“IN ILLO TEMPORE”

1. “IN ILLO TEMPORE” CLIL • DIDACTIC UNIT • IES ALHENDIN

2. Preview • Today we will answer these questions: • What is history? • Why do we study history? • Where does history come from?

3. History is… • “The charm of history and its enigmatic lesson consist in the fact that, from age to age, nothing changes and yet everything is completely different.” —Aldous Huxley • “It should be known that history is a discipline that has a great number of approaches.” —Ibn Khalduin of Tunis

4. History is… • “GEORGE SANTAYANA Those who cannot learn from history are doomed to repeat it. A country without a memory is a country of madmen. GUSTAVE FLAUBERT Our ignorance of history causes us to slander our own times. LAUREL THATCHER ULRICH Well behaved women rarely make history. LOUISE OTTO The history of all times, and of today especially, teaches that ... women will be forgotten if they forget to think about themselves. MAYA ANGELOU History, despite its wrenching pain, cannot be unlived, but if faced with courage, need not be lived again. OSCAR WILDE Any fool can make history but only a great man can write it. THUCYDIDES History is Philosophy teaching by examples • “

5. SESSION 1: What is History? From Greek ἱστορία - historia, meaning "inquiry, knowledge acquired by investigation." Is the study of the human past, with special attention to the written record. It is a field of research which uses a narrative to examine and analyze the sequence of events, and it often attempts to investigate objectively the patterns of cause and effect that determine events. (Wikipedia, 2009).

6. What is history? Geography Political Science Archaeology Prehistory Social Sciences Anthropology Economics Psychology Sociology

7. History as multi-disciplinary Politics Many others Economy Culture History Law Anthropology Psychology Science

8. History Definition: The study of everything that has happened in the past. What is history? A chronological record of events WHAT? WHO? WHEN? WHERE? WHY? Historiography the scientific writing of history

9. KUBLAI KHAN TUTANKHAMUN ALEXANDER THE GREAT In History we study the lives of famous people . . . CHRISTOPHER COLUMBUS NAPOLEON BONAPARTE WILLIAM SHAKESPEARE ELIZABETH I HENRY VIII

10. . . . and the lives of ordinary people.

11. who may live in simple societies or . . .

12. . . . or in great civilisations.

13. “Those who cannot learn from history are doomed to repeat it.” (George Santayana)

14. So... what is History? It should answer the following questions: What happened? (Facts) Why did it happen? (Contextualization) How does it affect us? (Significance) Where do we go from here? (Application)

15. Why do we study history? • To understand peoples and societies • To understand change and how our society came to be • To become good citizens of society • To understand current events and trends • To develop skills in analyzing and writing • To learn perspective • To see God’s guiding hand in everything (“HIS story”)

16. What is History? • How do we determine past events? • Can we determine any meaning from these events? • You must to remenber details of a particular incident in your early life. • Choose one key memory from your past. It can be either a positive or anegative moment. Then answer the following questions

17. What is History? • When did the event happen? • How old were you? • What exactly happened? • Can you describe the details of the scene – what it looked like, any • smells/sounds/colours you remember? • Can you remember any dialogue (conversation) from the time this • happened? • Why do you think that this memory sticks in your mind so much? • How have you changed since then?

18. Session 2: Where does history come from? • Sources of History Written History Archaeology Oral Tradition

19. Historical Sources Written Unwritten Letters, documents, calendars, books, newspapers, magazines Archaeological remains, tools, ruins, oral tradition, language, interviews Secondary Primary Sources from the historical period itself or first-hand witnesses Materials and documents based on primary sources

20. Historical Sources Historical sources are materials used by historians in their writing of history. Without it, there will be no history at all. There are two different kind of sources: Primary sources Secondary sources Dr. Charles Seignobes (1854-1942) further expand these sources: Oral Tradition Archeological artifacts Written literature

21. Written History • Definition: Anything written or recorded about the past. • Turn to page ____in your text and read the excerpt. • Answer the questions on your handout.

22. Archeology • Definition: The use of physical objects to learn about the past. Receive your artifact. Describe your artifact as if you had no idea what it was and where it came from. Make conclusions about the history of the people that left this artifact behind. Answer the questions on your handout.

23. Oral Tradition • Definition: History passed down by word of mouth from generation to generation. • The Story of OUR GRANDFATHER… • Answer the questions on your handout.

24. Type of Sources Oral Tradition Are messages or testimony transmitted orally from one generation to another.The messages or testimony are verbally transmitted in speech or song and may take the form. In this way, it is possible for a society to transmit oral history, oral literature, oral law and other knowledge across generations without a writing system. Examples of oral traditions are folktales, sayings, ballads, songs, or chants. Cogito Ergo Sum Ecce Homo

25. Archeological artifacts Object recovered by some archaeological endeavor, which may have a cultural interest. Examples include stone tools such as: projectile points pottery vessels metal objects such as buttons or guns jewelry clothing bones

26. Primary Sources • Definition: Any document or object that was written or created during the time being studied. • Examples: • ORIGINAL DOCUMENTS: Diaries, speeches, manuscripts, letters, interviews, news film footage, autobiographies, official records  • CREATIVE WORKS: Poetry, drama, novels, music, art  • RELICS OR ARTIFACTS: Pottery, furniture, clothing, buildings

27. Primary Sources Primary sources give us first hand, you-are-there insights into the past. They are also the most important tools an historian has for developing an understanding of an event. Primary sources serve as the evidence an historian uses in developing an interpretation and in building an argument to support that interpretation. Primary sources do not speak for themselves, they have to be interpreted.

28. Secondary Sources • Definition: Any document or object that analyzes or interprets a primary source. • Examples: • PUBLICATIONS: Textbooks, magazine articles, histories, criticisms, commentaries, encyclopedias, teachers

29. Secondary Sources The use of secondary sources if we need to find a particular piece of information quickly. You use secondary sources to find the background material you might need if your interests are focused on one subject, but you need to know something about what else was going on at that time or what happened earlier. Like primary sources, secondary sources do not speak for themselves, they have to be interpreted.

30. There are TWO main types of written evidence: PRIMARY SOURCES - This is evidence that dates from the time of the event being studied ie 'First-hand' evidence. Give some examples of 'primary evidence'. SECONDARY SOURCES - This is evidence produced AFTER the event has happened. It looks back to earlier times. Give some examples of 'secondary evidence'.

31. SESSION 2 TRANSLATE THIS SCHEMA TO ENGLISH AND FRENCH http://www.isftic.mepsyd.es/w3/eos/MaterialesEducativos/mem2000/arqueologia/index.html

32. SESSION 3: Word to describe the past • 1. Read and translate the following text. • �We use the term past when talking about events that happened yesterday as well as about something which took place as long ago as the discovery of America (1492). • When study the past is important to be able to tell when events happened and when one event came before or after another. To do this we need to measure time. • The main unit of time is the year. For example, we tell how old are by the numbers of years wich have passed since we were born. • The period of time most often used in studing history is the century- a perior of a hundred years. We have lived the finish of the 20th century and we are starting the 21th century.

33. SESSION 3: Word to describe the past • There are many different words that we use to describe the past. • It is important that we understand these words if we are to become good historians.

34. SESSION 3: Word to describe the past • For each word use pencil to link the head with the tail

35. SESSION 3: Word to describe the past • Now in your book write a sentence for each word. For example; • A century means ……… • Finding out which year is in which century can be tricky business. The easiest was to decide is to cover the last two numbers up and add one. For example; • 1492 is in the Fifteenth Century • In your books answer the following • The year 1503 is in the ______________ Century • Do the same for the years 1212, 2010, 1899 and 711

36. SESSION 3: Word to describe the past • Copy and complete this timeline to show the terms decade and century • Make your own timeline in • http://ateneanegra.blogspot.com/search/label/Timeline

37. SESSION 3: Word to describe the past Complete the missing words Remember when people refer to a decade in time they don’t say the say the second decade they say the 20’s. My name is ______ __________. I was born in the _________ Century in the. My date of birth is ____________ (B.C/AD). In my lifetime I have entered a new ________________ and now live in the ___________century. I celebrated the millennium ………….

38. SESSION 3: Word to describe the past HOW DO HISTORIANS DIVIDE TIME? MY HISTORY YOUR TASK: The page below had been divided into six boxes; each box is a stage in your life. In the space provided write a brief description of a stage in your life. Once you have done that give the stage a name.

39. SESSION 4: Chronology • CHRONOLOGY! • To understand a story you must know what order things happened in. • CHRONOLOGY is the study of exactly when things happened. When historians put events in chronological order theyput them in the order that they happened. Like detectives, by placing important events in chronological order we can discover many interesting things about why events happened. That is when History starts to get really interesting.

40. SESSION 4: Chronology • Copy and complete this table into your book: • Your title is above • MONTH, DAY, AD, YEAR,MINUTES, HOURS, BC, PM, MILLENIUM, AM, WEEK, CENTURY

41. SESSION 4: Chronology • Task • 1. What does chronological order mean? • 2. Write the title ‘1492– The Year that Everyone Remembers’ and then write out the jumbled up events in the correct chronological order. • .

42. Session 4: CronologyFive stages of history http://www.luxdomini.com/cronologia_index.htm http://cead2002.uabc.mx/dgaa/matdidac2/biologia/historia/Tiempo/lineadel.htm

43. Five stages of history • Primitive: the original communist state that was ended by the rise of private property King-Slaves: the struggle between kings and slaves led to aristocracy Feudal: the struggle between nobles and serfs led to capitalism Capitalism: the struggle between owners and workers leads to socialism The Socialist Communist State! Project: Stages of history in groups – translation(cARDBOARD).

44. SESSION 5: THE CALENDAR • Uh, Oh...He's Going to Ask That Question Again... • So, what, exactly, is a year? The standard answer is that it's the time it takes for the seasonal cycle to repeat. Since the seasons are determined largely by the axial tilt of the earth, and the earth's axis points in the same direction throughout the entire year (otherwise we wouldn't have a north star), the cycle takes about the same time as a • However, when it comes to designing a calendar which is supposed to work for hundreds or thousands of years, additional rigor is required. The problem is that the direction which the earth's axis points at isn't entirely static. Like a wobbling top, the axis of the earth describes a circle in the sky, over the course of 25,800 years:

45. SESSION 5 • The details of the Julian calendar were discussed in Part II. The main motivation for the Julian calendar was to straighten out the previous calendars of the Roman republic. These had drifted back and forth relative to the seasons, often due to political whim; by the time Julius Caesar finished fighting both Rome's enemies and his own rivals for power in 47 BC, it was fast by about 90 days.As a result, in addition to changing the lengths of months to our modern values in his rules for a new calendar, Caesar also declared that 46 BC would be 445 days long, to get the calendar back in step with the seasons. But it is not precisely known exactly what event (celestial or secular) was he trying to tie to a particular date in the Julian calendar.

46. SESSION 5 • Nevertheless, he and his advisor, Sosigenes, did a pretty good job of eliminating the confusion in the Roman year. Aside from some initial missteps about how the leap year would be observed, the Julian calendar far outlasted the Roman Empire. Each year was 365 days long, except for every fourth year, which was given an additional day in February - essentially what we (usually) still do today - and in fact is still being used today as the ecclesiastical calendar for the Orthodox Christian church.Although the best astronomers of his day had measured a year length of slightly less than the Julian average of 365.25 days, Caesar probably felt that his simple rule was much better than the confusion that had gone before - and perhaps figured that some future ruler would make the necessary adjustments. In some sense it is ironic that his calendrical legacy lasted unchanged for over 1600 • http://www.timezone.com/library/tmachine/tmachine0006

47. Session 6: Historical Detectives. • HERE ARE A GOOD INFORMATION FOR THE SESSION

48. This Is The First Object. • What is it? • Where is it? • Who might this be? • What does this tell you about the owner?

49. What Does This Object Tell Us? • Do you know what it is? • What does this tell us about the persons character? • Remember we are only making ASSUMPTIONS! • These may not be FACTS!

50. The Final Item in the Bag is.. • What is this? • IS it what you think it is? • What does it tell us about the owner of the bag? • Does the rest of the information help us to decide what it might be for?