4 ANCIENT HISTORY UNIT 4 CONTRIBUTION TO THE DEVELOPMENT

Unit 4: Contribution to the development of basic competences

Social competence and citizenship

• Students will develop these competencies through the contents in this unit.

Knowledge of and interaction with the physical world

• Recognise the main characteristics of Pre-Roman and Roman settlements. (Page 60, Look at...; Page 69, A Roman villa)

Information handling and digital competence

• Interpret the information in a timeline. (Pages 58 and 59, Picture)

• Interpret Pre-Roman and Roman life by studying objects and images from the past. (Page 63; Find out, Page 67, Free people; Page 69, A Roman villa).

• Analyse text and images together. (Page 60, Look at...; Page 62, Look and...; Page 66, Look and answer)

• Interpret maps. (Page 64, The Roman…; Page 68, Roman…)

• Look up information using alternative resources. (Page 65, Netsurfers!; Page 70, Find out; Page 75, Act. 5)

Competence in linguistic communication

• Develop interpersonal communication skills. (Pages 58 and 59, Picture)

• Describe Pre-Roman villages. (Page 60, Look at...; Page 62, Look and...)

• Use vocabulary learned in the unit. (Page 72, Copy and…; Page 75, Act. 3)

Competence in learning to learn

• Review contents and assess learning processes. (Page 61, Check what...; Page 63, Check what...; Page 67, Check what...)

• Use different techniques for organising information. (Page 72; Page 75, Act. 4)

• Learn techniques to analyse images. (Page 73, Learn how to…)

Cultural and artistic
competence

• Develop interest in art from Ancient history. (Page 61, Find out; Page 70, Look and...; Page 73, Learn how to…; Page 74, Act. 2)

• Understand and appreciate rituals from the past. (Page 63, Iberian burial rituals)

• Demonstrate appreciation and respect for different beliefs. (Page 71, The Growth…)

Autonomy and personal initiative

• Use deductive reasoning to complete an activity. (Page 64, Act. 1)

Competence in maths

• Make calculations related to a timeline. (Page 71, The Growth…)

Unit 4

Social competence and citizenship

Competences

Student’s book

Activity book

Didactic guide Unit 4

Identify Pre-Roman villages of the Iberian Peninsula

Pages: 58 to 63

Unit 4

Pages: 6 to 11

Describe life in Pre-Roman villages

Pages: 60 to 63

Unit 4

Pages: 8 to 11

Analyse the phases of the Roman conquest and Romanization

Page: 64

Unit 4

Pages: 12 and 13

Describe a Roman military camp

Page: 65

Unit 4

Pages: 12 and 13

Explain life in Roman cities and in the countryside

Pages: 66 to 69

Unit 4

Pages: 14 to 17

Understand Roman religion and the origins of Christianity

Pages: 70 and 71

Unit 4

Pages: 18 and 19

Didactic
objectives

• Understand the socio-economic organisation of Pre-Roman villages and identify their territory.

• Compare Celtic and Iberian villages and activities.

• Describe the process of Romanization on the Iberian Peninsula.

• Recognise Roman customs and other aspects of everyday life.

• Describe a Roman city and identify its buildings and structures.

• Explain the social and economic organisation of Roman society.

• Describe Roman villas and explain the different economic activities that took place there.

• Understand Roman religion and recognise its most important gods and goddesses.

• Identify the most important aspects of Jesus’ life, his teachings and Christianity’s growth in the Roman Empire.

Contents

• The Celts and Iberians. Life and settlements.

• The Roman conquest and Romanization.

• Legions and Roman military camps.

• The structures and activities of Roman cities.

• Social organisation in Roman times.

• Agriculture and life in the countryside.

• Mining and trade.

• Roman religion.

• The origins of early Christianity and its growth.

• Technical advances introduced by Romans.

• Research using the Internet and other resources.

• Make and interpret a timeline.

• Study and interpret maps, drawings and photos.

Evaluation
criteria

• Check that the students can identify the main socio-economic characteristics of Celtic and Iberian villages.

• Evaluate if the students can explain the process of Romanization on the Iberian Peninsula.

• See if they know how to describe the main buildings and structures in a Roman city and explain what they were used for.

• Verify that they understand the social and economic organisation of Roman society.

• Assess if they can identify the main products exported from Hispania to the rest of the Roman Empire.

• Check if they understand the Roman religion and the growth of Christianity.

• Evaluate if they can identify and describe the archaeological remains and monuments of Celtic, Iberian and Roman villages.

• Verify that they know how to make a timeline including the most important people and events in Roman history.