Prehistory

The study of prehistory lays the foundations for the later understanding of all human culture. In the case of the students for whom this unit is planned, they have in their immediate surroundings important and abundant examples of schematic rock art in the Villuercas region, which they will be able to approach with full knowledge of the historical context in which they were painted. They will better understand their world, both immediate and global, once they assimilate the contents of this unit.

Teacher: Juan Antonio Durán Romero

Course/Level: 1.º ESO

Subject: Geography and History

DU Title: Prehistory

1. Learning outcomes / Evaluation criteria

• To learn about Prehistory

• Find out about early human beings

• Distinguish how people lived in the Palaeolithic, Neolithic and Metal Ages

2. Subject Content

• What is Prehistory

• The life of our first ancestors

• Hunters, the first modern humans

• Agriculture, a crucial step toward civilization

• Metal to conquer the world

3. Language Content / Communication Vocabulary 

Nouns: history, prehistory, archaeologist, oral traditions, geography, The Stone Age, nomad, fertile, domesticate, hunter-gatherer, irrigation, surplus, artisan, civilization, social class.

Verbs: to farm, to rule, trade, to irrigate, to conquer, to defeat, to invade, to worship.

Structures

 

Routines: What is Prehistory?, What were early humans beings like?, How did people live in the Palaeolithic Age?, How did people live in the Neolithic Age?, How did people live in the Metal Ages?.

Grammar contents: verbo To be, Past simple, comparatives, adjectives.

Classroom management: Open your book at page…, Answer the questions, Write the answers, Listen and repeat ... again..., Read the text, Write a composition about..., The homework is ...exercise, Have you finished?

Discourse type

Exposition (definitions of different ideas), narration (to tell a story) and description (of the life and daily activities of human beings in the Prehistory)

Language skills 

Reading, listening and speaking

4. Contextual (cultural) element 

The study of prehistory lays the foundations for the later understanding of all human culture. In the case of the students for whom this unit is planned, they have in their immediate surroundings important and abundant examples of schematic rock art in the Villuercas region, which they will be able to approach with full knowledge of the historical context in which they were painted. They will better understand their world, both immediate and global, once they assimilate the contents of this unit.

5. Cognitive (thinking) processes

- Identify works of art according to Paleolithic or Neolithic characteristics

- Interpret historical maps

- Reflect on the crisis as an opportunity

6. (a) Task(s) 

- Map that will analyze the most important prehistoric sites of the Prehistory

- Images of Palaeolithic art that students have to describe orally

6. (b) Activities

- Tables-summary to be completed on the periods of Prehistory and the types of hominids from reading a text

- Original texts on the creation of man (Bible) and evolutionary theory (Darwin)

- Exercises on the art of the Paleolithic of the true and false type

7. Methodology

Organization and class distribution / timing

Most activities will be individual, but sometimes students will work in groups, in couples and will need to do expositions and narrations in front of their classmates.

Five sessions:

- Session 1: Initial motivational activity, Brain Storming and presentation of the vocabulary and unit. What is Prehistory?

- Session 2: The origin of man

- Session 3: Hominization

- Session 4 What was Prehistoric art like?

- Session 5: Final activities

Resources / Materials

https://drive.google.com/file/d/1vxoFdcxdm39W8JgX9NnGuGUnXwtJdRRN/view?usp=sharing

Key Competences

Linguistic communication, Information processing and digital competence, competence to learn to learn, social and civic competence, autonomy and personal initiative.

8. Evaluation (criteria and instruments)

Criteria:

- Locate places or spaces on a map and get information about the space depicted from the legend.

- Use the conventions and chronological units and the notions of evolution and change by applying them to the facts and processes of prehistory.

- Perform a comprehensive reading of sources of written content information geographical or historical and communicate the information obtained correctly by written.

Instruments

- Listening comprehension activities

- Reading comprehension activities

- Oral presentations

- Written texts

- Final written test

https://drive.google.com/file/d/1vGvP_Ha5wmLJaOg7iGmmpQpTvrdM6JKY/view?usp=sharing

Juan Antonio Durán Romero