Social Sciences Eso 2º

7/26/2019 Social Sciences Eso 2º

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Social Sciences, Geography and History ESO 2

OXFORD CLIL

SOCIAL SCIECES,

GEOGRA!H" ADHIS#OR"

ESO 2

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CO#E#S

*+ I#ROD'C#IO 2

2+ E#HODOLOG" -

.+ /ASIC CO!E#ECES 0

-+ AC#I1I#IES, A##E#IO #O DI1ERSI#", ASSESSE#, ADASSESSE# OF /ASIC CO!E#ECES *

Acti3ities *Attention to di3ersity *Assess4ent proced5res and 4ar6ing criteria *7Assess4ent o% 8asic co4petences *7

9+ !ROGRAES OF S#'D" 2:

GEOGRA!H" 2:'nit *+ !op5lation 2:'nit 2+ Conte4porary societies 2-'nit .+ 'r8an settle4ent 27

HIS#OR" .:'nit -+ #he /y;antine and Carolingian e4pires .:'nit 9+ Isla4 and al<Andal5s ..'nit + Fe5dal E5rope

.'nit 7+ Cities in 4edie3al E5rope .='nit 0+ #he Christian 6ingdo4s -2'nit =+ #he Early odern !eriod -9'nit *:+ /aro>5e E5rope -0





*+ I#ROD'C#IO

This document refers to the second<year ESO syllabus for Social Sciences and isbased on the Royal Decree *.*?2:: o% 2= Dece48er, approved by the thenMinistry of Education and Science (MEC), which establishes the minimum syllabus

reuirements for Compulsory Secondary Education (ES!) accordin" to theConstitutional #aw on Education (#!E)$

%ccordin" to the #!E, one of the aims of school education is to enable students tocommunicate & to understand and e'press themselves orally and in writin" & in one or more forei"n lan"ua"es$ To help further this aim, the same Royal Decree "ives localeducation authorities the power to authorise schools to teach some curriculum subectsin a forei"n lan"ua"e, as lon" as the basic curriculum reuirements are met$

%s a result, an increasin" number of primary and secondary schools are offerin" aran"e of curriculum subects throu"h the medium of a forei"n lan"ua"e, especiallyEn"lish$ The aim of this socalled *bilin"ual+ education is to develop students+ lin"uistic

competence in all of the four sills of listenin", speain", readin" and writin" throu"hcontent and lan"ua"e inte"rated learnin" (C#-#)$ The !'ford C#-# series has been

conceived and developed specifically for the needs of secondary students in bilingual

sections and schools. It covers the curriculum requirements in the subject area

providin" students with the necessary subect nowled"e, whilst at the same timedevelopin" their lin"uistic sills in both their mother ton"ue and En"lish$

%nother ey feature of the #!E is the inte"ration of basic competences into thecurriculum$ The course obectives, content, methodolo"y and assessment criteria arenow closely lined to these competences, which "uide the teachin" and learnin"process$

-n each of the 10 teachin" units for this subect and school year, concepts, proceduresand attitudes are all interlined and "eared towards the teachin" and learnin" process$Each one performs a different, yet complementary, role in the students. learnin"process$ This is also clearly reflected in the assessment criteria and the basiccompetences and subcompetences, which each apply to different content types andreuire different approaches in the classroom$ Students should always be encoura"edto participate and learn to wor independently as well as in a team, in such a way thatthey themselves construct their own nowled"e, another feature of competencebasededucation$ This is even more essential in a bilin"ual conte't$ Teachin" students thevalues of a democratic, free, tolerant and multicultural society continues to be one of the priorities of the education system, as reflected in the obectives of this sta"e of education and in those of this subect in particular$ -n the different units students willlearn about their country and community+s rich herita"e ("eo"raphical, historical,cultural and artistic)$ They will develop the sills directly lined to all the basiccompetences and, in addition, competence in the forei"n lan"ua"e$

Each teachin" unit starts with an openin" section which presents the unit contentthrou"h a series of uestions$ The subseuent unit content is presented in a clear,or"anised and concise way$ The approach to each topic, the vocabulary and thecomple'ity of the content have all been adapted to the co"nitive abilities of thestudents$ The lan"ua"e level has been carefully "raded for nonnative speaers$ Thecontent is presented and e'plained usin" e'planatory bo'es and visual support

(photo"raphs, illustrations, etc$), helpin" students understand new concepts andlan"ua"e more easily$ There is also a summary chart of the unit content at the end of each unit$

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%s far as possible, classroom learnin" should be adapted to students+ own daytodayreality and interests$ -n other words, it should be meaningful $ %s such, whenever possible, the content is presented throu"h real, familiar e'amples, so that the studentsbecome actively and receptively involved in their own learnin"$

owever, the pace at which each student learns varies, dependin" on his or her co"nitive development and social and family environment$ %s such, attention todiversity amon"st students and in their learnin" environment is a fundamental part of teachin"$ Many activities (in both the te'tboo and the teacher.s resources) aredesi"ned to meet the needs of an inevitably diverse classroom$

Section of this document (2ro"rammes of study) sets out the contents of each unit,dividin" them into the cate"ories of concepts, procedures and attitudes$ %lthou"h thecontents are not classified as such in the le"islation, they fi"ure in this form in theschool curriculum and can be used to support and document different teachin" andlearnin" strate"ies$ 3e thin that it is important that students continue to learn

concepts, procedures (sills) and attitudes, so that they can use all of these to acuirethe basic competences$

The course content is divided into ten teachin" units (three dedicated to 4eo"raphy,and seven to istory)$ Each is presented here, divided into a series of sections todemonstrate how the teachin" and learnin" process will tae place5

6nit obectives 6nit contents (concepts, procedures and attitudes) %ssessment criteria 7asic competences8subcompetences lined to the assessment criteria and

learnin" activities

The te'tboo used is Social Sciences ESO 2 (!'ford C#-#, !'ford E96C%C-:;,/01/), written by Celia Carrasco M<rue=, M$> 9olores ?i"ueira Moure, 4enaro4on=<le= Carballo, @uan #uis 4on=<le= Carballo, %lfredo Marcos MartAne=, 4uadalupeSierra 2adilla and ?rancisco Torres Escobar, and adapted for C#-# by Cathy Myers$!ther components for teachers include the Teacher's Book, which contains theanswers to activities and a C9B!M with Photocopiable materials (reinforcement ande'tension activities (readin" comprehension, mapreadin", "ames), Tests and %ssessments of basic competences)$

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2+ E#HODOLOG"

%t the heart of the methodolo"y employed in the !'ford C#-# series lies a dual aim5 tocover all of the subect reuirements prescribed by the curriculum, while also caterin"to the needs of students studyin" in a forei"n lan"ua"e$ This is achieved usin" a C#-#

based approach, the core principles of which are as follows5 The subect comes first$ #on", dense te'ts and comple' sentences are avoided$ 2resentation of content is supported by visual aids5 photos, flow charts,

dia"rams, tables, and labelled drawin"s, for e'ample$ #earnin" is "uided and structured$ Comprehension tass are used more freuently than in a native lan"ua"e

conte't to reinforce assimilation and processin" of content and provide morelan"ua"e practice$

#earnin" is active whenever possible$ 4reater emphasis is placed on the process of learnin"$ The four sills are crucial for presentin" and learnin" new information$

9espite the fact that the subect is bein" tau"ht throu"h the medium of a forei"nlan"ua"e, many of the methodolo"ical considerations are the same as for mother ton"ue instruction$ owever, teachers should be aware that the pace of learnin" maybe somewhat slower, especially in the initial sta"es and more time will be spent onchecin" understandin" and reinforcin" lin"uistic elements$ Teachers should addressstudents in En"lish, and students should be encoura"ed and helped to use En"lish asmuch as possible, althou"h in the early sta"es some use of the mother ton"ue isinevitable$

-n many aspects, ES! / is a continuation of ES! 1$ ence, apart from the lan"ua"e

obectives, the learnin" obectives of Social Sciences ESO 2 ran"e from purelyscientific ones (in 4eo"raphy, the study of populations, contemporary societies, humanmi"ration, citiesD in istory, how societies have evolved from medieval times to thecreation of the modern State) to crosscurricular ones, which help students tounderstand the social, economic and cultural dynamics of their own community, their country, Europe and the world as a whole, and to participate in that dynamic in their own sociocultural conte't$ -n other words, students learn about and understand socialphenomena and events and how to interpret today.s reality as a human constructiondeveloped over time$ The emphasis is on the need to understand and e'plain"eo"raphical and historical phenomena, not ust now about them$ So, schools and theteachin" process itself should provide students with the resources they need tounderstand the comple', everchan"in" reality in which they live, in order to play an

active role in it$

%s well as providin" information and nowled"e, schools also play an important role inthe socialisation of their students$ !f all the subects tau"ht in school, Social Sciences,Geography and istory most clearly demonstrate this dual obective$ owever, thisalso, parado'ically, maes it more difficult to teach$ Students instinctively uestion thesociocultural reality in which they live$ They also have access to the media andinformation and communication technolo"ies, which compete with teachers for the roleof educator and provide a lot of information which is not always accurate or useful$

Students often already have an opinion about many social facts and phenomena,which can hinder their ability to tae nowled"e on board but this prior nowled"e canactually be used as a startin" point for classroom teachin"$ -t is also important toremember that much of the content at this level and in this subect is instrumental5 in





other words, it transcends the traditional cate"ory of nowled"e, favourin" apropaedeutic approach, which centres on "ettin" students interested in continuin" tolearn (one of the basic competences) and understandin" their comple' social reality$Schools must strive to ensure that students tae on the values of the democraticsociety in which they live$ -n other words, they should turn students into citi=ens, withall the ri"hts and obli"ations that this entails$ Essentially, this means helpin" studentsbecome mature, both intellectually and personally$

To"ether, these aspects shape the methodolo"y used for the teachin"8learnin" process(which should be active and participative, "ivin" students the sills reuired to learn for themselves but also wor in a team) and the way in which the content of the curriculumare or"anised$ Social kno!ledge can only be constructed by comparin" differentopinions and hypotheses$ Students will learn about a specific social reality (past or present) and be able to compare it with e'istin" ideas they may already have aboutthat reality$

Fnowled"e of social phenomena and facts alone will not achieve the learnin"

obectives$ Students must be trained in basic social research and specific study sills$So, the procedures that appear in each unit and the Social Sciences in practice sectionare vital tools to help students achieve the obectives of this school sta"e and subect(as well as the correspondin" basic obectives) and to develop critical abilities$

9espite the fact that all the Social Sciences are obviously interrelated, 4eo"raphy andistory each have a specific worin" method based on their obectives$ Fnowled"e andunderstandin" of "eo"raphical phenomena reuire the constant use of maps, pictures,and charts and the ability to describe them and locate them spatially in relation to eachother and to other "eo"raphical spaces$ Fnowled"e of historical phenomena alsoreuires the use of maps, ima"es, statistics, etc$, in order to put them in conte't bothspatially and chronolo"ically$ So, the course content has been or"anised based on the

real location and chronolo"ical order in which the social phenomena occurred$

Earlier, we discussed how important it is for students to tae an active role in the"radual construction of their own nowled"e$ %s such, any methodolo"ical resource(and te'tboos are still one of the best) should be used in such a way that studentscontinue to participate in the daytoday learnin" process$ owever, in today.s conte't,where the use of information and communication technolo"ies (di"ital content) isbecomin" so widespread, and di"ital classrooms (interactive whiteboards, videoproectors, etc$) are becomin" more common due to various national and re"ionalpro"rammes, information and communication technolo"ies are a ey part of theteachin" and learnin" process$ ;ot only can they be used to obtain information, theyalso help the development of the basic competences included in the curriculum (data

processin" and di"ital competence, learnin" to learn, etc$) and have proven to be aneffective resource, facilitatin" learnin" and thus improvin" academic results$

Conseuently, many of the activities in the course reuire the use of thesetechnolo"ies$ Students e'ercise a series of intellectual sills, such as findin"information, analysis, reflection, comparin" sources, etc$, usin" different sources(websites, search en"ines, etc$)$ These sills will also be put into practice in other curriculum subects$

To summarise, the methodolo"ical principles on which the curricular materials arebased and which teachers should bear in mind in the classroom learnin" process are5

to introduce concepts in a clear, simple and reasoned way, usin" lan"ua"eadapted to the students. level, and helpin" to improve their spoen and written





e'pression both in the forei"n lan"ua"e and their mother ton"ue (lin"uisticcompetence)$

to approach content in a manner that helps students learn in a meanin"ful,si"nificant way$

to analyse "eo"raphical and historical te'ts with a dual obective5 to consolidate

nowled"e of the subect and to improve readin" ability$ to use learnin" strate"ies that favour a multicausal analysis of socialphenomena in "eneral, and historical and "eo"raphical ones in particular$

to encoura"e attitudes that lead students to adopt the values of a democraticsystem (social competence and citi=enship)$

Each unit of the Student+s 7oo has the same structure, and each section aims to meetthe various methodolo"ical reuirements outlined above5

%n opening page, with a series of initial uestions and an illustration tointroduce the content, teach some ey vocabulary and raise interest in the topic$

E$planatory pages@ E'planatory te'ts are presented in concise, strai"htforward lan"ua"e,

which maes it easy for students to identify and "rasp core concepts$ Te'tsare accompanied by photos and illustrations which support the content andaid understandin"$

%dditional information is included in bo'es, maps, data tables, drawin"s,photo"raphs, etc$ The history units also include timelines$ These helpstudents to put historical events that too place at similar times inchronolo"ical order$

ey Bords and core lang5age@

Fey words on each pa"e have been selected carefully and arehi"hli"hted in blue in the te't, with simple definitions provided in a eyword bo' in the mar"in$ %s well as helpin" students to understand thematerial presented, these bo'es also provide students with a useful toolfor revisin" the main vocabulary of the unit$ %ll the Fey words and their definitions are recorded so that students can listen and repeat the wordsfrom a correct model, which will aid their pronunciation and serve as auseful learnin" aid for auditory learners$

%s well as understandin" the subectspecific lan"ua"e, studentslearnin" throu"h the medium of En"lish also have to acuire and usethe necessary core lan"ua"e to enable them to e'press and discuss theconcepts in an appropriate, academic style$ Throu"h careful choice of

lan"ua"e in the te'ts and the hi"hli"htin" of this lan"ua"e in selectedactivities, students "radually build up their proficiency$

Acti3ity pages@ Content pa"es are interspersed with pa"es of activities which reinforce the

concepts presented in the te'ts while, at the same time, practisin" thelan"ua"e necessary to e'press and understand these concepts in En"lish$ %ctivities are divided into three main types5

1. %ctivities which focus primarily on comprehension of the conceptspresented$

2. %ctivities which combine wor on the concepts with practice of aspecific lan"ua"e area$

$ %ctivities which hi"hli"ht a specific area of lan"ua"e difficulty in theunit e$"$ word stress, false friends, easilyconfused words, spellin",

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irre"ular verbs, etc$ Beadin" and listenin" te'ts on the %ctivity pa"es e'tend the content of the

unit, hi"hli"htin" interestin" aspects of the topic area$ -n addition, listenin" activities are included which help to reinforce

vocabulary and pronunciation and develop oral comprehension$

% doublepa"e spread of Revision activities at the end of each unit enablesstudents to apply the nowled"e they have acuired and teachers to see if anypoints need to be reinforced$ The final section of these Bevision activities iscalled Talking points and consists of oral activities in small "roups or pairs, inwhich students e'press and e'chan"e opinions or share e'periences, do a roleplay, hold a debate, mae a presentation based on their research, etc$ Theseactivities are desi"ned to develop oral fluency and communication in the forei"nlan"ua"e$

% summary table of the unit content for students to complete$

Assessment of basic competences: !n the C9B!M accompanyin" the Teacher"s Book , there are ei"ht pa"es

of activities for the 4eo"raphy and istory sections, which are desi"ned toassess students. basic competences, i$e$ their ability to apply the nowled"eacuired in reallife situations$

The Appendices at the end of the Student"s Book include Social Sciences in

practice, a section that practises techniues of observation, understandin" andanalysis, hi"hli"htin" the importance of procedures in this subect$ %lso includedare political maps of Spain, Europe and the world$

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.+ /ASIC CO!E#ECES

The Constitutional #aw on Education (#!E) has a new definition of curriculum, whichincludes not only the traditional components (obectives, contents, teachin" methodsand assessment criteria), but also an important new component5 basic competences#

These competences are now one of the linchpins of the curriculum as a whole (it is nocoincidence that they are set out in the curriculum before even the obectives)$ Theytherefore "uide the entire teachin" and learnin" process, especially since durin" thisacademic year, students must complete a dia"nostic test to demonstrate that they haveacuired certain competences$ Be"ardless of whether or not the mar for thatassessment counts towards the students. "rades, the results can be used as a "uideso that schools can mae decisions about students. learnin"$ This "ives us some ideaof how the teachin" process is affected by this new element, i$e$ it becomes muchmore practical, providin" students with transferable sills, not ones that are onlyapplicable in the school conte't$ %nd of course, students will only be awarded the ES!certification two years later if they have acuired the relevant basic competences, sothese competences now form part of the assessment framewor too$

There are many definitions of the concept of basic competences (which can be found inthe 2-S% reports), but they all stress the same thin"5 instead of an educational modelthat focuses on the acuisition of mostly theoretical, often unconnected, aspects of nowled"e, it is better to acuire competences, leadin" to the acuisition of essential,practical and inte"rated nowled"e, which students must then demonstrate that theyhave acuired (i$e$ it "oes beyond functional trainin")$ -n short, a competence is thecapacity to inte"rate nowled"e, sills and attitudes to resolve problems and situationsin various conte'ts, and students must prove that they have that capacity by puttin" itinto practice$ -t has been defined very succinctly as the puttin" into practice of acuirednowled"e, or kno!ledge in action$ -n other words, it is the mobilisation of nowled"eand sills in a specific situation and the acti$ation of resources or nowled"e acuired

(even if students thin that they have for"otten what they have learnt)$

There is one aspect worth hi"hli"htin", which we could refer to as the combined natureof competences5 throu"h what they kno! , students must be able to demonstrate whatthey kno! ho! to apply , but also what they kno! ho! to be$ Each competence is madeup of the combination of the different types of content learnt in the classroom(concepts, procedures and attitudes), each one formin" one of the multifaceted sillsthat provide students with a wellrounded education$ 3e reco"nise that schools are not ust providin" students with technical and scientific nowled"e, but also teachin" themabout citi=enship, so they must be able to demonstrate a series of civic and intellectualattitudes that reflect respect for others, a sense of responsibility, teamwor, and so on$

There is another important aspect, and one which is often not stressed enou"h5 if students acuire competences, they are then able to deal with the way that nowled"ein any field is constantly bein" renewed and updated$ Students. academic trainin"within the school environment taes place over the course of a limited number of years,but their need for personal and8or professional development is lifelon"$ %s such,providin" students with the necessary competence in, for e'ample, the use of information and communication technolo"ies means that they will be able to use thesetools to "ather the information reuired at any "iven moment, assessin" the uality of that information they find$ 4iven that it is often impossible to cover all of the curriculumcontent in "reat detail over the course of the school year, students need to develop thecompetence of learning to learn#

The te'tboo includes teachin" and learnin" activities lined to these basiccompetences, either implicitly in the e'planatory pa"es, or e'plicitly in sections lie the

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%ssessments of basic competences provided on the C9B!M accompanyin" theTeacher"s Book for each section of content$

-n the Spanish education system, students must achieve the followin" basiccompetences before they finish compulsory education so that they are prepared for thechallen"es that they will face in their personal and professional lives5

Social competence and citi=enship$ Competence in nowled"e and interaction with the physical world$ Cultural and artistic competence$ 9ata processin" and di"ital competence$ #in"uistic competence$ Mathematical competence$ #earnin" to learn$ %utonomy and personal initiative$

7ut what do these competences really meanJ 7elow is a summary of the ey ways inwhich each competence influences students. intellectual and personal development,with reference to the most important parts of the school curriculum5

SOCIAL CO!E#ECE AD CI#IESHI!!nce students have acuired this competence, they will be able to live insociety, understand the social reality of the world in which they live, ande'ercise civic responsibility in a democratic society which is becomin" ever more multicultural$ -t concerns forms of individual behaviour which allow peopleto live to"ether in one society, "et alon" with others, cooperate, "et involvedsocially and tacle conflicts$ This means that acuirin" this competencetranslates into bein" able to empathise with and understand other people+sposition, accept differences, be tolerant and accept the values, beliefs, cultures

and personal and collective histories of others$ -t means understandin" thesocial reality in which one lives, taclin" conflicts by applyin" ethical values, ande'ercisin" civic ri"hts and duties responsibly and in solidarity with others$

CO!E#ECE I OLEDGE AD I#ERAC#IO I#H #HE !H"SICALORLDThis competence refers to the sill of interactin" with the natural and manmadeelements of the physical world, helpin" students to understand events, predictconseuences and act in a way that contributes to improvin" and preservin"their own livin" conditions and those of other people and livin" thin"s$ -tbasically refers to acuirin" a scientific, rational way of thinin" which enablesone to interpret information and mae decisions independently, usin" one+s own

initiative, as well as applyin" ethical values in decisionmain" in personal andsocial conte'ts$

C'L#'RAL AD AR#IS#IC CO!E#ECEThis competence consists of nowin", appreciatin", understandin" and criticallyassessin" different forms of cultural and artistic e'pression, usin" them as asource of personal enoyment and enrichment and viewin" them as part of people.s cultural herita"e$ -t involves appreciatin" and enoyin" art and other forms of cultural e'pression, bein" open to the variety of different methods of artistic e'pression, conservin" the shared cultural herita"e and fosterin"students. own creative capacities$

A#HEA#ICAL CO!E#ECE

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?irst and foremost, this competence consists of the ability to use numbers andbasic numerical operations, symbols and forms of mathematical reasonin" ande'pression, in order to produce and interpret data, to find out more aboutuantitative and spatial aspects of reality, and to resolve problems relatin" todaytoday life and wor$ So, acuirin" mathematical competence means bein"able to use sills and approaches that allow one to reason mathematically,understand mathematical ar"umentation, e'press oneself and communicate inmathematical lan"ua"e, and use mathematical nowled"e in combination withother types of nowled"e$

DA#A !ROCESSIG AD DIGI#AL CO!E#ECEThis is the ability to loo for, obtain, process and communicate information andtransform it into nowled"e$ -t includes aspects ran"in" from accessin" andselectin" information, to usin" it and conveyin" it in different formats, includin"the use of information and communication technolo"ies as an essential tool for findin" information and communicatin"$ 4ainin" sills in this area involves usin"technolo"ical resources to resolve problems efficiently and havin" a critical,

reflective attitude when it comes to assessin" the information available$

LIG'IS#IC CO!E#ECEThis competence refers to the use of lan"ua"e (in this case especially theforei"n lan"ua"e) as a tool for oral and written communication, learnin", andselfre"ulation of thou"ht, emotions and behaviour$ -t also helps students tocreate a positive personal ima"e and develop constructive relationships withothers and with the environment$ So, learnin" to communicate means formin"lins with other people and "ettin" to now other cultures, which we are thenmore liely to understand and respect$ -n short, this competence is absolutelyessential when it comes to resolvin" conflicts and learnin" to live alon"sideothers$ %cuirin" this competence means acuirin" a fluency in oral and written

lan"ua"e in various conte'ts and bein" able to use at least one forei"nlan"ua"e$

LEARIG #O LEARThis competence is made up of two ey elements5 the first refers to students.ability to start learnin", and the second to their ability to continue learnin"independently, and see rational answers$ -t also involves allowin" for variouspossible answers to the same problem and motivatin" students to loo for thoseanswers usin" different methodolo"ical approaches$ -t involves mana"in" one+sown abilities in terms of strivin" for efficiency and drawin" on differentintellectual resources and techniues$

A'#OO" AD !ERSOAL II#IA#I1EThis competence refers to students bein" able to use their own ud"ement andhave the initiative reuired to mae and pursue individual choices and taeresponsibility for them, both in their personal lives and in a social andprofessional conte't$ 7y acuirin" this competence, students can become morecreative, innovative, responsible and critical in their approach to individual or "roup proects

Competences do not ust involve nowled"e and sills acuired in a sin"le subect onlyor which are used e'clusively for that subect$ Everythin" that students learn across

their different subects (and not ust at school) and other educational activities (e'tracurricular activities) combines to form a sort of cultural ba""a"e, a collection of information that they must be able to use throu"hout their lives, at the ri"ht time and in





different situations$ So, any one of these competences can be achieved perhaps not inall parts of the curriculum but certainly in most of them, and for the same reason all of these competences can be used and applied in any topic or subect, re"ardless of where they have been acuired (crosscurricular competences)$ Competence should"uarantee that a student has achieved certain learnin" obectives, but it should alsoenable students to achieve other obectives, both at school and afterwards,"uaranteein" continuous learnin"$

The different elements of the curriculum are obviously interlined, and we need to beaware of this so that the curricular materials used in the teachin" and learnin" processare used correctly$ 3hen the unit obectives (e'pressed as capacities or sills) are setout in a teachin" pro"ramme, they influence the choice of certain contents over others$ %ssessment criteria also need to be included to enable evaluation of whether studentsmeet these obectives (or not)$ The assessment criteria can therefore be divided intotwo cate"ories, interpreted in different ways$ The first cate"ory includes criteria relatedto the student.s learnin"$ -n other words, some criteria will be more or less e'presslylined to concepts, others to procedures (sills) and others to attitudes$ Each of these

content types must be assessed because they have been studied in class$ They areassessed at different points throu"h continuous assessment$ The second cate"oryincludes assessment criteria that are more directly lined to the basic competences$

-f we thin of the basic competences as the real and practical application of nowled"e,sills and attitudes, the best way to chec or assess whether or not the student hasacuired those competences is to reproduce the most realistic situations possible inwhich they should be applied$ -n these situations, students usually draw on the tapestryof nowled"e (made up of all sorts of content) they have accumulated over the courseof their schoolin", but respond, above all, to practical situations$ So when we assesscompetences we are assessin" procedures and attitudes, first and foremost, butconcepts are an essential basis for them$ That is why the competences are lined to

assessment criteria relatin" mostly to procedures and attitudes$

So how can each of the basic competences be acuiredJ The followin" sectiondescribes the most important aspects of each basic competence for this subect$ Thesedescriptions may need to be adapted to the practical needs of reallife teachin"$

SOCIAL CO!E#ECE AD CI#IESHI!@ust lie competence in nowled"e and interaction with the physical world, thiscompetence is absolutely ey to Social Sciences, as nowled"e andunderstandin" of our comple', everchan"in" social reality are two of the coreparts of the course content, helpin" students to develop socially$ Thiscompetence only maes sense when students realise that they are livin" in a

society that is becomin" ever more multicultural, and where cultures are notnecessarily complete opposites nor at odds with one other$ -f we now aboutthe different social realities that have e'isted over time, we inevitably comparethem with today.s reality, and this is the perfect moment for students tounderstand that no reality is permanent, and that society and civilisation evolveover time$ ?or this reason, realities can chan"e, so students must be tau"ht tobe tolerant of new realities in their own environment and in that of others$

CO!E#ECE I OLEDGE AD I#ERAC#IO I#H #HE !H"SICALORLDThis competence, alon" with social competence and citi=enship, is one of the

most important in this subect$ ;ot only does it acnowled"e the importance of the physical world itself, without humans, but it also hi"hli"hts humaninteraction with that world (looin" for resources, economic activities,





settlements, etc$)$ The physical space is a place where social phenomena andevents (and the students. own lives) tae place, and the space is or"anisedterritorially and administratively as a result of those phenomena and events thathave taen place over time$ So the interaction between people and the physicalworld can encoura"e students to want to loo after the environment$ The mostrelevant procedures for this competence are ones lie findin", observin" andinterpretin" spaces and landscapes$

C'L#'RAL AD AR#IS#IC CO!E#ECE %rt is important in this subect and in social life in "eneral, and by "ainin" artisticcompetence students will be able to observe and understand the mostimportant artistic and cultural wors of human history$ To ensure that studentshave acuired this competence, they will have to demonstrate detailedobservation, artistic sensitivity, emotional intelli"ence, and respect for andconservation of cultural herita"e, etc$

DA#A !ROCESSIG AD DIGI#AL CO!E#ECE

To understand social and historical phenomena, it is essential that studentsnow how to wor with data (obtainin", selectin", handlin", analysin" andpresentin" it) from various sources (written, audiovisual, etc$), not all of whichare as reliable and obective as others$ So information obtained from traditionalwritten sources as well as new technolo"ies must be analysed accordin" tostrict criteria in order to carry out an e'haustive critical comparison of sources$

LIG'IS#IC CO!E#ECEThis competence is wored on in two ey ways5 the use of the forei"n lan"ua"eas a communicative tool in the education process (subectspecific vocabularyand academic lan"ua"e)D and the importance that everythin" related toinformation has in the curriculum content, includin" the readin" of te'ts$

Students will also learn how to use the different types of discourse associatedwith the course content at the appropriate moments (description, narration,ar"umentation, presentation, etc$).

A#HEA#ICAL CO!E#ECE7y usin" basic statistical concepts, numerical scales and "raphs, simplecalculations (percenta"es, proportions, etc$), charts (scales, dia"rams, etc$) &basically, by "ainin" a nowled"e of the uantitative and spatial aspectsinvolved in the analysis of our historical and "eo"raphical social reality &students will be made aware that mathematical nowled"e can play a functionalrole in many parts of their lives$

LEARIG #O LEARThis competence "ives students the sills and strate"ies that they need to helpthem learn throu"hout their lives (findin", or"anisin" and recoverin"information)$ -t also means that they can adapt, critically and reflectively, to thechan"es that tae place durin" their lives, i$e$ that they can apply similar analytical tools to those chan"es as those that they use to analyse our historicaland "eo"raphical social reality$

A'#OO" AD !ERSOAL II#IA#I1EThis competence focuses on students. active involvement in main" decisionsthat affect their learnin"5 analysis, plannin", reviewin", comparin", drawin"

conclusions, etc$ in individual and "roup wor$ 3ith this competence, lie thecompetence of learnin" to learn, students will become accustomed to worin"

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methods which can be used for any type of learnin" throu"hout their school andprofessional lives$

3e have now looed at the basic competences established by the Spanish educationsystem$ These competences are inevitably very "eneric$ -f we want to use them as apoint of reference for teachin" and to demonstrate the real competence achieved bystudents (assessment), we need to mae them even more specific, breain" themdown into subcompetences and linin" them to the other elements of the curriculum$These subcompetences are statements which have been written after acomprehensive analysis of the curriculum in order to draw up functional learnin"obectives e'pressed in such a way that they can be identified by any teacher$

7elow is a list of the subcompetences for this subect and level$ The units in whicheach subcompetence is developed are listed on the ri"ht$

CO!E#ECES ?

S'/CO!E#ECES

'I#S

Ling5istic co4petence *, 2, ., -, 9, , 7, 0, = and *:Communicate simple messa"es, verballyand in writin"$

1, /, , , , G, H, I, K and 10

Spea, listen and participate in dialo"ueand debate in an or"anised and clear manner$

1, /, , , , G, H, I, K and 10

%pply lan"ua"e usa"e rules, as well aslin"uistic and nonlin"uistic sills, whencommunicatin"$

and

Communicate thou"hts, emotions, life

e'periences, opinions, ideas, and ethicaland critical ud"ements in a coherent way$

1

6se specific vocabulary from eachsubect area to enrich one+s lan"ua"e$

1, /, , , , G, H, I, K and 10

?ind information in different media (printand di"ital) and use it in proects relatedto different subect areas$

, , G, H, K and 10

2rocess information from oral and writtensources$

1, /, , , , G, H, I, K and 10

Social and ci3ic co4petence *, 2, ., -, 9, , 7, 0, = and *:

6nderstand the past and present socialreality$ /, , H and 10

6nderstand the features of currentsocietiesD reco"nise their plural natureand their common elements and interestsin order to foster coe'istence$

/

9evelop the ability to empathise in order to understand human actions in the pastor present$

/, , , G, H, I, K and 10

%ppreciate and mae use of dialo"ue asa necessary means of resolvin"problems$ Tae part in debates and "roup

discussions to e'press one+s own ideasand listen to and respect the opinions of

1, /, , , , G, H, I, K and 10





others$Lalue the contributions of differentcultures$

and K





Co4petence in 6noBledge andinteraction Bith the physical Borld

*, 2 and -

9evelop the sills of orientation,

localisation, observation andinterpretation of real and representedspaces and landscapes$

1, / and

C5lt5ral and artistic co4petence -, 9, , 7, 0, = and *:7e familiar with and appreciate relevantartistic wors because they arecharacteristic of particular styles andartists or because they are part of thecultural herita"e$

, , G, H, I, K and 10

9evelop sills for reco"nisin" andunderstandin" the technical elements

necessary for analysin" important worsof art$

, , G, H, I, K and 10

Data processing and digitalco4petence

*, 2, ., -, 9, , 7, 0, = and *:

Search for, find and process informationfrom direct and indirect observation of reality, and from written, "raphic andaudiovisual sources$

1

Establish criteria for selectin" informationfrom different sources obectively$

1, /, , , , G, H, I, K and 10

6nderstand and interpret icons, symbolsand other ways of representin"information, especially those relatin" tomaps and ima"es$

1, /, , , , G, H, I, K and 10

athe4atical co4petence *, ., -, 9, , 0 and *:7e aware of the uantitative and spatialaspects of reality$

, , G, I and 10

%pply simple operations, scales,percenta"es, proportions and statisticalconcepts to aspects of reality which canbe described uantatively$

1 and

Mae use of numerical and "raphicalscales, systems of reference, reco"nitionof "eometrical shapes and measurementcriteria$ Codify information numericallyand represent it "raphically$

1 and

Learning to learnMae use of different types of reasonin",loo for multicausal e'planations andpredict the effects of social developments$

1, /, , H, I, K and 10

4ain nowled"e of different information

sources and how to use them throu"h thecollection, classification and analysis of information obtained from different media$





9evelop strate"ies for thinin",or"anisin", memorisin", and retrievin"information, such as summaries,dia"rams and mind maps$

1, /, , , , G, H, I, K and 10

A5tono4y and personal initiati3e *, 2, ., -, 9, , 7, 0, = and *:Tae part in debates, and undertaeindividual and "roup wor activities whichinvolve thinin", analysin", plannin",carryin" out and reviewin" the wor anddrawin" conclusions$

1, /, , , , G, H, I, K and 10

%ll the subcompetences detailed in this section are developed usin" En"lish as the commonlan"ua"e, which will allow pupils to communicate with an increasin" de"ree of sill in the forei"nlan"ua"e$

-n order to demonstrate that the students have achieved the different competences andsubcompetences (and even other, additional ones, not necessarily lined to the oneslisted here), teachers can use the various assessment criteria$ -n this pro"ramme,these criteria are lined to the criteria for the teachin" units, not the "eneral ones for this level, which are too "eneric$

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-+ AC#I1I#IES, A##E#IO #O DI1ERSI#", ASSESSE#, ADASSESSE# OF /ASIC CO!E#ECES

AC#I1I#IES

The Student"s Book provides various learnin" activities for each section of the unit$There are also Bevision %ctivities at the end of each unit$ The Teacher"s Book containssupplementary materials on a C9B!M$ These activities have different educationalaims, and are lined to both the course content and the basic competences (in the %ssessments of basic competences to be completed at the end of the 4eo"raphy andistory sections, respectively)$

Teachers can carry out an initial assessment at the start of the school year to assessthe students. startin" point and a final assessment at the end of term to see whether or not the "eneral course obectives have been achieved$ There is also a series of testson the Teacher"s Book C9B!M$

-n addition to the learnin" activities and activities for checin" nowled"e (at the end of each unit), there is another essential activity type in this subect5 procedures$ These aredeveloped throu"hout the Student's Book $ They focus on readin", understandin" andinterpretin" maps and atlases (topo"raphic, thematic or historical maps), findin" pointson the Earth ("eo"raphical coordinates), drawin" dia"rams and summaries, puttin"historical events in chronolo"ical order, analysin" wors of art and findin" information$These are procedures that students need to become competent in because they willcontinue to use them throu"hout their secondary education (what the curriculum callscommon contents) and they will help them to achieve some of the basic competences$There are also many different te'ts throu"hout the boo (many of the learnin" andassessment activities are readin" comprehensions) which will help students to hone

their readin" sills (lined to lin"uistic competence)$-t would be a "ood idea to discuss additional readin" reuirements with the En"lishdepartment in order to choose some appropriate supplementary te'ts$ ?or istory,additional readin" should include e'tracts from literary wors that reflect the historicaland cultural topics studied$ ?or 4eo"raphy, te'ts should be ournalistic articles aboutenvironmental problems, the socioeconomic situation, distribution of resources, etc$

A##E#IO #O DI1ERSI#"

3hen a teachin"8learnin" process is centred around identifyin" students. needs, it is

essential to provide students with as many educational resources as possible so thattheir learnin" is adapted to their own capabilities, in some cases because they are"reater than the "roup avera"e, and in others because the pace of learnin" must beread&usted because a student is havin" difficulties$ -n order to cater for diversity interms of levels of nowled"e and learnin" capacity, worsheets are provided for eachunit$ These are split into two cate"ories, reinforcement and etension, and are includedon the C9B!M at the bac of the Teacher"s Book $ Teachers will decide when and howthese worsheets should be used, as by their very nature they are not alwaysappropriate for all students$ -n the etension activities, students wor with te'ts andmaps which provide new learnin" perspectives, while the aim of the reinforcement activities is to consolidate basic nowled"e by worin" with maps (blan, historical or "eo"raphical maps), creatin" dia"rams, writin" reports, identifyin" concepts throu"h

multiple choice uestions, etc$

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ASSESSE# !ROCED'RES AD ARIG CRI#ERIA

Students. learnin" must be assessed systematically and periodically, both to measuretheir individual levels of nowled"e acuisition (summative assessment at differentpoints of the year) and to introduce any chan"es reuired to the teachin" process(when the students. learnin" does not meet e'pectations)$ -n addition to this summativeassessment, which tends to tae place at the end of the course (ordinary e'ams andresits, if reuired), there will be other assessments, lie an initial assessment (mars donot count towards the final "rade), as well as continuous assessment, formative testsand activities carried out throu"hout the teachin"8learnin" process and which stressthat teachin" is a means of "uidin" and analysin" the learnin" process$

Continuous assessment will be carried out throu"h the systematic observation andmonitorin" of students, i$e$ everythin" that they produce, either individually or in"roups, will be taen into consideration5 written wor, oral presentations and debates,classwor, research, their attitude to learnin", accuracy of e'pression, selfassessment, etc$ %nd for summative assessment5 written tests at the end of each term

and resits (durin" the term and at the end of the course, if the student has failed any of the assessments, and a resit final e'am, if students do not pass the first one)$ -n anycase, a variety of assessment procedures will be used, so the assessments arefle'ible$ Students can be awarded "rades hi"her than a simple 2ass in the resits,ordinary resits (if they failed one or more of the endofterm tests) and the e'traordinaryresits$ -t should be stressed that students are not e'pected to produce perfectlyaccurate En"lish and they should be rewarded for communicatin" the messa"eeffectively in En"lish, and not penalised heavily for "rammatical or le'ical errors$

-n order to provide students with mars for the three assessments durin" the year, theordinary resits at the end of the course and the e'traordinary resits in September, thewritten tests will be assi"ned a wei"htin" of 0N, proects 0N, and classwor 0N$ -n

other words, the students. wor throu"hout the school year will always be taen intoaccount (continuous assessment), e'cept for students who are no lon"er entitled to beassessed because they have missed too many classes without reason$ -n these cases,the final mar will be based on the written test only$ This multiple wei"htin" method hasbeen desi"ned to assess all sorts of different content studied throu"hout the year (concepts, procedures and attitudes)$ The students will be informed of these wei"htin"sat the start of the year$

ASSESSE# OF CO!E#ECES

The table below shows the basic competences broen down into the subcompetencesfor the different parts of the course, to be assessed in the three tests (one per term)and the final tests (ordinary and e'traordinary, if applicable)$ The assessments willprovide an overview of what the students have learnt as well as the subcompetencesthey have not yet achieved$

3e recommend the followin" ualitative scale to measure the level of achievement of these subcompetences, from lowest to hi"hest5 15 3eaD /5 7orderlineD 5 %vera"eD5 4oodD 5 E'cellent$

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CO!E#ECES ? S'/CO!E#ECES #ER #ES#S FIAL #ES#

Ling5istic co4petence*st 2nd .rd O E

Communicate simple messa"es, verbally and inwritin"$Spea, listen and participate in dialo"ue and debatein an or"anised and clear manner$ %pply lan"ua"e usa"e rules, as well as lin"uistic andnonlin"uistic sills, when communicatin"$Communicate thou"hts, emotions, life e'periences,opinions, ideas, and ethical and critical ud"ementsin a coherent way$6se specific vocabulary from each subect area toenrich one+s lan"ua"e$?ind information in different media (print and di"ital)and use it in proects related to different subectareas$

2rocess information from oral and written sources$O1ERALL

Social and ci3ic co4petence6nderstand the past and present social reality$6nderstand the features of current societiesDreco"nise their plural nature and their commonelements and interests in order to foster coe'istence$9evelop the ability to empathise in order tounderstand human actions in the past or present$ %ppreciate and mae use of dialo"ue as a

necessary means of resolvin" problems$ Tae part indebates and "roup discussions to e'press one+sown ideas and listen to and respect the opinions of others$Lalue the contributions of different cultures$

O1ERALL

Co4petence in 6noBledge and interactionBith the physical Borld9evelop the sills of orientation, localisation,observation and interpretation of real andrepresented spaces and landscapes$

O1ERALLC5lt5ral and artistic co4petence7e familiar with and appreciate relevant artisticwors because they are characteristic of particular styles and artists or because they are part of thecultural herita"e$9evelop sills for reco"nisin" and understandin" thetechnical elements necessary for analysin"important wors of art$O1ERALL

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Data processing and digital co4petenceSearch for, find and process information from directand indirect observation of reality, and from written,"raphic and audiovisual sources$Establish criteria for selectin" information fromdifferent sources obectively$6nderstand and interpret icons, symbols and other ways of representin" information, especially thoserelatin" to maps and ima"es$O1ERALL

athe4atical co4petence7e aware of the uantitative and spatial aspects of reality$ %pply simple operations, scales, percenta"es,proportions and statistical concepts to aspects of

reality which can be described uantatively$Mae use of numerical and "raphical scales,systems of reference, reco"nition of "eometricalshapes and measurement criteria$ Codifyinformation numerically and represent it "raphically$O1ERALL

Learning to learnMae use of different types of reasonin", loo for multicausal e'planations and predict the effects of social developments$4ain nowled"e of different information sources and

how to use them throu"h the collection, classificationand analysis of information obtained from differentmedia$9evelop strate"ies for thinin", or"anisin",memorisin", and retrievin" information, such assummaries, dia"rams and mind maps$O1ERALL

A5tono4y and personal initiati3eTae part in debates, and undertae individual and"roup wor activities which involve thinin",analysin", plannin", carryin" out and reviewin" thewor and drawin" conclusions$

O1ERALL


!5 !rdinary final assessmentE5 E'traordinary final assessment

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9+ !ROGRAES OF S#'D"

The course content has been or"anised into 10 teachin" units, which are detailedbelow$ The teachin" obectives, contents (concepts, procedures and attitudes),assessment criteria and basic competences lined to those assessment criteria are

listed for each unit$

O/EC#I1ES

1$ 6nderstand the concept of population density and the factors that e'plain thedistribution of world population$

/$ Beco"nise the main concepts associated with demo"raphy (birth, death andnatural increase)$

$ 9efine spatial movements and distin"uish between re"ular population

movement and mi"ration$$ Show a positive attitude towards the phenomenon of immi"ration$$ Beco"nise the features which define population structure$G$ 9escribe the main features of Europe and Spain+s populations$H$ -dentify the main demo"raphic challen"es$I$ 6nderstand the relations between population and economy$K$ !btain "eo"raphical information from the analysis of different sources$

CO#E#S

Concepts 3orld population development and distribution$ ;atural population chan"e$ 2opulation movement$ 2opulation structure$ The populations of Europe and Spain$ 2opulation challen"es$ 2opulation and the economy$

!roced5res Calculate and 8 or interpret demo"raphic data and rates$ %nalyse and comment on te'ts, ima"es, maps and "raphs related to the

study of population$ Summarise information and represent it in a mind map$

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'I# *

!O!'LA#IO

GEOGRA!H"




6nderstand listenin" comprehension tass related with the unit content$Attit5des

6nderstandin" problems resultin" from pro"ressive population a"ein" indeveloped areas$

Beect any ind of discrimination$

Solidarity with the inhabitants of economically less developed areas$ 2articipation in debates and "roup wor in a respectful and constructive

manner$

ASSESSE# CRI#ERIA

1$ %nalyse population densities in different areas of the planet and their causes$/$ 9efine natality, mortality and natural increase$ Calculate birth rates, death rates

and rates of natural increase$ 6nderstand the trends in birth, death and naturalincrease in different areas of the world$

$ 9efine spatial movements and distin"uish between re"ular and mi"ratory

movements$ 6nderstand the reasons for mi"rations$4. Classify population accordin" to a"e, se' and economic activity$ 9raw and 8 or

interpret a population pyramid correctly$$ E'plain the main characteristics of Europe and Spain+s populations$G$ 9ifferentiate the characteristics of the population in the developed and less

developed countries and the problems that arise from some of them5 a"ein",overpopulation, poverty, etc$

H$ 9efine natural resources and relate them to population$ -dentify the componentsof economic activities$

I$ %nalyse and comment on te'ts, "raphs, maps, statistics and 8 or ima"es relatedto the contents of the unit$

CO!E#ECES ? ASSESSE# CRI#ERIA ? AC#I1I#IES

CO!E#ECES ?S'/CO!E#ECES

ASSESSE#CRI#ERIA

AC#I1I#IES

Ling5istic co4petence &)Communicate simplemessa"es, verbally and inwritin"$

1, /, , , G /, 1B%5 , G

Spea, listen and participatein dialo"ue and debate in anor"anised and clear manner$

1, /, G, H, I , , , 1G, 1HB%5 I, K

Communicate thou"hts,emotions, life e'periences,opinions, ideas, and ethicaland critical ud"ements in acoherent way$

1, I

6se specific vocabulary fromeach subect area to enrichone+s lan"ua"e$

1, /, , , , H, I H, I, K, 10, 1G, 1I, 1K, /0B%5 , , G

2rocess information from oraland written sources$

/, , H, I 11B%5 1

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Social and ci3ic co4petence %ppreciate and mae use of dialo"ue as a necessarymeans of resolvin" problems$

Tae part in debates and"roup discussions to e'pressone+s own ideas and listen toand respect the opinions of others$

1, /, G, H, I , , , 1G, 1HB%5 I, K

Co4petence in 6noBledge and interaction Bith the physical Borld9evelop the sills of orientation, localisation,observation and interpretationof real and representedspaces and landscapes$

1, I

Data processing and digital co4petenceSearch for, find and processinformation from direct andindirect observation of reality,and from written, "raphic andaudiovisual sources$

, I 10

Establish criteria for selectin"information from differentsources obectively$

/, , , G, I H, I, 10, 11, 1/, 1, 1B%5 /, H

6nderstand and interpreticons, symbols and other ways of representin"

information, especially thoserelatin" to maps and ima"es$

1, , , H, I , , 1/, 1, 1G, 1IB%5

athe4atical co4petence %pply simple operations,scales, percenta"es,proportions and statisticalconcepts to aspects of realitywhich can be describeduantatively$

1, /, , G, I 1, , G, 1HB%5

Mae use of numerical and"raphical scales, systems of reference, reco"nition of "eometrical shapes andmeasurement criteria$ Codifyinformation numerically andrepresent it "raphically$

, I 1/

Learning to learnMae use of different types of reasonin", loo for multicausal e'planations andpredict the effects of socialdevelopments$

/, , G, I 1HB%5 , H





9evelop strate"ies for thinin", or"anisin",memorisin", and retrievin"information, such assummaries, dia"rams and

mind maps$

1, /, , , , G, H 6nit summary

A5tono4y and personal initiati3eTae part in debates, andundertae individual and"roup wor activities whichinvolve thinin", analysin",plannin", carryin" out andreviewin" the wor anddrawin" conclusions$

1, /, G, H, I , , , 1G, 1HB%5 I, K

B%5 Bevision activities$






O/EC#I1ES

1$ 6nderstand why human bein"s live in societies and reco"nise the structuralelements of societies$

/$ -dentify different inds of societies$$ Beco"nise the e'istence of social ineualities which "ive rise to conflicts$$ Beco"nise the main world cultures$$ 6nderstand the characteristics that define European and Spanish societies$G$ -dentify the state as a political and "eo"raphical entity$H$ Beco"nise the characteristics of the Spanish state$I$ 6nderstand the concept of supranational institutions, identify the main ones and

their member states$K$ !btain "eo"raphical information from the analysis of different sources$

CO#E#S

Concepts The or"anisation of society$ Contemporary societies$ Society and the state$

!roced5res %nalyse and comment on te'ts, ima"es, maps and 8 or "raphs related to

the unit content$ Compare different inds of social and cultural manifestations$ Carry out simple research proects usin" easily accessible sources$ 6nderstand listenin" comprehension tass related to the unit content$ Summarise information and represent it on a mind map$

Attit5des !ppose any attitude, behaviour or tradition that involves discrimination

a"ainst any human bein"$ Show solidarity towards the most disadvanta"ed cultures or social "roups$

Show respect and tolerance towards other cultural manifestations$

ASSESSE# CRI#ERIA

1$ 9efine the concept of society and describe the main elements of whichsocieties are composed$

/$ 9istin"uish between hierarchical and dynamic societies$$ E'plain what social conflict and social chan"e are and why they occur$$ #ocate and identify different world cultures$$ ;ame the main characteristics of European and Spanish societies$G$ E'plain the concept of state$ -dentify the main state institutions$H$ 9escribe the main characteristics of the Spanish state$I$ -dentify the main supranational or"anisations and their members$


'I# 2

CO#E!ORAR" SOCIE#IES




K$ %nalyse and comment on te'ts, "raphs, maps, statistics and 8 or ima"es relatedto the unit content$



ASSESSE#CRI#ERIA

AC#I1I#IES


1, , , H, K 1, /, , G, 1, 1, /0B%5 1,


, , , K G, 11B%5 H, 1/, 1, 1, 1

6se specific vocabulary from

each subect area to enrichone+s lan"ua"e$

1, /, , , , G, H, I, K 1, /, , , I, 1, 1G, 1H, //

B%5 , G, I

?ind information in differentmedia (print and di"ital) anduse it in proects related todifferent subect areas$

1, , H, K , G, /0


1, , , H, K , H, 1/, 1IB%5 1, , 11

Social and ci3ic co4petence6nderstand the past andpresent social reality$

, K 1, 1B%5

6nderstand the features of current societiesD reco"nisetheir plural nature and their common elements andinterests in order to foster coe'istence$

, K 1/, 1, 1B%5

9evelop the ability toempathise in order tounderstand human actions inthe past or present$

, K 1B%5 11

%ppreciate and mae use of dialo"ue as a necessarymeans of resolvin" problems$


, , , G, K G, 11B%5 H, 1/, 1, 1, 1


, H, K K, 1K

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Data processing and digital co4petenceEstablish criteria for selectin"information from differentsources obectively$

1, /, , , , G, H, I, K , H, I, 10, 11, 1I, 1K, /0, /1,//, /

B%5 /, , G, I, K, 10

6nderstand and interpreticons, symbols and other ways of representin"information, especially thoserelatin" to maps and ima"es$

1, , , , H, K /, G, K, 10, 1, 1K, /0, /1B%5 G, H, I


, , H, K 1/, 1B%5 1, I, 11

9evelop strate"ies for thinin", or"anisin",memorisin", and retrievin"information, such assummaries, dia"rams andmind maps$

1, /, , , , G, H, I 6nit summary

A5tono4y and personal initiati3eTae part in debates, andundertae individual and"roup wor activities whichinvolve thinin", analysin",plannin", carryin" out and

reviewin" the wor anddrawin" conclusions$

, , , G, K G, 11, 1B%5 H, 1/, 1, 1, 1



O$%ord CLIL &O$%ord ED'CACI()/H




O/EC#I1ES

1$ Beco"nise the differences between rural and urban settlement$/$ 6nderstand the characteristics of the urbanisation process$ Fnow the main

characteristics of current urban "rowth$$ Fnow about the structure of modernday cities$$ 9istin"uish the main urban functions$$ #earn about the different inds of cities in the world$G$ E'plain the characteristics of city life$H$ -dentify the main urban problems and their solutions$I$ Fnow the main characteristics of Spanish urban settlement$

K$ !btain "eo"raphical information from the analysis of different sources$

CO#E#S

Concepts Bural and urban settlement$ Cities$ %nalysis of cities$ Cities around the world$ The structure of a city$ City life$ Spanish cities$

!roced5res Bead and comment on te'ts with a "eo"raphical content$ -nterpret statistical data, maps and 8 or photos related to the unit content$ Bead urban plans$ 6nderstand listenin" comprehension tass related to the unit content$ Summarise information and represent it in a mind map$

Attit5des -nterest in nowin" about different ways of life$ %wareness of the environmental problems that affect cities, and active

participation in the measures that are taen to resolve them$ Care when usin" urban public property$ Bespect for historical and artistic herita"e$

ASSESSE# CRI#ERIA

1$ i"hli"ht the differences between rural and urban settlement$/$ E'plain the characteristics of the urbanisation process in the modernday world$$ 9ifferentiate the principal urban constructions and their distribution (types of

plans and =ones)$

$ -dentify the main urban functions$$ 9ifferentiate the features of urban settlements in lessdeveloped and developedcountries$

O$%ord CLIL &O$%ord ED'CACI()/I

'I# .

'R/A SE##LEE#




G$ -dentify some features of city life$H$ 7ecome aware of the problems that affect cities$I$ ;ame the characteristics of Spanish cities5 structure, functions, hierarchy, etc$K$ %nalyse and comment on te'ts, "raphs, statistics, maps, plans, and 8or

photo"raphs related to the contents of the unit$



ASSESSE#CRI#ERIA

AC#I1I#IES


1, /, , , G, H, I, K 1, 1, 1H, 1I, /0B%5 /,


, G, H, K G, 1G, 1H, 1IB%5 K, 10


1, /, , , I, K H, K, 1/, /0, /1, /, /B%5 /, G, H


/, , , G, H, I, K , 10, 11, 1G, /1B%5 1, I

Social and ci3ic co4petence %ppreciate and mae use of dialo"ue as a necessarymeans of resolvin" problems$


, G, H, K G, 1G, 1H, 1IB%5 K, 10


1, /, , , , G, H, I, K 1, /, , , , G, H, I, K,10, 11, 1/, 1, 1G, 1K,

/1, //, /, /B%5 1, , , , H, I

6nderstand and interpreticons, symbols and other

ways of representin"information, especially thoserelatin" to maps and ima"es$

1, /, , , G, H, I, K 1, , G, K, 1, 1, 1I, /0B%5 ,

athe4atical co4petence %pply simple operations,scales, percenta"es,proportions and statisticalconcepts to aspects of realitywhich can be describeduantatively$

/, H, K B%5 , I

O$%ord CLIL &O$%ord ED'CACI()/K




Mae use of numerical and"raphical scales, systems of reference, reco"nition of "eometrical shapes andmeasurement criteria$ Codify

information numerically andrepresent it "raphically$

/, I, K , //


G 1

4ain nowled"e of differentinformation sources and howto use them throu"h thecollection, classification andanalysis of informationobtained from different media$

G 1H


1, /, , , , G, H, I 6nit Summary

A5tono4y and personal initiati3eTae part in debates, andundertae individual and

"roup wor activities whichinvolve thinin", analysin",plannin", carryin" out andreviewin" the wor anddrawin" conclusions$

, G, H, K G, 1G, 1H, 1IB%5 K, 10







O/EC#I1ES

1$ #earn about the territorial development of Europe followin" the disappearance

of the 3estern Boman Empire$/$ -dentify the territories in which the 7y=antine and Carolin"ian empires evolved$$ 6nderstand how the 7y=antine and Carolin"ian empires were formed$$ 9escribe the territorial development and the political, economic and social

characteristics of 7y=antine and Carolin"ian empires$$ Beco"nise the characteristics of 7y=antine and Carolin"ian culture, architecture

and art$G$ !btain historical information from the analysis of different sources$

CO#E#S

Concepts The division of the Boman Empire$ The 7y=antine Empire$ The ?rans and Carolin"ians$

!roced5res Bead and comment on te'ts with a historical content$ -nterpret maps, drawin"s and 8 or photos related to the unit content$ 2ut events into chronolo"ical order$ 6nderstand listenin" comprehension tass related to the unit content$ Summarise information and represent it on a mind map$

Attit5des Lalue the cultural and artistic herita"e of the 7y=antine and Carolin"ian

empires$ 2articipate in debates and "roup wor with a respectful and constructive

attitude$

ASSESSE# CRI#ERIA

1$ -dentify the in"doms that emer"ed in 3estern Europe followin" thedisappearance of the 3estern Boman Empire$

/$ Situate the 7y=antine and Carolin"ian empires in time and space$$ E'plain the ori"ins of the 7y=antine and Carolin"ian empires$


'I# -

#HE /"A#IE AD CAROLIGIA E!IRES

HIS#OR"




$ ;ame the political, economic and social characteristics of the 7y=antine andCarolin"ian empires$

$ 9istin"uish the features of 7y=antine and Carolin"ian culture and artistic andarchitectural styles$

G$ %nalyse and comment on te'ts, maps and 8 or ima"es related to the contents of the unit$



ASSESSE#CRI#ERIA

AC#I1I#IES


, , G , , K, 1B%5 /, I


, , G B%5 /, 1, 1, 1

%pply lan"ua"e usa"e rules,as well as lin"uistic and nonlin"uistic sills, whencommunicatin"$

, , G 10


, , , G G, H, 1, 1, 1B%5 , 1/

?ind information in differentmedia (print and di"ital) and

use it in proects related todifferent subect areas$

, , G B%5 1, 1


, , , G , KB%5 1, , H, K

Social and ci3ic co4petence9evelop the ability toempathise in order tounderstand human actions inthe past or present$

, , G B%5 1, 1, 1



, , G B%5 /, 1, 1, 1


1, /, , , G /, 1/B%5





C5lt5ral and artistic co4petence7e familiar with andappreciate relevant artisticwors because they are

characteristic of particular styles and artists or becausethey are part of the culturalherita"e$

, G B%5 H, K

9evelop sills for reco"nisin"and understandin" thetechnical elements necessaryfor analysin" important worsof art$

, G I, 1B%5 G, H

Data processing and digital co4petenceEstablish criteria for selectin"

information from differentsources obectively$

, , , G , G, H, K, 1, 1G

B%5 /, , , H, I, K, 10


1, /, , , , G /, , , I, K, 1/, 1B%5 , G, K

athe4atical co4petence7e aware of the uantitativeand spatial aspects of reality$

1, , 1, 11B%5 11

Learning to learn9evelop strate"ies for thinin", or"anisin",memorisin", and retrievin"information, such assummaries, dia"rams andmind maps$

1, /, , , 6nit summary

A5tono4y and personal initiati3eTae part in debates, andundertae individual and"roup wor activities whichinvolve thinin", analysin",

plannin", carryin" out andreviewin" the wor anddrawin" conclusions$

, , G B%5 /, 1, 1, 1







O/EC#I1ES

1$ 6nderstand the role of Muhammed in -slam$ 6nderstand the five pillars of -slam$/$ Beco"nise the political, economic and social characteristics of -slamic

civilisation$$ -dentify the structure of -slamic cities$$ Beco"nise the main features of -slamic art and architecture$$ -dentify the periods in the history of al%ndalus$G$ 6nderstand the economic and social characteristics of -slamic civilisation in al

%ndalus$

H$ -dentify the main characteristics of daily life in the cities of al%ndalus$I$ 9escribe the characteristics of al%ndalus culture and architecture$K$ !btain historical information from the analysis of different sources$

CO#E#S

Concepts The ori"in and e'pansion of -slam$ -slamic politics, economy and society$ -slamic culture, architecture and art$ %l%ndalus5 politics, economy and society$ 9aily life in the cities of al%ndalus$ %l%ndalus culture and architecture$

!roced5res Bead and comment on te'ts with a historical content$ -nterpret maps, drawin"s and 8 or photos related to the unit content$ 2ut events into chronolo"ical order$ 6nderstand listenin" comprehension tass related to the unit content$ Summarise information and represent it in a mind map$

Attit5des Show interest in learnin" about other cultures different from our own$ 7e aware of the peaceful coe'istence of Christians, @ews and Muslims and

its effect on the cultural development of al%ndalus$ %ppreciate the value of the cultural and artistic herita"e of -slam$

ASSESSE# CRI#ERIA

1$ 6nderstand the importance of Muhammed and e'plain the basic beliefs andduties of the Muslim reli"ion$

/$ E'plain the sta"es of the Muslim territorial e'pansion$ -dentify the main

authorities, economic activities and social "roups of the -slamic world in theMiddle %"es$$ E'plain the characteristics of medieval Muslim cities$


'I# 9

ISLA AD AL<ADAL'S




$ Lalue the cultural contribution of -slamic civilisation$ ;ame the main features of -slamic architecture and art$

$ 9escribe the circumstances that led to the settlement of Muslims on the -berian2eninsula$ Cite the main characteristics of the different political periods in al %ndalus$

G$ Beco"nise the main characteristics of the economic activities and social "roupsof al%ndalus$

H$ 9escribe daily life in the cities of al%ndalus$I$ 9escribe the main features of ispanicMuslim culture and architecture$K$ %nalyse and comment on te'ts, maps, and 8 or ima"es related to the contents

of the unit$


CO!E#ECES ?

S'/CO!E#ECES

ASSESSE#

CRI#ERIA

AC#I1I#IES


1, /, , , , G, H, I, K G, 1I, /H, /I, 0, IB%5 1, /, , I, 1


1, , G, H, I, K /, 1H, 1K, /I, /, HB%5 1

%pply lan"ua"e usa"e rules,as well as lin"uistic and nonlin"uistic sills, whencommunicatin"$

1, , I, K 1, 1, /


1, /, , , , G, H, I, K 1, /, , G, 10, 1, 1G, 1H, /KB%5 /, , H, I, K, 1


, K 1I


1, /, , , G, H, I, K , , K, 1/, 1K, /G, 1, G, KB%5 1, 1/

Social and ci3ic co4petence6nderstand the past and

present social reality$

G, H, K /H, 1


G, H B%5 1

%ppreciate and mae use of dialo"ue as a necessarymeans of resolvin" problems$Tae part in debates and"roup discussions to e'pressone+s own ideas and listen toand respect the opinions of others$

1, /, , , G, H, I, K /, 1H, 1K, /I, HB%$ /, 1

Lalue the contributions of different cultures$ , G 1G, /







, I, K /, B%5 , K


, I, K 1H, /0, /1, //, /,, , , H

B%5 , K



1, /, , , , G, H, I, K , , I, K, 1/, 1, 1, 1, 1K,

/0, /, /G, /I, 0, 1, B%5 1, , , 10, 11, 1/6nderstand and interpreticons, symbols and other ways of representin"information, especially thoserelatin" to maps and ima"es$

1, /, , , G, I, K G, I, K, 1, 1, /, /I, 0,, , G, H, I, K

B%5 , K


1, /, , K H, I, /B%5 G

Learning to learn9evelop strate"ies for thinin", or"anisin",memorisin", and retrievin"information, such assummaries, dia"rams andmind maps$

1, /, , , , G, H, I 116nit summary

A5tono4y and personal initiati3eTae part in debates, andundertae individual and"roup wor activities whichinvolve thinin", analysin",

plannin", carryin" out andreviewin" the wor anddrawin" conclusions$

1, /, , , G, H, I, K /, 1H, 1K, /I, HB%5 /, 1







O/EC#I1ES

1$ 6nderstand the main characteristics of feudalism$/$ E'plain what life was lie in a fief$$ #earn about the definin" features of feudal economy and society$$ Beco"nise the influence of the Church in medieval society and e'plain what the

Crusades and pil"rima"es were$$ Lalue the role of the medieval Church in the conservation and transmission of

nowled"e$G$ 9istin"uish the main features of Bomanesue art and architecture$

H$ !btain historical information from the analysis of different sources$

CO#E#S

Concepts The feudal system$ 9aily life in the fief$ Economy and society in feudal Europe$ Beli"ion in the Middle %"es$ Culture, Bomanesue architecture and art$

!roced5res Bead and comment on te'ts with a historical content$ -nterpret maps, drawin"s and 8 or photos related to the unit content$ 6nderstand listenin" comprehension tass related to the unit content$ Summarise information and represent it in a mind map$

Attit5des Show interest in learnin" about the history of Europe$ Lalue the artistic and cultural herita"e of the feudal a"e$ Bespect the cultural le"acy transmitted by the Church$ Show interest in learnin" about the way of life in feudal Europe$

ASSESSE# CRI#ERIA

1$ 9escribe the main features of the feudal system$ 6nderstand the concept of vassala"e and the dependent relationships between a lord and his vassals$

/$ E'plain what a fief is$ 9istin"uish the way of life of lords from the way of life of peasants$

$ 9escribe the main economic activities in feudal Europe$ 6nderstand theconcept of estatebased society and differentiate the privile"ed estates from thenonprivile"ed$

$ E'plain the main features of medieval monastic life$ 6nderstand the differentmanifestations of medieval reli"ious sentiment5 crusades and pil"rima"es$$ 6nderstand the role of the Church in medieval culture$


'I#

FE'DAL E'RO!E




G$ 9escribe the main features of Bomanesue architecture and art$H$ %nalyse and comment on te'ts, maps, and 8 or ima"es related to the contents

of the unit$



ASSESSE#CRI#ERIA

AC#I1I#IES


1, /, , , G, H , 10, 1/, 1H, 1K,/0, /1, //, /G, 1

B%5 H, 10, 11Spea, listen and participatein dialo"ue and debate in anor"anised and clear manner$

1, , , , H //B%5 G, 1


1, , , G, H , G, 1K, /1, /,/K, 0, 1, /B%5 , H, I, 10


, H //


1, /, , , , G, H /, 1, 1, 1, 1G,1, /, /G, /HB%5 1, /, , 1/

Social and ci3ic co4petence


1, , , , H //B%5 /, G, 1


1, , , , H //B%5 G, 1

C5lt5ral and artistic co4petence7e familiar with andappreciate relevant artisticwors because they arecharacteristic of particular styles and artists or becausethey are part of the culturalherita"e$

G, H /K, 0, 1B%5 K, 10


G, H /I, /K, /B%5 10






1, /, , , , G, H /, , , G, H, I, K, 10, 11, 1,1, 1, 1G, 1I, 1K, /0, /, /,

/, /G, /H, /I, /K, 1, /

B%5 1, , , K, 10, 1/6nderstand and interpreticons, symbols and other ways of representin"information, especially thoserelatin" to maps and ima"es$

1, /, , G, H , I, K, 10, 1/, 1H, 1K,/I, /K, 1, /B%5 , 10, 11


1 1

Learning to learn


1, /, , , , G B%5 I6nit summary


1, , , , H //B%5 G, 1







O/EC#I1ES

1$ -dentify the main economic and political transformations in Europe between the11th and 1th centuries$

/$ #earn how medieval cities were "overned$$ 6nderstand the economic structure of cities in the Middle %"es$$ i"hli"ht the principal social chan"es which too place in the Early and i"h

Middle %"es$$ E'plain what life was lie in a medieval city$G$ i"hli"ht the importance of culture in the Early and i"h Middle %"es$H$ 9istin"uish the main characteristics of 4othic architecture and art$

I$ 6nderstand the causes of the crisis in the Early Middle %"es and thecircumstances which led to the be"innin" of the Early Modern 2eriod$K$ !btain historical information from the analysis of different sources$

CO#E#S

Concepts Economic and political transformations in the Middle %"es$ 2olitical or"anisation, economy and society in medieval cities$ 9aily life in medieval cities$ Culture, 4othic architecture and art$ ?rom the crisis of the 1th century to the Early Modern 2eriod$


Attit5des 6nderstand the si"nificance of the appearance of the cortes in the medieval

in"doms$ %wareness of the si"nificance of the rise of the bour"eoisie$ %ppreciate the importance of the foundation of the first universities$ %ppreciate the artistic herita"e of 4othic architecture and art$

ASSESSE# CRI#ERIA

1$ Beco"nise the economic and political chan"es that occurred in Europe from the1/th century onwards$

/$ -dentify the main "overnin" bodies in medieval cities$$ 6nderstand the importance of the creation of "uilds and e'plain how they

wored$ -dentify the characteristics of trade in the Early Middle %"es$

$ E'plain the main social transformations which occurred in medieval cities andthe reasons for the rise of the bour"eoisie$$ 9escribe the buildin"s and daily life in medieval European cities$


'I# 7

CI#IES I EDIE1AL E'RO!E




G$ E'plain how universities functioned in the Middle %"es$ -dentify the technicaland scientific advances of the period studied in the unit$

H$ 2oint out the main characteristics of 4othic architecture and art$I$ 9escribe the causes of the 1th century crisis and the chan"es leadin" to the

Early Modern 2eriod$K$ %nalyse and comment on te'ts, maps and 8 or ima"es related to the contents of

the unit$



ASSESSE#CRI#ERIA

AC#I1I#IES

Ling5istic co4petence &)Communicate simple

messa"es, verbally and inwritin"$

1, , , G, H, I, K /, , H, I, K, 10, 1,

1G, /, /, 0, G, KB%5 G, H, I, KSpea, listen and participatein dialo"ue and debate in anor"anised and clear manner$

1, , I, K K, /G, G


1, /, , , , H, K /, , I, 1, 1H, 1K, /1, //, /B%5


1, K H, 10

2rocess information from oral

and written sources$

1, , , , G, I, K , 1/, 1, 1K, /, /H,

/I, /K, H, I, 0B%5 1,


, I, K /, , G, K


1, KB%5 I



1, , I, K K, /G, G

C5lt5ral and artistic co4petence7e familiar with andappreciate relevant artisticwors because they arecharacteristic of particular styles and artists or because

they are part of the culturalherita"e$

H, K 1B%5 K






H, K /, , B%5 G, K


1, /, , , , G, H, I, K 1, /, , G, I, 11, 1/,1, 1I, 1K, /0, //, /H,

/I, /K, H, I, 0B%5 1, /, ,


1, , , , G, H, K , , I, 1, 1G, /1, //,/, /, 0, 1,

B%5 , G


, , K 1, /GB%5




1, , I, K K, /G, G







O/EC#I1ES

1$ #earn about the ori"in and development of the Christian in"doms on the-berian 2eninsula$

/$ 6nderstand the concepts of Beconuest and repopulation$$ -dentify the institutions of "overnment and administration of the Christian

in"doms$$ Beco"nise the economic features and the social "roups of the Christian

in"doms$$ #earn about the buildin"s in the cities of the Christian in"doms and the daily

life of the inhabitants$G$ Beco"nise the importance of Bomance lan"ua"es and distin"uish the featuresof the different architectural and artistic styles of the Christian in"doms$

H$ !btain historical information from the analysis of different sources$

CO#E#S

Concepts The Christian principalities$ Beconuest and repopulation$ 2olitics, economy and society in the Christian in"doms$ 9aily life in the Christian cities$ Culture, architecture and art in the Christian in"doms$


Attit5des 7e aware of the importance of ri"our when interpretin" historical sources$ 6nderstand the importance of peaceful coe'istence between people or

communities of different cultures$ Show interest in learnin" about the way of life in the Christian in"doms$ Bespect the cultural and artistic herita"e of the Christian in"doms$

ASSESSE# CRI#ERIA

1$ 9escribe the ori"in and development of the Christian in"doms on the -berian2eninsula$

/$ -dentify the different sta"es of the Beconuest and understand the process of repopulation$

$ ;ame the central and territorial "overnment institutions of the Christianin"doms$


'I# 0

#HE CHRIS#IA IGDOS




$ -ndicate the economic differences between the Christian in"doms$ 9ifferentiatethe privile"ed from the nonprivile"ed estates which e'isted in the Christianin"doms$

$ E'plain how people lived in the cities of the Christian in"doms in the Middle %"es$

G$ 6nderstand the importance of Bomance lan"ua"es in developin" the culture of the period$ 9ifferentiate preBomanesue, Bomanesue and 4othic buildin"sconstructed in Christian Spain durin" the Middle %"es$

H$ %nalyse and comment on te'ts, maps, and 8 or ima"es related to the contentsof the unit$



ASSESSE#CRI#ERIA

AC#I1I#IES


/, , , H , G, 10, 1, 1, 1K


, , , G, H 11, 1/, 1, //B%5 11


/, , , , G, H G, I, 1HB%5 /, H, K


1, /, , , , G, H 1, /, K, 11, 1, 1, 1I, /0B%5 1, I

Social and ci3ic co4petence9evelop the ability toempathise in order tounderstand human actions inthe past or present$

, , G, H 1K, /HB%5 11


, , , G, H 11, 1/, 1, //B%5 11

C5lt5ral and artistic co4petence7e familiar with andappreciate relevant artisticwors because they arecharacteristic of particular styles and artists or becausethey are part of the culturalherita"e$

G, H /1, //, /, /, /, /G, /HB%5 K

9evelop sills for reco"nisin"and understandin" the

technical elements necessaryfor analysin" important worsof art$

G, H /1, //, /, /B%5 K






1, /, , , , G, H 1, /, , , G, H, I, K, 10,1/, 1, 1G, 1I, /0, /, /G

B%5 1, , G, I, 10


/, , , G, H , , 10, 1, 1G, 1K,/1, //, /, /

B%5 H, 10


1, /, , H 11B%5

Learning to learnMae use of different types of

reasonin", loo for multicausal e'planations andpredict the effects of socialdevelopments$

1, /, G, H /, H

B%5 K


1, /, , , , G B%5 6nit Summary


, , , G, H 11, 1/, 1, //B%5 11







O/EC#I1ES

1$ 6nderstand the concept of authoritarian monarchy$/$ Beco"nise the economic and social characteristics of Europe in the 1Gth

century$$ E'plain what life was lie in a Benaissance city$$ 6nderstand the importance of umanism$ -dentify the reli"ious transformations

which too place with the 2rotestant Beformation and the CounterBeformation$$ 9istin"uish the characteristics of European Benaissance culture, architecture

and art$

G$ 6nderstand the domestic and forei"n policy, the economy and society in Spaindurin" the rei"ns of Catholic Monarchs, Carlos - and ?elipe --$H$ 9istin"uish the characteristics of Spanish culture, architecture and art in the

Benaissance$8. -dentify the importance of the discovery of %merica$K$ !btain historical information from the analysis of different sources$

CO#E#S

Concepts Early Modern Europe5 the modern state, economy and society$ 9aily life in Benaissance cities$ Thou"ht in the Early Modern 2eriod$ Benaissance culture, architecture and art$ The Early Modern 2eriod in Spain$ 9iscovery and conuest of %merica$

!roced5res Bead and comment on te'ts with an historical content$ -nterpret maps, drawin"s and 8 or photos related to the unit content$ %nalyse wors of art$ 6nderstand listenin" comprehension tass related with the unit content$

Attit5des Show interest in learnin" about the reli"ious transformations of the 1Gth

century$ %ppreciate the artistic and cultural herita"e of the Benaissance$ 6nderstand the importance of the discovery of %merica$ Bespect for cultures different from one+s own$

ASSESSE# CRI#ERIA

1$ E'plain the main characteristics of authoritarian monarchies$/$ -dentify the chan"es which too place in European economy and society durin"the 1Gth century$


'I# =

#HE EARL" ODER !ERIOD




$ 9escribe daily life in European Benaissance cities$$ Beco"nise the importance of umanism$ 9istin"uish the beliefs of 2rotestants

and Catholics$$ E'plain the characteristics of European Benaissance art and architecture and

identify the different artists$G$ Beco"nise the main facts of domestic and forei"n policy in Spain durin" the

rei"ns of Catholic Monarchs, Carlos - and ?elipe -- and the economic and socialtransformations$

H$ 2oint out the main characteristics of Spanish architecture and art in theBenaissance$

I$ 9escribe how the discovery, conuest and colonisation of %merica too placeand understand their conseuences$

K$ %nalyse and comment on te'ts, maps, and 8 or ima"es related to the contentsof the unit$



ASSESSE#CRI#ERIA

AC#I1I#IES


/, , , G, H, I, K , , G, I, K, 11, 1/, 1, 1I,1K, //, /, /K, 0, G

B%5 H, 10Spea, listen and participatein dialo"ue and debate in anor"anised and clear manner$

1, , , G, H, I, K 1, 1, 1G, /, /KB%5 11


1, /, , G, H 1, /1, //, /, /G, /KB%5 , H


G, I, K /,


/, , , , G, I, K H, 1, 1, 1H, /0, /, , B%5 1, G, I

Social and ci3ic co4petence9evelop the ability toempathise in order to

understand human actions inthe past or present$

I B%5 10


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Lalue the contributions of different cultures$

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predict the effects of socialdevelopments$

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O/EC#I1ES

1$ -dentify the features that define an absolute monarchy and the maincharacteristics of the rei"n of #ouis O-L in ?rance$

/$ i"hli"ht the political features of En"land in the 1Hth century$$ 9etermine the features of the economic crisis of the 1Hth century in Europe$$ 6nderstand the characteristics of 1Hth century society in Europe$$ 9istin"uish the main features of European 7aroue culture, architecture and

art$G$ #earn about aspects of political, economic and social life in 1Hth century Spain$

H$ E'plain what life was lie in 7aroue cities in Spain$I$ Beco"nise the importance of 4olden %"e culture in Spain$ -dentify thedistinctive features of Spanish 7aroue architecture and art$

K$ !btain historical information from the analysis of different sources$

CO#E#S

Concepts Europe in the 1Hth century5 absolute monarchy versus parliamentary

monarchy$ Economy and society in 1Hth century Europe$ Culture, architecture and art in 1Hth century Europe$ 7aroue Spain$ 9aily life in 7aroue cities$ The 4olden %"e$

!roced5res Bead and comment on te'ts with an historical content$ -nterpret maps, drawin"s and 8 or photos related to the unit content$ 2ut events and historical fi"ures in chronolo"ical order$ 6se the vocabulary of the unit correctly$ %nalyse wors of art$ 6nderstand listenin" comprehension tass related to the unit content$

Attit5des 6nderstand the ne"ative conseuences of war$ Show interest in learnin" about 1Hth century scientific advances$ %ppreciate the artistic and cultural herita"e of the 7aroue %"e and the

le"acy of the Spanish 4olden %"e$

ASSESSE# CRI#ERIA

1$ E'plain the characteristics of absolute monarchies, in particular those of therei"n of #ouis O-L$


'I# *:

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/$ Beco"nise the importance of the establishment of the first parliamentarymonarchy in history in 1Hth century En"land$

$ E'plain the different aspects of the economic crisis in 1Hth century Europe$$ 9escribe European 7aroue society$$ 6nderstand the scientific and cultural advances in 1Hth century Europe$ E'plain

the characteristics of European 7aroue architecture and art and identify themain artists$

G$ -dentify the principal manifestations of the political, economic and social crisis in1Hth century Spain$

H$ 9escribe daily life in a 7aroue city in Spain$I$ -dentify the cultural manifestations of the 4olden %"e and e'plain the

characteristics of Spanish 7aroue architecture and art$K$ %nalyse and comment on te'ts, maps, and 8 or ima"es related to the contents

of the unit$



ASSESSE#CRI#ERIA

AC#I1I#IES


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1G, 1H, /1, //, /H, 0B%5 , I, K, 116nderstand and interpreticons, symbols and other ways of representin"information, especially thoserelatin" to maps and ima"es$

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Documents

Social Sciences Eso 2º