THE NEOLITHIC: A REVOLUTION. - geohistory1eso-+A... · elegidos de la serie Los hijos de la tierra, ... Ubicar la creciente fértil en un mapa. ... cooking hunting cutting dressing

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TÍTULO THE NEOLITHIC: A REVOLUTION.

NIVEL LINGÜÍSTICO SEGÚN MCER

A2.1

IDIOMA INGLÉS

ÁREA/ MATERIA CIENCIAS SOCIALES

NÚCLEO TEMÁTICO LA REVOLUCIÓN AGRÍCOLA Y GANADERA: EL NEOLÍTICO

GUÍON TEMÁTICO

El neolítico. Comienzo de prácticas agrícolas y ganaderas.

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

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.

OBSERVACIONES

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

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. CONTENIDOS DE

CURSO/CICLO Bloque 3: Sociedades prehistóricas, primeras civilizaciones y edad antigua.

TEMA O SUBTEMA El Neolítico: la revolución industrial y ganadera.

MODELOS DISCURSIVOS

Analizar causas y predecir efectos. Describir manifestaciones técnicas y artísticas del Neolítico. Interpretar gráficas y completar mapas. Narrar y explicar rutinas en la vida de un hombre neolítico.

TAREAS

Ubicar la creciente fértil en un mapa.

Interpretar una gráfica sobre la evolución de la población.

Actividades de vocabulario.

Interpretación y comprensión básica de textos.

Descripción de imágenes.

Role-play como proyecto final.

CONTENIDOS LINGÜÍSTICOS

FUNCIONES:

Interpretar gráficos y mapas.

Describir imágenes.

Narrar rutinas.

Expresar consecuencias basándose en causas.

ESTRUCTURAS:

Present simple

Past simple

It is used for...

It is made of...

There is / are...

I can see...

So

LÉXICO:

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.

CRITERIOS DE EVALUACIÓN

Valorar la relación entre el hombre neolítico y su medio como recurso y causa de evolución. 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.


Look at this picture and answer the questions:

What can you see in the picture?

In your opinion, when did they live

and where did they live?

What´s the weather like?

I can see...

They are …

The people are wearing…

The people are carrying…

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.


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:

a. b.

c. d.

e.

Now make sentences combining one line from each of the following columns:

1 2 3

Control of fire

The train

The internet

Satellites

The Beatles

is a dramatic change in

are a dramatic change in

transport.

communication.

music.

technology.

life conditions for man.


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)

2. CHANGES IN LIFE: FROM GATHERING FOOD TO PRODUCING IT.

Pre-task.

Look at this word cloud. First listen and repeat the words.

Do you know any other revolutions in history or other examples of

“revolution” ?


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 …


Task.

Listen and read this text. Fill in the gaps with the words that you have learnt.

cattle hominids grow hunting wheat rice corn goats wild chickens

gathering barley 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.


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?


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.


Explain why agriculture and cattle farming begin in this area. To do so, match the

causes and the consequences:

CAUSES

so

CONSEQUENCES

The land is rich and fertile

The weather is warm

There are no high mountains

The rivers flood from time to time

it is easy for man to adapt.

crops are easy to grow.

soil is always fertile and crops are strong.

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._____________/ ____________ 2.________________________

3.________________ 4.________________________


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…

wood strips leather linen cotton

wool fur clay pottery

It is used for…

They are used for…

cooking hunting 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.


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.

……………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………


……………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………

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?


4.SOCIAL EVOLUTION. ART AND THOUGHT IN THE NEOLITHIC.

Pre-task.

Read the following conceptual map carefully:


Now can you find headings for the following pictures in the map above?

1________________________________ 2 ________________________________

3_____________________________ 4___________________________________

5_____________________________________ 6 ____________________________________________


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?


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


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.


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


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-9-000-

year-old-artefacts-discovered.html

http://www.kidspast.com/world-history/0024-technologies-advance-quickly.php

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


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

http://www.kidspast.com/world-history/0024-technologies-advance-quickly.php

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-ampoacuten-

image22235762

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


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THE NEOLITHIC: A REVOLUTION. - geohistory1eso-+A... · elegidos de la serie Los hijos de la tierra, ... Ubicar la creciente fértil en un mapa. ... cooking hunting cutting dressing