floorplan
Cripts
Refectory
Cloister
Column
….////….

66. Task D: The five “W”
Find out the five W (WHO, WHAT, WHERE, WHEN, WHY) for one historical facts of your election

67. Example: WHO, WHAT, WHERE, WHEN, 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

68. WHO, WHAT, WHERE, WHEN, WHY WHERE: Normandy, France WHEN 11th Century
At the mouth of the Couesnon River
WHEN
11th Century
WHY
St. Michael instructed Aubert to build a church on the rocky islet.

69. TASK E
A) Make a poster with a timeline of Spain using the most important data
Here you can obtain the necessary information: World History for Kids

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

71. Organize these events of Grenade History and copy them in chronological order1 2 3 4 5 6 7 8 9 10