teacher’s book social science 5 primary contents The LOMCE and the Teaching programmes................................................................................................................. 4 The Teacher’s Book ............................................................................................................................................................. 6 The Pupil’s Book ................................................................................................................................................................ 10 The Pupil’s Book contents ............................................................................................................................................... 14 Unit 1. Earth and the universe......................................................................................................................................... 18 Unit 2. Relief and climate.................................................................................................................................................. 32 Term 1 ................................................................................................................................................................................... 48 Unit 3. Population............................................................................................................................................................... 50 Unit 4. The economy and its sectors.............................................................................................................................. 62 Unit 5. Money and business............................................................................................................................................. 76 Term 2 ................................................................................................................................................................................... 88 Unit 6. The Middle Ages.................................................................................................................................................... 90 Unit 7. The Modern Age.................................................................................................................................................. 106 Term 3 ................................................................................................................................................................................. 120 Workbook .......................................................................................................................................................................... 123 Project presentation 3 The LOMCE and the Teaching programmes Introduction The LOMCE, Spain’s Organic Law to Improve Educational Quality (12/2013), is a significant change from the previous law (the LOE), specially regarding unit scheduling. Specifically, it adds new learning standards and outcomes, and revises others, such as the list of basic competences. Unchanged elements Aims. The LOMCE creates a series of general aims for educational stages which articulate the entire curriculum taught across all subjects and grade levels. Therefore, the level of specific detail included in the general aims by area will disappear. The specific aims of each unit must be directly tied to the general curriculum. These new aims cannot be modified by the regional governments. Contents. The new law treats subject areas differently: ►► For core subjects, it offers a detailed breakdown of contents. However, it does not provide the sequencing of these contents by school year; rather, the regional governments will determine the distribution throughout a given educational stage. ►► For complementary subjects, the Ministry of Education, Culture and Sports has not dictated any specific course contents, leaving this to the discretion of the various regional governments. Such administrations will be in charge of meeting the particular educational needs of each region, while complying with the general goals and the expectations of skills and knowledge acquisition at each stage. Assessment criteria. Assessment criteria are central to the learning and assessment processes. In contrast to previous educational laws, the new law organises assessment criteria into content blocks. While there is not an exact match between contents and criteria, there is now a clear relationship between the two.This is specially important for complementary subjects, since the list of contents provided by regional governments must demonstrate a link to assessment criteria, and such governments will be dictating for the most part how such material is taught. Basic competences. Standardization of the European educational system has led to the general acceptance of a set of basic competences, these being understood as a set of skills applicable to different contexts. This has been the greatest change in education over recent years. Under the new law, basic competences must be developed and assessed, but through learning standards, linking the two from the very beginning. The LOMCE defines seven key competences: 1. Linguistic communication. 2. Mathematical competence and basic competence in Science and Technology. 3. Digital competence. 4. Competence in learning to learn. 5. Social and civic competence. 6. Sense of initiative and entrepreneurial spirit. 7. Cultural awareness and expression. 4 Project presentation Main new aspects Learning standards. This is the newest aspect of the new curriculum. The LOMCE defines these as what a pupil should know or can do within a given subject area and grade level. These are precise descriptions of knowledge, skills, competences and other capacities that the school must promote. Learning standards are set by law, both in core subjects, as well as in complementary subjects and they are the basis for assessment. They also serve as a guide for schools and as a frame of reference for their work. As a result, there is a clear connection between learning standards and assessment criteria. Learning outcomes. These are descriptors for learning standards, quantitative or qualitative expressions that reflect how well standards and assessment criteria are being met. Teachers must decide which achievement indicators are used to judge the degree of pupil success. New teaching programmes With these changes, the new course material for classrooms, and what we provide throughout the Savia Project, must include the following: ►► Presentation. Connecting the unit to the overall curriculum, detailing how it fits into the acquisition of content and the evaluation criteria. ►► Aims. Specific learning aims are created for each unit, tied to the general aims by the educational stages included in the law. ►► Competences. Educators must specify the basic competences that will be worked, evaluated and recorded, relating them to the learning standards. ►► Contents. The contents of each unit will be detailed and sequenced, drawing from the materials offered by regional governments. These governments are in charge of their distribution and depth. ►► Assessment criteria. These must match the criteria set by the regional governments for the content block included in the unit. ►► Learning standards. A number of learning standards will be selected from those the regional government has tied to assessment criteria. Although these are not a list of minimums, such standards must guide the learning process. ►► Learning outcomes. For each learning standard, the teacher will fix a number of achievement indicators or learning outcomes which must be observed, recorded and assessed throughout the unit. ►► Methodological suggestions. The methodology is explained in order to guide the teaching and learning process throughout the unit. The idea is to predict the materials needed, the possible difficulties and the timing of activities as much as possible. Project presentation 5 The Teacher’s Book The Teacher’s Book associates all the resources from the project to the Pupils’ Book. This allows to enrich the classroom and adapt it to the educational itineray chosen by each teacher. The general structure of the Teacher’s Book is the following: ►► Initial pages: They show how to use this book and how the units are structured in the Pupil’s Book. ►► Unit guide: Includes a visual map of all the resources, the teaching programme, the methodological suggestions and the teaching notes section by section. Structure of each didactic unit General introduction It shows the contents to be developed and refers to the value taught throughout the unit. It includes the recommended readings and the suplementary material associated (workbooks, dictionaries, World Finders, etc.). Unit resources map It links each section of the unit with all the resources developed. Indicates digital resources for both the teacher and the pupil. Differenciates between teacher’s resources and classroom resources. Shows the typology of the activity and the title of each resource. Gives detail for teachers to find the resource easily. 6 Project presentation Teaching programme It is divided into two charts which give a clear and organised view of the new curricular contents, taking into account the difficulty of adapting to the new LOMCE terminology. The first chart links the unit aims and the competences. The second chart links the contents with the assessment criteria, the learning standards (new curricular level in LOMCE) and the learning outcomes. Thus, each learning standard is linked to the activities of the Pupil’s Book. Project presentation 7 Methodological suggestions They include the general didactic and pedagogical suggestions for the development of the unit. ►► 1. Previous knowledge from previous years or units that pupils should have. ►► 2. Possible areas of difficulty pupils and teachers may face in the unit: frequent mistakes, more difficult contents, general behaviour guidelines, etc. ►► 3. Innovation programmes with information about the structures of Cooperative Learning, the programme of Education in Values and Learning to Think strategies developed along the unit and its location in the project. ►► 4. Suggested distribution of sessions to recommend the teacher how to organise the work. 8 Project presentation Multiple intelligences The Savia project offers a varied tipology of activities in order to attend to the different learning styles pupils build up. The multiple intelligences map from the Teacher’s Book shows how each one of the multiple intelligences is developed throughout the unit, not only in the Pupil’s Book but also in the teaching notes. Audioscript / Answer key Each double spread includes the audioscript of all the Pupil’s Book activities as well as the answer keys. Includes the Audioscript to guide listening activites. Includes the answer key to help teacher’s correction. Project presentation 9 The Pupil’s Book The book for Social Science 5 by Savia is made up of six units based on the CLIL methodology. Every unit includes the following sections: Introductory page A warm-up picture for introducing the main topics of the unit. Questions for activating knowledge and develop speaking skills. An introduction to the Final Task developed throughout the unit. 10 Project presentation Content pages Fun fact! and Who was? with interesting topics, facts and personalities related to the unit. Activities following the CLIL methodology. References to the Workbook. References to the Class CD tracks. References to mark there is an interactive activity for the pupil to practise the contents at www.saviadigital.com. Review Mind maps to organise the contents. Activities to go over the main contents in the unit. Interactive self-evaluation for the pupil at www.saviadigital.com. Project presentation 11 Skills A workshop to put content into practise and develop writing and speaking skills. Texts and activities to develop skills and prepare for external exams. Final task The final task deals with discovered contents and values developed throughout the unit. Every unit includes a section that focuses on values. 12 Project presentation Magazine Questions about the topics to check comprehension, review contents and develop speaking skills. Interesting topics and facts. Check what you have learnt Activities to review the main contents at the end of each term.discovered contents and values developed throughout the unit. Project presentation 13 Contents The world around us Earth and the universe 1 7 Relief and climate 2 25 Contents 1. The universe 8 2. The solar system 10 3. Earth’s movements 12 4. Around Earth 14 5. On Earth16 6. Earth’s visual representations 18 1. Weather 2. Climate 3. Earth’s climate zones 4. Spain’s climates zones 5. Spain’s rivers 6. Spain’s relief 5. Climate change TERM 1 - Magazine / Review Population Life in society 3 4 5 49 The economy and its sectors 61 Money and business 77 45 1. Population growth 2. Population density 3. Changes in Spain’s population 50 52 54 1. The economic system 2. The economic sectors 3. The primary sector 4. The secondary and tertiary sectors 5. People in an economy 62 64 66 68 70 1. Money 2. Market 3. Business 4. Consumers 78 80 82 84 TERM 2 - Magazine / Review The traces of time The Middle Ages 6 95 The Modern Age 7 115 26 28 30 32 34 36 38 1. The Middle Ages 2. Visigoths in the Iberian Peninsula 3. Al-Andalus 4. The Reconquista in the Iberian Peninsula 5. The Christian Kingdoms in the Iberian Peninsula 6. Feudalism in the Iberian Peninsula 7. Art and culture in the Middle Ages 91 96 98 100 102 104 106 108 1. From the Middle Ages to the Modern Age 116 2. The Catholic Monarchs 118 3. The discovery of the Americas 120 th 4. The Great Spanish Empire in the 16 century 122 5. Economic crisis in the 17th century 124 th 6. Spain’s Monarchy in the 18 century 126 TERM 3 - Magazine / Review 133 Glossary 137 Final sections Review Skills Final task: Find out how a solar eclipse occurs 20 22 24 Review Skills Final task: Find out what vegetation grows in your region and how it adapts to its climate 40 42 Review Skills Final task: Find out how the population in the world is 56 58 60 Review Skills Final task: Find out about the process of making a product 72 74 76 Review Skills Final task: Find out the steps for starting a business 86 88 90 44 Review Skills Final task: Find out who El Cid was and learn about the medieval society 110 112 Review Skills Final task: Find out the genealogy of the Spanish Kings and learn about some of the most powerful dynasties in Europe’s history 128 130 114 132 1 Earth and the universe The objective of the first unit is to have pupils comprehend the concept of space immediately surrounding them. The universe, the Sun, and the solar system will be reviewed before presenting the features of planet Earth. First, the movements of Earth, such as rotation and orbit, are explained. This includes the effects these movements have on the planet. Next, the content related to the Moon is introduced. Its characteristics and movements, and how they are observed from Earth will be explored. The atmosphere is shown as the gaseous layer that covers our planet and allows the existence of life. The following approach to teaching about planet Earth introduces the concept of the geosphere and the hydrosphere, detailing the layers that make up Earth and the location of the water on the planet and its various states. The last section of the unit is dedicated to the representation of Earth and orientation in space. 18 Unit 1 Complementary material ►► Social Science 5 Workbook. Unit 1 Unit resources Digital resources Teacher’s Resources on USB and at www.smconectados.es Pupil’s Resources on CD and at www.smsaviadigital.com Diagnostic activity. The universe Tune up What do you know about ...? Presentation. Galileo Other materials Let’s understand. Colourful stars Let’s practise. Stars and Mars Who was? Penzias and Wilson Teacher’s materials Unit 1. Earth and the universe 1. The universe 2. The solar system Let’s play and learn. Planets Fun fact. Dwarf planets Animation. Layers of the geosphere Web link. Plate tectonics Let’s understand. Earth’s revolution Let’s understand. Moon phases Let’s practise. Lunar phase simulator Let’s understand. Orbits Let’s understand. The atmosphere Presentation. Mind map WB page 4 Reinforcement. Worksheet 1 Poster. The solar system and Earth Reinforcement. Worksheet 2 WB page 6 4. Around Earth 5. On Earth WB page 7 Reinforcement. Worksheet 2 WB page 8 Let’s understand. The water cycle Activity. Parallels and meridians Initial assessment WB page 5 3. Earth’s movements Video. Phases of the Moon Presentation. Man on the Moon Animation. The atmosphere Pupil’s materials 6. Earth’s visual representations Who was…? Eratosthenes Let’s understand. Scales Reinforcement. Worksheet 3 Extension. Worksheet 1 Game. Maps Poster. Geographic coordinates WB page 9 Review Test yourself. Selfevaluation Review unit 1 Assessment unit 1 Skills Video. Eclipses Assessment. Rubric Let’s understand. Eclipses Test yourself. Check the way you have learnt Final task Unit 1 19 Teaching programme UNIT AIMS COMPETENCES 1. Learn about the features of the universe and solar system. 2. Understand the characteristics of planet Earth. 3. Explain Earth’s dynamics and their effects. 4. Use the maps in the unit correctly to complete orientation exercises, calculate time zones and scale, etc. 5 Apply mathematical knowledge to performing different calculations related to the unit content (scale, time zones, coordinates, etc.). 6. Complete group assignments on the unit content. 7. Share ideas and opinions with the group, demonstrating a respectful attitude. 8. Define concepts related to the unit. Develop specific aspects of the unit work individually and in groups. Social and civic competence (Aims 1, 2, 3, 4, 5 and 6) Mathematical competence and basic competence in science and technology (Aim 5) Linguistic communication (Aims 8, 9) Learning to learn competence (Aim 7) Digital competence (Aim 10) 9. Properly handle the unit vocabulary to describe the main concepts and events included in it. 10. Use new technologies to work on unit content. 20 contents assesSment criteria learning standards Gathering information on the subject using different sources. 1. Obtain specific, significant information about previously defined events and phenomena, using different sources. 1.1. Find, select and organise specific, significant information. Analyse it, reach conclusions, reflect on the process and communicate orally or in writing. (Learning to learn competence) • Complete activities using sources of information such as images. All of the activities Using information and communications technology (ICT) to search for and select information. Presenting conclusions. 2. With guidance, use ICT to obtain information and learn to express content. 2.1. Use ICT to complete assignments using terminology appropriate to the subjects. (Digital competence) • Use ICT as a tool for learning and self-assessment. Interactive activities on Saviadigital, pages 8, 9, 11, 13, 14, 16, and 18. Developing strategies to organise, memorise and retrieve information obtained using different methods and sources. 3. Learn and use strategies for developing responsibility, the ability to work hard and perseverance with regard to schoolwork. 3.1. Apply strategies for developing responsibility, the ability to work hard and perseverance with regard to schoolwork. (Learning to learn competence) (Digital competence) • Engage in self-assessment and learn the relationship between effort and results. Activities: pages 20, 21, 22 and 24 Using and reading different textual and graphic languages, with guidance and simple models. 4. Explain what the universe is, the origins of the universe and its main components. 4.1. Explain what the universe is, the origins of the universe and its main components. (Mathematical competence and basic competence in science and technology) • Identify the components of the universe. Activities: pages 8 and 9 Unit 1 learning outcomes • Understand what a light year is. Activities: page 9 Teaching programme contents The universe and solar system: Earth. The universe. The solar system: the Sun and the planets. assesSment criteria The Moon: Characteristics. Movement. Phases. The cardinal points. The compass. Identifying the poles, Earth’s axis and the hemispheres. Maps and scale: graphic scale and numeric scale. Parallels and meridians. Geographic coordinates. learning outcomes 5. Describe the main characteristics of the solar system. Identify different types of celestial bodies and their characteristics. 5.1. Define the terms galaxy, star, planet, satellite, asteroid, eclipse and comet. 5.2. Describe and interpret diagrams of the solar system and its components. (Linguistic communication) (Competence in learning to learn) • Correctly define some of the elements that make up the solar system. Activities: pages 10 and 11 6. Locate planet Earth in the solar system. Explain the change from geocentrism to heliocentrism. Recognise scientific advances in our knowledge of the universe and Earth. 6.1. Identify the Sun as the centre of the solar system and locate the planets according to their proximity to the Sun. 6.2. Describe the location of Earth in the universe. 6.3. Identify, name and describe the different layers of Earth and their features. (Mathematical competence and basic competence in science and technology) (Linguistic communication) • Put the planets in the solar system in the correct order. Activities: page 10 7. Explain Earth’s movements and their effects. Associate the seasons of the year with these movements and the tilt of Earth. 7.1. Describe Earth’s revolution and its axis. Associate the seasons with the effects of the revolution. (Linguistic communication) • Explain Earth’s revolution. • Understand how it affects life on Earth. Activities: page 13 8. Describe the sequence of day and night as an effect of the Earth’s rotation. 8.1. Explain day and night as the result of Earth’s rotation and as units for measuring time. (Mathematical competence and basic competence in science and technology) • Describe Earth’s rotation. • View it as responsible for the succession of days and nights. Activities: page 12 9. Explain the characteristics of the Moon and its movements. Identify the phases of the Moon. 9.1. Define the orbit of the Moon. Identify and name the lunar phases. (Mathematical competence and basic competence in science and technology) • Distinguish between the phases of the Moon. Activities: page 14 10. Recognise scientific advances in the study of the universe. 10.1. Appreciate the importance of human curiosity and scientific advances regarding the universe. • Understand how space travel has contributed to human knowledge. Activities: page 24 11. Identify and recognise the cardinal points. Associate east and west with the corresponding positions of the Sun in the sky. Locate north and south. 11.1. Locate the cardinal points, poles, equator, northern and southern hemispheres and Earth’s axis of rotation on globes and planispheres. (Social and civic competence) (Mathematical competence and basic competence in science and technology) • Recognise the main parallels and meridians on Earth. • Know how to deduce the geographic location of a given point. Activities: page 19 12. E xplain the different ways of representing Earth’s surface. 12.1. Describe the most common conventional symbols used on maps. (Linguistic communication) • Read a legend correctly. Activities: page 18 13. R ecognise and locate a place or geographic location in space using maps with different scales. 13.1. Interpret graphic and numeric scales on a map. (Mathematical competence and basic competence in science and technology) • Know how to use a legend on a map. Activities: page 18 Earth: Characteristics. Movements and their effects. Layers of the Earth: basic characteristics. learning standards • Recognise the planets in the solar system and their characteristics. Activities: pages 10, 11 and 24 • Identify Earth among the other planets in the solar system. Activities: pages 10 and 11 • List and describe the layers of Earth. Activities: page 17 Unit 1 21 Teaching programme Methodological suggestions 1. Previous knowledge Based on the curriculum, most of the concepts covered in this unit were already studied by the pupils in Social Science class during year three: • The universe. • The solar system and its characteristics and components. • The movements of rotation and revolution and their effects on Earth’s dynamics. • Space exploration and its contribution to science and technology. • The Moon and how its dynamics affect Earth. 2. Possible areas of difficulty Pupils may encounter some difficulties when studying this unit, especially with regard to the following aspects: • The concept of time zones may be difficult for pupils to grasp, especially given that it is necessary to add or subtract depending on the direction you are moving in. In addition, the point of reference they will use will be GMT+1 (except for the Canary Islands). • Another aspect which pupils may have certain difficulty understanding is the water cycle. • Working with different scales, grasping the relationship between the graphic and numeric scales, and between these scales and reality, also poses additional difficulty. • Lastly, locating points using geographic coordinates may also be complicated if they have not mastered the concept of the cardinal points. 3. Innovation programmes Cooperative Learning Each unit includes suggested dynamics for working on cooperative learning. These dynamics are developed in the Cooperative Learning Guide, included with the Teacher’s Resources. Learning to think Each unit offers the possibility to use the language and contents learnt throughout a series of activities related to the topic. Pupils develop thinking strategies to work through the different content covered in the units. These suggestions are fully developed in the Learning to Think Guide, included with the Teacher’s Resources. Values Science working for humanity: understand the importance of human curiosity and scientific advances. 4. Suggested distribution of sessions For the development of this unit, we recommend dividing the work into twelve sessions, organised as follows: Introduction content Review skills Final task 1 session 6 sessions 2 sessions 2 sessions 1 session The above session recommendations are intended as a guide. Each teacher should adapt the recommendations based on their needs and the number of classroom hours allocated. 22 Unit 1 Multiple intelligences VERBAL-LINGUISTIC ● Comprehensive listening ● Oral presentations ● Learning new languages ● Debating ideas ● Acquiring and using new vocabulary ● INTRAPERSONAL eading as a group and individual R reading ● ● ● elf-evaluation and metacognition S exercises Critical and creative thinking activities ctivities involving oral and written A expression of ideas and emotions LOGICAL-MATHEMATICAL ● ● ● stablishing classifications, E comparisons and series INTERPERSONAL Reading sequences sing numbering in activities of daily U life ● Logical reasoning ● Problem-solving ● ● Multiple intelligences Creative projects and group research sing cooperative learning techniques U to work as structured groups NATURALISTIC VISUAL-SPATIAL ● Reading and interpreting images ● Making maps and routes ● ctive imagination and visualisation A activities ● bserving images from the natural O world ● Simulating natural phenomena ● Using images to represent nature BODILY-KINAESTHETIC ● ● cting out concepts: performing the A content that is being studied anufacturing and inventing models M linked to concepts, ideas or processes Unit 1 23 Audioscript 2 1. The solar system includes only the Sun and planets and no other celestial bodies. 2. The Sun is a giant mass of gases. 3. The light and heat we get from the Sun is actually its internal energy. 4. The Milky Way is the name of our universe. 5. A light year measures time. Answer key Who was ...? Open answer. 1. 1) False, we also have asteroids and meteorites. 2) True 3) True 4) False 5) True 2. Open answer. 3. star: Sun: a) galaxy: Milky Way: c) system: Solar system: b) 4. It is a natural phenomenon that occurs when the Sun is hidden behind the Moon. 24 Unit 1 Audioscript 3 TEACHER: OK, Alex, can you name the planets of our solar system in order? STUDENT: I think so... Mercury, Venus, Earth, Jupiter, Uranus, Mars, Neptune and Saturn. TEACHER: And you, Lisa? STUDENT 2: Ummm. Mercury, Venus, Earth, Mars, Uranus, Neptune, Saturn and Jupiter. TEACHER: What about you, Michael? STUDENT 3: Is it Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune? Answer key Fun fact! Ceres, Pluto, Haumea, Makemake, and Eris. 1. The third speaker, Michael. 2. Jupiter is the largest planet. The outer planets (Jupiter, Saturn, Uranus, Neptune) are gaseous. The inner planets (Mercury, Venus, Mars, Earth) are rocky and they are closest to the Sun. 3. Suggested answer: The materials they are made of. 4. Uranus: -200ºC . 5. Open answer. 6. Asteroids, comets, meteors. 7. They occur when the Moon passes between the Sun and Earth so that the Moon’s shadow falls on Earth. Unit 1 25 Audioscript 4 26 1. axis 2. seasons 3. one year 4. orbit 5. day and night 6. 24 hours Unit 1 Answer key Fun fact! Leap year. 1. Rotation: axis, day and night, 24 hours. Revolution: seasons, one year, orbit. 2. Days and nights happen when Earth rotates. 3. Winter, because Spain is the northern hemisphere. 4. Open answer. 5. Just a very few times because the Moon’s orbit around Earth is tilted five degrees to Earth’s orbit around the Sun. As a result, the Moon’s shadow usually misses Earth as it passes above or below our planet. Audioscript 5 1. It describes a crescent or Moon that is getting bigger. 2. It describes a crescent Moon that is getting smaller. 3. It describes when the whole Moon is lit. 4. It describes a half Moon. Answer key Fun fact! In the southern hemisphere, people see the Moon upside down, so the side which is shining seems the opposite from the northern hemisphere. 1. 2) waning 3) full 4) quarter 1) waxing 2. Suggested answer: They both have rotation and revolution movements. The two movements of the Moon last the same, whilst Earth’s two movements have different lengths. 3. Every 28 days. 4. Suggested answer: The Moon does have a very thin atmosphere. But it is so thin compared to Earth’s atmosphere that there’s no air to breathe. That’s why astronauts have to wear their spacesuits when they get out of their spacecraft on the surface of the Moon. 5. Open answer. 6. Suggested answer: An eclipse of the Sun can only occur when there is a New Moon when the Moon passes between Earth and the Sun. Unit 1 27 Audioscript 6 1. river 2. frost 3. rain 4. clouds 5. hail 6. water vapour Answer key Fun fact! Fresh water. 1. 1) liquid 2) solid 3) liquid 4) gaseous 5) solid 6) gaseous 2. All the fresh water we find in rivers, lakes and underground water are continental waters. Oceanic water is the salt water in the seas and oceans. 3. Open answer. 5. Water. 6. Suggested answer: they are closer to the core, where the Earth’s temperature is much higher. 7. Suggested answer: the shapes of many continents are like separated pieces of a jigsaw puzzle. Many fossil findings along the edges of continents suggest similarities between species that would only make sense if the two continents were joined in the past. The seismic activity under Earth’s surface provides more evidence of this theory. 8. Solar and lunar eclipses. Lunar eclipses are more common. 28 Unit 1 Audioscript 7 1. What hemisphere Canada is in. 2. What street your school is on. 3. What season it is now in Australia. 4. The best roads to take when driving to Madrid. 5. Which country is bigger, Russia or France? Answer key Who was ...? Eratosthenes made a very precise measurement of Earth’s circumference. 1. 1) Globe. 2) Map. 3) Globe. 4) Map. 5) Globe. 2. Political globe and physical map. 3. Suggested answer: a) The scale offers the ratio of a distance on the map to the corresponding distance on the ground. b) Open answer. 4. Pupils locate Spain’s time zones on the map. The Canary Islands and Portugal subtract one hour from the rest of Spain’s time. 5. Spain is on the 40th parallel north (Latitude: 40.433, Longitude: -3.7). The countries that have the same latitude share the same parallel. 6. Solar eclipse of August 12, 2026. Unit 1 29 1 2 3 4 11 12 5 6 7 8 9 10 13 Audioscript 8 TEACHER: OK, class, we’re going to watch a documentary now about the first landing on the Moon. Does anyone know what the first mission to the Moon was? BOY: Apollo 11! TEACHER: Yes, that’s right! Good answer, Tom! OK, let’s start! NEIL ARMSTRONG: It’s one small step for man, one giant leap for mankind. NARRATOR: Those famous words were said on July 16, 1969. When Neil Armstrong stepped on the Moon for the first time, he left a footprint that is still there today. More than 40 years ago! How is that possible? The Moon is surrounded by a very thin layer of gases that can almost be called an atmosphere. However, it is so very loose that is technically considered an exosphere. That is why on the Moon there’s no air to breathe, nor breezes to erase the footprints left there by the Apollo mission. In fact, nothing has touched the footprint for over 45 years, and nothing probably ever will. In fact, experts say ... Answer key Mind map: 1) The Milky Way; 2) solar; 3) Sun; 4) Earth and Mars; 5) rotation; 6) atmosphere; 7) continental; 8) geosphere; 9) maps; 10) meridians; 11) Neptune; 12) Moon; 13) revolution 1. a) Troposphere, stratosphere, mesosphere, thermosphere, and exosphere. b) Crust, mantle, core. c) New Moon, first quarter, waxing Moon, full Moon, last quarter, waning Moon, new Moon. 2.Mercury: inner, small, rocky. Venus: inner, small, rocky. Earth: inner, small, rocky. Mars: inner, small, rocky. Jupiter: outer, large, gaseous. Saturn: outer, large, gaseous. Uranus: outer, large, gaseous. Neptune: outer, large, gaseous. 3. With the unit of measurement light year. 4. Open answer. 5. latitude: north/south: parallel. longitude: west/east: meridian 6. Prime Meridian, equator 7. 1) c 2) c 3) a 4) b 30 Unit 1 Answer key 8. a) False b) True c) True d) Doesn’t say 1. 1) star patterns 2) letter 3) constellation 4) bear 5) hunters 6) red 9. c) star b) satellite a) planet d) galaxy 2. Invented. 10. 1) orbit 2) Sun 3) atmosphere 4) crust 3. Ursa Major and Cassiopeia. 4. Open answer. 11. 1) c 2) a 3) b 5. 1) C 2) A 12. nothern hemisphere Earth’s axis lines of longitude lines of latitude Earth’s rotation equator southern hemisphere Unit 1 31 2 Relief and climate This unit builds on the pupils’ knowledge of climate from previous years and moves on to more specific studies of different climatic conditions around the world and in Spain. First, there is a definition of weather and an explanation of what meteorologists do. The unit moves on to define the concept of climate and explain the factors which influence it: altitude, latitude and distance from the sea. Next, there is an explanation of climate zones and a description of the planet’s main climate zones; their location and their most important characteristics. Once the pupils know the world’s main climate zones, there is a description of the different climates found in Spain. Then, the most important forms of relief of Spain are located and explained. The main rivers of Spain are also introduced and grouped according to their source and where they end. Finally, there is an explanation of how the increase in greenhouse gases is causing climate change. 32 Unit 2 Complementary material ►► Social Science 5 Workbook. Unit 2 Unit Resources Digital resources Teacher’s Resources on USB and at www.smconectados.es Other materials Pupil’s Resources on CD and at www.smsaviadigital.com Teacher’s materials Pupil’s materials Unit 2. Relief and climate Diagnosis activity. Weather man Tune up. What do you know about ...? Web link. Weather Presentation. Weather station Presentation. Climograph Animation. Earth’s climates Presentation. Climate and vegetation Let’s play and learn. Pressure Who was …? The man who named the clouds 1. Weather Reinforcement. Worksheet 1 Extension. Worksheet 1 WB page 14 2. Climate Let’s practise. Climatic factors 3. Earth’s climate zones WB page 15 Reinforcement. Worksheet 2 Poster. Earth’s climates WB pages 16-17 4. Spain’s climate zones Extension. Worksheet 2 Poster. Spain’s climates WB page 18 Let’s play and learn. Spain´s coasts Web link. What is climate change? 5. The rivers of Spain WB page 19 6. The relief of Spain WB page 20 7. Climate change WB page 21 Let’s understand. Climate change Presentation. Mind map Review Review unit 2 Assessment unit 2 Assessment. Term 1 Test yourself. Selfevaluation Skills Assessment. Rubric Final task Test yourself. Check the way you have learnt Unit 2 33 Teaching programme UNIT AIMS COMPETENCES 1. Define and differentiate between weather and climate. 2. Learn about the elements of weather and the main instruments used to predict it. 3. Understand the factors that determine climate. 4. Identify where the planet’s different climate zones are located. Learn their main characteristics. 5 Learn about the main climates in Spain. Social and civic competence (Aims 1, 2, 3, 4, 5 and 6) Mathematical competence and basic competence in science and technology (Aim 7) 6. Identify the main consequences of and solutions for climate change. Linguistic communication (Aims 8 and 9) 7. Use mathematical knowledge to process information when preparing climographs and graphs related to weather and climate. Competence in learning to learn (Aim 10) 8. Define concepts related to the unit. Digital competence (Aim 11) 9. Prepare written texts on the unit content. 10. Share ideas and opinions with the group, demonstrating a respectful attitude. 11. Use new technologies to work on unit content. 34 contents assessment criteria learning standards Gathering information on the subject using different sources. 1. Obtain specific, significant information about previously defined events and phenomena, using different sources. 1.1. Find, select and organise specific, significant information. Analyse it, reach conclusions, reflect on the process and communicate orally or in writing. (Competence in learning to learn) • Compile information from different sources and interpret it. Activities: pages 25 to 40. Using information and communications technology (ICT) to search for and select information. Presenting conclusions. 2. With guidance, use ICT to complete assignments using terminology appropriate to the subjects. 2.1. Use ICT to complete assignments using terminology appropriate to the subjects. (Digital competence) • Use ICT as a tool for learning and self-assessment. Interactive activities on Saviadigital, pages 26, 27, 28, 29 and 35. Using and reading different textual and graphic languages, with guidance and simple models. 3. Learn and use strategies for developing responsibility, the ability to work hard and perseverance with regard to schoolwork. 3.1. Use the specific vocabulary related to the subject correctly, orally and in writing. (Linguistic communication) • Prepare definitions of concepts. Activities: pages 26, 27, 29, 31, 35 and 37. Developing strategies to organise, memorise and retrieve information obtained using different methods and sources. 4. Complete individual and group assignments, developing the ability to work hard as part of the learning process. 4.1. Complete group assignments, demonstrating a responsible and respectful attitude. (Competence in learning to learn) 4.2. Complete the assigned tasks and submit clear, neat and organised work. (Competence in learning to learn) • Participate actively in completing group assignments. Skills, Final task, page 39, page 41. Final task page 40. Climate. Climate elements and factors. 5. Identify the elements that influence climate, explaining how they act on it. Gain an understanding of climate and the factors which determine it. 5.1. Define climate. Name the factors that determine it in the local climate zone. (Linguistic communication) • Explain what weather and climate are. • Identify the elements of weather. Activities: pages 26, 27, 28 and 29 • Recognise the main elements of climate. Activities: pages 26, 27, 28 and 29 • Understand how factors influence climatic diversity. Activities: page 29 Unit 2 learning outcomes Teaching programme contents The planet’s major climate zones. The climate types found in Spain and its immediate area. Characteristics. Plant species found in each of Spain’s climate zones. assessment criteria 6. Recognise the Earth’s climate zones and the climate types in Spain. Identify the zones affected by each one and some of their basic characteristics. learning standards learning outcomes 6.1. Explain what a climate zone is. Name the planet’s climate zones and describe their main characteristics. (Mathematical competence and basic competence in science and technology) • Recognise meteorological instruments and identify what they are used for. Activities: page 27 • Differentiate between climate zones based on their characteristics. Activities: pages 30 and 31 • Understand the relationship between climate and vegetation. Activities: page 40 • List the different climates in Spain. Activities: pages 32 and 33 • Prepare and analyse climographs. Activities: pages 28, 29 and 39 • Identify similarities and differences between climographs. Activities: pages 33 and 37 6.2. Explain why plants have special characteristics depending on the climate zone where they grow. (Mathematical competence and basic competence in science and technology) 6.3. Describe the climate types in Spain and the zones affected by each one. Indicate them on a map. (Mathematical competence and basic competence in science and technology) 6.4. Interpret and analyse climographs for different parts of Spain and associate them with the climate they belong to. (Mathematical competence and basic competence in science and technology) The geographical diversity of the natural landscapes in Spain: relief, climate and hydrography. 7. Describe and locate on a map the characteristics of the relief of Spain as well as its climate and hydrographic network. 7.1. Explain the characteristics of the relief in Spain. (Social and civic competence) 7.2. Locate on a map the main units of inland and coastal relief in Spain and its natural barriers. (Social and civic competence) 7.3. Locate on a map the main rivers of each area and the major tributaries. (Social and civic competence) 7.4. Locate on a map the Balearic and Canary Islands with the names of their main islands and the cities of Ceuta and Melilla. (Social and civic competence) • Identify the main units of relief in Spain. Activities: pages 36, 36, 40 and 41 • Complete activities based on finding units of inland and coastal relief of Spain and its natural barriers on maps. Activities: pages 36, 36, 40 and 41 • Complete activities based on the rivers of Spain. Activities: pages 34, 35 and 40 • Identify the Spanish archipelagos in activities. Activities: pages 36, 36, 40 and 41 Climate change: causes and consequences. 8. Explain how our actions affect the climate and climate change. 8.1. Observe and describe the effects of climate change and the actions necessary to fight it. (Social and civic competence) • Understand the causes and consequences of climate change. Activities: pages 34 and 39 • Evaluate the everyday activities which help combat it. Activities: pages 35 Unit 2 35 Teaching programme Methodological suggestions 1. Previous knowledge Based on the curriculum, most of the concepts covered in this unit were already studied in Social Science class during year four: • Weather and how it is measured. • Elements of climate, factors that determine climate. • The climates of Spain. 2. Possible areas of difficulty Pupils may encounter some difficulties when studying this unit, especially with regard to the following aspects: • The difference between weather and climate may cause some problems for pupils, as the two terms are sometimes used interchangeably in daily life to refer to the weather at a given time. • Another aspect which may create confusion among pupils is the difference between altitude and latitude when analysing climate factors. • Understanding the concept of the greenhouse effect and how it is not something negative or harmful for the planet, but rather a natural process, as the phenomenon is normally associated with climate change. Pupils may have difficulty understanding when it becomes harmful. Make pupils aware that with small daily activities, they can help take action to combat climate change. • Lastly, making climographs and graphs may present an added difficulty if they have not worked with them before.3 3. Innovation programmes Cooperative Learning Each unit includes suggested dynamics for working on cooperative learning. These dynamics are developed in the Cooperative Learning Guide, included with the Teacher’s Resources. Learning to think Each unit offers the possibility to use the language and contents learnt through a series of activities related to the topic. Pupils develop thinking strategies to work through the different content covered in the units. These suggestions are fully developed in the Learning to Think Guide. Values The importance of caring for the planet. Scientists have warned people of the things they do that harm the planet. Do you know what the three R’s are? How can they help our planet? Give examples of things you do that follow one of the three R’s. 4. Suggested distribution of sessions For the development of this unit, we recommend dividing the work into thirteen sessions, organised as follows: INTRODUCTION content REVIEW skILLS Final tASKS 1 session 7 sessions 2 sessions 2 sessions 1 session The above session recommendations are intended as a guide. Each teacher should adapt the recommendations based on their needs and the number of classroom hours allocated. 36 Unit 2 Multiple intelligences VERBAL-LINGUISTIC ● Comprehensive listening ● Oral presentations ● Learning new languages ● Debating ideas ● Acquiring and using new vocabulary ● eading as a group and individual R reading INTRAPERSONAL ● elf-evaluation and metacognition S exercises ● Critical and creative thinking activities ● ctivities involving oral and written A expression of ideas and emotions LOGICAL-MATHEMATICAL ● Reading and using graphic organisers ● nalysing statistical data and numerical A facts ● sing numbering in activities of daily U life ● Logical reasoning ● Problem-solving INTERPERSONAL ● Creative projects and group research ● sing cooperative learning techniques U to work as structured groups Multiple intelligences NATURALISTIC VISUAL-SPATIAL ● Creating charts and diagrams ● Reading and interpreting images ● Making maps and routes ● bserving images from the natural O world ● Simulating natural phenomena ● Applying the scientific method ● Using simple weather stations BODILY-KINAESTHETIC ● ● ands-on activities that involve H handling and experimenting with objects anufacturing and inventing models M linked to concepts, ideas or processes Unit 2 37 Audioscript 9 Hi, I’m meteorologist John Smith with today’s weather report. People living in the south of the country can expect a wonderful sunny day! Unfortunately for those of you living in the north, looks like rain for today and tomorrow—so make sure to take an umbrella with you! Answer key Who was ...? Cirrostratus, cirrocumulus, stratus and cumulonimbus. 1. a) Meteorologist. b) Today’s weather report. c) No, only in the north. 2. Suggested answer: Rainy and snowy in the north, cloudy in the centre and in some parts of both archipelagos, and sunny in the rest of Spain. 3. After their research, pupils should reach the conclusion that it is usually coldest in the mornings. 38 Unit 2 Audioscript 10 a)Where I live the climate is very hot and dry because my home is at a low altitude that is near the equator. b)My name is Simu. It is always hot here where I live because it is on the equator. My village is inland, but at sea level. c)It is very cold on the coast where I live because winds from the Arctic Ocean keep temperatures very low. Answer key Fun fact! Open answer. 1. a) The Sahara desert: altitude and latitude. b) The African savannah: latitude, altitude and distance from the sea. c) The Siberian tundra: distance from the sea and latitude. 2. Suggested answer: Climate is the typical weather of a region for a long period of time. Weather is what the atmosphere is like in a place at a particular time. 3. a) This is a climate graph and it allows us to see the typical weather in a place throughout the year. b) This place is hot and dry in the summer because temperatures are high and there is little precipitation. Unit 2 39 Audioscript 11 TEACHER: OK class, time for our presentations. Group 1, can you come up to the front of the class, please? BOY: The tropical climate zone is directly north and south of the equator. It has warm temperatures all year round. There really is no winter there. GIRL: You can find temperate climate zones on either side of the tropical zone. They have warm summers and cold winters. BOY: There are two polar zones. One that is in the Arctic Circle and one that is in the Antarctic Circle. They have low temperatures all year round. There really is no summer there. TEACHER: Well done! OK, group two, your turn! 40 Unit 2 Answer key 1. Tropical climate zone: north and south of the equator, no winters. Temperate climate zones: warm summers, cold winters. Polar climate zones: Antarctic circle, Arctic circle. 2. Open answer. 3. Open answer. 4. Fir trees:temperate and polar zones Olive trees: temperate zones Cacti: temperate and tropical zones Audioscript 12 1. This climate is along Spain’s north-western coast. 2. Most of central Spain has this climate. 3. Mountain chains like the Pyrenees have this climate. 4. The only place in Spain with this climate is the Canary Islands. 5. Spain’s eastern and southern coasts have this climate. Answer key 1. 3 1 2 5 4 Mountain Oceanic Inland Mediterranean Coastal Mediterranean Subtropical 2. a) Similarities: higher temperatures during the summer with little precipitation and lower temperatures during the winter. Differences: in the climograph a) the temperatures are more constant throughout the year and it is not as cold during the winter as in the climograph b). b) Climograph a) belongs to the Inland Mediterranean climate. Climograph b) belongs to the Oceanic climate. 3. Open answer. Unit 2 41 Audioscript 13 The river Ebro belongs to the Mediterranean watershed. It is Spain’s longest river because it starts in Cantabria and flows into Cataluña. Its main tributaries are the Segre, Jalón, Aragón, Gállego and Cinca. Spain’s Atlantic watershed is the largest. The rivers Duero, Tajo, Guadiana and Guadalquivir all belong to this watershed. The river Duero starts at Picos de Urbión in Soria and flows into Portugal. Its main tributaries are the Pisuerga, the Esla and Tormes. The river Guadalquivir is a navigable river that begins in Sierra de Cazorla in Jaén and flows into Sanlúcar de Barrameda in Cádiz. Its main tributaries are the Genil, Jándula and Guadalimar. The river Tajo starts at sierra de Albarracín, Teruel, and flows into Lisbon, Portugal. Because it is the longest river on the peninsula, it has many tributaries, like the Jarama, Guadarrama, Alberche, Tiétar and Alagón. The river Guadiana starts in Ciudad Real in Castilla-La Mancha and flows into the Golfo de Cádiz between Portugal and the province of Huelva in Spain. Its tributaries are the rivers Zújar, Záncara and Cigüela. Answer key Fun fact! Suggested answer: Guadiana, Guadarrama or Guadelete. 42 Unit 2 1. River Watershed Duero Atlantic Soria Portugal Pisuerga, Esla and Tormes Tajo Atlantic Soria Portugal Pisuerga, Esla and Tormes Ebro Starts Ends Mediterranean Cantabria Cataluña Main tributaries Segre, Jalón, Aragón, Gállego and Cinca Guadiana Atlantic Teruel Portugal Jarama, Guadarrama, Alberche, Tiétar and Alagón Guadalquivir Atlantic Ciudad Real Golfo de Cádiz Zújar, Záncara and Cigüela 2. Open answer. 3. Suggested answer: It flows into the Mediterranean watershed. It is the longest and largest river in Spain and the one with the heaviest water flow. 4. River Nansa: Cantabrian watershed River Pisuerga: Atlantic watershed River Ebro: Mediterranean watershed 5. Cantabrian watershed: oceanic climate zone and abundant water flow. Atlantic watershed: oceanic climate zone with abundant water flow and inland Mediterranean climate zone with an irregular water flow. Mediterranean watershed: Mediterranean climate zones and an irregular water flow, except the Ebro which has an abundant and regular water flow. Audioscript 14 1. These are mountains surrounding the Meseta Central at the southeast. 2. These are mountains in the northeast that separate Spain from France. 3. This is a large, high plain that covers the centre of the peninsula. 4. These are a group of Spanish islands in the Atlantic Ocean. 5. These are mountains that divide the Meseta Central into two halves. 6. This is a low area surrounding the river Ebro. Answer key Fun fact! In Spain, volcanoes are in the Canary Islands. 1. 1) Sierra Morena 2) the Pyrenees 3) the Meseta Central 4) the Canary Islands 5) the Sistema Central 6) Depression of the Ebro 2. The Iberian Peninsula belongs to the European continent. The Spanish territories are located in the European and African continents. 3. A) Territories of the Iberian Peninsula that do not belong to Spain: Portugal, Gibraltar and Andorra. Spain’s natural borders: the Cantabrian Sea, the Mediterranean Sea, the Atlantic Ocean and the Pyrenees. B) Other peninsulas in Europe: Italian Peninsula, Peloponese Peninsula, Balkan Peninsula, Scandinavian Peninsula. The regions farthest north (Galicia), farthest south (Andalucía), farthest east (Cataluña) and farthest west (Galicia) of the peninsular Spanish territories. 4. Mountain chain Highest peak Cordillera Cantábrica Torre Cerredo Pyrenees Sistema Ibérico Sistema Bético Aneto Moncayo Mulhacén Unit 2 43 Audioscript 15 1. This is a fossil fuel that people burn. We dig up the hard pieces from deep underground. 2. This is an eco-friendly energy source that turns the wind’s energy into electrical energy. 3. This is a man-made lake to collect water. We use this water for drinking, watering crops and even to make electricity. 4. This is a fossil fuel that we use to make gasoline for our cars, fuel for our airplanes and even plastics for many objects. Answer key 1. a) coal b) wind farm c) reservoir d) crude oil 2. Suggested answer: Most of the Sun’s energy returns to space, but some is kept by the heat-trapping gases. This natural greenhouse effect keeps our planet warm enough to live on. 3. Suggested answer: The greenhouse effect and global warming both describe the process by which certain gases absorb the Sun’s radiation in the atmosphere. The greenhouse effect is a natural and beneficial process, whilst global warming is the rise in the average temperature of Earth caused by certain human activities that add extra heat-trapping gases to the atmosphere and keep too much of the Sun’s radiation in it. 4. Open answer. 44 Unit 2 1 4 3 2 6 5 7 8 12 9 13 14 10 15 16 17 20 18 19 21 11 MOTHER: Come on, Kim, or you’ll be late for school. 2. I work in Alaska. Usually there’s lots of snow, but it’s summer now and all you can see are grasses and shrubs along the low tundra. 3. I’m on an international cooperation project in Africa. I’m surprised by the dry fields of grass along the savannah. 17 esterday was a beautiful sunny day, so my family and I Y went hiking in the mountains. There was a beautiful forest and we saw a squirrel. Answer key 1. 1) wind; 2) temperature; 3) latitude; 4) tropical; 5) temperate; 6) fossil fuels; 7) deforestation; 8) temperature; 9) Iberian Peninsula; 10) Canary Islands; Balearic Islands; Ceuta; 11) Melilla; 12) Oceanic; 13) Inland Mediterranean; 14) Coastal Mediterranean; 15) Mountain; 16) Cantabrian; 17) Atlantic; 18) Mediterranean; 19) Ebro; 20) Meseta Central; 21) depressions 2. Open answer. Spain has mountains surrounding the Meseta Central and mountains beyond it, like the Pyrenees and the Sistemas Béticos. 4. 1. c) 2. a) 3. b) 4. a) 5. Kim: picture 1, Dave: picture 3, Maggie: picture 2. 6. a) sunny. 7. a) wind, it is an element of the weather, not a measurement device. b) polar, it is not a climate of Spain. c) rainy, it is not a type of climate, but a weather condition. d) Tropical, it is not a weather condition, but a type of climate. 8. Cordillera Cantábrica Meseta Central Sistema Central Sierra Morena Canary Islands Pyrenees Depresión del Ebro C a n t a b r i a n S ea F R A N C E ANDORRA Sistema Ibérico P O R T U G A L 1. B OY: My family and I live on a farm. My brother and I like running through the wheat fields when the grass is nice and tall. O C E A N 16 3. Spain has territories on the Iberian Peninsula, in the Atlantic Ocean and in northern Africa. A T L A N T I C Audioscript n e a a n r r e t i M e d a S e Depresión del Guadalquivir Balearic Islands Sistemas Béticos 9. a) Rovaniemi is colder and has more rain. b) Rovaniemi belongs to the polar climate and Riad belongs to the tropical climate. Unit 2 45 Answer key 1. 1) weather 2) storm 3) deserts 4) built 5) sky 6) Moon 2. 1) C 2) A 3) B 3. a) rain b) cold weather 46 Unit 2 Notes Unit 2 47 Answer key Answer key 1. c) The Sun has disappeared! 2. b) 1. a) In the first photograph there is a partial eclipse of the Sun, while in the second one, the Moon has totally covered the star. 3. c) 4. a) 5. b) 6. b) 7. c) 8. c) 9. c) 10. a) b) The Moon and the Sun. c) The movement a planet makes around the Sun. The Moon is also orbiting around Earth. Sometimes Earth, the Moon and the Sun line up exactly, so the Moon is in front of the Sun. 2. The pupils must write a short essay about the geocentric model. In this case, it would be the Sun which would move to a position behind the Moon. Catastrophes caused by climate change 1. a) hurricane; b) flood; c) drought 2. a) They have high temperatures and little precipitation. It is characteristic of the areas along the equator. b) The pupil must reflect on how climate change increases the risk of heavy rain in some zones whilst reducing rainfall in others, thus causing simultaneous incidents of flooding and drought, with catastrophic effects for people. c) Yes, there are ways of finding the necessary information to forecast what the weather will be like and the type of natural catastrophes it will cause. 48 Term 1 Answer key Answer key It’s so hot you can fry an egg! Real life star wars The pupil will have to estimate the temperature of their surroundings that day taking into account that it is not a constant value, but that it changes throughout the day. Human beings have only been to the Moon. Watch the wind! I’m thirsty! Wind speed is measured with an anemometer and wind direction with a weather vane. The climate of the Sahara desert is a desert climate. The Ice Age Olympic waterfall Rain is the precipitation of water from the clouds. It forms part of the water cycle. The blue planet No, Earth is a geoid. Neptune and Uranus also have a blue colour, but there is no water on them. They need to cross a large ice sheet that covered the oceans during the Ice Age. In this period, most of the water on Earth was frozen because the climate changed and Earth’s temperature dropped. Together is better The coldest zones on Earth are found in latitudes above the Polar circles and on the peaks of the main mountain ranges. Term 1 49 3 Population The unit starts by explaining to the pupils the characteristics and evolution of the population, for this maps and graphs representing various demographics are presented. Then, the concept of population density is explained. In each section special attention is given to the Spanish population. The unit ends with a study of the changes in the Spanish population over time using graphs and timelines to help explain them. 50 Unit 3 Complementary material ►► Social Science 5 Workbook. Unit 3 Unit Resources Digital resources Teacher’s Resources on USB and at www.smconectados.es Other materials Pupil’s Resources on CD and at www.smsaviadigital.com Diagnostic activity. Population Tune up What do you know about ...? Teacher’s materials Pupil’s materials Unit 3. Population 1. Population growth Reinforcement. Worksheet 1 WB page 26 Presentation. Population density in Spain Presentation. Rural population in Spain Web link. Population pyramid 2. Population density Let’s understand. Spain’s population distribution WB page 27 3. Changes in Spain’s population Let’s understand. Changes in Spain’s population distribution Fun fact! Population milestones Presentation. Mind map Reinforcement. Worksheet 2 Extension. Worksheet 1 WB pages 28-29 Review Review unit 3 Assessment unit 3 Test yourself. Selfevaluation Skills Final task Assessment. Rubric Test yourself. Check the way you have learnt Unit 3 51 Teaching programme UNIT AIMS COMPETENCES 1. Describe the distribution of the Spanish population and understand the demographic processes which affect it. 2. Understand the evolution of the Spanish population through history. 3. Use demographic rates correctly to understand population traits. 4. Apply mathematical skills to interpret and create different types of graphs. 5. Carry out group work on the unit content. Mathematical competence and basic competence in science and technology (Aim 4) Linguistic communication (Aims 6 and 7) Competence in learning to learn (Aim 5) 6. Define the concepts related to the unit. Digital competence (Aim 8) 7. Develop written texts about the unit content. 8. Use new technologies to complete activities. 52 Social and civic competence (Aims 1, 2 and 3) contents assesSment criteria learning standards Gathering information on the subject using different sources. 1. Obtain specific, significant information about previously defined events and phenomena, using different sources. 1.1. Find, select and organise specific, significant information. Analyse it, reach conclusions, reflect on the process and communicate orally or in writing. (Competence in learning to learn) (Linguistic communication) • Complete activities using sources of information such as images. Activities: pages 53, 55 and, 57 Developing strategies to organise, memorise and retrieve information obtained using different methods and sources. 2. Learn and use strategies for developing responsibility, the ability to work hard and perseverance with regard to schoolwork. 2.1. Apply strategies for developing responsibility, the ability to work hard and perseverance with regard to schoolwork. (Competence in learning to learn) • Engage in self-assessment and learn the relationship between effort and results. Activities: page 56 Use and read different texts and graphs. 3. Carry out work and presentations both individually and in a group which involve the search, selection and organisation of texts which are social, geographical or historical, showing an ability to work alone or in a team. 3.1. Carry out work and presentations both individually and in a group which involve the search, selection and organisation of texts which are social, geographical or historical. (Linguistic communication) • Carry out activities using texts. Final task, page 60 Using information and communications technology to search for and select information. Presenting conclusions. 4. With guidance, use information and communications technology to obtain information and learn to express content. 4.1. Use information and communications technology to complete assignments using terminology appropriate to the subjects. (Digital competence) • Use ICT as a tool for learning and self-assessment. Interactive activities on Saviadigital, pages 53, 55, 57 and 60. Unit 3 learning outcomes Teaching programme contents Population growth - Spain’s population growth. Population density - Spain’s population density. Changes in Spain’s population. assesSment criteria learning standards learning outcomes 5. Understand the main demographic concepts and how they relate to geographical, social, economic or cultural factors based on population data. 5.1. Explain the concept of population density and know how to calculate it. Interpret a population pyramid and other graphs used in the study of population. (Mathematical competence and basic competence in science and technology) • Interpret population density maps and graphs. Activities: page 53 • Define the concept of population density. Activities: page 53 6. Distinguish the main freatures of the Spanish and European populations, explain their evolution and demographic distribution and represent this on a graph. 6.1. Describe the main features of the Spanish population. Explain the evolutionary process of the population in Spain and in Europe and describe the impact on them of such things as life expectancy and birth. Describe the factors which influence the distribution of the Spanish and European population. Locate on a map the major population centres in Spain and the most densely populated areas. (Linguistic communication) (Mathematical competence and basic competence in science and technology) • Describe the basic characteristics of the Spanish population from knowledge of their area. Activities: pages 50, 53, 55 and 57 • Explain the evolutionary process of the Spanish population. Activities: pages 50, 55 and 56 7. Analyse the migratory movements of the Spanish population. 7.1. Recognise the importance of migration in the world and in our environment. Explain the rural exodus, the immigration to Europe and the arrival of immigrants to our country. Identify and describe the main problems with population: overpopulation, ageing, immigration etc. (Social and civic competence) • Identify the main characteristics of the immigrants that live in Spain. Activities: page 50 • Understand the most important migratory processes in Spain. Activities: pages 50, 55 and 57 Unit 3 53 Teaching programme Methodological suggestions 1. Previous knowledge Based on the curriculum, most of the concepts covered in this unit were already studied by the pupils in Social Science during previous years: • The population of the country. Classification criteria. • Factors that change the population of a country: birth, death, emigration and immigration. 2. Possible areas of difficulty Pupils may encounter some difficulties when studying this unit, especially with regard to the following aspects: • The first difficulty may be related to some of the demographic content: concepts such as population density or the relationship between different demographic dynamics like birth, death or life expectancy. • Working with bar graphs, both making and interpreting them, may include some additional degree of difficulty. • In general, it can be challenging for the students to process and assimilate the wealth of specific vocabulary presented in this unit. 3. Innovation programmes Cooperative learning Each unit includes suggested dynamics for working on cooperative learning. These dynamics are developed in the Cooperative Learning Guide, included with the Teacher’s Resources. Learning to think Each unit offers the possibility to use the language and contents learnt throughout a series of activities related to the topic. Pupils develop thinking strategies to work through the different content covered in the units. These suggestions are fully developed in the Learning to Think Guide. Values The importance of respecting diversity. Respecting the characteristics that make countries different from each other and appreciating those that make us similar is the best way to enrich our own lives. 4. Suggested distribution of sessions For the development of this unit, we recommend dividing the work into nine sessions, organised as follows: INTRODUCTION content REVIEW SKILLS Final task 1 session 3 sessions 2 sessions 2 sessions 1 session The above session recommendations are intended as a guide. Each teacher should adapt the recommendations based on their needs and the number of classroom hours allocated. 54 Unit 3 Multiple intelligences VERBAL-LINGUISTIC ● Comprehensive listening ● Acquiring and using new vocabulary ● Creative writing INTRAPERSONAL ● elf-evaluation and metacognition S exercises LOGICAL-MATHEMATICAL ● ● nalysing statistical data and numerical A facts INTERPERSONAL Logical reasoning ● ● Multiple intelligences Creative projects and group research sing cooperative learning techniques U to work as structured groups NATURALISTIC VISUAL-SPATIAL ● ● Applying the scientific method Reading and interpreting images BODILY-KINAESTHETIC ● ance: creating and performing D choreographies related to concepts, ideas or processes Unit 3 55 Audioscript 18 1. This is the number of deaths in a year for every 1,000 people. 2. This is the difference between immigration and emigration. 3. This is the sum of natural increase and net migration. 4. These are the people that leave a place to go to live and work somewhere else. 5. This is the number of babies born in one year minus the number of deaths. Answer key Fun fact! That is a positive natural increase. 1. 1) birth rate 2) net migration 3) population growth 4) emigration 5) natural increase 2. a) The birth rate has decreased and life expectancy has increased in Spain. b) Because there are a low birth rate and a high life expectancy. An ageing population results in less people working, therefore contributing less money, while at the same time, more people need financial and health assistance. c) Women live longer than men. According to the graph, this has been so in Spain, at least since 1920. 3. -3 per 1,000. Spain’s growth rate is decreasing. 4. This is possible because the number of emigrants can be higher than the number of immigrants plus the rate of natural increase. 5. Africa’s population grows at a faster speed. 56 Unit 3 Audioscript 19 PRESENTER: Today we are talking to Miss García, she works for the National Institute of Statistics. Good morning, Miss García. MISS GARCÍA: Good morning. PRESENTER: Miss García, what do you do at your work? MISS GARCÍA: I study things about Spain’s population: where people live, where they work, what they do in their free time ... PRESENTER: Really? And why is this information important? MISS GARCÍA: It’s important because it can tell us where problems are in our society. PRESENTER: Could you give us an example? MISS GARCÍA: For example, our greatest concern is unemployment, because the more people who don’t have work, the less they pay in taxes but the more they need in services. This means the government gets less money but needs to pay more. PRESENTER: That’s interesting …, in fact the last National Institute of Statistics report reveals that Spanish unemployment data is approaching 20% ... Answer key Fun fact! The census is a record which is drawn up every ten years that collects information on the number of people who live in a country, as well as their gender, age and nationality. 1. ● Miss García. works for the National Institute of Statistics. ● Unemployment. ● She 2. ● The least populated Autonomous Communities are the ones in inland areas such as Castilla-La Mancha, Castilla y León, Aragón and Extremadura. The most populated are the ones situated on the coast and its two archipelagos. ● Madrid, Barcelona, Bilbao and Valencia. 3. Suggested answer: Coastal areas in Spain generally have a higher economic activity due to fishing and commercial ports as well as a very high rate of ’sun and beach’ tourism. Furthermore, a coastal climate is a lot milder than an inland climate. 4. There are more people living on certain continents than on others. Unit 3 57 Audioscript 20 1. There are more babies being born nowadays. 2. More people lived longer in the past. 3. There were more children than adults in the past. 4. Nowadays, most people in Spain are between the ages of 30 and 40. 5. Nowadays, men live longer than women. Answer key Fun fact! The fourth billion was reached in 1974, the fifth billion in 1987 and the sixth billion in 1999. 1. 1) False, there are less babies being born nowadays. 2) False, the death rate was high because of epidemics, wars and famine. 3) True. 4) False, most people in Spain are between the ages of 35 and 45. 5) False, men live the same as women. 2. Suggested answer: During the Middle Ages, the death rate in Spain was very high because of famine. Since the mid-20th century, Spain’s death rate fell thanks to medical advances. This was also a time of a great rural exodus in which many people left a life in the country for one in the city. Social changes have affected Spain’s population since 1975. Women started working outside of the home which is why they have less children. 58 Unit 3 3. a) Spain’s population pyramid of 1900. b) Spain’s population pyramid of 2014. c) Spain’s population pyramid of 2014. 4. There are more baby boys born than baby girls, but there are more elderly women than elderly men. 5. Spain is a more developed country because its population pyramid shape has a small base. 6. North America has the highest life expectancy rate and Africa has the largest younger population. 1 3 2 6 4 7 5 8 Audioscript 21 1. Which age groups are biggest in this population? 2. This population has more ... 3. The life expectancy of this population is ... 4. This pyramid is representative of ... Now, check your answers: 1. The biggest age groups in this population are between the ages of 10 and 19. 2. This population has more young adults. 3. The life expectancy of this population is low. 4. This pyramid is representative of a less developed country. Answer key 1. 1) place; 2) natural; 3) net; 4) distribution; 5) ageing; 6) inhabitants; 7) coast; 8) urban 2. a) positive; b) ageing; c) 47; d) coast. 3. The real growth of the Spanish population is positive even though there has been a negative migration balance since 2010. 4. Suggested answer: natural increase: the birth rate minus the death rate. demography: the study of human populations. population density: number of inhabitants per km2. 5. Albacete: 26,9 inhab./km2; Burgos: 26,2 inhab./km2 Granada: 72,9 inhab./km2; Guipuzcoa: 359,6 inhab./ km2 6. a) Provinces on the coast are more populated. b) Provinces inland are less populated except for Madrid which is densely populated. 7. 1) a; 2) a; 3) a; 4) b a) Villapequeña’s natural increase was negative. b) Its net migration was positive and its population growth rate was positive. c) The village’s population growth would be negative. 8. 1) a; 2) c; 3) a; 4) b 9. a) The ageing rate is over 18% in the provinces of Galicia, Asturias, Cantabria, País Vasco, Navarra, La Rioja, Castilla y León, Extremadura and Aragón, Lleida, Ciudad Real, Albacete, Jaén and Alicante. b) The ageing rate is under 15% in Las Palmas, Cádiz, Sevilla, Almería, the Region of Murcia, Ceuta, Melilla and the Balearic Islands. c) The most densely populated areas are the ones with a higher economic activity, where there is more work. The younger, working age population migrate to these areas looking for work. 10. Open answer. Unit 3 59 Answer key 1. 1) to 2) their 3) increases 4) enough 5) play 6) jobs 7) time 2. 1) A 2) C 3) A 4) A 5) B 6) A 3. Open answer. 60 Unit 3 Notes Unit 3 61 4 The economy and its sectors This unit is an introduction to a particularly difficult subject for pupils of this age: What is the economy and what are the three sectors into which economic activity is organised? However, from previous courses, they have already been introduced to economic activity and relations. So the topic is not completely new. Firstly, the economy is explained, as well as the agents and factors involved in economic activity. Next, the three economic sectors are explained (primary, secondary and tertiary). Special attention is given to the Industrial Revolution for the secondary sector. Finally, the economic changes in Spanish society are discussed. The aim of the unit is that pupils know how to value the different professions which improve the daily life of citizens. To do this, the jobs of the pupils’ parents are taken into account. 62 Unit 4 Complementary material ►► Social Science 5 Workbook. Unit 4 Unit Resources Digital resources Teacher’s Resources on USB and at www.smconectados.es Other materials Pupil’s Resources on CD and at www.smsaviadigital.com Teacher’s materials Pupil’s materials Unit 4. The economy and its sectors Diagnostic activity. The economy Tune up. What do you know about ...? Presentation. The economic agents 1. The economic system Let’s practise. The economic agents Let’s understand. The supply chain of fruit Let’s play and learn. The economic sectors Let’s practise. The primary sector Reinforcement. Worksheet 1 WB page 34 2. The economic sectors 3. The primary sector WB page 35-36 Reinforcement. Worksheet 2 WB page 37 Presentation. The Industrial Revolution Presentation. Secondary sector Fun fact! The Industrial Revolution inventions Let’s understand. The Industrial Revolution Presentation. Primary sector 4. The secondary and tertiary sectors Reinforcement. Worksheet 3 WB page 38 5. People in an economy Extension. Worksheet 1 WB page 39 Presentation. Mind map Review Review unit 4. Assessment unit 4 Test yourself. Selfevaluation Skills Assessment. Rubric Final task Test yourself. Check the way you have learnt Unit 4 63 Teaching programme UNIT AIMS COMPETENCES 1. Know the basic characteristics of economic activity. 2. Understand what economic agents are and why they are important. 3. Understand the characteristics of the various economic sectors. 4. Describe the production process from the extraction of raw materials to marketing. 5. Value the importance of all professions regardless of their remuneration. 6. Apply mathematical skills to interpret different types of numeric information, graphs etc. 7. Carry out group work on the unit content. Social and civic competence (Aims 1, 2, 3, 4 and 5) Mathematical competence and basic competence in science and technology (Aim 6) Linguistic communication (Aims 8 and 9) Competence in learning to learn (Aim 7) Digital competence (Aim 10) 8. Define the concepts related to the unit. 9. Develop written texts about the unit content. 10. Use new technologies to complete activities. 64 contents assesSment criteria learning standards Gathering information on the subject using different sources. 1. Obtain specific, significant information about previously defined events and phenomena, using different sources. 1.1. Find, select and organise specific, significant information. Analyse it, reach conclusions, reflect on the process and communicate orally or in writing. (Competence in learning to learn) (Linguistic communication) • Complete activities using sources of information such as images. Activities: pages 63, 66 and 73 Developing strategies to organise, memorise and retrieve information obtained using different methods and sources. 2. Learn and use strategies for developing responsibility, the ability to work hard and perseverance with regard to schoolwork. 2.1. Apply strategies for developing responsibility, the ability to work hard and perseverance with regard to schoolwork. (Competence in learning to learn) • Engage in self-assessment and learn the relationship between effort and results. All of the activities Using information and communications technology (ICT) to search for and select information. Presenting conclusions. 3. With guidance, use information and communications technology to obtain information and learn to express content. 3.1. Use information and communications technology to complete assignments using terminology appropriate to the subjects. (Digital competence) • Use ICT as a tool for learning and self-assessment. Interactive activities on Saviadigital, pages 63, 64, 65, 67, 69, 73 and 76. Unit 4 learning outcomes Teaching programme contents assesSment criteria learning standards learning outcomes The economic system. The economic circular flow. The factors of production. 4. Identify the activities that belong to each of the economic sectors, describe their characteristics and recognise the main economic activities in Spain and Europe. 4.1. Describe the characteristics of the economic sectors and specify the main activities of each. (Linguistic communication) 4.2. Explain the activities of the primary, secondary and tertiary sectors in Spain. (Social and civic competence) • Analyse which sector various activities belong to. Activities: pages 65, 71, 72, 73 and 76. • List activities of each sector. Activities: page 73 5. Compare how the population is distributed in each of the economic sectors in Spain, explaining similarities and differences. 5.1. Explain how the population is distributed in each of the economic sectors in Spain. (Linguistic communication) 5.2. Interpret simple graphs showing the population employed in the service sector in Spain. (Mathematical competence and basic competence in science and technology) • Analyse the distribution of population by sectors. Activities: page 69, 71 and 73 • Analyse sectorial graphs. Activity: page 73 6. Explain the characteristics in today’s world of communications, transport and new economic activities related to the production of goods and services specifying the changes these have made for people. 6.1. Describe which activities offer services to society. (Linguistic communication) 6.2. Explain how the introduction of new economic activities linked to the production of goods and services has brought changes to human life. (Social and civic competence) • Identify activities from the tertiary sector. Skills, page 74. • Understand the process of manufacture and marketing of products. Final task, page 74 The economic sectors. Primary, secondary, tertiary. Suppliers, businesses and consumers. People in an economy. Changes in Spain’s economy. Unit 4 65 Teaching programme Methodological suggestions 1. Previous knowledge Based on the curriculum, most of the concepts covered in this unit were already studied by the pupils in Social Science during previous years: • Work and economic activities. • Distribution of the population into sectors. • Relating activities with productive sectors. 2. Possible areas of difficulty Pupils may encounter some difficulties when studying this unit, especially with regard to the following aspects: • The concept of economic agents as these are quite abstract ideas. • Lastly, pupils may also have difficulty assimilating and differentiating the production factors. 3. Innovation programmes Cooperative learning Each unit includes suggested dynamics for working on cooperative learning. These dynamics are developed in the Cooperative Learning Guide, included with the Teacher’s Resources. Learning to think Each unit offers the possibility of using the language and contents learnt through a series of activities related to the topic. Pupils develop thinking strategies to work through the different content covered in the units. These suggestions are fully developed in the Learning to Think Guide. Values The importance of valuing the work of others. All jobs contribute to the development of society. It is important to appreciate how everyone’s work helps improve all of our daily lives. 4. Suggested distribution of sessions For the development of this unit, we recommend dividing the work into eleven sessions, organised as follows: INTRODUCTION content REVIEW SKILLS Final task 1 session 5 sessions 2 sessions 2 sessions 1 session The above session recommendations are intended as a guide. Each teacher should adapt the recommendations based on their needs and the number of classroom hours allocated. 66 Unit 4 Multiple intelligences VERBAL-LINGUISTIC ● Comprehensive listening ● Individual reading ● Acquiring and using new vocabulary INTRAPERSONAL ● ● elf-evaluation and metacognition S exercises ctivities involving oral and written A expression of ideas and emotions LOGICAL-MATHEMATICAL ● Reading and using graphic organisers ● Using numbering in everyday activities ● INTERPERSONAL Analysing statistical data and numerical facts ● ● Multiple intelligences Creative projects and group research sing cooperative learning techniques U to work as structured groups NATURALISTIC VISUAL-SPATIAL ● Reading and interpreting images ● Creating charts and diagrams ● ● bserving images from the natural O world Applying the scientific method BODILY-KINAESTHETIC ● anufacturing and inventing models M linked to concepts, ideas or processes Unit 4 67 Audioscript 22 These are elements needed in the production of olive oil: - Olive trees for their fruit. - Olive pickers to pick the olives. - Water to clean the olives. - Olive presses to extract the oil. - A production manager to watch over the production process. - The entrepreneur who brings the rest of the factors together. Answer key 1. Land Labour Capital olive trees water olive pickers a production manager an entrepreneur olive presses 2. Open answer. 3. The state’s income comes from taxes. 4. The taxi is a capital good because it is used to offer a service and the normal car is a consumer good because it is produced to be sold. 5. Open answer. 68 Unit 4 Audioscript 23 1. Transport belongs to the secondary sector. 2. Farmers work in the primary sector. 3. The raw material in this process is corn. 4. The manufactured products in this process are tortilla chips. 5. People don’t work in the secondary sector, only machines do. Answer key 1. 1) False 2) True 3) True 4) False 5) False 2. Open answer. 3. Land: corn crops Labour: crop farmers, factory workers, hauliers, shopkeeper Capital: tractor, factory, machinery, lorries, shops 4. Picking cotton: primary sector Making T-shirts: secondary sector Transporting T-shirts to a shop: secondary sector Selling T-shirts: tertiary sector 6. The three economic sectors. 7. Suppliers and producers. 8. Businesses buy the raw materials they need from the suppliers. They make the product and package it. The candy bars are transported to supermarkets. 8. Open answer. Unit 4 69 Audioscript 24 1. minerals 2. wood and cork 3. fish and seafood 4. crops and livestock Answer key 1. silviculture: wood and cork fishing: fish and seafood mining: minerals farming: crops and livestock 2. a) rain-fed b) rain-fed c) irrigated d) rain-fed 3. Livestock farming: milk, meat, eggs Crop farming: olives, apples, lettuce Mining: petrol, coal Silviculture: wood Fishing: fish 4. Open answer. 70 Unit 4 Answer key Fun fact! Suggested answer: Thomas Newcomen invented the first steam engine in 1712, James Hargreaves invented the spinning jenny in 1764, Samuel Morse invented the telegraph in 1844 and Elias Howe invented the sewing machine in 1846. 1. telephone: second phase first affordable car: second phase mechanical spinning frame: first phase Internet: third phase 2. Open answer. 3. They mostly worked before in primary and secondary and nowaday they mostly worked in tertiary sector. 4. Open answer. Unit 4 71 Audioscript 25 72 GAME SHOW HOST: It’s that time everyone! Time to play... Name that job! GAME SHOW HOST: Hi, what’s your name? CONTESTANT 1: Bob! GAME SHOW HOST: So, what do you do Bob? CONTESTANT 1: I work with my hands. I craft bags and shoes out of leather. GAME SHOW HOST: That’s great, thank you, Bob! Contestant number 2, What do you do? CONTESTANT 2: Hi! I’m Dana and I fly passengers to and from different countries. GAME SHOW HOST: Very interesting! Thank you! And now for our last contestant. Hi, what’s your name? CONTESTANT 3: Hi, my name’s Carl. I work 500 metres underground extracting coal. Unit 4 Answer key 1. Bob: leather worker: secondary sector Carl: coal miner: primary sector Dana: pilot: tertiary sector 2. Open answer. 3. Open answer. 1 4 2 5 3 6 8 7 9 Audioscript 26 1. Hi! I’m Alan. I was a teacher for over thirty years! Now, I’m 70 and I can relax and fish all day! 2. I’m Jenna. I think it is important to help people. I’m donating blood for people that are ill. I like being a volunteer. 3. Tom works as a skilled worker in a steel mill. Lorry driver: secondary sector Footballer: tertiary sector Construction worker: secondary sector 7. a) Alan is retired. He is part of the inactive population. b) Jenna is a volunteer. She is a non-paid worker. c) Tom is part of the active population. 8. 1) c; 2) b; 3) a; 4) c; 5) b a) Most workers had low-skilled jobs. b) Most people worked in fields or factories. c) Robots and computers became an important part of the assembly process. Answer key 1. 1) agents; 2) households; 3) services; 4) sectors; 5) primary; 6) secondary; 7) tertiary; 8) farmers; 9) construction 2. a) goods; services b) primary; raw c) industries; construction d) products; services 3. He is a craftsman who works in the secondary sector. He transforms a raw material, wood, into a product, guitars. 4. They are people, companies, or organisations that have an influence on the economy by producing, buying, or selling goods or services. They include households, businesses and the state. 5. Land, labour and capital. 6. Lawyer: tertiary sector Miner: primary sector 9. a) The primary sector is the colour green. It includes crop and animal farmers. b) The secondary sector is the colour purple. People in this sector work in industries and construction. c) The tertiary sector is the colour yellow. It is made up of goods and services businesses. 10. Obtain products Offer services carpenter potter crop farmer architect fisherman postal worker street cleaner hairdresser 11. Open answer. Unit 4 73 Answer key 1. Open answer. 2.1) daily 2) products 3) digital 4) longer 5) robots 6) technology 7) careers 8) environment 9) natural 10) man-made 3.1) A 2) C 3) C 4) C 74 Unit 4 Notes Unit 4 75 5 Money and business This unit aims to determine the reasons why money was created. It also explains the basic characteristics of the consumer society and the basic guidelines of how a company works. Firstly, it explains what money is and the many uses it has. Next, the importance of consumerism for the economy and the society of a country is discussed, while at the same time recognising the difference between responsible and irresponsible spending. The latter can lead to increased prices for some products. The third section explains what a company is and what it is like, the different types of company that exist and why it is important that companies realise the responsibility they have to their employees and to society as a whole. The last section of the unit tackles the difference between spending and saving, and tries to give a clear explanation that the students will understand. The main theme throughout the unit is the importance of responsible consumer habits in order to establish fair trade between countries and to protect the environment. 76 Unit 5 Complementary material ►► Social Science 5 Workbook. Unit 5 Unit resources Digital resources Teacher’s Resources on USB and at www.smconectados.es Other materials Pupil’s Resources on CD and at www.smsaviadigital.com Teacher’s materials Pupil’s materials Unit 5. Money and business Diagnostic activity. Money Tune up What do you know about ...? Let’s understand. The history of money Fun fact! Currencies of the world 1. Money WB page 44 2. Market Let’s understand. How a multinational works Reinforcement. Worksheet 1 3. Business WB page 45 Reinforcement. Worksheet 2 WB page 46 Presentation. Consumption 4. Consumers Reinforcement. Worksheet 3 Extension. Worksheet 1 WB page 47 Presentation. Mind map Review Review unit 5 Assessment unit 5 Assessment term 2 Test yourself. Selfevaluation Skills Assessment. Rubric Let’s understand. How to start a business Test yourself. Check the way you have learnt Final task Unit 5 77 Teaching programme UNIT AIMS COMPETENCES 1. Know the basic characteristics of the consumer society. Social and civic competence (Aims 1, 2, 3, 4 and 5) 2. Understand what money is and what it is for. 3. Know the basic features of macroeconomics. 4. Evaluate responsibility in spending and saving and develop responsible consumer habits. 5. Understand the workings of a company and its social role. 6. Apply mathematical skills to interpret and make different types of graphs. 7. Define the concepts related to the unit. Mathematical competence and basic competence in science and technology (Aim 6) Linguistic communication (Aims 7 and 8) Competence in learning to learn (Aim 7) Digital competence (Aim 9) 8. Develop written texts about the unit content. 9. Use new technologies to complete activities. 78 contents assesSment criteria learning standards Gathering information on the subject using different sources. 1. Obtain specific, significant information about previously defined events and phenomena, using different sources. 1.1. Find, select and organise specific, significant information. Analyse it, reach conclusions, reflect on the process and communicate orally or in writing. (Competence in learning to learn) • Compile information from different sources and interpret it. Activities: pages 86 and 87 Using information and communications technology to search for and select information. Presenting conclusions. 2. With guidance, use information and communications technology to complete assignments using terminology appropriate to the subjects. 2.1. Use information and communications technology to complete assignments using terminology appropriate to the subjects. (Digital competence) • Use ICT as a tool for learning and self-assessment. Interactive activities on Saviadigital, pages 79, 82, 87 and 90 Using and reading different textual and graphic languages, with guidance and simple models. 3. Complete individual and group assignments, developing the ability to work hard as part of the learning process. 3.1. Complete group assignments, demonstrating a responsible and respectful attitude. 3.1. Complete individual and group assignments and presentations that involve looking for, selecting and interpreting texts. (Linguistic communication) (Competence in learning to learn) • Participate actively in completing group assignments. Final task, page 90 Unit 5 learning outcomes Teaching programme contents assesSment criteria Finance education. Money. Saving. 4. Be aware of the value of money and its uses through responsible consumerism and savings. 4.1. Differentiate between different types of expenses and adapt the budget accordingly. (Social and civic competence) 4.2. Plan their savings for future expenses, developing a small personal budget. (Mathematical competence and basic competence in science and technology) • Distinguish between fixed costs, variable costs, necessary and unnecessary expenses. Activities: pages 78, 79, 81, 85, 87 • Develop and fix real and fictitious budgets. Activities: pages 89 and 90 Employability and entrepreneurial spirit. The company. 5. Understand the benefits of entrepreneurship. 5.1.Develop creativity and value the entrepreneurship of members of society. (Sense of initiative and entrepreneurial spirit) • Understand the importance of entrepreneurship and value business initiative. Activities: pages 82, 87 and 88 6. Explain the essential characteristics of a company, specifying the various activities and ways of organisation between different types of company. 6.1. Identify different types of company based on their size and the economic sector to which they belong and what they do. (Social and civic competence) 6.2. Describe various forms of business organisation. (Social and civic competence) 6.3. Define simple terms related to the world of business and economics, illustrating the definitions with examples. (Linguistic communication) • Distinguish between small companies and multinationals. Activities: page 87 • Understand the basic process of business operations. Activities: pages 82, 87, 89 and 90 • Define concepts related to the economy. Activities: pages 78, 81, 85 Small and big companies. Ways of organisation in companies learning standards learning outcomes Unit 5 79 Teaching programme Methodological suggestions 1. Previous knowledge Based on the curriculum, most of the concepts covered in this unit were already studied by the pupils in Social Science on during previous years: • Money. • Business. • Sales. • Savings. 2. Possible areas of difficulty Pupils may encounter some difficulties when studying this unit, especially with regard to the following aspects: • The market, how it works and the reason for it may be confusing for students of this age. The same can be said of concepts such as inflation or the trust value of money. It is necessary to pay special attention to these sophisticated concepts. • The activities with mathematical content are complex, so it is best to be aware that they may prove to be an added difficulty for the students. • Obviously, the unit content carries implicit deep ideological connotations. It would be interesting to consider this with the pupils so that they can develop a critical and balanced point of view, and adapt it to the content. 3. Innovation programmes Cooperative learning Each unit includes suggested dynamics for working on cooperative learning. These dynamics are developed in the Cooperative Learning Guide, included with the Teacher’s Resources. Learning to think Each unit offers the possibility of using the language and contents learnt through a series of activities related to the topic. Pupils develop thinking strategies to work through the different content covered in the units. These suggestions are fully developed in the Learning to Think Guide. Values The importance of responsible consumption. As consumers, we are able to choose ethically produced or fair trade products. 4. Suggested distribution of sessions For the development of this unit, we recommend dividing the work into ten sessions, organised as follows: Introduction content review skills Final task 1 session 4 sessions 2 sessions 2 sessions 1 session The above session recommendations are intended as a guide. Each teacher should adapt the recommendations based on their needs and the number of classroom hours allocated. 80 Unit 5 Multiple intelligences VERBAL-LINGUISTIC ● Creative writing ● Acquiring and using new vocabulary INTRAPERSONAL ● ● elf-evaluation and metacognition S exercises Critical and creative thinking activities LOGICAL-MATHEMATICAL ● ● nalysing statistical data and numerical A facts INTERPERSONAL Logical reasoning ● ● Multiple intelligences Creative projects and group research sing cooperative learning techniques U to work as structured groups NATURALISTIC VISUAL-SPATIAL ● Reading and interpreting images ● Creating charts and diagrams ● Applying the scientific method BODILY-KINAESTHETIC ● anufacturing and inventing models M linked to concepts, ideas or processes Unit 5 81 Audioscript 27 1. WOMAN: That’s €45.60. 2. MAN: I’ll give you three sheep for one cow. WOMAN: Make that four sheep. MAN: OK, it’s a deal. 3. MAN: Is there anything else you need? WOMAN: No, thank you! Here you are! MAN: Use it carefully with your food. 4. MAN 1: Roman soldier, here is your salary for the month! MAN 2: Thank you, my centurion. 5. MAN: That is a total of 50 gold coins. The Stockholms Banco guarantees repayment of the banknotes in cash. Signature: Johan Palmstruch, founder of Stockholms Banco. Stockholm. 1661. Thank you, sir, for trusting our bank. 82 Unit 5 Answer key Fun fact! There are many different currencies. Some of them are the dollar, the euro, the pound and the peso. 1. 1) credit card 2) bartering 3) salt 4) ancient coins 5) early banknotes 2. money: something used as a way to pay for goods and services and to pay people for their work. currency: the specific money that a country uses. coin: a piece of metal used as money. 3. a) The government establishes the value of coins and banknotes. b) In early banking, banknotes represented real money that people deposited. 4. a) a way to store value b) a medium of exchange c) an unit of account 5. barter: people exchanged goods they had for other goods. shells: people used them as a medium of exchange. early banknotes: they were a receipt in the form of a piece of paper that represented real money that people deposited in a bank. fiat money: it does not have real value itself because goverments establish how much it is worth. Audioscript 28 1. Your electricity and milk are not basic consumer goods. 2. A growing economy has an inflation that increases little by little. 3. Supply and demand refers to prices based on how much of a product there is and how many people want it. 4. If demand is high, prices are low. 5. If supply is high, prices are low. Answer key Fun fact! Because inflation rose so much that money wasn’t worth almost anything. 1. 1) False; 2) True; 3) True; 4) False; 5) True 2. consumers: generally speaking, consumers buy less of a good when prices are high. It the price is too high, the demand falls and prices can decrease. producers: generally speaking, when the demand is high, they can charge high prices for goods because they try to obtain the greatest possible profit. advertising: it can create the desire for a good or service in consumers, so that demand goes up and producers offer this good or service at higher prices. 3. Governments observe the prices of the basic consumer goods every year to stop inflation from growing too much. 4. If inflation rises too much in a very short time, people’s salaries and pensions are not enough to buy goods and services. If inflation falls too much in a very short time, companies don’t obtain enough money to pay salaries to workers. 5. a) The price will be high. b) The price will be low. 6. Open answer. Unit 5 83 Audioscript 29 1. I’m an engineer. I design cars for a car company. 2. I’m an accountant. I’m in charge of organising my company’s bank loans and payments. 3. I’m in charge of training new employees. 4. I’m a factory worker. I build refrigerators. 5. I work in advertising. I’m in charge of my company’s image and trademark. Answer key 1. 1) Research and Development 2) Finance 3) Human Resources 4) Production 5) Marketing 2. A business is any organisation that makes goods or provides services in exchange for money. Its goal it is to make goods or services that fulfill the demands of consumers. 3. Businesses contribute to society by providing products, creating jobs and paying taxes.They should protect and respect their employees’ rights and the environment. 4. Open answer. 84 Unit 5 Audioscript 30 1. Oh no, not my car ...! 2. I’m so excited about the concert! I’ve been waiting for months! 3. Just relax, Mr. Smith. We’ll fix that broken tooth! 4. Miss Cameron, I’m the landlord, your rent is due. 5. Happy Birthday, Bridgette! Here’s a present for you! I hope you like it! Answer key Fun fact! Money would be worth less and less. 1. 1) unexpected expense 2) variable expense 3) unexpected expense 4) fixed expense 5) variable expense 2. a) unexpected expense b) variable expense c) fixed expense d) variable expense 3. Bank loans allow consumers to pay unexpected expenses. 4. a) credit b) deposit 5. A current account is an account for managing the day-to-day money. A savings account is an account where an individual deposits his or her savings. 6. Fixed expenses. 7. A debt income ratio is the percentage of a consumer’s monthly income used to pay debts. 8. €2,625 monthly. Unit 5 85 1 2 3 4 6 5 7 Audioscript 31 1. Ancient coins, credit cards, fiat money, trade, shells. 2. Market, supply, demand, fiat money, consumers, producers. 3. SMEs, LLC, multinational companies, marketing, sole traders. 4. Fixed expenses, paying on credit, inflation, savings account. Answer key 1. 1) indicate the value of things; 2) supply; 3) inflation; 4) unexpected; 5) bank; 6) self-employed; 7) large 2. a) Money can be used for buying, saving and indicating the value of things. b) Expenses can be fixed, variable or unexpected. c) Businesses with less than 250 employees are called small and medium-sized enterprises (SMEs). 3. bartering: the exchange of things (such as products or services) for other things instead of for money. savings: the amount of money that you have kept over a period of time. business: the activity of making, buying, or selling goods or services in exchange for money 4. a) self-employed; b) fixed expenses; c) unit of value; d) supply and demand; e) basic consumer goods; f) inflation 5. 1) trade; 2) fiat money; 3) marketing; 4) inflation 86 Term 2 6. a) unexpected b) variable 7. 1) a 2) c 3) b 4) a 5) a 8. Open answer. 9. a) Governments. b) €30. 10. The main differences are the number of workers and that multinational companies work in different countries. They should both follow the same ethics, but it is true that multinational companies have more responsibility because they employ more workers and their impact on the environment is bigger. 11. a) True b) True c) False 12. They belong to a large enterprise. The first picture is related to the production department and the second one is related to the marketing department. Answer key 1. 1) who 2) kind 3) which 4) develops 5) make 6) with 7) sells 8) teaches 9) of 10) recycled 2. 1) A 2) C 3) A 4) B 5) B 3. Open answer. Term 2 87 Answer key Answer key 1. 1) A 2) C 3) C 4) C 5) A 6) C 7) C 8) A 9) A 10) B Lost professions 1) Pine tappers belong to the primary sector, since they directly obtain raw materials from nature; whereas blacksmiths belong to the secondary sector, because they turn iron into manufactured products. 2) These professions are coming back in an attempt to restore traditional craftsmanship, which was on the verge of disappearing, because these professions are essential, and have a great cultural value. 3) Open answer. Economic cycles 1) A growth in employment entails more people working; thus earning a salary. As a result, those people are consumers with more money to spend on different products, and this leads to increased consumption. 2) Open answer. You should foster a dialogue in the classroom, giving examples of situations for the different ‘seasons’ of economy while analysing the specific factors and circumstances of pupils: family members who are working, unemployed, who have just been laid off, those with an entrepreneurial spirit, etc. 88 Term 2 Answer key Answer key Loving ice cream made them rich! The birth of Banks Storing your savings in a piggy bank is a domestic saving; your money is kept at home and its value reduces on a yearly basis due to inflation. That’s why it’s not advisable to store your money in a piggy bank for a lengthy period of time. On the other hand, savings banks pay interest on your savings; in other words, extra money will be deposited to your account as a result of keeping your money at that bank. Ice-cream making belongs to the secondary sector, because it turns raw material into a manufactured product; while transport belongs to the tertiary sector, since it provides a delivery service, from the factory to supermarkets, to sell the product to consumers. Green businesses Some examples are transport companies using electric vehicles for public transport such as buses, and waste recycling companies which are regarded as green. Marco Polo and paper Money Coins are used to pay small amounts of money; notes are used to pay larger sums of money. The current population The origin of credit cards Suggested answer: I would apologise and try to contact someone who could come to pay for my meal. Then, I would thank that person and pay them back. Odd money Credit or debit cards, bank cheques, online shopping, etc. People go to cities seeking jobs, because most businesses are located in cities, which have a greater population and provide a wide range of services regarding education, health, etc. Villages, however, are less populated and less polluted: life there is healthier and not so hectic. Term 2 89 6 The Middle Ages This unit begins by introducing the concept of the Middle Ages and explaining its chronology as the main feature that defines this period. The following section discloses how the Iberian Peninsula was organised in the early centuries of the period, the formation of the Visigothic kingdom of Toledo, the arrival of the Muslims later and the creation of an Islamic territory called al-Andalus. Subsequently, the Christian Kingdoms emerged in northern peninsular areas not occupied by Muslims. They are presented and their main characteristics are explained. The process by which these kingdoms moved towards the south is known as the Reconquista. The unit revolves around the concept of equal or unequal societies in order to tie everything together, and this concept is also linked to the final task about medieval society. The purpose is to make pupils understand what people’s lives were like by connecting this period of time to their lives nowadays. 90 Unit 6 Complementary material ►► Social Science 5 Workbook. Unit 6 Unit Resources Digital resources Teacher’s Resources on USB and at www.smconectados.com Diagnostic activity. The Middle Ages Other materials Pupil’s Resources on CD and at www.smsaviadigital.com Tune up. What do you know about ...? Presentation. The Middle Ages timeline Teacher’s materials Pupil’s materials Unit 6. The Middle Ages 1. The Middle Ages Map. The Iberian Peninsula in the Middle Ages Cut-outs. The Middle Ages WB page 52 Who was…? Visigoth kings Activity. Medieval Muslim and Christian cities Web link. Islamic History of Europe 2. Visigoths in the Iberian Peninsula 3. al-Andalus Who was…? The first caliph of Córdoba Presentation. The Reconquista WB page 53 Reinforcement. Worksheet 3 WB page 54 4. The Reconquista in the Iberian Peninsula WB page 55 5. The Christian Kingdoms in the Iberian Peninsula Reinforcement. Worksheet 1, 2 Map. The Way of Saint James Let’s understand. Medieval art styles Let’s play and learn. Time travel WB page 56 6. Feudalism in the Iberian Peninsula Let’s practise. Fiefs and boroughs WB page 57 7. Art and culture in the Middle Ages Presentation. Medieval society Assessment. Rubric Poster. The medieval city Let’s practise. Romanesque and gothic styles Extension. Worksheet 1 WB pages 58-59 Review Review unit 6. Assessment unit 6 Test yourself. Selfevaluation Skills Presentation. Medieval society Assessment. Rubric Final task Test yourself. Check the way you have learnt Flashcards and word cards available in the Classroom Box to support the target language. Unit 6 91 Teaching programme OBJECTIVES OF THE UNIT COMPETENCES 1. Learn the essential characteristics of the Middle Ages in Europe and on the Iberian Peninsula. Social and civic competence (Aims 1, 2, 5 and 8) 2. Identify the social, political, economic and cultural features of each of the civilisations of the period. Linguistic communication (Aims 1, 2, 7 and 8) 3. Put the different periods and main events of the Middle Ages in chronological order. 4. Recognise the main examples of artistic expression found during the period and describe their most characteristic features. 5. Appreciate the importance of the social model established on the peninsula during the Middle Ages as an example of coexistence among different cultures. Mathematical competence and basic competence in science and technology (Aim 3) Cultural awareness and expression (Aim 4) Competence in learning to learn (Aim 6) Digital competence (Aim 9) 6. Complete individual and group assignments on specific aspects of the unit. 7. Define concepts related to the unit. 8. Prepare written texts on the unit content. 9. Use new technologies to carry out activities. contents assesSment criteria learning standards learning outcomes Introduction to scientific knowledge and its use in the social sciences. 1. Obtain specific, significant information about previously defined events and phenomena, using different sources (direct and indirect). 1.1. Find, select and organise specific, significant information. Analyse it, reach conclusions, reflect on the process and communicate orally and/or in writing. (Linguistic communication) • Complete activities using maps and images as sources of information. ActIvities: pages 79, 91, 98 and 100 • Research a previously defined event using different sources. Activities: pages 79 and 98 Developing strategies to organise, memorise and retrieve information obtained using different methods and sources. 2. Develop responsibility, the ability to work hard and perseverance with regard to schoolwork. 2.1. Complete the assigned tasks and submit clear, neat and organised work. (Competence in learning to learn) • Complete tasks in a clear, neat and organised manner. Activities: pages 79 and 98 Using information and communications technology (ICT) to search for and select information. Presenting conclusions. 3. With guidance, use ICT to obtain information and learn to express content. 3.1. Use ICT to complete assignments using terminology appropriate to the subjects. (Digital competence) • Use ICT as a tool for learning and self-assessment. Activities on Saviadigital, Activities: pages 83, 84, 85, 87, 89, 91 and 93 The main periods and events of the Middle Ages. 4. Identify the key events in the history of Spain. Locate them in space and time. 4.1. Locate the key events in the history of medieval Spain in space and time. (Social and civic competence) • Learn about the main periods of the Middle Ages. Activities: pages 80 and 81 The Germanic invasions and the Visigothic Kingdom. 92 Unit 6 Teaching programme contents assesSment criteria learning standards 5. Describe the most important historical periods of medieval Europe and the Iberian Peninsula. 5.1. Situate the most important historical periods of the medieval Iberian Peninsula on a timeline: Visigoth Kingdom, al-Andalus and the Christian Kingdoms. (Mathematical competence and basic competence in science and technology) • Learn about the Visigothic Kingdom in the Iberian Peninsula. Activities: pages 82 and 83 5.2. Show the main historical events relating to al-Andalus on a timeline. (Mathematical competence and basic competence in science and technology) • Interpret the timeline for al-Andalus. Activities: pages 83 and 84 5.3. Locate the main historical events relating to the Christian kingdoms on a timeline. (Social and civic competence) • Understand the territorial evolution of the Christian kingdoms. Activities: pages 88 and 89 6. Explain the influence of Arab civilisation in Spain. Describe its artistic, cultural and economic legacy. 6.1. Describe the artistic, cultural and economic legacy of al-Andalus. (Social and civic competence) • Identify different characteristics of the culture of al-Andalus. Activities: pages 83 and 84 7. Explain the process of the Reconquista, associating it with the social and political structure of the Christian kingdoms. 7.1. Explain the process of the Reconquista and resettlement of the Christian kingdoms. (Linguistic communication) (Cultural awareness and expression) • Understand the territorial and cultural evolution of the Christian kingdoms through the Reconquista. Activities: pages 87 and 88 7.2. Describe the importance of the Way of Saint James. (Cultural awareness and expression) • Understand the cultural and artistic significance of the Way of Saint James. Activities: page 93 7.3. Explain how society was organised in the Middle Ages and its relationship with land ownership as a symbol of power. (Social and civic competence) • Observe the differences in the feudal pyramid. Activities: page 98 8.1. Explain the importance of the coexistence of the three cultures as an element which enriched Spanish culture. (Social and civic competence) • Appreciate the importance of tolerant coexistence among various cultures. Activities: pages 87 and 88 8.2. Identify the different characteristics of the Early Middle Ages and the Late Middle Ages. (Social and civic competence) (Cultural awareness and expression) • Understand what life was like in a medieval fief and a medieval borough. Activities: pages 90 and 91 Al-Andalus: political development, economy, social organisation, traditions, religion, culture, sciences and art. Cultural legacy. The Christian Kingdoms: origins and formation, the Reconquista and resettlement, social organisation, the Way of Saint James, art and culture. Coexistence of three cultures: Muslim, Jewish and Christian. 8. Describe the unique features of the three cultures: Muslim, Jewish and Christian. learning outcomes Unit 6 93 Teaching programme Methodological suggestions 1. Previous knowledge Based on the curriculum, most of the concepts covered in this unit will be new to the pupils. However, there are some concepts which they may already be familiar with, either from their earlier education or by learning about them from books, films, television series, etc. • The concept of the Middle Ages. • The periods of the Middle Ages and the milestones that mark its beginning and end. • The different cultures that coincided on the peninsula, especially the Christian and Muslim. • The main features of different ways of life in the Middle Ages: knights and castles, peasants, monks, etc. • Recognising cathedrals as typical structures found during the medieval period. 2. Possible areas of difficulty Despite having some previous knowledge, pupils may encounter some of the following difficulties when studying this unit, especially in relation to: • The fact that different cultures coincided on the peninsula during the Middle Ages makes it necessary to dispense with traditional chronological sequencing. The jumps in time required to present the content may lead to a certain degree of confusion in the pupils. • Additionally, the use of maps on which information about different periods is superimposed, especially the map of the Reconquista, must be explained carefully. You should anticipate that the pupils will have difficulty understanding their meaning. • In the History workshop, pupils are asked to establish a relationship between historical cartography and the territorial evolution of the main kingdoms. It is important to explain that the origins of many of today’s autonomous communities lie in the medieval kingdoms, and also to establish the differences between the medieval period and the present day in terms of political, industrial, economic and social aspects. • Pupils will need to use specific vocabulary, especially when studying al-Andalus. This includes the terms Muladi, Mudejar, Mozarab, etc., which may cause confusion. 3 Innovation programmes Cooperative Learning Each unit includes suggested dynamics for working on cooperative learning. These dynamics are developed in the Cooperative Learning Guide, included with the Teacher’s Resources. Learning to think Each unit offers the possibility of using the language and contents learnt throughout a series of activities related to the topic. Pupils develop thinking strategies to work through the different content covered in the units. These suggestions are fully developed in the Learning to Think Guide. Values The importance of a society with equal rights. In medieval times, society was very unfair and many people suffered for that. Nowadays, there are still examples of unfairness we must watch out for and avoid. 4. Suggested distribution of sessions To complete this unit, we recommend dividing the work into twelve sessions, organised as follows: Introduction content review skills Final task 1 session 6 sessions 2 sessions 2 sessions 1 session The above session recommendations are intended as a guide. Each teacher should adapt the recommendations based on their needs and the number of classroom hours allocated. 94 Unit 6 Multiple intelligences VERBAL-LINGUISTIC ● Comprehensive listening ● Oral presentations ● Learning new languages ● Debating ideas ● Acquiring and using new vocabulary ● Role-playing games INTRAPERSONAL ● ● ● ● LOGICAL-MATHEMATICAL ● elf-evaluation and metacognition S exercises Critical and creative thinking activities I ndividual tasks where they can work alone to express ideas and personal opinions about content ransference: learning how to apply the T subjects learnt in class stablishing classifications, E comparisons and series ● Reading sequences ● Using numbering in everyday activities ● Logical reasoning ● Problem-solving INTERPERSONAL Multiple intelligences ● Conflict-solving dynamics ● Practising empathy ● Identifying other people’s feelings VISUAL-SPATIAL ● Reading and interpreting images ● Making maps and routes ● ● NATURALISTIC ● ctive imagination and visualisation A activities nderstanding the relation between U historical events and the environment Analysing artworks BODILY-KINAESTHETIC ● ● cting out concepts: performing the A content that is being studied Role-playing game MUSICAL ● uditory discrimination of musical A instruments and sounds in the environment. Unit 6 95 Answer key 1. Open answer. 2. Open answer. 3. Early Middle Ages: feudalism: agriculture Late Middle Ages: city: commerce 4. El Cid lived in the Late Middle Ages. 96 Unit 6 Audioscript 32 1. What type of civilisation were the Visigoths? 2. What was the Roman agreement with the Visigoths? 3. What mountain range did the Germanic tribes cross to enter the Iberian Peninsula? 4. Who forced the Visigoths back to Hispania? 5. When did the Visigoth’s create their Kingdom on the Iberian Peninsula? Answer key Who was ...? Under the reign of Recaredo, Catholicism was proclaimed as the official religion of the Visigothic kingdom in Spain. Rodrigo was the last Visigothic king in Spain. 1. 1) The Visigoths were a Germanic civilisation. 2) The Romans allowed the Visigoths to stay on Roman land if they helped them fight against other Germanic tribes. 3) The Germanic tribes crossed the Pyrenees to enter the Iberian Peninsula. 4) The Franks forced the Visigoths back to Hispania. 5) The Visigoths created their Kingdom in 507. 2. Open answer. 3. Open answer. 4. It was an occupation because there wasn’t any war and they were considered the successors of the Romans. 5. The Visigoths adopted the culture and the customs they found in the peninsula. King Leovigildo created a law with equal rights for both Visigoths and Hispano-Romans. 6. • The Suebi, Vandals, Alans and Visigoths entered the Western Roman Empire and settled down in the Iberian peninsula. • When they arrived, they found Cántabros, Vascones and Hispano-Roman people. 7. Rodrigo Díaz de Vivar. Unit 6 97 Audioscript 33 1. The Muslims were on the Iberian Peninsula for only two centuries. 2. In 756, al-Andalus became the politically independent emirate of Toledo. 3. In 722, the Christians stopped the Muslims from advancing farther north in the Battle of Covadonga. 4. In the 11th century, al-Andalus divided into small kingdoms called taifas. 5. By the 13th century, the Muslim empire began to fall. Answer key Who was ...? The first caliph of al-Andalus was Abd-arRahman III. 1. 1) False 2) False 3) True 4) True 5) True 2. Open answer. 3. Open answer. 4. • Andalucía. It evolved from the Arabic name that means ‘land of vandals’. • Islam: the religion of the Muslims. Muslim: a follower of Islam. Arabic: the language of the Arabs. Arab: a member of a group of people originally from the Arabian Peninsula who now live mostly in the Middle East and northern Africa. Moor: a member of a group of North African Muslim people who ruled parts of Spain from the 8th century until 1492. 5. • The mosque was used for praying. The alcázar was used as a fortified castle. • Open answer. 7. El Cid was a Christian. 98 Unit 6 Audioscript 34 1. What was the name of the Muslim kingdom? 2. In what region of the Iberian Peninsula was alAndalus? 3. From which direction did the Christian kingdoms advance? 4. In what year did the Christian Reconquista end? 5. Where was the last Nasrid kingdom that was conquered in 1492? Answer key Fun fact! Principado de Asturias. 1. 1) Al-Andalus; 2) All the peninsula except the mountains in the north; 3) Towards the south; 4) 1492; 5) Granada 2. 722: it corresponds to the Battle of Covadonga. 1492: it corresponds to the Reconquista of the last Muslim territory by the Catholic Monarchs. 3. The Battle of Guadalete occurred in 711. The Visigoth army was defeated by the Muslims. This victory allowed the Muslims to continue their conquest of the peninsula. The Battle of Las Navas de Tolosa occurred in 1212. It was a victory for the Christian armies. It meant the beginning of the end of the Muslim dominance over the peninsula. The Battle of Covadonga took place in 722. It was the first significant victory of the Christians over the Muslims and marked the beginning of the Reconquista. 4. Open answer. 5. Mudejar Muslims: Muslims who stayed in Christian territories but kept their religion. Mozarabs: They were Christians who kept their religion and lived in Muslim territory. Muladis: These were Christians who converted to Islam and lived in Muslim territory. 6. Open answer. 8. El Cid participated in the Reconquista of Valencia at the end of 11th century. Unit 6 99 Audioscript 35 1. They originally belonged to the Spanish March of the Frankish Empire. 2. They joined in 1230 to become the Crown of Castilla. 3. It was the first Christian Kingdom and Pelayo was its king. 4. It separated from the Kingdom of León in the middle of the 12th century to become an independent Kingdom. 5. King Sancho III el Mayor was its greatest king. Answer key Who was ...? Because it was the ancient capital of the Visigothic Kingdom in Spain. 1. 1) Aragón and the Catalonian counties. 2) Kingdoms of León and Castilla. 3) Kingdom of Asturias. 4) Kingdom of Castilla. 5) Kingdom of Pamplona-Navarra. 2. Four: Kingdom of Portugal, Kingdom of Navarra and the Crown of Castilla and Aragón. 3. El Cid lived in the Kingdom of Castilla and its kings were Sancho II and Alfonso VI. 100 Unit 6 Audioscript 36 1. What social, economic and political system was used in the Early Middle Ages? 2. What was the name of the land a nobleman received from the king? 3. What were the new cities of the Late Middle Ages called? 4. What was the new social group that lived in boroughs? 5. Where did Jews and Muslims live in these medieval cities? Answer key 1. 1) Feudalism. 2) Fief. 3) Boroughs. 4) Bourgeoisie. 5) In Jewish and Muslim quarters. 2. 1) serfs 2) feudal lords 3) artisans and merchants (bourgeoisie) 4) knights and vassals 3. Open answer. 5. Men become knights because of war merits. Knights were knighted by the King. Unit 6 101 Answer key 1. Romance languages are the languages that evolved from Vulgar Latin, which was the daily speech of the vulgar or common people. Romance languages that exist today are all the Iberian languages (except Basque), and as well as Portuguese, French, Italian and Romanian. 2. Cantar de mio Cid was written in a Romance language, which later gave rise to the current Spanish language. It was composed around 1200. 3. The Romanesque and Gothic styles developed during the Late Middle Ages. 102 Unit 6 Audioscript 37 BOY 1: Hey, what are you reading about? BOY 2: Something for school. Listen to this: ‘The Autonomous Community of Andalusia gets its name from an Empire that lasted from the 8th to 15th centuries.’ BOY 1: Really? BOY 2: Yes, it was Islamic and their religion was Islam. BOY 1: Did they speak Arabic, too? BOY 2: Yes, that was the official language. But people from other religions also lived there and spoke their own languages. 1 2 3 4 5 6 9 7 8 10 11 12 13 14 15 16 17 18 Answer key Mind map: 1) 5th; 2) 15th; 3) The Early Middle Ages and the Late Middle Ages; 4) feudalism; 5) Germanic; 6) Toledo; 7) 8th; 8) 15th; 9) Islam; 10) Muslims; 11) Arabic; 12) Commerce; 13) numbers; 14) Visigoth; 15) north; 16) Reconquista; 17) Romance; 18) Gothic 1. a) In the Early Middle Ages, feudalism was the social, economic and political system and in the Late Middle Ages commerce increased again and the bourgeoisie emerged in the cities. It was formed of artisans and merchants. They were free and did not serve the feudal lords. b) The Visigoths entered the peninsula in the 5th century. The Kingdom of Toledo lasted from 507 to 711. c) Al-Andalus: mosque and alcázar. Christian kingdoms: castle and cathedral. 2. The Visigoths: Germanic, Leovigildo, small stone church al-Andalus: Mosque, Mozarab, souk, caliphate of Córdoba Christian kingdoms: Mudejar, Catalonian Counties, cathedral, feudalism How long did they stay? Three centuries Seven centuries What was their language? Latin Arabic What was their religion? Catholicism Islam Name one of their rulers. Leovigildo Abd-al-Rahman III 5. a) The cathedral/church was the Christian place for praying and learning. b) The Visigoth Kingdom had its capital in Toledo. c) True. d) The discovery of America marked the end of the Middle Ages. e) Romanesque and Gothic styles developed in the Christian Kingdoms. 6. Muslim invasion: 711; emirate of Córdoba: 756; caliphate of Córdoba: 929; taifa kingdoms: 1031 7. Feudalism was the social, economic and political system of the Early Middle Ages. Agriculture was the main economic activity. A few feudal lords owned the fiefs. The peasants worked in the feudal lord’s fiefs and they were the lord’s serfs. 8. Muslims, Jews and Christians. 3. 1) b; 2) b 9. a) Mudejar Muslims; b) Muladis; c) Mozarabs 4. 10. a) the Catholic Monarchs; b) the Reconquista When did they arrive? Visigoth Kingdom Al-Andalus In the 5th century In the 8th century (711) 11. 1) The Knighting Ceremony. 2) He knighted the nobleman. 3) Fidelity and military support to the king. Unit 6 103 Audioscript 38 1. HISTORIA DE LA MÚSICA, MONJES, REYES Y JUGLARES. Performed by the monks’ choir at Abadía de San Martín, Beuron. Deutsche Grammophon, 1997. 2. ALFONSO X EL SABIO, CANTIGAS DE SANTA MARÍA. STRELA DO MAR. Performed by Capella Reial de Catalunya Hespèrion XX. Conductor: Jordi Savall. Astrée, 1993. Answer key 1. TYPE OF MUSIC RELIGIOUS NON-RELIGIOUS Cantigas de Santa María love, humour or the adventures of knights EXAMPLE Gregorian Chants TOPIC religious themes AUTHORS anonymous monks trobadours SINGERS monks trobadours PLACE a church during the Mass the castle LANGUAGE Latin Romance language INSTRUMENTS a cappella (without instrumental accompaniment) instrumental accompaniment PURPOSE reinforcing prayer entertaining 2. Open answer. 3. The answers go clockwise: drums and flutes, flutes, flute and albogue, tejoletas or chopsticks and shawm. They are not used at present, or only derivations of these instruments are used. 4. 1) C; 2) A; 3) B; 4) E; 5) D 5. 1) religious 2) non religious 104 Unit 6 Notes Unit 6 105 7 The Modern Age The unit begins by looking at the causes of the changes in the Modern Age and the periods we can divide it into. It contains images which encapsulate these concepts and help make them memorable. The Catholic Monarchs are a model to help pupils assimilate the new type of monarchy which was becoming established at this time, and understand its differences with respect to the medieval monarchs and the feudal system. The development of the Spanish Monarchy is essential for understanding our world. The unit deals with the most important themes until the arrival of the House of Bourbon, and their relationship to social order, art and culture. This unit also addresses the great discoveries and the encounter with the great empires of America. This piece of history can lead to reflection on the values of communication between cultures and the consequent enrichment which this generates. The common theme running through this unit is the important part a thirst for knowledge played in achieving objectives which had been inconceivable before this period of history. 106 Unit 7 Complementary material ►► Social Science 5 Workbook. Unit 7 Unit Resources Digital resources Teacher’s Resources on USB and at www.smconectados.com Diagnostic activity. Caravels Other materials Pupil’s Resources on CD and at www.smsaviadigital.com Tune up. What do you know about ...? Teacher’s materials Unit 7. The Modern Age Let’s play and learn. The Modern Age Let’s practise. Society in the Modern Age 1. From the Middle Ages to the Modern Age Let’s understand. The Catholic Monarchs and America 2. The Catholic Monarchs Presentation. Maritime expeditions Interactive poster. The Modern Age WB page 64 Reinforcement. Worksheet 1 WB page 65 3. The discovery of the Americas Who was…? Spanish conquistadors Animation. Carlos V and Felipe II: territories Pupil’s materials Reinforcement. Worksheet 2 Interactive poster. The Age of Discovery WB page 66 4. The Great Spanish Empire in the 16th century WB page 67 5. Economic crisis in the 17th century WB page 68 Let’s practise. Spanish Monarchy Presentation. Baroque literature of the Golden Age Presentation: Goya Animation: Carlos III, Madrid Presentation. Mind map Let’s understand. The Spanish War of Succession Let’s understand. Architecture in the Age of Enlightenment 6. Spain’s Monarchy in the 18th century WB page 69 Review Test yourself. Selfevaluation Web link. Las Meninas 3D Let’s understand. Baroque painters Let’s understand. The first voyage around the world Review unit 7 Assessment unit 7 Assessment term 3 Skills Final task Assessment. Rubric Extension. Worksheet 1 Final assessment Test yourself. Check the way you have learnt Unit 7 107 Teaching programme UNIT AIMS COMPETENCES 1. Understand what the Modern Age is and the different periods it is divided into: Renaissance, Baroque and Enlightenment. 2. Understand the main changes that took place during the Modern Age. 3. Learn about the reign of the Catholic Monarchs and its main events. 4. Learn about the Spanish monarchy in the 16th century, its territorial expansion and the subsequent crisis in the 17th century. Social and civic competence (Aims 1, 2, 3, 4, 5 and 6) 5. Understand the social structure and changes taking place during the historical periods studied. Linguistic communication (Aims 8 and 9) 6. Learn about the historical events associated with the arrival of the Bourbon dynasty and key aspects of the Enlightenment. 7. Work with timelines and historical maps. Use artistic depictions to present content. 8. Define the main concepts associated with the Modern Age. Use the appropriate vocabulary. Competence in learning to learn (Aims 7 and 10) Cultural awareness and expression (Aim 7) Digital competence (Aim 11) 9. Prepare written texts on the unit content. 10. Complete group assignments on the unit content. 11. Use new technologies to carry out activities. contents 108 assesSment criteria learning standards learning outcomes Introduction to scientific knowledge and its use in the social sciences. 1. Obtain specific, significant information about previously defined events and phenomena, using different sources (direct and indirect). 1.1. Find, select and organise specific, significant information. Analyse it, reach conclusions and communicate orally or in writing. (Competence in learning to learn) • Complete activities using sources of information such as images and texts. All of the activities Using information and communications technology (ICT) to search for and select information. Presenting conclusions. 2. Use ICT to obtain information, learn and communicate social science content. 2.1. Use ICT to complete assignments using terminology appropriate to the subjects. (Digital competence) • Use ICT as a tool for learning and self-assessment. Interactive activities on Saviadigital, Activities: pages 101, 103, 105, 107 and 111 Developing strategies to organise, memorise and retrieve information obtained using different methods and sources. 3. Appreciate the value of group work, demonstrating a cooperative attitude and participating responsibly. Accept differences and show respect and tolerance for the ideas and contributions of others in discussions and debates. 3.1. Participate in group activities, demonstrating responsible, constructive behaviour and solidarity. (Social and civic competence) • Participate in group activities. Demonstrate constructive behaviour and solidarity. Activities: page 116 Using strategies to strengthen group cohesion and cooperative work. 4. Complete individual and group assignments and presentations that involve looking for, selecting and organising historical texts. 4.1. Complete group assignments and presentations that involve finding, selecting and organising historical texts. (Social and civic competence) • Work in a group. Orally present historical content in a clear and organised way, demonstrating understanding of the texts. Activities: page 116 Unit 7 Teaching programme contents assesSment criteria learning standards learning outcomes The Modern Age: the Spanish monarchy. 5. List the main transformations that took place in Spain during the Modern Age, distinguishing between the different spheres: economic, social, political and cultural. 5.1. List the main social, economic, political and cultural transformations that took place during the Modern Age. (Social and civic competence) • Learn about the changes brought about by the Modern Age. Situate the different periods on a timeline. Activities: pages 100 and 101 The Catholic Monarchs: dynastic union, conquest of Granada, expulsion of the Jews, discovery of America. 6. Describe the reign of the Catholic Monarchs, defining it as a period of transition between the Middle Ages and the Modern Age. 6.1. Describe the major events of the reign of the Catholic Monarchs. Locate them on a timeline. (Social and civic competence) • Recognise the expansion of the territories of the Catholic Monarchs on the map of Europe and their policy of marriage connections. Activities: page 102 The Spanish Empire in the 16th century during the reigns of Carlos I and Felipe II, organisation of the empire, internal and external problems. The exploration and colonisation of America. The Renaissance. 7. Explain the evolution and expansion of the Spanish monarchy during the 16th century, differentiating between the reigns of Carlos I and Felipe II. 7.1. Explain the most important events of the reigns of Carlos I and Felipe II and locate them in time. Identify the territories of the Spanish monarchy at the time. (Social and civic competence) 7.2. Describe the social structure of the peninsular territories during the 16th and 17th centuries. (Social and civic competence) (Cultural awareness and expression) • Recognise what the Spanish monarchy is and situate various related events in time. Activities: pages 106 and 107 • Learn about the social pyramid for the Modern Age and locate different figures on it. Activities: pages 107 and 113 8. Explain the causes of the decline of the Empire during the 17th century. 8.1. Describe the events that marked the decline of the Spanish Empire with the late Habsburg monarchs. (Linguistic communication) • Learn about and explain the causes of the 17th century crisis. Associate them with kings Felipe III, Felipe IV and Carlos II and their advisers. Activities: pages 108 and 109 9. Make a historical map of the expedition voyages of the Golden Age 9.1. Explain the main characteristics of the Golden Age and Baroque art. (Cultural awareness and expression) • Investigate and work in a group, making murals on Baroque architecture, sculpture and painting. Activities: page 115 The 18th century: Spanish War of Succession and the Treaty of Utrecht. 10. Describe the causes and consequences of the Spanish War of Succession and the Treaty of Utrecht. 10.1. Recognise the opposing sides in the Spanish War of Succession and analyse the consequences of the Treaty of Utrecht. (Social and civic competence) • Analyse the War of the Spanish Succession, recognise the different sides and learn about its outcome and consequences. Activities: pages 110 and 111 The Enlightenment and the enlightened despotism of Carlos III. 11. Describe the peak of enlightened despotism in Spain with Carlos III. Identify Goya as a painter of this period. 11.1. Describe the general characteristics of the reign of Carlos III, enlightened despotism and its meaning. Locate Goya within this reign. Appreciate his importance. (Social and civic competence) (Cultural awareness and expression) • Learn and explain what the enlightened despotism of the reign of Carlos III involved. Recognise Goya as its main representative in the sphere of painting. Activities: page 111 The decline of the Empire in the 17th century. Renaissance and Baroque: the great figures of the Golden Age. Unit 7 109 Teaching programme Methodological suggestions 1. Previous knowledge Based on the curriculum for years 3 and 5 of primary, pupils have already worked on and met some of the concepts and procedures which are important for tackling this new unit: • Recognising a century as the unit of measurement for historical time, locating events and identifying them as successive. • Knowing how to show historical events on a timeline and use it as a frame of reference. • Locating the key events in the history of medieval Spain in space and time and connecting them to this new unit. • Learning about the structure of medieval society. 2. Possible areas of difficulty Pupils may find the following aspects quite difficult: • Familiarity with the world map, especially the political map of Europe and the Americas, in order to situate the events covered in this unit. The greatest difficulty will be that the pupils will not recognise the territories. You will need to help them see how they are connected to today’s countries. • Understanding the transition from the Middle Ages to the Modern Age is challenging, as are the Spanish War of Succession and certain concepts to do with art and cultural movements in this unit. • Understanding the consequences of the discovery and conquest of America for both Spain and the conquered civilisations, and avoiding reductionism. • Lastly, pupils may also have difficulty assimilating the large number of historical figures mentioned in this unit and making connections between all of the aspects covered in the different sections. 3 Innovation programmes Cooperative learning Each unit includes suggested dynamics for working on cooperative learning. These dynamics are developed in the Cooperative Learning Guide, included with the Teacher’s Resources. Learning to think Each unit offers the possibility of using the language and contents learnt through a series of activities related to the topic. Pupils develop thinking strategies to work through the different content covered in the units. These suggestions are fully developed in the Learning to Think Guide. Values The importance of respecting native cultures. The Modern Age was a period of expansion and colonisation for many European countries, but the Europeans exploited the native civilisations they found on the lands they conquered and made disappear most of their native cultural identity. Nowadays, it is still important to preserve indigenous cultures, customs, languages and lifestyles. 5. Suggested distribution of sessions To complete this unit, we recommend dividing the work into twelve sessions, organised as follows: INTRODUCTION content REVIEW SKILLS Final TASK 1 session 6 sessions 2 sessions 2 sessions 1 session The above session recommendations are intended as a guide. Each teacher should adapt the recommendations based on their needs and the number of classroom hours allocated. 110 Unit 7 Multiple intelligences VERBAL-LINGUISTIC ● Comprehensive listening ● Oral presentations ● Learning new languages ● Debating ideas ● Acquiring and using new vocabulary ● INTRAPERSONAL eading as a group and individual R reading ● ● ● elf-evaluation and metacognition S exercises Critical and creative thinking activities ctivities of oral and written expression A of ideas and emotions LOGICAL-MATHEMATICAL ● stablishing classifications, E comparisons and series ● Reading sequences ● Using numbering in everyday activities ● Logical reasoning ● Problem-solving INTERPERSONAL Multiple intelligences ● ● Creative projects and group research sing cooperative learning techniques U to work as structured groups NATURALISTIC VISUAL-SPATIAL ● Reading and interpreting images ● Making maps and routes ● ctive imagination and visualisation A activities ● bserving images from the natural O world ● Simulating natural phenomena ● Using images to represent nature BODILY-KINAESTHETIC ● ● cting out concepts: performing the A content that is being studied anufacturing and inventing models M linked to concepts, ideas or processes Unit 7 111 Audioscripts 39 112 TEACHER: OK, Sammy, can you start? BOY: I wrote about the Baroque period. During the 17th century, the Baroque period was part of the Golden Age of literature, art and music. But there was also a great economic crisis. TEACHER: Thank you, Sammy, OK, Cristina, you’re next. GIRL: I wrote about the Renaissance period. It was during the 16th century that a new way of thinking was started. It was called humanism. Unlike the Middle Ages, humanists were more interested in people than in religion. They studied their history and language.The Renaissance was the period of humanism, great explorations and also colonising European Empires with authoritarian monarchies. TEACHER: Well done, Cristina, Let’s see ... PUPILS: Me, me! TEACHER: Javier, how about you? BOY 2: I wrote about the 18th century. This was the Age of Enlightenment because people made great advances in science and education. Countries became more modern, but their kings had absolute power. Unit 7 Answer key Fun fact! The astrolabe came to Western Europe at the end of the Middle Ages and it was brought by the Muslims to Spain. 1. Century Period Characteristics 16th Renaissance humanism, exploration 17th Baroque literature, art, music, crisis 18th Enlightenment advances in science and education 2. • The discovery of the Americas in 1492. • Three centuries. • Three periods. Answer key Fun fact! The motto means that the two monarchs are equal and they ruled over a unified monarchy. In truth, both kingdoms remained separate during their lives. 1. Open answer. 2. Expansions and conquests: Navarra, territories in the north of Africa, America, the Canary Islands, territories in the Mediterranean. Political alliances: Territories in Europe. 3. Suggested answer: The Catholic Monarchs remained the institutions of each kingdom and developed an administrative system based on fueros or local laws for each territory. They adopted an international policy of ‘marriage alliances’ with other European monarchs. 4. key events: Conquering of Granada, addition of Navarra and the discovery of the Americas years of reign: 1469-1516 territories: Castilla, Aragón, Granada, Navarra, Naples Unit 7 113 Audioscripts 40 1. Columbus sailed to the Americas only one time. 2. Under the Catholic Monarchs, Castilla and Aragón were united, but independent. 3. The King of France helped Columbus with his voyage. 4. Castilla ended the Reconquista when it conquered the Canary Islands. 5. The advanced civilisations already living in the Americas were not really Indian. 6. In 1512, the Kingdom of Navarra became part of the Crown of Aragón. Answer key Who was? Bartolomé de las Casas protected the Indians from slavery and he also defended the rights of the Indians like their lives and properties. 1. 1) False 2) True 3) False 4) False 5) True 6) True 2. Open answer. 3. 1) He thought he could sail to Asia by crossing the Atlantic Ocean. 2) He wanted to reach the Indies. 4. The Aztec and Mayan civilisations lived in Central America where they built many pyramid-shaped temples. The Inca civilisation lived in the Andes mountain range where where its most famous ruins, the city of Machu Picchu, can be admired. Their language was Quechuan and their descendants continue to speak it. 5. Under Carlos I of Spain and Felipe II. 114 Unit 7 Audioscripts 41 1. El Greco was an important artist during his time. 2. He built the San Lorenzo Monastery in el Escorial. 3. He was King of Spain at the same time he was Emperor of Germany. 4. He was the leader of the Great Spanish Empire. 5. He was the grandson of the Catholic Monarchs. 6. He defended Catholicism against the Protestants and the Muslim Ottoman Empire. Answer key Fun fact! The Great Spanish Empire had territories in all the longitude of Earth. 1. 1) Felipe II 2) Felipe II 3) both 4) both 5) Carlos I 6) both 2. The Iberian Peninsula, the Americas, the Canary Islands, the territories in the Mediterranean, the Holy Roman Empire. 3. Gold and silver commerce with the new continent allowed the Spanish monarchy to have a powerful army. 4. The Habsburg dynasty. Because of the political alliances (marriages) the Catholic Monarchs made with the Habsburgs. 5. Juana I of Castilla married Felipe I (House of Habsburg). Carlos I of Spain married Isabel of Portugal (House of Aviz). Felipe II married Ana of Austria (House of Habsburg). Felipe III married Margarita of Austria (House of Habsburg). Unit 7 115 Audioscript 42 1. Validos governed the country and not the king. 2. Many poor people became beggars. 3. The Thirty Years War cost a lot of money. 4. Rich people lived in palaces but most people lived in corralas. 5. Carlos II was a weak king. 6. Spain lost control of Portugal and Holland. Answer key Fun fact! The Habsburg jaw is easily recognisable in the portraits of Habsburg family members, so we can say these monarchs are portrayed realistically. 1. 1) cause 2) effect 3) cause 4) effect 5) cause 6) effect 2. War, economic crisis and political struggles. 3. Suggested answer: Initially it was a war for religious reasons between Protestant and Catholic states. But deep down it was more about the rivalry between France Bourbon dynasty and Habsburg for the control of Europe. It gradually involved most of the great powers of Europe. 4. a) They belonged to the clergy and lived in palaces. b) They were beggars and lived on the streets. 5. Felipe IV married Isabel of France (House of Bourbon) and Mariana of Austria (House of Habsburg). 116 Unit 7 Audioscript 43 1. These were local laws that governed each territory. 2. This was a time of great scientific advances. 3. This was the process of redefining territories and giving them all the same laws and taxes. 4. This was a time when art was very ornate. 5. This was a simple artistic style that was influenced by Ancient Greece and Rome. Answer key Fun fact! The owners of these letters of marque became part of the navy of the country and also fought in the wars. 1. 1) fueros 2) Age of Enlightenment 3) centralisation 4) Baroque 5) Neoclassicism 2. The Netherlands, the Italian territories, Gibraltar and Minorca. 3. Open answer. 4. Luis I, Fernando VI, Carlos III, Carlos IV, Fernando VII, Isabel II, Alfonso XII, Alfonso XIII, Juan Carlos I, Felipe VI. 5. They are both influenced by Ancient Greece and Rome. 6. The Bourbon dynasty has lasted from 1700 until now. Unit 7 117 1 3 2 4 6 5 7 8 9 10 11 12 13 14 15 16 Audioscript 44 MUSEUM GUIDE: Does anyone know what style of painting this is? BOY: Baroque? MUSEUM GUIDE: Yes! Do you know who the painter is? GIRL: Velázquez? MUSEUM GUIDE: Very good! It is called Las Hilanderas and Spanish painter Diego Velázquez painted it in 1657. It shows women in a tapestry workshop and represents the Greco-Roman myth of Arachne. Do any of you know what story that is? Well, it is about a woman named Arachne who challenged the goddess Athena to a weaving competition. The goddess lost the competition and, in her anger, turned Arachne into a spider. GIRL: So, that’s why spiders weave! MUSEUM GUIDE: Exactly! Did you know this Baroquestyle painting has been a part of our collection here in the Prado Museum since 1819? And now, if you’ll all follow me to our next painting of the tour.... Answer key 1. 1) Authoritarian; 2) The Bourgeoisie; 3) the nobility; 4) Authoritarian; 5) Aragón; 6) the Reconquista; 7) Christopher Columbus; 8) Felipe II; 9) America; 10) validos; 11) crisis; 12) Europe; 13) Habsburg; 14) Felipe V; 15) absolute; 16) enlightened 118 Unit 7 2. a) Catholic Monarchs; b) Great Spanish; c) cultural; d) Enlightenment 3. 16th century 17th century 18th century El Greco Felipe II Meninas Felipe IV Carlos III Enlightenment Puerta de Alcalá 4. Discovery of America, the Great Spanish Empire, the Thirty Years’ War, the Golden Age, the War of Succession, Carlos III. 5. a) Las Hilanderas. b) Diego de Velázquez in 1657. c) It is about a woman named Arachne who challenged the goddess Athena to a weaving competition. Athena lost the competition and, in her anger, turned Arachne into a spider. d) In the Prado Museum since 1819. 6. 1) c; 2) a; 3) Fernando II of Aragón 7. a) They were copied by hand. b) The clergy. c) The printing press was invented by Johannes Gutenberg in 1449. 8. Privileges: bourgeoisie, clergy, authoritarian monarch. No privileges: peasants, artisans. 9. Peru: Quechua Guatemala: Quichean Mexico: Nahuatl Answer key 1. 1) A 2) A 3) C 2. 1) portrait 2) Baroque 3) mirrors 4) background 5) queen 3. Open answer. 4. Open answer. Unit 7 119 Answer key Answer key 1. c) Put yourself in her place 2. b) 1. a) peasants b) artisan c) bourgeoisie 3. c) 4. a) 5. a) 6. c) 7. c) 8. a) 9. b) 10. b) 2. a) Isabel de Trastámara, known as Isabel La Católica. b) Open answer. Pupils should preferably list the dynastic union with Aragón, the conquest of Granada and the discovery of America. c) She belonged to the nobility and lived in different palaces belonging to the Crown of Castilla. d) The women of the nobility did receive some education; in fact they were often better educated than their husbands, who were primarily concerned with their war-related duties. A great event 1. a) The first picture shows Gutenberg’s printing press and the second shows the discovery of America. b) Picture a belongs to the final years of the Middle Ages and picture b to the beginning of the Modern Age. c) Johannes Gutemberg and Christopher Columbus. d) The printing press permitted the the spread of knowledge to a wider social spectrum, while the discovery of America brought about knowledge of a new world and its conquest by the Crown of Castilla. 120 Term 3 Answer key Answer key Dangerous football Modern singers Between the 13th and 15th centuries. Because during the time when the universities were founded in America, these territories belonged to Spain. The burden of being a knight Cantar de Mío Cid. The Road to El Dorado Bath time …once a year! The Americas. Mexico was conquered by Hernán Cortés. Muslim culture. A flag contest Necessary recycling The symbols of Spain are the flag, the coat of arms, and the national anthem. The flag has two red stripes separated by one yellow stripe in the middle, the yellow stripe being twice the width of each red stripe. In the centre of the flag the constitutional coat of arms appears. There is no question here. Pupils should read and comment on the text. The king of ice cream In the 17th century, monarchies were of the absolute or authoritarian type: they had great political and territorial power thanks to the expansion of their armies and civil servants. Term 3 121 workbook Workbook Workbook 124 Workbook Workbook Workbook 125 Workbook 126 Workbook Workbook Workbook 127 Workbook 128 Workbook Workbook Workbook 129 Workbook 130 Workbook Workbook Workbook 131 Workbook 132 Workbook Workbook Workbook 133 Workbook 134 Workbook Workbook Workbook 135 Workbook 136 Workbook Workbook Workbook 137 Workbook 138 Workbook Workbook Workbook 139 Workbook 140 Workbook Workbook Workbook 141 Workbook 142 Workbook Workbook Workbook 143 Workbook 144 Workbook Workbook Workbook 145 Workbook 146 Workbook Workbook Workbook 147 Workbook 148 Workbook Workbook Workbook 149 Workbook 150 Workbook 6 The Middle Ages This unit begins by introducing the concept of the Middle Ages and explaining its chronology as the main feature that defines this period. The following section discloses how the Iberian Peninsula was organised in the early centuries of the period, the formation of the Visigothic kingdom of Toledo, the the arrival of the Muslims later and the creation of an Islamic territory called al-Andalus. Subsequently, the Christian Kingdoms emerged in northern peninsular areas not occupied by Muslims. They are presented and their main characteristics are explained. The process by which these kingdoms moved towards the south was known as the Reconquista. The unit revolves around the concept of equal or unequal societies in order to tie everything together, and this concept is also linked to the final task learning by discovering topic: medieval society and the value expressed in the unit. The purpose is to make pupils understand about what people's life was like by connecting this period of time to their life nowadays. 150 Unit 6 Complementary material ►► Social Science 5 Workbook. Unit 6 Workbook Workbook 151 Unit Resources Digital resources Teacher's Resources on USB and at www.smconectados.com Diagnosis activity. The Middle Ages Other materials Pupil's Resources on CD and at www.smsaviadigital.com Tune up. What do you know about ...? Presentation. The Middle Ages timeline Teacher's materials Pupil's materials Unit 6. The Middle Ages 1. The Middle Ages Map. The Iberian Peninsula in the Middle Ages Cut-outs. The Middle Ages WB page 42 Who was…? Visigoth kings Activity. Medieval Muslim and Christian cities Web link. Islamic History of Europe 2. Visigoths in the Iberian Peninsula 3. al-Andalus Who was…? The first caliph of Córdoba Presentation. The Reconquista WB page 43 Reinforcement. Worksheet 3 WB page 44 4. The Reconquista in the Iberian Peninsula WB page 45 5. The Christian Kingdoms in the Iberian Peninsula Reinforcement. Worksheet 1, 2 Map. The Way of Saint James Let’s understand. Medieval art styles Let’s play and learn. Time travel WB page 46 6. Feudalism in the Iberian Peninsula Let’s practise. Fiefs and boroughs WB page 47 7. Art and culture in the Middle Ages Presentation. Medieval society Assessment. Rubric Poster. The medieval city Let’s practise. Romanesque and gothic styles Extension. Worksheet 1 WB pages 48-49 Review Review Unit 6. Assessment Unit 6 Test yourself. Self evaluation Skills Presentation. Medieval society Assessment. Rubric Final task Test yourself. Check the way you have learnt *Flashcards and word cards available in the Classroom Box to support the target language. Unit 6 151 Workbook 152 Workbook Teaching programme OBJECTIVES OF THE UNIT SKILLS 1. Learn the essential characteristics of the Middle Ages in Europe and on the Iberian Peninsula. Social and civic competence (Aims 1, 2, 5, 8) 2. Identify the social, political, economic and cultural features of each of the civilisations of the period. Linguistic communication (Aims 1, 2, 7, 8) 3. Put the different periods and main events of the Middle Ages in chronological order. Mathematical competence and basic competence in science and technology (Aim 3) 4. Recognise the main examples of artistic expression found during the period and describe their most characteristic features. Cultural awareness and cultural expressions (Aim 4) 5. Appreciate the importance of the social model established on the peninsula during the Middle Ages as an example of coexistence among different cultures. 6. Complete individual and group assignments on specific aspects of the unit. Competence in learning to learn (Aim 6) Digital competence (Aim 9) 7. Define concepts related to the unit. 8. Prepare written texts on the unit content. 9. Use new technologies to carry out activities. contents Introduction to scientific knowledge and its use in the social sciences. assesSment criteria learning standards 1. Obtain specific, significant information about previously defined events and phenomena, using different sources (direct and indirect). 1.1. Find, select and organise specific, significant information. Analyse it, reach conclusions, reflect on the process and communicate orally and/or in writing. (Linguistic communication) learning outcomes • Complete activities using maps and images as sources of information. ActIvities: pp. 79, 91, 98, 100. • Research a previously defined event using different sources. Activities: pp. 79, 98. Developing strategies to organise, memorise and retrieve information obtained using different methods and sources. 2. Develop responsibility, the ability to work hard and perseverance with regard to schoolwork. Using information and communications technology to search for and select information. Presenting conclusions. 3. With guidance, use information and communications technology to obtain information and learn to express content. 2.1. Complete the assigned tasks and submit clear, neat and organised work. (Competence in learning to learn) 3.1. Use information and communications technology to complete assignments using terminology appropriate to the subjects. (Digital competence) 152 Unit 6 • Complete tasks in a clear, neat and organised manner. Activities: pp. 79, 98. • Use ICT as a tool for learning and self-assessment. Activities on Saviadigital, Activities: pp. 83, 84, 85, 87, 89, 91, 93. Workbook Workbook 153 Teaching programme contents The main periods and events of the Middle Ages. The Germanic invasions and the Visigoth Kingdom. assesSment criteria learning standards learning outcomes 4. Identify the key events in the history of Spain. Locate them in space and time. 4.1. Locate the key events in the history of medieval Spain in space and time. • Learn about the main periods of the Middle Ages. (Social and civic competence) 5. Describe the most important historical periods of medieval Europe and the Iberian Peninsula. 5.1. Situate the most important historical periods of the medieval Iberian Peninsula on a timeline: Visigoth Kingdom, al-Andalus and the Christian Kingdoms. Activities: pp. 80, 81. • Learn about the Visigoth Kingdom in the Iberian Peninsula. Activities: pp. 82, 83. (Mathematical competence) 5.2. Show the main historical events relating to al-Andalus on a timeline. Al-Andalus: political development, economy, social organisation, traditions, religion, culture, sciences and art. Cultural legacy Activities: pp. 83, 84. (Mathematical competence) 5.3. Locate the main historical events relating to the Christian kingdoms on a timeline. (Social and civic competence) The Christian Kingdoms: origins and formation, the Reconquista and resettlement, social organisation, the Way of Saint James, art and culture. • Interpret the timeline for al-Andalus. 6. Explain the influence of Arab civilisation in Spain. Describe its artistic, cultural and economic legacy. 6.1. Describe the artistic, cultural and economic legacy of al-Andalus. 7. Explain the process of the Reconquista, associating it with the social and political structure of the Christian kingdoms. 7.1. Explain the process of the Reconquista and resettlement of the Christian kingdoms. (Social and civic competence) (Linguistic communication, cultural awareness and cultural expressions) 7.2. Describe the importance of the Way of St. James. (Cultural awareness and cultural expressions) 7.3. Explain how society was organised in the Middle Ages and its relationship with land ownership as a symbol of power. • Understand the territorial evolution of the Christian kingdoms. Activities: pp. 88, 89. • Identify different characteristics of the culture of al-Andalus. Activities: pp. 83, 84. • Understand the territorial and cultural evolution of the Christian kingdoms through the Reconquista. Activities: pp. 87, 88. • Understand the cultural and artistic significance of the Way of St. James. Activities: p. 93. • Observe the differences in the feudal pyramid. Activities: p. 98. (Social and civic competence) • Coexistence of three cultures: Muslim, Jewish and Christian. 8. Describe the unique features of the three cultures: Muslim, Jewish and Christian. 8.1. Explain the importance of the coexistence of the three cultures as an element which enriched Spanish culture. • Appreciate the importance of tolerant coexistence among various cultures. Activities: pp. 87, 88. (Social and civic competence) 8.2. Identify the different characteristics of the Early Middle Ages and the Late Middle Ages. (Social and civic competence , cultural awareness and cultural expressions) • All of the learning standards help pupils acquire Basic competences. • Understand what life was like in a medieval fief and a medieval borough. Activities: pp. 90, 91. Unit 6 153 Workbook 154 Workbook Teaching programme Methodological suggestions 1. Previous knowledge Based on the curriculum, most of the concepts covered in this unit will be new to the pupils. However, there are some concepts which they may already be familiar with, either from their earlier education or by learning about them from books, films, television series, etc. • The concept of the Middle Ages. • The periodisation of the Middle Ages and the milestones that mark its beginning and end. • The different cultures that coincided on the peninsula, especially the Christian and Muslim. • The main features of different ways of life in the Middle Ages: knights and castles, peasants, monks, etc. • Recognising cathedrals as typical structures found during the medieval period. 2. Possible areas of difficulty Despite having some previous knowledge, pupils may encounter some of the following difficulties when studying this unit, especially in relation to: • The fact that different cultures coincided on the peninsula during the Middle Ages makes it necessary to dispense with traditional chronological sequencing. The jumps in time required to present the content may lead to a certain degree of confusion in the pupils. • Additionally, the use of maps on which information about different periods is superimposed, especially the map of the Reconquista, must be explained carefully. You should anticipate that the pupils will have difficulty understanding their meaning. • In the History workshop, pupils are asked to establish a relationship between historical cartography and the territorial evolution of the main kingdoms. It is important to explain that the origins of many of today’s autonomous communities lie in the medieval kingdoms, and also to establish the differences between the medieval period and the present day in terms of political, industrial, economic and social aspects. • Pupils will need to use specific vocabulary, especially when studying al-Andalus. This includes the terms Muladi, Mudejar, Mozarab, etc., which may cause confusion. 3 Innovation programmes Cooperative Learning Each unit includes suggested dynamics for working on cooperative learning. These dynamics are developed in the Cooperative Learning Guide, included with the Teacher’s Resources. Learning to think Each unit offers the possibility of using the language and contents learnt throughout a series of activities related to the topic. Pupils develop thinking strategies to work through the different content covered in the units. These suggestions are fully developed in the Learning to Think Guide. Values The coexistence and tolerance among the Christian, Muslim and Jewish religions found on the peninsula during the Middle Ages is an example of respect for a variety of different groups of people. This subject allows us to cover education for coexistence as a key educational value in the curriculum, as it emphasises the importance of tolerant coexistence among all groups of people, based on democratic values and human rights shared by all. 4. Suggested distribution of sessions To complete this unit, we recommend dividing the work into eleven sessions, organised as follows: Introduce the unit content Organise your ideas Review the Unit Final Sections 1 session 6 sessions 1 session 1 session 2 sessions The above session recommendations are intended as a guide. Each teacher should adapt the recommendations based on their needs and the number of classroom hours allocated. 154 Unit 6 Workbook Workbook 155 Specific treatment of multiple intelligences VERBAL-LINGUISTIC ● Comprehensive listening ● Oral presentations ● Learning new languages ● Debating ideas ● Acquiring and using new vocabulary ● Role-playing games INTRAPERSONAL ● ● ● ● LOGICAL-MATHEMATICAL ● elf-evaluation and metacognition S exercises Critical and creative thinking activities I ndividual tasks where they can work alone to express ideas and personal opinions about content ransference: learning how to apply the T subjects learnt in class stablishing classifications, E comparisons and series ● Reading sequences ● Using numbering in everyday activities ● Logical reasoning ● Problem-solving INTERPERSONAL Multiple intelligences ● Conflict-solving dynamics ● Practising empathy ● Identifying other people’s feelings VISUAL-SPATIAL ● Reading and interpreting images ● Making maps and routes ● ● NATURALISTIC ● ctive imagination and visualisation A activities nderstanding the relation between U historical events and the environment Analysing artworks BODILY-KINAESTHETIC ● ● cting out concepts: performing the A content that is being studied Role-playing game MUSICAL ● uditory discrimination of musical A instruments and sounds in the environment. Unit 6 155 Workbook 156 Workbook Answer key 1. Pupils draw a time line of the Middle Ages with the start and end dates (476-1492) and the periods, comprise of: High Middle Ages and Middle Ages. The Midle Ages ended six centuries ago. 2. Pupils place the events that occurred in the Iberian Peninsula on the Middle Ages timeline. 3. Early Middle Ages → feudalism →agriculture Late Middle Ages →city →commerce 156 Unit 6 Workbook Workbook 157 Audioscript 27 1. What type of civilisation were the Visigoths? 2. What was the Roman agreement with the Visigoths? 3. What mountain range did the Germanic tribes cross to enter the Iberian Peninsula? 4. Who forced the Visigoths back to Hispania? 5. When did the Visigoth’s create their Kingdom on the Iberian Peninsula? Answer key 1. Pupils draw a time line of the Middle Ages with the start and end dates (476-1492) and the periods comprise: High Middle Ages and Middle Ages. Ended 6th centuries ago. 2. Placed the events that occurred in the Iberian Peninsula in the timeline the four maps. 3. Early Middle Ages → feudalism →agriculture 4. Late Middle Ages → city →commerce Unit 6 157 Workbook 158 Workbook Audioscript 28 1. The Muslims were on the Iberian Peninsula for only two centuries. 2. In 756, al-Andalus became the politically independent emirate of Toledo. 3. In 722, the Christians stopped the Muslims from advancing farther north in the Battle of Covadonga. 4. In the 11th century, al-Andalus was divided into small kingdoms called taifas. 5. By the 13th century, the Muslim empire began to fall. Answer key 1. 1.F. 2.F. 3.T 4.T 5.T 2. Open answer. 3. Open answer. 4. • Andalucía. It evolved from the Arabic name that means 'land of vandals'. • Islam: the religion of the Muslims. • Muslim: a follower of Islam. Arabic: the language of the Arabs. Arab: a member of a group of people originally from the Arabian Peninsula who now live mostly in the Middle East and northern Africa. Moor: a member of a group of North African Arabian people who ruled parts of Spain from the 8th century until 1492. 5. • The mosque was used for praying. The alcázar was used as a fortified castle. • Open answer 158 Unit 6 Workbook Audioscript - Unit 1 1 Page 4, activity 1. TEACHER: We are very lucky today, class, because through a special educational program we and many other schools will all be connecting directly with the Space Station up in outer space by the Internet. STUDENT: With an astronaut? TEACHER: Yes! ASTRONAUT: Hello from outer space! How’s the weather down there? I’m four hundred km above Earth right now! That’s nothing compared to the enormous distances in the universe. For them, we use light years. A light year measures distance in the universe. And in that huge universe, we live in just one of the millions of galaxies that exist there. Our galaxy is called the Milky Way. And in our huge galaxy, there are billions of stars like our Sun. And did you know that of all those stars, our Sun is just medium in size? The Earth is one hundred times smaller than the Sun. So, can you imagine how large the other Suns are?! As a star, the Sun is constantly changing. The celestial bodies orbit around the Sun in the solar system but we don’t always notice these changes in our Star. TEACHER: Thank you very much! It’s been a pleasure hearing you speak from so far away. ASTRONAUT:Thank you! Good bye! STUDENT: Bye-bye, bye-bye. 2 Page 5, activity 4. TEACHER: Draw a very big circle. Across the centre of the planet, draw four big stripes. Colour these stripes brown, blue, brown, blue. On the bottom brown stripe, draw a big brown and orange eye. Which planet is it? 3 Page 6, activity 8. STUDENT: In winter, the northern hemisphere is tilted away from the Sun. This makes the Sun’s rays hit the Iberian Peninsula at an angle. Because they are not strong sun rays, it is colder and it gets dark earlier. 4 Page 7, activity 10. SCIENTIST: Life is possible because of a layer of gases that surrounds the Earth. This is called the atmosphere and we can divide it into several layers. For example, the troposphere is the closest to the Earth’s surface whereas the exosphere is the furthest. Another layer is the thermosphere where the aurora borealis form. The stratosphere contains the ozone layer that protects Earth from the Sun’s radiation. And lastly, the mesosphere is where we can see falling stars when they reach it. When we talk about outer space, we refer to the void beyond the atmosphere. Radiation and objects pass through it freely. That is why, for example, astronauts used a spacesuit to protect themselves when they reached the Moon. 5 Page 8, activity 12. PICTURE A: It creates clouds when it condenses in the sky. When you exhale and it is cold outside, its condensation lets you see your breath. What kind of water is it? PICTURE B: It can be in rivers, lakes and groundwater. It is fresh water. What kind of water is it? PICTURE C: It is salt water. It is in oceans and seas. What kind of water is it? PICTURE D: Along with the ice in glaciers, this water appears in the coldest areas of the planet. It is water in a solid state. What kind of water is it? 6 Page 9, activity 13. TEACHER: The Prime Meridian is at 0º longitude. Trace it with a green pencil. The equator is at 0º latitude. Trace it with a red pencil. And now, let’s find two cities on the map. The city of Rio de Janeiro is in the southern hemisphere. This city is at around latitude 20º S and longitude 40º W. Write the letter A next to it. The city of Oslo, Norway, is in the northern hemisphere. It is at around latitude 60º N and longitude 10º E. Write the letter B next to it. Workbook 159 Audioscript 29 1. What was the name of the Muslim kingdom? 2. In what region of the Iberian Peninsula was alAndalus? 3. From which direction did the Christian kingdoms advance? 4. In what year did the Christian Reconquista end? 5. Where was the last Nasrid kingdom that was conquered? Answer key 1. 1. Al-Andalus. 2. All the peninsula except the mountains in the north. 3. Towards the south. 4. 1492. 5. Granada. 2. 722 and 1492 are the start and end dates of the Reconquista. They correspond to the Battle of Covadonga and the Reconquista of the last Muslim territory by the Catholic Monarchs. 3. The Battle of Guadalete occurred in 711. The Visigoth army was defeated by the Muslims. This Muslim victory allowed Muslim armies to continue their expansion and conquest of the peninsula and led the Visigoth nobles to scape to the mountains in the north. From there, they founded the first Christian Kingdoms. Battle of Las Navas de Tolosa occurred in 1212. It was a very important victory for the Christian armies over the Muslims. It meant the beginning of the end of the Muslim dominance over the peninsula. The Battle of Covadonga took place in 722. It was the first significant victory of the Christians over the Muslims and marked the beginning of the Reconquista. 4. Open answer. 5. Mudejar Muslims: Muslims who stayed in Christian territories but kept their religion.Mozarabs: They were Christians who kept their religion and lived in Muslim territory.Muladis: These were Christians who converted to Islam and lived in Muslim territory. 6. Open answer. Unit 6 159 Workbook Audioscript - Unit 2 7 8 Page 15, activity 5. In Spain it is extremely varied. The northern coastal regions are cool and humid; the central plateau is cold in the winter and hot in the summer. Andalucía, on the other hand, has mild temperatures until the summer, when you can have temperatures of above 40 °C in the shade! Rainfall is heavy in the northern regions, but the southern regions only have half the amount. 9 Page 17, activity 12. It is very dry here and hot. When it rains, which is very not very often, it is usually in the winter months and early spring, that is December, January, February, March and April. 10 160 Page 14, activity 1. 1. Oh, it’s so hot and sunny today! I wanted to visit a lot of monuments but I think it is so hot that I’m going to wait until the sun gets lower. 2. I don’t think it’s going to rain. Yes, it’s true, it’s very cloudy but the weather report says it won’t. Yes, I think I’m going to take the bike because it’s warm outside. 3. It’s raining today. Good thing I have to work all day! Besides that it’s so cold... 4. Yes, I’m on the train now. Wow, despite the nice temperatures, you can barely see Big Ben because of the fog! Page 18, activity 13. TEACHER: Spain’s oceanic climate extends across the north and northwest of the peninsula, between the Pyrenees and Galicia, its abundant precipitation and mild temperatures make the landscape very green. What colour should we colour this area? BOY: Let’s colour it brown! TEACHER: Most of Spain has a Mediterranean inland climate. It extends across the entire central plateau and inland part of the peninsula. It rains mostly in the spring and autumn. It has long, cold winters, but its short summers are hot. Its forests change colours during the autumn. What colour do you think this area should be? GIRL: Orange! TEACHER: The coastal Mediterranean climate is found in the southern and eastern coasts of the peninsula. These areas are dry and have mild temperatures, except in summer, when they are very high. This area is famous for its sandy beaches. What is the best colour for this area? GIRL: Blue! Like the sea. Workbook TEACHER: The only territory in Spain with a subtropical climate is the Canary Islands. This is because it is very near the Earth’s tropical climate zone. It has nice temperatures all year round, but little rain. What colour should this area be on our map? BOY: Let’s colour it green! TEACHER: Only the highest peaks in Spain have a mountain climate. They have cool summers and very long, cold winters. Most of their precipitation is snow. What colour should we colour these areas? GIRL: Pink! 11 Page 19, activity 16. GIRL 1: Hi! I’m Alice. I’m kayaking with my family along the river Narcea. It is a tributary of the River Nalón. They belong to the Cantabrian watershed. The water flow is very fast here, which makes it a great place to kayak. BOY: Hi there! My name is Tom. I’m at the hydroelectric plant here between the River Duero and its tributary the River Esla. This tributary has the largest water flow because it starts up in the Cordillera Cantábrica, which makes it perfect for making electricity before it flows into the Atlantic Ocean. GIRL 2: Hello! I’m Rebecca. I’m at my friend’s farm near the river Jalón. It’s a tributary of the River Ebro. They both belong to the Ebro depression. 12 Page 20, activity 17. 1. Most of Spain’s territories are here. 2. This is a mountain chain that separates the Meseta Central from the Ebro Depression. 3. This southern mountain chain is beyond the Meseta Central. 4. This is the only body of water that surrounds the Peninsula that is not a sea. 5. These are fertile lands for farming that surround the rivers Ebro and Guadalquivir. 6. This is the only country that shares the Iberian Peninsula with Spain. 13 Page 21, activity 21. This is actually a natural process that occurs in the Earth’s atmosphere. There is a balance between harmful and beneficial gases in the atmosphere. It is enough to keep the Sun’s heat in while blocking out the Sun’s harmful rays. This is what makes life possible on Earth. This process is called the greenhouse effect. The problem is when human activities create too many harmful gases like carbon dioxide or methane that stay in the atmosphere. These gases trap heat and make temperatures rise. This is what we call global warming. Audioscript 30 160 1. They originally belonged to the Spanish March of the Frankish Empire. 2.They joined in 1230 to become the Crown of Castilla. 3. It was the first Christian Kingdom and Pelayo was its king. 4. It separated from the Kingdom of León in the middle of the 12th century to become an independent Kingdom. 5. King Sancho III el Mayor was its greatest king. Unit 6 Answer key 1. 1. Aragón and the Catalonian counties. 2. Kingdoms of León and Kingdom of Castilla. 3. Kingdom of Asturias. 4. Kingdom of Castilla. 5. Kingdom of Pamplona-Navarra. 2. Four: Kingdom of Portugal, Kingdom of Navarra and Crown of Castilla and Aragón. Workbook Audioscript - Unit 3 14 Page 26, activity 2. 1. In Spain, most of them come from Romania and Morocco. 2. This is higher nowadays thanks to healthier lifestyles and modern medicine. 3. This is a demographic process measuring a population’s number of deaths for every 1000 people. 4. This is positive when there are more births and immigrants than deaths and emigrants. 5. It is Spain’s population nowadays because people live longer and have less children. 15 Page 27, activity 4. TEACHER: OK, class, we have been learning about Spain and its population. We have a special guest today. Mr. Johnson is a sociologist who is going to answer any questions you have about Spain and its population. Claudia, have you got your questions ready? GIRL: Yes, I was wondering, where does most of Spain’s population live? MAN: In the city. This is because there is more work in the city. So people that are younger and able to work live in the city near their jobs. GIRL: And what about older people? MAN: Well, there are many older people who live in rural areas. GIRL: And why is Spain’s population ageing? MAN: That’s a good question! The reason is that the number of births throughout the country has gone down a lot and yet people are living longer. TEACHER: Thank you, Mr. Johnson, we appreciate you coming to speak to our class. MAN: My pleasure. 16 Page 29, activity 7. MAN: Hi, I work for the statistics department, could I ask you some questions about you and your family, please? WOMAN: Yes, of course. MAN: How many are there in your family? WOMAN: Three. Me, my son and my father. MAN: How old is your son? WOMAN: My son Gary is 11. He’s in 5th year in Primary. MAN: And your father? WOMAN: My father’s name is Tom. He’s 75 and he is retired. MAN: And what is your name and age? WOMAN: My name is Linda. I am 43. MAN: And what is your job, Linda? WOMAN: I’m a lawyer. Workbook 161 Audioscript 31 1. What social, economic and political system was used in the Early Middle Ages? 2. What was the name of the land a nobleman received from the king? 3. What were the new cities of the Late Middle Ages called? 4. What was the new social group that lived in boroughs? 5. Where did Jews and Muslims live in these medieval cities? Answer key 1. 1. Feudalism 2. Fief. 3. Boroughs. 4.Bourgeoisie. 5. In Jewish and Muslim quarters. 2. 1. Sefs. 2. Feudal lords. 3. Artisans and merchants (bourgeoisie). 4. Knights and vassals. 3. Open answer. Unit 6 161 Workbook Audioscript - Unit 4 17 18 19 20 162 Page 34, activity 2. 1. Entrepreneurs come up with the ideas needed to start businesses. 2. Water is a resource that many businesses use. 3. Machines are resources necessary for production. 4. Workers carry out the tasks needed for production. 5. Internet sites are important technological resources for businesses. 6. Plants are an important natural resource many companies need to make their product. Page 35, activity 4. WOMAN: I like my job because I help people that are ill. I work at the hospital. MAN 1: I’ve been working in the coal mines for many years now. It’s a family tradition. My father and grandfather also worked in the mines. MAN 2: I love my job. I have my own workshop and I like making things with my own two hands. I make ceramic pots and plates and paint them beautiful colours. Page 36, activity 6. 1. These are people like farmers and miners that supply businesses with raw materials. 2. These are people that take raw materials to factories or manufactured products to the shops. 3. These are the places where raw materials are turned into manufactured products. 4. These are the people that buy products at restaurants or shops. 5. This is something that consumers buy. It can be man-made or natural. 6. These are natural products that factories use to turn into a manufactured product. Page 37, activity 9. 1. They sometimes obtain raw materials from the sea. 2. They obtain raw materials and food from animals. 3. They work on farms. 4. They obtain raw materials and food from plants. 5. They obtain materials from underground. 6. They obtain raw materials and food from animals. Workbook 21 22 Page 38, activity 11. Nowadays, most businesses participate in international trade. For example, mobile phones are made in different countries and so, the shops that sell them, deal in international trade. Hypermarkets buy their products from different countries and sell them. This is why they are also a part of international trade. Local shops, on the other hand, like your local bakery or the neighbourhood bar you and your family go to for tapas belong to national trade because they usually use just local food products. Depending on the type of restaurant and the products it uses for its food, it can belong to national trade or international trade. A local restaurant participates in national trade, but a large hamburger chain is a part of a large international enterprise. Page 39, activity 13. In the past, most people in Spain were farmers and lived in villages. New machines, such as tractors, made farming easier. With less work in the fields, farmers went to the city to work in factories. Nowadays, most people in Spain live in cities and work in the tertiary sector. Answer key Answer key (Page 163) 1. Romace languages are the languages that evolved from Vulgar Latin, which was the daily speech of the vulgar or common people. • Romance languages that exist today are all Iberian languages (except Basque), and as well as Portuguese, French, Italian and Romanian. • Open answer. Mind map: 1. 5th. 2. 15th 3. The Early Middle Ages and the Late Middle Ages. 4. feudalism. 5. Germanic. 6. Toledo. 7. 8th. 8. 15th. 9. Islam. 10. Muslim. 11. Arabic. 12. Commerce. 13. numbers. 14. Visigoth. 15. north. 16. Reconquista. 17 Romance. 18. Gothic. 2. Cantar de mio Cid was written in the Romance language, which later gave rise to the current Castilian. It was composed around 1200. 3. Romanesque → the Early Middle Ages. Gothic → the Late Middle Ages. 1. Model answer: a) The Early Middle Ages: Feudalism was the social, economic and political system. It depended on the possession of lands. Agriculture was the main activity. A few feudal lords owned the land (the fief) and the most of the people worked on these land. People abandoned the cities and went to live in the countryside to work on the fiefs. They were the feudal lord’s serfs. The Late Middle Ages: Commerce increased again and larger cities grew. The bourgeoisie emerged in these cities. It was form of artisans and merchants. They were free and did not serve the feudal lords. b) The Visigoths entered the peninsula in the 5th century. The Kingdom of Toledo lasted from 507 to 711. c) Al-Andalus: mosque and alcázar. Christian kingdoms: castle and cathedral. 2. 162 Unit 6 The Visigoths al-Aldalus Christian kingdoms Germanic Leovigildo small stone church Mosque Mozarab souk caliphate of Córdoba Mudejar Catalonian Counties cathedral feudalism Workbook Audioscript - Unit 5 23 24 Page 44, activity 2. 1. SHOPKEEPER: Hello, Michael, how can I help you? BOY: I’d like to buy that new video game. SHOPKEEPER: Are you sure? It’s very expensive! BOY: Yes, I got money for my birthday! SHOPKEEPER: Good for you! That’ll be 50 euros. BOY: Here you go—here’s 20, 40, 45, 46, 47, 48, 49... 50 euros! SHOPKEEPER: Thank you, Michael—and happy birthday! 2. GIRL 1: What about this dress? GIRL 2: Ooh, THAT’S pretty! How much is it? GIRL 1: 110 euros! GIRL 2: What!? Oh that’s TOO expensive! GIRL 1: Well, what about this one? It’s only 40 euros. GIRL 2: Yeah, I like the price, but it isn’t as nice a dress as that other one, is it? GIRL 1: Yeah, I guess we’ll need to keep looking ... 3. DAUGHTER: What are you doing, Dad? FATHER: Oh, just checking our bank account and seeing how much money we have after paying our bills. DAUGHTER: What will we do with the savings? FATHER: Well, keep saving. You never know when something unexpected can come up. Besides, we want to save money so we can go on a family holiday this summer, don’t we? Page 45, activity 4. 1. These are expenses we have every month for our food, clothing and house. 2. This refers to how popular a product is and how many consumers want it. 3. This is when consumers in a growing economy have more money to spend. 4. This is money a retired person gets every month. 5. This is the price when both supply and demand are the same. 6. This is the place where producers and consumers trade their products. 25 26 Page 46, activity 5. 1. I like my job because I can set my own hours. I’m a plumber, so I work for myself, but I also have two employees who help me. 2. My family owns a small bakery. We bake the best cakes in town! 3. I am part-owner of the small strawberry farm that I work at. There are about 50 of us working in the fields and another 50 that work in packaging and shipping. 4. Although my office is in Madrid, I actually work for a Belgian company. At work, I speak Spanish, French and English. 5. I am a writer. I have a blog. I get money from advertisements and for articles that I write. I enjoy working from home and not having a boss. 6. I work in a large factory. There are over 1000 employees. We build refrigerators. Page 47, activity 8. NARRATOR: It is Saturday. Lisa doesn’t work today. She is about to have breakfast, when... LISA: Oh, no! Not the microwave! Now I need to buy a new one! NARRATOR: Lisa leaves her flat and she stops first to have breakfast. LISA: Could I have a toast and coffee, please? BARISTA: That’s 2 euros. LISA: Here you go, thanks. NARRATOR: After breakfast, Lisa buys a ticket and takes the bus downtown. LISA: One, please. BUS DRIVER: one pount fifty, exact change, please. NARRATOR: Then Lisa goes to a local shop. SHOPKEEPER: Can I help you? LISA: Yes, I need a microwave. SHOPKEEPER: Oh! Well, we have many models. NARRATOR: Lisa looks at many different models and decides on the best microwave for her needs. SHOPKEEPER: 150 euros. Will that be cash or credit card? LISA: Credit card, please. NARRATOR: Finally, Lisa has her new microwave. Workbook 163 1 2 3 4 5 6 9 7 8 10 11 12 13 14 15 16 17 18 Audioscript 3. 1. b) 2. b) 4. Visigoth Kingdom Al-Andalus When did they arrive? In the 5th century In the 8th century (711) How long did they stay? Three centuries Seven centuries What was their language? Latin Arabic What was their religion? Catholicism Islam Name one of their rulers. Leovigildo Abd-al-Rahman III 5. a) The cathedral/church was the Christian place for praying and learning. b) The Visigoth Kingdom had its capital in Toledo. c) True. d) The discovery of America put an end to the Middle Ages. e) Romanesque and Gothic styles developed in the Christian Kingdoms. 32 BOY 1: Hey, what are you reading about? BOY 2: Something for school. Listen to this: 'The Autonomous Community of Andalusia gets its name from an Empire that lasted from the 8th to 15th centuries.' BOY 1: Really? BOY 2: Yes, it was Islamic and their religion was Islam. BOY 1: Did they speak Arabic, too? BOY 2: Yes, that was the official language. But people from other religions also lived there and spoke their own languages. 6. Muslim invasion: 711 • emirate of Córdoba: 756 • caliphate of Córdoba: 929 • taifa kingdoms: 1031. 7. Feudalism was the social, economic and political system of the Early Middle Ages. Agriculture was the main economic activity. A few feudal lords owned the fiefs. The peasants worked in the feudal lord’s fiefs and they were the lord’s serfs. 8. Muslims, Jews and Christians. 9. a) Mudejar Muslims. b) Muladis. c) Mozarabs. 10. a) the Catholic Monarchs. b) the Reconquista. 11. 1. Knighting Ceremony. 2. He knighted knighted the noblemen. 3. fidelity and military support to the king. Unit 6 163 Workbook Audioscript - Unit 6 27 Page 52, activity 1. TEACHER: OK, children, now say five important events in the Middle Ages in Spain. One? BOY: From 409 to 492, the Germanic civilisations entered the Iberian Peninsula, marking the fall of the Western Roman Empire. TEACHER: Great! Two? GIRL: The discovery of America was in 1492. It marked the end of the Late Middle Ages. TEACHER: Sure! Three? BOY: The Caliphate of Cordoba was established in 929. It was so large that it took up more than two-thirds of the Iberian Peninsula! TEACHER: OK! Four? GIRL: The Reconquista of Spain lasted from 722 to 1492. TEACHER: Yes! And finally, five! BOY: The Visigoths created a kingdom on the Peninsula in 507. TEACHER: Perfect. 28 Page 53, activity 4. One ...! They converted to Catholicism under the kingdom of Recaredo. Two ...! They spoke Latin. Three! They fought against the barbarians in Gaul. Four... Their empire in the West ended in 476 AD. And ... Five! Their last king was Rodrigo. 29 Page 54, activity 8. If you can all follow me over here, please... As you can see behind us, the alcázar was a castle where the caliph lived. For protection, it was always built on a hill or plateau. We are here in what was the souk. It was the Muslim market place. Because it was the most important social and economic part of the city, it was usually in the city’s centre. If you look in front of us, this was the original Andalusí mosque, can you see the tall minaret tower on the side? This is the place where Andalusi Muslims prayed and learned about their religion. And now if you can follow me here to the right, we are going to go see the wall that protected the city. 164 Workbook 30 Page 55, activity 9. TEACHER: OK students, get into your work groups and study together for tomorrow’s test. You can make it into a game. One person asks the questions and the other two students try to be the first to answer correctly. Does everyone understand what they need to do? PUPILS: Yes! TEACHER: OK, have fun! BOY: Ok, ready? In what year did the Reconquista end? GIRL: 1492! BOY: Correct! GIRL: My turn! What were Isabel and Fernando called? BOY: The Catholic Kings. GIRL: Mmm ..., no, the Catholic Monarchs! BOY: Oh, yes, it’s true! Now it’s my turn! Ready? What battle did King Pelayo win in 722? GIRL: Mmm... I don’t know! BOY: The Battle of Covadonga! GIRL: I didn’t remember ... OK, my turn again! The cultural exchange on the Iberian Peninsula was between which three religions? BOY: Jews, Muslims and Christians! GIRL: Correct! BOY: And my turn again! How long did the Reconquista take? GIRL: 7 centuries! BOY: No! It took 700 years! TEACHER: Children! You're both correct! Audioscript 33 164 1. HISTORIA DE LA MÚSICA, MONJES, REYES Y JUGLARES. Performed by the monks’ choir at Abadía de San Martín, Beuron. Deutsche Grammophon, 1997. 2. ALFONSO X EL SABIO, CANTIGAS DE SANTA MARÍA. STRELA DO MAR. Performed by Capella Reial de Catalunya Hespèrion XX. Conductor: Jordi Savall. Astrée, 1993. Unit 6 Workbook 31 Page 56, activity 11. BOY: OK, let’s click on this one... COMPUTER VOICE: King Pelayo was an important king of Asturias in the 8th century. He’s famous for winning the Battle of Covadonga in 722 against the Muslims. BOY: I wonder who this king is ... COMPUTER VOICE: King Alfonso VI was the king of Leon during the 11th century. He is famous for his battles during the Reconquista. His most famous victory was getting Toledo back from the Muslims in 1085. BOY: I know who this is! COMPUTER VOICE: Queen Isabel I was the queen of Castilla during the 15th century. She is famous for being one of the Catholic Monarchs along with her husband King Fernando. Together, they completed the Reconquista and helped in the discovery of America. BOY: I was right! So, this is the other Catholic Monarch... COMPUTER VOICE: King Fernando II was the King of Aragón during the 15th century. He and his wife, Isabel I, unified Spain and made it grow with the discovery of the New World. 32 Page 57, activity 14. Feudalism was the economic and political system of the Early Middle Ages. Agriculture was the main economic activity, but only a few noblemen owned the land. They were called feudal lords. They received their land from the king. It was called a fief. The peasants worked these lands. They were the lord’s serfs. 33 Page 58, activity 15. Romanesque churches are not very tall. They have thick walls and small windows. The walls in Romanesque churches are covered with colour paintings inside. These paintings depict different religious topics. The main feature of Gothic architecture is the large windows. This means that Gothic churches are very tall and have thin walls. The windows in Gothic style have coloured glass depicting different religious scenes. Workbook 165 Notes Unit 6 165 Workbook Audioscript - Unit 7 34 35 36 166 Page 64, activity 2. The bourgeoisie became very rich thanks to all the commerce with the Americas. However, they still did not have the same privileges as the nobles. Peasants were very poor and worked as farmers in the countryside. Nobles had lots of privileges but lost most of their power to the king. Artisans were very important to everyday life in the city. Their objects were not very expensive, though, so they were not rich. And like the peasants and bourgeoisie, they did not have any privileges. The clergy still had many privileges. They often lived in palace-like monasteries. Page 66, activity 6. European colonisers discovered many new foods in the Americas such as corn and tomatoes. However, they also took many things to the New World. In order to eat foods similar to those from home, they took with them grapes for wine, wheat for bread, and rice. One thing that the Europeans didn’t know about before they discovered America was the potato, and as you know, it became a very popular food in Europe. The same thing happened with the cocoa bean, which is the basis of chocolate. Page 67, activity 8. BOY: I have to find out about the Monastery of San Lorenzo for my homework. GIRL: Really? I have a friend in El Escorial and I have been there several times. Maybe I can help you. BOY: Thanks! I know that it was a king who ordered its construction, but I don’t remember who. And I’m not sure if it is not only a monastery but also a palace. GIRL: That’s right! It isn’t only a monastery, but also a royal palace, a church, a library, a royal crypt... It was Felipe the second who built it in El Escorial, near Madrid, and he lived there. The palace is behind the church. BOY: And is there a garden? GIRL: Of course, there is a big Renaissance garden and there was a little separate part only for the king, connected to the palace. BOY: OK, so the architectural style of this building is Renaissance ... GIRL: Yes, in fact, it is perhaps one of the best examples of the Spanish Renaissance. You can see this style in the main façade and the façade of the church inside the building. The second façade has the statues of six kings, that’s why it is also called the courtyard of kings. BOY: It must be a very symbolic place, I think. Workbook GIRL: That’s true! Felipe II also wanted to create a centre for knowledge and so he gave very old codices belonging to the Royal Family to the library. And he commissioned many symbolic frescos on the walls and ceilings of the Royal library. 37 Page 68, activity 12. Baroque art was developed during the seventeenth century. The style was more popular in Catholic countries such as Spain. Artists often depicted grand scenes that told a story. They made figures show emotions, and sometimes these are depicted in very dramatic situations. Artists also focused on details (rich fabrics, wrinkles and hair). This artistic movement was very interested in the effect of light on different surfaces. 38 Page 69, activity 14. GIRL: Hey, Tom, I see you’re finally going to visit Madrid! BOY: Yes, but there are so many things to see! I’m not sure what to do first! I definitely want to see the Puerta de Alcalá. GIRL: I agree, that’s probably the most famous of Madrid’s monuments. BOY: I also want to go to the Museo del Prado. GIRL: Great idea! It’s one of the most important museums in the world. Did you know the building was originally going to be the Museum of Natural History? BOY: Really? Then, I was thinking about the Real Jardín Botánico. GIRL: Good idea, it’s next to the Museo del Prado. You can see plants there that are more than 200 years old! And... why don’t you visit the Real Academia de la Lengua? I think it could be interesting for you since you’re studying Spanish. BOY: Why? GIRL: Because it’s the main institution related to the Spanish language. They watch over the correct use of the Spanish language. Its dictionary is very famous. BOY: Is the Retiro Park right next to it? GIRL: Yes! And if you’re interested in 18th century buildings, you can visit the National Observatory. It was first built in the 18th century, and has a big, old telescope. BOY: Interesting! And, listen, why were so many of Madrid’s monuments built in the 18th century? GIRL: Well, Carlos III reigned during this time, the Age of Enlightenment. It was a time when progress and learning were very important. Notes Workbook 167 The Social Science 5 Teacher’s Book is part of the Editorial Project for Primary Educational by SM and the trademark University of Dayton Publishing. 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