PLAN DE TRABAJO. CURSO 2019-20. Tercera evaluación Curso 1º ESO FECHA DE INICIO: 16 MARZO 2020
PLAN DE TRABAJO. CURSO 2019-20. Tercera evaluación
Cursos 1º, 3º y 4º ESO
FECHA DE INICIO: 16 MARZO 2020
El presente Plan de Trabajo ha sido diseñado para realizar el trabajo de los grupos bilingües de 1º, 3º y 4º de ESO durante los próximos días, a partir del 16 de marzo de 2020.
Seguiremos el siguiente planteamiento para este trimestre, sin perjuicio de los temas que algunos grupos aún tienen pendientes del pasado trimestre:
1º: Temas 1-6 de Historia
3º: Temas 1-5 de Historia Moderna
4º: Temas 9-12 de Historia Contemporánea
Dado que aún no conocemos la duración de este período, hemos incluido contenidos suficientes como para poder extender el trabajo durante los siguientes días, en caso de tener que prolongarlos.
Con carácter general, restan diez semanas para el final de mayo, fecha para la que hemos de tener finalizada la programación anual de las asignaturas. Ello nos obliga a temporizar, en el caso de 1º ESO, una semana para cada unidad, y nos quedarían dos semanas, que estarían intercaladas para la realización de los exámenes y pruebas correspondientes.
Para 3º ESO, las cinco unidades que restan hasta final de curso han de ser repartidas en una de ellas para cada dos semanas, de manera que en dichas dos semanas se ha trabajado la unidad, y se han realizado las pruebas objetivas correspondientes.
En el caso de 4º ESO, debemos afrontar cuatro unidades, repartidas en dos semanas por unidad, de modo que también hemos de considerar las dos semanas hasta completar las diez que restan hasta final de curso para la realización de las pruebas objetivas, así como de las presentaciones orales correspondientes.
El sistema de trabajo será el siguiente: en la medida en que Delphos nos lo permita, utilizaremos las aulas virtuales que esta aplicación nos proporciona.
En cualquier caso, y dado que hemos de respetar el horario vigente para cada curso, permaneceremos, según horario, conectados para resolver las cuestiones y dudas que el alumnado pueda plantear. Si no fuera posible a través del aula virtual, se haría a través del correo electrónico de la propia plataforma Delphos.
El alumnado trabajará en su domicilio, conectado virtualmente, utilizando su libro de texto, los puntos de la unidad de que se trate. Puede hacerlo siguiendo el libro de texto, al igual que lo ha venido realizando durante las horas presenciales en el centro, y también ayudándose con los textos subidos a las siguientes websites, que les van a servir de guía en su trabajo:
Dichas websites contienen la totalidad de los contenidos, de acuerdo con los estándares que recoge el Decreto 40/2015, que desarrolla el currículo en la Comunidad Autónoma de Castilla-La Mancha.
Como última consideración, asumimos que la plataforma puede no soportar el volumen de información que ha de gestionar; es por ello que incluimos las websites antes mencionadas, de modo que el alumnado pueda en todo momento relacionar los contenidos que tiene que trabajar utilizando su libro de texto, con los estándares que servirán de base para su evaluación. Lo que resultará factible es la comunicación a través de mensajería vía Delphos, en tiempo real, con objeto de solucionar las dudas y cuestiones planteadas.
Sistema de trabajo
El sistema de trabajo será el siguiente: Hemos habilitado aulas en Google Classroom para la comunicación académica masiva con el alumnado, así como para la entrega de trabajos, con carpetas habilitadas para recuperaciones de la 1ª y 2ª evaluaciones, así como para cada uno de los temas del presente trimestre.
En cualquier caso, y dado que hemos de respetar el horario vigente para cada curso, permaneceremos, según horario, conectados para resolver las cuestiones y dudas que el alumnado pueda plantear. Si no fuera posible a través del aula virtual, se haría a través del correo electrónico de la propia plataforma Delphos, y en el Tablón de Google Classroom.
El alumnado trabajará en su domicilio, utilizando su libro de texto, los puntos de la unidad de que se trate. Puede hacerlo siguiendo el libro de texto, al igual que lo ha venido realizando durante las clases presenciales en el centro, y también ayudándose con los textos subidos a las siguientes websites, que les van a servir de guía en su trabajo a través de los correspondientes planes de trabajo:
https://sites.google.com/site/iesgpsocialesbilinguee/
https://sites.google.com/site/iesgpsocialesbilinguee2/
En dichas websites encontrarán múltiples enlaces que les mostrarán textos, mapas y documentos gráficos útiles para su estudio. Asimismo, contienen la totalidad de los contenidos, de acuerdo con los estándares que recoge el Decreto 40/2015, que desarrolla el currículo en la Comunidad Autónoma de Castilla-La Mancha.
Asumimos que la plataforma puede no soportar el volumen de información que ha de gestionar durante este período. Es por ello que incluimos las websites antes mencionadas, de modo que el alumnado pueda en todo momento relacionar los contenidos que tiene que trabajar, utilizando su libro de texto, con los estándares que servirán de base para su evaluación.
Para ello, disponemos de mensajería vía Delphos, en tiempo real, con objeto de solucionar las dudas y cuestiones planteadas. En este sentido, habremos de observar si esta comunicación se desarrolla de modo fluido y eficaz. En caso contrario, habremos de ir adaptando este método de trabajo al escenario de los próximos días.
Evaluación
La evaluación de este trabajo se realizará, preferentemente, con la incorporación del alumnado a las aulas, de modo que habrán de entregar, en su cuaderno, manuscritos, los contenidos desarrollados, con arreglo al plan que hemos indicado. Si la situación se prolongara, se establecería un proceso de entrega, vía telemática, y dado que el proceso se ha alargado, hemos habilitado aulas en Google Classroom para la comunicación académica masiva con el alumnado, así como para la entrega de trabajos, con carpetas habilitadas para recuperaciones de la 1ª y 2ª evaluaciones, así como para cada uno de los temas del presente trimestre.
Las pruebas objetivas se realizarán en el centro educativo, una vez incorporado el alumnado a las aulas. De no ser factible, estaremos a lo que las autoridades educativas indiquen, y en este caso, se comunicará al alumnado la posible realización de pruebas online.
1º ESO
Prehistory: The Palaeolithic Period. Neolithic Period and the Bronze and Iron Ages
First civilizations. Mesopotamia. Egypt
Ancient Greece. Greek civilization
Ancient Rome. Roman Empire. Roman civilization
Roman Hispania. Iberian Peninsula
Life in Prehistory
Task 1 Who were our ancestors?
What do we call “Prehistory”?
It is the period from the origin of the human being (five million years ago) to the invention of writing (6000 years ago).
Stages of the Prehistory: features.
Palaeolithic Age: They used tools of stone and lived on hunting and gathering.=> (They were nomadic people)
Neolithic Age: They started to live in villages and practice agriculture (sedentary) and cattle raising.
Metal Age: They learnt to use metals to make objects (cupper, bronze and iron)
What “hominisation” is?
Glossary page 132
The present human being is the result of a long evolutionary process: explain it.
- Australopithecus: similar to chimpanzees.
- Homo habilis: They made tools of stone and lived on hunting and gathering.
- Homo erectus: They made the same as homo habilis, but discovered fire too.
- Homo sapiens: There are two subtypes: Neanderthal, similar to us but more sturdy, and Homo Sapiens, the species we belong to.
Explain where we can find any species of “homo”.
Homo erectus: Africa, Asia, Europe. Homo sapiens: America and Australia.
Characteristics that make difference between human species and the others.
Great cerebral development, biped walk, opposable thumb, symbolic language, long childhood.
Task 2 What happened in the Palaeolithic Age?
Men and women were no older than years old, because
What is the meaning of “nomadic”?
People moving from place to place, in searching of hunting, fishing and gathering, in Palaeolithic Age.
Explain the technique to make tools in the Palaeolithic Age. What for?
They knocked two stones together until they got small pieces or stone chips, to cut animals’ skins and meat.
Apart from stone, what materials did use the Palaeolithic people? What for?
They also used wood and animal bones to make harpoons, lances, etc
They (Palaeolithic people) used fire for…
Heat their caves, light this caves, cook food and drive animals away.
Why the paintings and the sculptures made by Palaeolithic people?
They believe in the existence of supernatural forces: in order to make these divinities propitious, they decorated their caves with paintings and made sculptures, like Venus
Cave art is… Write examples.
Cave art is the reliefs and paintings made on the walls, ceiling or floor of caves during the Palaeolithic Age. Examples: Altamira and Lascaux
Task 3 The Neolithic Age: the first human revolution
Why we can say that Neolithic was a revolution?
This was a radical change in governance, daily life, economic and/or social organization. (This, in every revolution along the time)
The Neolithic Revolution consists of:
Agriculture and cattle raising. Sedentary people, too=> villages
Important technical innovations developed in the Neolithic Age:
Fabrics and pottery
Specialised tools in the Neolithic Age are (3 at least)…
Hoes, sickles and hand mills
Task 4 Changes in the Metal Age
Say, in order, the use of the metals.
1. Copper (pure); 2. Bronze (copper + tin); 3. Iron (pure)
In the Middle East, we can find three inventions, which are…
The wheel (carts), the sail (using the force of the wind), and the plough
Functions of the buildings of the first cities…
Houses, stores, shops or workshops
Houses were made of and their ceilings were made of
Explain the name of “megaliths”
In greek language: mega > great; liths > stone
Explain the megalithic monuments. You have to draw.
- Menhir: Big and long stones vertically thrust into the ground.
- Dolmen: Big and long vertical stones, which formed a wall and were covered by several horizontal slabs.
- Cromlech: Wide circles formed by several menhirs and/or dolmens.
The first civilizations
Task 1 Prehistory evolving into History
The appearance of writing: why?
It was necessary a system to keep the data to the governments, about taxes, trade transactions…
The first civilizations emerged in , , , and about years ago.
What we understand as “river civilizations”? Write examples.
Because they developed along the banks of large rivers (Mesopotamia: Tigris & Euphrates; Egypt: Nile; India: Indus; China: Yellow and Blue rivers).
River civilizations were characterized by:
Strong political power (king with civil servants and large armies)
Hierarchical society (privileged people, the less, and majority of subjugated people)
Great artistic development, because kings can pay for it.
Task 2 -The first empires emerging
Civil servants of the kings were…
Mandarins in China, and scribes in Mesopotamia and Egypt.
The first codes of law were created to…
Regulate the relations between inhabitants, such as the code of Hammurabi, the first in the world.
Mesopotamia was historically divided into two regions:
Northern Mesopotamia (Assyria) and Southern Mesopotamia (Akkad, which is inhabited by Akkadians and Sumerians)
Task 3- The society in the first civilizations
The division of work in the cities is:
Each person was devoted to a particular job and provided themselves with other necessities at the market.
None of the river civilizations had coins, but they used…
Barter. It means the interchange of products.
What are the privileged groups?
The aristocracy (the king, his family and the nobility)
The priests (they were in charge of the religious rituals)
The civil servants (scribes)
What are the non-privileged groups?
Frees: They had rights
Slaves: They had no rights
Peasants: They rented the lands that belonged to the king or the rest of the privileged groups
Craftsmen: They worked in workshops: carpenters, goldsmiths, perfumers, etc.
Women: They had no rights. They were not free. They cannot belong anything. They were a men’s possession.
Task 4- The culture in Mesopotamia
Due to Mesopotamian people believed in the existence of , we can say they were .
What is a “ziggurat”? Where is it?
It’s a tower of several stages, and it’s a temple, the gods’ residence on Earth.
Explain the existence of several gods in Mesopotamia.
An joined Ki (the first, the heaven god, and the second, the Earth goddess). As a result, Enlil, god of the atmosphere, protector of human beings. Enlil joined Ninlil, and as a result, the rest of the gods, which were human-shaped, and were inmortal.
Are there schools in Mesopotamia? If so, what they do? What cycles? Who could go?
Yes. They made scribe training. From elementary (learn to read and write) to the most advanced (the art of writing and learn other subjects). The richest people and just men could go.
In Mesopotamian art, they used for construction…………..They invented the…….…and the……….…
Examples of Mesopotamian palaces are………….. Monumental gates……………and great temples………………., in………………
In Mesopotamian art, for sculpture, they used…………. Assyrians made great figures of………………..with………………………and expressive reliefs with………………..and………….scenes.
Another ancient civilization: Egypt
Task 1-Where did ancient Egypt develop?
What was the division of Egypt?
We have Upper Egypt, along the River Nile in a narrow valley, and Lower Egypt, in a wide delta, the first at the South, and the second to the North.
Egyptian history is divided into three long periods:
- Old Empire (Khufu, Khafra and Menkaura: Keops, Kefrén y Mikerinos) > they ordered to build the great pyramids.
- Middle Empire: Nubia in South Egypt is conquered by the pharaohs.
- New Empire: Thutmose III and Rameses II extended themselves to the East: Palestine, Syria.
Explain the end of the Egyptian civilization
Egypt was dominated by foreign peoples (Persians and Greeks), and finally, by the Romans in the 1st century BC.
BC = Before Christ (Antes de Cristo: a.C.)
AD = Anno Domini After Christ (Después de Cristo: d.C.)
The Egyptians and the Nile
Overflowed and flooded the fields: The fields went the water moved back, they left a slime which was a fertile for cultivation.
Dams and canals: The dams to hold back the waters of the river. The canals carried water to the farthest arable lands.
Sailing ships: The sailing ships went along the river to transport both people and goods.
Task 2- How was Egypt ruled?
When a pharaoh died…
His son succeeded him, thus forming dynasties: Thirty one of them followed one another in the history of Egypt.
The most important posts in Egypt were held by…
- Noblemen (members of the pharaoh’s family, and people with large pieces of land given them by the pharaoh)
- Priests (they controlled the religious rites, who had large pieces of land too)
- Vizier: He was a prime minister who helped the pharaoh.
- Scribes: They could read, write and count, so they wrote official documents.
Task 3-How did the majority of the population live?
What did the peasants?
They lived poorly in small houses, cultivating the pharaohs’ lands, using a new tool, the plough. They participated in the construction of pyramids during the season of the Nile floods.
Join…
Task 4-What was the Egyptian religion like?
The Egyptians were polytheistic. Explain it.
They believed in many Gods: The principal is Ra (the Sun). Amun (or Atum) (Tell-el-Amarna cism, with Amenofis IV). Other important Gods were Isis, Osiris, and Horus.
The religious rites in Egypt
They thought it was necessary to preserve the order of the universe: location of the stars in the sky, or the annual floods of the Nile. Famous temples are Karnak and Luxor (Thebes), and Abu Simbel.
Kind of Egyptian tombs
- Stone pyramids: Inside of them there was a funeral chamber (Giza: Khufu, Khafra and Menkaura => Keops, Kefrén y Micerinos)
- Hypogea: Tombs excavated inside a mountain, whose entrance was camouflaged to protect them from thieves (Hatshepsut, King’s Valley).
Ancient Greece
What territories did the Greek world consist of?
1. What a “Polis” is? Examples.
It is an independent city, with its own government, laws and army. The main of them are Sparta and Athens.
2. What a “colony” is?
Because the Greek population increased greatly, and the cities were unable to feed all their inhabitants, small groups went across the Mediterranean and founded colonies, in order to live there.
3. All of the Greeks belonged to the same civilization. Why?
They shared a common language, religion and culture.
4. Explain the “end” of the Greek civilization.
King Philip II of Macedonia conquered the Greek polis, and his son Alexander the Great conquered Persia, Syria, Egypt and Mesopotamia, and the Indus River. So, the Greeks are in Africa and Asia.
What was the history of the Greeks?
5. Periods of ancient Greece. Explain them.
- The Archaic Age: The polis were created and they expanded through a great part of the Mediterranean.
- The Classical Age: The Greek polis despite the attacks of neighbouring peoples. These polis, Sparta and Athens, faced a civil war, leading to disunity and crisis.
- The Hellenistic Age: The power of Sparta and Athens was poor, so Philip II conquered Greece, and his son, Alexander, was the king of this kingdom, and when he died, his generals divided the kingdom into several ones (Egypt, Mesopotamia, Macedonia). This is called: The age of “DIÁDOCOS”.
Why was Athens the main polis?
6. Why was Athens the main polis?
Athens defeated Persia during the Persian Wars. Athens was the leader of the Delian League (to protect other Greek polis). Athens controlled Greek trade. Athens was leaded by Pericles, and was defeated by Sparta in the Peloponnesian War.
7. Athens was the place of theatre…
Euripides, Sophocles and Aeschylus (Eurípides, Sófocles y Esquilo)
8. Athens was the place of buildings…
Pheidias (Fidias)
9. Athens was the place of philosophy…
Socrates, Plato, Aristotle (Sócrates, Platón, Aristóteles)
10. Athens was the place of education…
From the age of seven children learnt to read and write and were trained in arithmetic and music. Fourteenth young went to the gym, the academy and the lyceum. Girls did not attend school.
11. Politic system in Athens. Institutions
Democracy:
- Assembly or Ekklesia: They voted by a show of hands four times a month for passing laws or electing governors.
- Magistrates: They made the decisions of the Assembly. The strategoi headed the army and navy. The archons presided over the courts.
- Courts of justice: 6.000 citizens elected every year, from 40.000 citizens (350.000 inhabitants: women, foreigners and slaves were not citizens)
Who did the Greeks fight against?
12. Who did the Greeks fight against?
They fought not only against neighbouring peoples (Persian) but also among themselves (civil wars: Athens versus Sparta)
13. Why did Athens fight against Persia?
The Persian (Cyrus the Great) conquered the Greek polis in Asia, as well as all the coastal islands, except Samos. The Persian wars confirmed the supremacy of Athens and Sparta within the Greek world.
14. Why did Athens fight against Sparta? What kind of war is it?
This was a civil war: Greeks against Greeks. Sparta was an oligarchy (government of richest men) and Athens was a democracy. They fought each other for the supremacy in the region.
15. What was the result of the Sparta-Athens war?
Sparta won, and its dominion was more oppressive than that of Athens, so this one and other Greek polis revolted against Sparta.
Greek civilization
What was life in Athens like?
Life in Athens was organized around two main centres:
- The agora: It’s a big public square, where the Athenians gathered to have a walk and chat.
- The acropolis: Walled and high space with the temples and other main buildings (shelter in case of war, too)
Inside the Athenian houses, “gynaeceum” was…
It was reserved for women only and they hardly emerged from it.
The Athenians… used coins?
Yes, silver coins: drachmas
The Athenians was divided into…
- Citizens (whose mothers and fathers were Athenian)
- Non-citizens:
o Foreigners: They were free, paid taxes and formed part of the army.
o Slaves: They were not free, prisoners of war or slaves’ children.
o Women: Could be free or slaves, always guarded by a man (father, brother or husband)
What were the rituals and beliefs of ancient Greece?
In Athens, Gods represented…
A force of nature (Poseidon, God of the Sea), a profession (Hermes, God of the trade) or activity and was responsible for a particular city (Athenea, Goddess of Athens)
In Athens, Heroes were…
They were sons of a God and a mortal (Hercules), founders of cities and the origin of families.
“Myths” are…
Stories about gods and heroes (Achiles)
In ancient Greece, “omens” were…
Signals that indicated future events
In ancient Greece, “oracles” were…
Messages from the gods that could be interpreted by fortunellers
Worship…
It is a series of acts to express religious beliefs, showing respect or gratitude or could also be a way to ask for help or advice to gods.
How did daily life change in the Hellenistic Age?
What is “Hellenism”?
It is the expansion of Greek culture in Asia and the north of Africa. This is the third period, after the Archaic Age, and the Classical Age.
What is Alexander the Great’s cultural fusion?
It is a way to achieve the unity of his empire: mixing temples (Egyptian) with synagogues (Jews)
What was Greek art like?
Main characteristics of Greek temples:
- Proportion and harmony (mathematical rules)
- Human sized (not too big)
- Made of stone (marble painted in bright red and blue)
- Not arches
Types of temples
- Doric, Ionic and Corinthian
Sculpture: Periods. Features
Archaic
Classical
Hellenistic
The Roman Empire
What do we call the Roman Empire?
What do we call the Roman Empire?
It is an extensive territory under the government of the city of Rome.
Origins of Rome
The Etruscans (centre of Italy) conquered the seven hills and turned the small villages into a real city: Rome.
Periods in Roman History
- Monarchy (Etruscan period): A king assisted by a Senate
- Republic: Romans threw out the Etruscan monarchs and established it (509 BC).
- Empire: 500 years
The Monarchy and the Republic
“Comitia” were…
Assemblies of roman citizens where laws were voted on and magistrates were elected
Magistrates…
Citizens, who had the power to manage, judge or lead the army. The consuls were the most important magistrates.
Punic Wars…
Rome versus Carthago (led by Hannibal). Rome won
Roman society of the republican period:
- Patricians: Landowners, participating in the Senate, occupying the highest political position
- Plebeians: Foreigners, immigrants, traders, farmers, craftsmen. The largest group, could not participate in politics
- Slaves: Prisoners of war did not have rights. They were property of their owners. They could buy their freedom.
The crisis of the republic is the result of…
This is a period of corruption. Some generals gained a lot of influence: Julius Caesar, who was assassinated => civil war => Octavius became the first emperor.
What was the history of the empire?
The emperor was a “princeps”…
The first citizen, Octavius Augustus, which means divine, with all of power: military and religious leader, presented the laws, established taxes and decided on war and peace.
The organisation of the empire
It was organised into provinces, with governors appointed by the emperor.
What the Romans did in provinces?
They founded cities, built roads, used their language (Latin) and their laws (Roman law)
What was life like during the empire?
The roman army was organized…
Into legions made up legionaries
Romans were in the army between the ages… and when retired…
They were between 17 and 46. They were given land in some of the conquered territories
Two groups were differentiated:
They were citizens and non-citizens. The first had all rights (they could own property, go to trials, vote, getting married)
What about the citizenship?
Only the inhabitants of Rome were citizens. Then, it extended to the Italian peninsula, and the Emperor Caracalla extended this right to all free men.
Why did the Roman Empire go into crisis?
Explain the 3rd century crisis
The roman army defended the “limes” or borders: the Germanic peoples (barbarian) in the north, and the Persians in the east.
The 3rd century crisis got a phenomenon of ruralisation. Explain it
Richest people left the cities in search of security. Poor moved to the country (provisions were easier to find)
Roman civilization
What was life like in the cities?
Two types of houses:
- Domus: Influential people live in, organized around an atrium or central open courtyard.
- Insulae: Constructions with six or eight floors, with small houses, inhabited by the humblest people.
Occupations of the inhabitants
- Craftwork: In the workshops of potters, weavers, blacksmiths, dyers…
- Strong development of trade: agricultural, mineral and hand crafted products. They used coins. They built a network of roads (Vía Augusta, Vía de la Plata –Spain-, Vía Apia –Rome-).
Spending their leisure time
They were to shows in theatres, baths, amphitheatres and circuses: Fights to the death between gladiators, horse-pulled chariot races…
What was life like in the countryside?
The centre of large properties was…
The villa: The owner of the lands lives in. It has the house or “domus”, plus the houses of tenant farmers who worked the lands, and stables, warehouses…
There were………..and……………farms in the Roman Empire:
- Small farms: During the conquest of Italy, when lands of defeated peoples were divided among the Roman citizens.
- Large farms: Most of the labour used was slave labour. The production was stored in silos.
The most important crops…
Wheat, vines and olive trees, the basis of the diet
Types of mines
There were open-face mines and mines worked through galleries
Activities in mines
Mineral extraction, washing and smelting
The number of workers was high or low? Why?
High, because activities of mineral extraction, washing and smelting were carried out in the mining district itself.
The state had the property of what mines? And the rest of mines?
Gold mines and some silver mines. The rest, were rented to individuals for their exploitation
How did the Romans build?
There were two main streets:
- Cardo: From North to South
- Decumanus: From East to West
The forum…
The main square, was placed at the intersection of cardo and decumanus, where the most important buildings were located
Main buildings
Capitol: Principal temple
Curia: Meeting place of the Senate
Basilica: Business transactions and legal proceedings
Why civic buildings stand out?
Because they were monumental and practical
Civil architecture:
Buildings for leisure: theatres, amphitheatres, circuses, thermal baths
Commemorative monuments: triumphal arches and columns in memory
Public works: roads, bridges, reservoirs, aqueducts, harbors
The Romans invented a new building material,….concrete…., with which they could build great vault and….domes…..(….roof of a building having a semi-spherical shape….), to cover their buildings.
Lares and Penates were…
Household spirits each family worshipped
Manes were…
Spirits of their ancestors each family worshipped, and Lares and Penates too
The augurs were…
Person who predicts the future from the song or flight of birds
What were the first days of Christianity like?
Gospel was…
In Greek, happy message, the Jesus message of peace
Pillars of Christianity…
- Only one God
- People should love each other and forgive each other
- An eternal life in the kingdom of God
Christians were considered by the Romans… Why?
A threat for roman peace, because they did not practice the cult of the emperor and they mixed both poor and rich people
Christians were persecuted, so they had…
To meet secretly in the catacombs
Evolution of the Christianity in the Roman Empire…
- Constantine granted religious freedom to the Christians in 313 AD
- The first basilicas were built for worship
- Theodosius declared Christianity the only official religion of the Roman Empire
- The non-Christians were called pagans
The Iberian peninsula in Antiquity
Who were the Iberians and the Celts?
1. Peoples in the Iberian peninsula before the Romans
Iberian and Celts
2. Iberians: where did they live?
They lived near rivers, in villages in high areas (for defense), rectangular plan and lined up in streets
3. Iberians: how did they live?
Into tribes, ruled by a king or “regulus”. Nobles owned the best lands. Warriors. The rest were farmers, craftsmen, traders and slaves
4. Iberians: economy
It was based on agriculture: cereals, wines and olive trees. Cattle raising. Mining (gold and silver: Cástulo)
5. Iberians: trade
They developed an intense commercial activity with the Phoenician and Greek colonies established in the same territory
6. Iberians: Gods and believing
Their main deities were women, and they cremated their dead and put their ashes in urns
7. The Celts: Who and where did they live?
They were an Indo-European people that settled between the 5th and 3rd centuries BC in the lands of the Central Plateau and on the Atlantic coast of the Peninsula, living with the Cantabrians and the Vascones
8. The Celts: They lived in…
They lived in fortified compounds (castros), high, walled villages, with houses with a circular plan, built in stone and adobe, covered with branches and straw.
9. The celtic economy
It was mainly pastoral, although they also practiced cereal agriculture and hunting
10. The celtic social organization
It was tribal. Several families formed a clan. Several clans formed a tribe, with a minority holding the greatest wealth
11. Celtics: Gods and believing
They worshipped the heavenly bodies, elements of nature and some animals (horse and bull), and performed, like the Iberians, the cremation of their dead
What peoples colonized the Iberian Peninsula before the Romans?
12. What peoples colonized the Iberian Peninsula before the Romans?
- Tartessos, in the Guadalquivir Valley, Andalucia and Murcia
- Phoenicians, coming from the present-day Lebanon, looking for the mining wealth of Tartessos, and founding Gadir (Cádiz)
- Greeks founded colonies for trade reasons: Saguntum, Rhode –Rosas-, Emporion –Ampurias-, which means “market”
- The Carthaginians –successors of the Phoenicians-, founded Carthago Nova –Cartagena- and Ebysos –Ibiza-, and finally were defeated by Rome in the Punic Wars.
How was Roman Hispania organized?
13. The conquest of Hispania
Rome defeated Carthago in the Punic Wars, and fought in Hispania for two centuries, because the Iberian and Celtic peoples put up strong resistance. The conquest finished after the end of the Cantabrian Wars
14. Rome divided Hispania
Three provinces:
o Baetica. Capital Corduba
o Lusitania. Capital Emerita Augusta
o Tarraconensis. Capital Tarraco
15. Hispano-Roman society
- Free men and slaves
16. The Roman economy in Hispania
- Agriculture: Wheat, vines and olive trees
- Mining: Silver in Sierra Morena, copper and mercury from Huelva, iron from the north, gold from the northwest
- Industry: amphoras, oil, wine, fish salting
- Trade: Wheat, oil, salted fish and wine were exported to Rome, while luxury goods were imported. Coin: denarius
How did the Romanization of Hispania occur?
17. Romanization is…
It is the process of assimilating Roman culture by the peoples that lived in the peninsula before the conquest
18. The Romanization process was stronger…where and why?
Andalucía and the Mediterranean coast, because the population was already used to contact with other peoples, than in the Cantabrian lands, for instance
19. Explain the network (roads, ways) that contributed to Romanization
A network of roads and bridges: the Silver Way (from western Andalucía to Galicia), the Augusta Way (from south of Hispania to Rome, and the Alcántara bridge
Aqueducts: Segovia
Theatres: Emerita Augusta, Tarraco and Saguntum
Amphitheatres: Emerita Augusta, Itálica
20. Explain the end of the Roman presence in Hispania
Swabians, Alans and Vandals invaded the Iberian Peninsula in the 5th century, and the Visigoths settled in most of the peninsular territory
Relación de estándares desarrollados en este Plan de Trabajo
Prehistoria
Primeras civilizaciones
Grecia y Roma
Criterios de evaluación aplicables en este Plan de Trabajo
Prehistoria
Primeras civilizaciones
Grecia y Roma