Download 1º de educación secundaria obligatoria

SECONDARY EDUCATION 1ST ESO
SOCIAL SCIENCES, GEOGRAPHY & HISTORY
UNIT 9
THE ROMAN CIVILIZATION
a)
b)
c)
d)
e)
f)
g)
h)
Introduction
Initial assessment
Concepts
Activities
Self assessment
Other resources: bibliography & internet resources
Reinforcement
Further study: Investigation project
Sistema Educativo SEK – Aula Inteligente
Geography & History 1st ESO Unit 9
1
A/ INTRODUCTION
ANCIENT ROME
Historical
Stages
Society:
Economy:
Agriculture (villas)
Trade (cities)
Crafts
Patricians
Plebeians
Slaves
Origins
Religion:
Culture:
Polytheism
Origins of Christianity
Roman Legacy
Monarchy
Republic
Empire
Etruscan Kings
753BC-509BC
509BC-27BC
27BC-476
Peoples:
Etruscans - Sammites
Latins - Sabins
Political Institutions:
Senate - Magistrates
Comitia
Punic Wars
264BC-146BC
Absolute Power:
Political + Religious
+ Military
Art:
ARCHITECTURE
SCULPTURE
PAINTINGS
Fall of the Empire:
Internal Causes
External Causes
THE IBERIAN PENINSULA IN ANTIQUITY
Pre-Roman
people
Celts:
Ibers:
Central Plateau &
Atlantic Coast
Mediterranean
Coast
2
Sistema Educativo SEK – Aula Inteligente
First
Colonisations
Tartessians
Roman Empire
Romanization
Stages of the conquest
Roman Legacy
Phoenicians
Greeks
Carthaginians
Present Day
Lebanon
Saguntum
Emporiom
Carthago Nova
Ebysos
Geography & History 1st ESO Unit 9
B/ INITIAL ASSESSEMENT
1. In previous units you’ve studied Europe. Write down the information you
remember about the Mediterranean area:

Relief:

Rivers:

Climate:

Vegetation:
2. Name some present day countries that were once part of the Roman Empire.
3. Along the History many things have changed. In Rome and in Greece a
social class existed, today missing. Can you say to which we refer?
4. In this period big advances took place in the culture and the art. Do you
remember any examples?
5. Have you visited any Roman building or archaeological Roman site?
Describe it.
Sistema Educativo SEK – Aula Inteligente
Geografía e historia 1º ESO Unidad 8
3
C/ CONCEPTS
A. The history of the Romans
B. The lifestyle of the Romans
1. The Roman society
2. The economy
3. The cities, architecture
4. The daily life
5. The religion
6. The Roman art
C. Roman Hispania
D. Key features of Spain’s physical geography
E. Natural Hazards
Sistema Educativo SEK – Aula Inteligente
Geografía e historia 1º ESO Unidad 8
4
C/ ACTIVITIES
A. THE HISTORY OF THE ROMANS
@ As we have done in the previous units, the
civilizations of Greece and Rome we are going to
work with the “Project Palladium”
http://recursos.cnice.mec.es/latingriego/Palladium/_comun/eshome.php
1. Color the map of the territorial expansion of Rome following the key
and place:
Oriens - Arabian Desert - Mare Nostrum – Alexandria – Pontus Euxinus –
Sinus Arabicus – Carthage – Sahara Desert – Carthago Nova – Emerita
Augusta – Caesar Augusta – Oceanus Atlanticus – Rome – Britannia –
Hispania - Gallia
Sistema Educativo SEK – Aula Inteligente
Geografía e historia 1º ESO Unidad 8
5
@
Digital blackboard Enter the virtual encyclopaedia, go to the animations on
"Eternal City" and “Rome and its domains". Comment in group on the information.
http://icarito.latercera.cl/icarito/enciclopedia/canal/complementos/multimedias/0,0,38
035857_152309025_1_2,00.html
2. Complete the diagram to know all the stages on Roman history:
.
Sistema Educativo SEK – Aula Inteligente
Geografía e historia 1º ESO Unidad 8
6
3.
Make the research activities of the page 205 of your book of text.
4. Color the map bellow of the maximum extension of the Roman Empire and fill
the boxes with the name of the main provinces.
The army had a great importance in Rome. It is sure
that you have read some Asterix books. There are two
that we recommend: "Asterix the Legionary" and
"Asterix and the Laurel Wreath"
@
Also you can also watch a Gladiator's trailer:
http://www.quedetrailers.com/trailers257.htm
Write down the titles of this collection that you read.
Sistema Educativo SEK – Aula Inteligente
Geografía e historia 1º ESO Unidad 8
7
5. List the reasons that explain the crisis of the Roman Empire as of the 3rd
century AD:
Reasons of the fall of the Roman Empire, the crises of the 3rd century AD
a) Internal:
b) External:
6. Fill in the gaps:
During the centuries … … .and … … … .the fights against the Barbarian peoples:
… … …… … … … …, … … … … … … … … … .and … … … … … … … … ….
…
intensified. The emperor … … … … … … … … in the year … … … … … .AD
divided the Empire among his children. West with the capital in … … … … … …
and East with the capital in … … …. … … … … … …..
In the year … … … … the empire of west fell. Nevertheless the Byzantine Empire
existed until the year … … … … … … … when it fell down in hands of the Turks.
Sistema Educativo SEK – Aula Inteligente
Geografía e historia 1º ESO Unidad 8
8
B. THE LIFESTYLE OF THE ROMANS
@ Digital blackboard. In these pages you will find everything on the daily life of
the Romans and their legacy.
http://www.bbc.co.uk/history/ancient/romans/
http://www.britishmuseum.org/explore/world_cultures/europe/ancient_rome.aspx
http://www.artehistoria.jcyl.es/historia/contextos/762.htm
http://recursos.cnice.mec.es/latingriego/Palladium/latin/esl141.php
Learn the Roman numbers:
http://www.dearqueologia.com/romaninos01.htm
http://www.novaroma.org/via_romana/numbers.html
Now share with your classmates what you have learned.
8. Place on the social pyramid the social classes and tick the right
characteristics on the chart.
Patricians
Plebeians
Slaves
Freedmen
Were not considered people, but the
property of their owners
Fought for their right to vote
Had no rights
Were the largest group
Occupied the highest political and military
positions
Were the owners of most of the lands
They could buy their freedom
Were the foreigners, immigrants, small
land owners, traders, farmers and
craftsmen
Sistema Educativo SEK – Aula Inteligente
Geografía e historia 1º ESO Unidad 8
9
9.
Make the research activities of the page 207 of your book of text.
10. Tick to which category these building belong:
For leisure
Commemorative Public Works
monuments
Religious
Aqueduct
Capitol
Theatre
Amphitheatre
Thermal Bath
Circus
Road
Triumphal Arch
Bridge
Tick what sentence defines better the Roman architecture:
It was an architecture inherited from the Greek civilization.
Was looking for the beauty and the harmony
Was a practical and monumental architecture
11.
@ Look at videos about Roman architecture and then complete the
information on those buildings.
http://w3.cnice.mec.es/recursos/bachillerato/historia/roma/index.htm#
Sistema Educativo SEK – Aula Inteligente
Geografía e historia 1º ESO Unidad 8
10
Sistema Educativo SEK – Aula Inteligente
Geografía e historia 1º ESO Unidad 8
11
C. ROMAN HISPANIA
LEARNS:
From 218 Rome initiates the conquest of the Iberian Peninsula to which it will call
Hispania. Romanization is the assimilation of the Roman civilization on the part of
the conquered peoples.
12. Locate the Celtic, Celtiberian and Iberian population.
13.
Make the research activities of the page 233 of your book of text.
14. Complete the names main cities and color the provinces following the key.
Sistema Educativo SEK – Aula Inteligente
Geografía e historia 1º ESO Unidad 8
12
15. Complete the chart below on the Roman legacy with the characteristics:
Roman Legacy
Language: latin
Law
Art
Cities
16. Art:
Sistema Educativo SEK – Aula Inteligente
Geografía e historia 1º ESO Unidad 8
13
D. KEY FEATURES OF SPAIN’S PHYSICAL GEOGRAPHY
1.
Make a bar graph with the following peaks from the highest to the lowest.
Work system: pairs
Resources: Graph software, classroom material.
Mountain Ranges
Highest Peaks
Meters
Montes de Toledo
Villuercas
1.601
Sierra Morena
Bañuela
1.323
Basque Mountains
Aitzgorri
1.544
Catalan-Coastal range
Turó de L’Home
1.712
Central Plateau
Moro Almanzor
2.592
Galician Massif
Teleno
2.188
Torre de Cerredo
2.648
Moncayo
2.313
Aneto
3.404
Mulhacén
3.478
Teide
3.718
Puig Major
1.445
Cantabrian Mountains
Iberian Mountain Range
Pyrenees
Betic Range
Teide
Sierra de Tramuntana
2.
Match the Spanish coasts with its characteristics:
Cantabrian Coast
Straight and low
Galician Atlantic Coast
High with cliffs
Andalucian Atlantic Coast
Straight with cliffs
South Mediterranean Coast
Straight and low
East Mediterranean Coast
Abrupt with cliffs
North Mediterranean Coast
Abrupt forming rias
Sistema Educativo SEK – Aula Inteligente
Geografía e historia 1º ESO Unidad 8
14
3. Place on the map the most important relief landforms, oceans, seas and rivers.
Sistema Educativo SEK – Aula Inteligente
Geografía e historia 1º ESO Unidad 8
15

Spanish climates and landscapes
REMEMBER:
SPANISH CLIMATES
ELEMENTS
-
FACTORS
Temperature
Precipitations
Air Pressure
Wind
Humidity
-
Latitude
Altitude
Sea
TYPES OF CLIMATES
OCEANIC
CONTINENTAL
MEDITERRANEAN
Sistema Educativo SEK – Aula Inteligente
MOUNTAIN
SUBTROPICAL
Geografía e historia 1º ESO Unidad 8
16
1. Shade the different climatic regions of Spain on the map.
Sistema Educativo SEK – Aula Inteligente
Geografía e historia 1º ESO Unidad 8
17
E. LOS RIESGOS NATURALES
2.
Find out how to elaborate a concept map.
Make a concept map with the most important effects human beings cause to
our environment.
@ Recommended links:
Environmental problems:
http://www.geography.learnontheinternet.co.uk/topics/environment.html
Save water: http://www.eartheasy.com/live_water_saving.htm
http://www.ciberquijote.com/daimiel/default.asp
Fish exploitation:
http://www.greenpeace.org/international/campaigns/oceans
http://www.wwf.es/mares_pesca.php
Climate change:
http://www.unep.org/Themes/climatechange/
http://ec.europa.eu/environment/climat/home_en.htm
Greenhouse effect: http://ares.cnice.mec.es/geografia/inicio.php
http://www.esi.unav.es/asignaturas/ecologia/Hipertexto/10CAtm1/350CaCli.htm
http://www.cambio-climatico.com/
BRIGHT IDEA!
Did you know that Zaragoza host the World Expo 2008. Entitled “Water
and Sustainable Development”, the project aims to make a decisive
contribution to the international awareness to this environmental
problem. http://www.zaragozaexpo2008.es
The International Exposition Zaragoza 2008 has also joined the United
Nations Plant for the Planet campaign. Learn more about this UN
campaign in: www.plantemosparaelplaneta.com
3.
Now we will be learning about Natural Hazards:
a. Find out what natural hazards are
b. Recommended links:
i. http://www.naturalhazards.org/
ii. http://www.educared.net/concurso2001/152/volcan.htm#partes
iii. http://www.pbs.org/wnet/savageearth/animations/volcanoes/
iv. http://www.pbs.org/wnet/savageearth/animations/tsunami/index.
html
c. Share what you have learned about natural hazards with
your classmates and then brainstorm about two of the
natural hazards which affects us: Desertification and
floods. What do you think can be done to solve these problems? Are
we doing enough?
Sistema Educativo SEK – Aula Inteligente
Geografía e historia 1º ESO Unidad 8
18
GLOSARY OF KEY WORDS
Define the following words, add drawings or pictures to illustrate them. You
can add any other important terms that you have learnt in this unit.

Republic

Senate

Emperor

Mosaic

Forum

Dome

Aqueduct

Barbarians

Huns

Cardo

Decumanus
Sistema Educativo SEK – Aula Inteligente
Geografía e historia 1º ESO Unidad 8
19
E / SELF ASSESSEMENT
Name………………………………………………………………………
1. Which peoples inhabited the Iberian Peninsula in the 7th century BC
2. When was the foundation of Rome?
3. From the year 509 B.C. Rome’s political system of government was
……………………..
4. Make a chart of its political institutions.
5. Prepare a timeline of the Punic Wars. Include the most important facts and date
them.
Sistema Educativo SEK – Aula Inteligente
Geografía e historia 1º ESO Unidad 8
20
6. In the year 27 B.C. The government of Rome changed drastically. Explain how.
7. In the 3rd and 4th centuries begin the crisis and decadence of this great empire.
Why did this happen?
8. Draw Rome’s population pyramid and explain it.
Sistema Educativo SEK – Aula Inteligente
Geografía e historia 1º ESO Unidad 8
21
9. Which were the main economic resources of the Roman Empire?
10. Make a chart of the most important contributions of Rome to the architecture and
urbanism.
Sistema Educativo SEK – Aula Inteligente
Geografía e historia 1º ESO Unidad 8
22
F/ OTHER RESOURCES: BIBLIOGRAPHY & WEB LINKS
Along all the units you will be finding suggestions of books, films or web pages, with
which you will be able to complete and to extend your knowledge on what you are
studying.
Films:







Fiction Books:









Gladiador by Ridley Scott. 2000.
Troy by Wolfgang Petersen, 2004.
Julius Caesar (TV), directed by Uli Edel, 2002.
¿Quo Vadis?
Jason and the Argonauts
Ben-Hur
Espartacus
L. González “Guárdate de los idus”
R. Graves “Yo Claudio”
M. A. Molina “de Victoria para Alejandro”
VV.AA. “Los mejores relatos históricos”
L. Davis “Una conjura en Hispania”
R. Sutcliff, Aquila el último romano. Gran Angular.
P. Baccalario, El señor de la horda. Ediciones SM.
M. I. Molina, De Victoria para Alejandro, Alfaguara Infantil y
Juvenil.
A. Sánchez Escalonill, El príncipe de Tarsis. Editex.
DVD:












Roma. Antiguas civilizaciones. MD.
El imperio romano. Apogeo y caída. MD.
Imperios: Roma. MD.
Atlas Interactivo de Historia Universal, vol. 2. MD.
Coliseo: ruedo mortal de Roma. MD.
Grandes épocas del arte, vol. 02.
El arte de Roma. MD.
La vida en el Imperio Romano. Discovery Channel.
Colonizaciones de la península Ibérica. MD.
Historia de España, vol. 02.
La conquista romana. Hispania, provincia del imperio. MD.
Memoria de España, vol. 02. MD.
Other books:


C. Codoñer y C. Fernández-Corte, Roma y su imperio. Anaya,
Biblioteca Básica de Historia, Serie General.
Trevor Cairos, Los romanos
Sistema Educativo SEK – Aula Inteligente
Geografía e historia 1º ESO Unidad 8
23



J. Espinós y D. Sánchez, Así vivían los romanos, Anaya, Biblioteca
Básica de Historia, serie Vida Cotidiana.
P. Ardagh, Los romanos, Ediciones SM.
J. Santacana, Iberia: los orígenes. Anaya, Biblioteca Básica de
Historia.
Scientific resources:





P. Grimal, La formación del imperio romano. Siglo XXI.
P. Aries y G. Duby, Historia de la vida privada, vol. 1 (Del imperio
romano al año 1000), Taurus.
I. BAarandiarán y otros, Prehistoria de la península Ibérica. Ariel.
A. Blanco Frejeiro, Los primeros españoles. Historias del Viejo
Mundo, vol. 1. Historia 16.
A. Blanco Frejeiro y L. Abad Casal, Los iberos. Historias del Viejo
Mundo, vol. 1. Historia 16.
@ Internet resources:
Arqueología: http://www.dearqueologia.com/
Mil años en línea:
http://www.indexnet.santillana.es/secundaria/n3/GeografiaEhistoria/10lineaTiempo.
html
Vida Cotidiana:
http://www.artehistoria.jcyl.es/historia/contextos/762.htm
Videos construcciones romanas
http://w3.cnice.mec.es/recursos/bachillerato/historia/roma/index.htm#
Reconstrucciones virtuales de edificios romanos:
http://www.capitolium.org/index.htm
WEBQUEST de Mitología http://es.geocities.com/mundoclasico/mitologia.htm
Trailer Gladiador http://www.quedetrailers.com/trailers257.htm
Más sobre esta civilización:
- http://www.geocities.com/historia_imperia/roma/roma.html
- http://www.elinformadordegalicia.com/jms/roma/roma001.htm
- http://www.atenea-nike.com/pagina_11.html
- http://www.artehistoria.jcyl.es/historia/contextos/cont3.htm
Pueblos prerromanos:
http://www.almendron.com/historia/antigua/prerromanos/prerromano.htm
Museo Arqueológico de Tarragona: http://www.mnat.es/
Museo de Prehistoria y de las Culturas de Valencia:
http://www.xarxamuseus.com/prehistoria/
Si quieres hacer un repaso de las unidades de Historia, con puzzles,
autoevaluaciones y muchas curiosidades entra en Vestigia:
http://w3.cnice.mec.es/eos/MaterialesEducativos/mem2003/vestigia/vestigia/esvs1.
htm
Pompeya: http://pompeya.desdeinter.net/pomp.htm
Paseo virtual por Mérida:
- http://www.paseovirtual.net/merida/
- http://fresno.cnice.mecd.es/~jpan0004/
Sistema Educativo SEK – Aula Inteligente
Geografía e historia 1º ESO Unidad 8
24
G/ REINFORCEMENT
Answer the questions on a separate piece of paper
1.- What important events took place on these dates?
a)
b)
c)
d)
e)
f)
753 BC
753 – 509 BC
509 – 27 BC
27 BC – AD 476
AD 313
AD 395
2.- Here is a list of different groups in the Roman Republic: Slaves, Consuls,
Senate, Patricians, Women, Plebeians.
Explain who they were and say whether or not you think they were powerful.
3.- Name the most important institutions in the Republic system of government.
4.- Why was Caesar Augustus important in ancient Rome? Write what you know
about him.
5.- What were the main Roman architectural features? Name them and write an
example.
6.- Match the gods and goddesses with their area of activity:
Gods/Goddesses
Activity
Neptune
Juno
Vulcan
Diana
Bacchus
Mercury
Jupiter
Venus
god of communication
goddess of the moon and hunting
goddess of love
god of wine
king of the gods
god of metalworking
god of the sea
queen of the gods
7.- Write what you know about the Punic Wars.
8.- Name the most important reasons that caused the Roman Empire to fall.
9.- Some Romans turned away from the state religion and turned to a new religion.
Write what you know about it.
10.- Write about 5 things the Romans have left us.
Sistema Educativo SEK – Aula Inteligente
Geografía e historia 1º ESO Unidad 8
25
H/ FURTHER STUDY / INVESTIGATION PROJECT
Choose one of the following topics:
1.- Watch the film Gladiator and investigate the political relationships shown in the
film. Would it be possible for a Gladiator to threaten an Emperor? What was the
relationship between the Emperor and the Senate?
2.- Researching the past: The Forum:
a) The Forum was an important place in Roman life from the Republican
period through to the Empire. Use your library or the Internet to find a
picture or diagram of the Forum of Julius Caesar or the Augustan Forum.
Copy or photocopy the picture and then label the important parts.
b) What were the other buildings and monuments in the Forum? What were
they used for?
c) What activities took place in the Forum (apart from the registration of
citizens)?
3.- Spartacus: A threat to Roman security. Draw the life of Spartacus in a series of
cartoons.
4.- Choose one of the following people and find out who they are, what they did and
the part they played in Julius Caesar’s life: Pompey, Cleopatra, Cicero, Crassus,
Vercingetorix or Mark Antony.
5.- You are a Roman detective sent to investigate the death of Caesar. Complete
the following crime sheet:








Victim’s name and age at death
Date when crime took place
Approximate time of death
Scene of the crime
Manner of death
Weapons
Suspects
Possible motives
6.- What were the Twelve Tables? Find out all you can about them.
Sistema Educativo SEK – Aula Inteligente
Geografía e historia 1º ESO Unidad 8
26