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COMPRENSIÓN AIMS – DIDACTIC OBJECTIVES.
COMPRENSIÓN AIMS – DIDACTIC OBJECTIVES.
1.- To place yourself in time and space with the production of a timeline and with the interpretation of maps.
1.- To place yourself in time and space with the production of a timeline and with the interpretation of maps.
2.- To know different historical migratory moments between Spain and Latin America: the discovery of America by Christopher Columbus, the Spanish Civil war and the escape of a group of Spaniards to other lands, taking into account the current Latin migration to Spain.
2.- To know different historical migratory moments between Spain and Latin America: the discovery of America by Christopher Columbus, the Spanish Civil war and the escape of a group of Spaniards to other lands, taking into account the current Latin migration to Spain.
3.- To learn how to surf on Internet, to look for information, to compare it, to summarize it, to interpret it, and to discuss it, to know and undrestand better three historical moments worked in class.
3.- To learn how to surf on Internet, to look for information, to compare it, to summarize it, to interpret it, and to discuss it, to know and undrestand better three historical moments worked in class.
4.- To use different linguistic skills correctly (written and oral comprehension, written and oral expression) with different activities and back ups: production of a presentation of slides, oral exhibition in class on the historical period worked by each group, confection of different products answering to different textual genres (diary, opinion article, interview, essay, writing the lyrics of a song).
4.- To use different linguistic skills correctly (written and oral comprehension, written and oral expression) with different activities and back ups: production of a presentation of slides, oral exhibition in class on the historical period worked by each group, confection of different products answering to different textual genres (diary, opinion article, interview, essay, writing the lyrics of a song).
5.- To cope with different Web 2.0 applications, to work in the classroom by means of the elaboration of different products: production of a chronological timeline (DIPITY), a digital history (PHOTO PEACH software), a digital poster (GLOGSTER).
5.- To cope with different Web 2.0 applications, to work in the classroom by means of the elaboration of different products: production of a chronological timeline (DIPITY), a digital history (PHOTO PEACH software), a digital poster (GLOGSTER).
6.-To develop beauty and creativity fostering the critical spirit with different works: work of art using different supports (drawing, sculpture, Photoshop, Movie Maker ...), to write the lyrics of a song and sing it, to write statements, diaries, short stories and designdigital posters...
6.-To develop beauty and creativity fostering the critical spirit with different works: work of art using different supports (drawing, sculpture, Photoshop, Movie Maker ...), to write the lyrics of a song and sing it, to write statements, diaries, short stories and designdigital posters...
7.- To put in the people’s shoes who lived in another time, and to develop the empathy to understand better the current society. The students will understand the feelings, and the way of thinking of the persons who had to emigrate from their lands in search of a better life. Likewise, the students will understand the feelings and the way of thinking of the persons who received in their home lands the former ones who come from other countries. They will be able to put in the shoes of men and women of another time thinking and feeling as they did. To support the immigrants, to respect other races, languages, cultures, ways of feeling and of thinking of those who live in their environment or with those who coexist in the classroom everyday .
7.- To put in the people’s shoes who lived in another time, and to develop the empathy to understand better the current society. The students will understand the feelings, and the way of thinking of the persons who had to emigrate from their lands in search of a better life. Likewise, the students will understand the feelings and the way of thinking of the persons who received in their home lands the former ones who come from other countries. They will be able to put in the shoes of men and women of another time thinking and feeling as they did. To support the immigrants, to respect other races, languages, cultures, ways of feeling and of thinking of those who live in their environment or with those who coexist in the classroom everyday .
8.- To learn to work systematically in an individual and collective way, using different tools that help. Learning to learn and achieving learning autonomy: learning diary, examples, guidelines and orientations, control sheets, rubrics, self learning charts ...)
8.- To learn to work systematically in an individual and collective way, using different tools that help. Learning to learn and achieving learning autonomy: learning diary, examples, guidelines and orientations, control sheets, rubrics, self learning charts ...)
9.- To develop, with these sequences, the curriculum basic competences. The 8 curriculum competences will be worked with the students:
9.- To develop, with these sequences, the curriculum basic competences. The 8 curriculum competences will be worked with the students:
Data processing and digital Competence, Mathematical Competence, Scientific, Technological and Health Competence, Cultural and Artistic Competence, Social and Civil Competence, Competence in Linguistic Communication, Competence in Learning to Learn, Competence in Autonomy and Personal Initiative.
Data processing and digital Competence, Mathematical Competence, Scientific, Technological and Health Competence, Cultural and Artistic Competence, Social and Civil Competence, Competence in Linguistic Communication, Competence in Learning to Learn, Competence in Autonomy and Personal Initiative.
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