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Research Best Practices Research Best Practices Instrumental Language and ICT Resources Content and Language Integrated Learning RESEARCH BEST PRACTICES INSTRUMENTAL LANGUAGE AND ICT RESOURCES FOR CONTENT AND INTEGRATED LANGUAGE LEARNING An Educational Proposal by Carlos Fuertes CONTENT History LEVEL Secondary Research Best Practices CLIL and ICT Group http://www.uv.es/clil University of Valencia Copyleft, 2016 – Carlos Fuertes Doñate The peninsular Christian Kingdoms Content BASIC DESCRIPTORS 7 UNIT DESCRIPTORS....................................................................................................................... 7 LESSON DESCRIPTORS................................................................................................................. i ABSTRACT................................................................................................................................ ii CONTENT.................................................................................................................................. 1 The consolidation of the crowns of Aragon, Castile and the expansion through South. 1 GLOSSARY (A – Z).................................................................................................................. 4 INDEX........................................................................................................................................ 5 SELF-ASSESSMENT................................................................................................................ 4 DOUBLE BLIND PEER REVIEW.......................................................................................... 5 FIRST REVIEWER 5 SECOND REVIEWER 5 BASIC DESCRIPTORS UNIT DESCRIPTORS . To introduce the term and of “reconquest”. To understand the consolidation and political, social and economic development of the different Christian kingdoms . To make writing about what a Christian and a in the Iberian Peninsula. Besides, to understand the struggle Muslims could see in their cities, what kind of against the Islam. problems and activities they could live in their Teaching . To know and identify the borders of the Christians day a day. Sort of role-playing written. Objectives kingdom’s expansion, the economy in the conquest process, Final Task repopulation and “parias” system as well. To know the different social groups in the Iberian Peninsula, their interrelations and dependences. To understand the conflicting between Christians and Muslims. Assessment Criteria . Mathematical competence and basic science and technology competences. Check that they’re capable to explain the differences between the . Competence to learn to learn. Christian kingdoms and the al-Ándalus. Key . Conscience and cultural expressions. To develop a critical vision in the Christian conquest process and to Competences . Linguistic communication competence. understand the specific terminology through the primary and . Digital competence. secondary resources analysis. Sense of initiative and enterprenour. Social and civic competences. Check that they’re capable to recognise the different social groups and their coexistence as well as their struggles. To distinguish the main characteristics of the romanic peninsular art through analyse the most important architectonic and paintings expressions. Prezi presentations. Student’s book. Videos, pictures and primary sources. Materials . Reenactment items. Resources . Origin and development of the northern Christian kingdoms . The consolidation of the crowns of Aragon, Castile and the expansion through South. Social, political and economical features of the crown of Castile. The crown of Aragon: its formation, expansion towards the Sharq al-Andalus . Repopulation and the parias system. Social, economical and political features of the Crown of Aragon. The peninsular romanic and its importance on the Saint James road. To identify the main features of the . Co-operative work and pair work. medieval times lives. Content . Identify and develop arguments about similar . To check if their thoughts of beforehand of words in Spanish, English and ancient Arabic. this unit has been changed. To know and understand the medieval art manifestations and its cultural value. To develop their own arguments about Student . To understand the political, social and this social, political and economical Cognition Learning economical reality of the feudalism and its processes. Learning Culture interaction with the Muslim world. To verify their knowledge, make some Outcomes . day-to-day exercises. Comm unication Language for the topic Language for interaction . Vocabulary Structures . Key vocabulary:. feudalism, . Primary sources like poems,. chronicles and pictures. Interaction: Christianity, Islam, expansion, . Secondary sources of historians making their own different sights about the same matter. Teacher-pupils. conquest, Reconquest, parias, . Archaeological evidences to show the cities organization, humans remains, . Student-student. vassalage, chapiter, column, etc. Student-group. statue, picture, painting, frescoes, . Newspaper retails to make History near nowadays. Some passages of some historical writers to take a look at the wrong and . Group-group. farming, crafting, merchant, good facts written in their works. Students machine. noblemen, noblewomen, peasant, . Express cause-effect: When the Christians fought against the Muslims in Student machine farmer. Valencia, this city felt down under the king’s banners. Compare: brighter, greater, bigger, smaller, heavier. Ask and answer questions: Why, what, because. Conclusion: Therefore, thus. LESSON DESCRIPTORS Lesson: 1 Unit: The Peninsular Christian kingdoms . Learning Outcomes . Content Communication Cognition Culture . Origin and evolution . To Express cause- . To develop their own - To understand the political, . of the Peninsular effect. arguments about this social and economical reality of the feudalism and its Christian. Kingdoms. social, political and interaction with the Muslim economical processes. world.. What do they know about how medieval people lived? Do they know something about Introduction/ peasants, farmers and nobles? Revision . Try to recap some information about the economical main features from the Roman Empire. Images about farming and some harvest: what do they do? Why? How? . Images about some wars and fights: why do they fight against each others? Warm up Activities . Work to think: what kind of activity is war? Is it lucrative? Why? . Why is so important to have under their control so many cities? And lands? . Work in pairs: search a bit about how do the medieval peasants take vassalage on their lords: why is so important this action? . Work In groups: through two texts try to defend a vision or another depending on the text: Main conquered Muslims and conqueror Christians. Activities . Search about how is organizad a Muslim town and a Christian one: what’s the difference? Why Wan t to know/ do you think so? Justify your answer. Rein forcement/ . Type on google Liber feudorum maior. What’s that? Why is it so important? . Make a resume about every aspect seen on class: kingdoms, economy and society; how the E xtension medieval people lived? . Describe: how is organized the peninsular kingdoms society? What where their main A ssessment/ economical activities? . Do you think there’s still some similar features today? Reflection Reflection . Prezi presentation. Materials/ . Primary source –text-. Resources . Secondary source –text-. Video on YouTube. ABSTRACT New trends have arisen since several decades ago about the polemic term of Reconquest. Mixed with political and economical matters, new generations of researchers and teachers have decided to move on and change our sights. Besides, medieval ages are one of our bases to understand our current societies so it’s impelled to study such a difficult period of time properly in order to achieve a good comprehension about the hard relationship between Muslims, Christians and Jews and, on the other hand, different struggles between Christian kingdoms. Therefore, we need to introduce this topic in a proper way using new technologies, new trends and, above all, in a integrated language way. Research Best Practices Dr. Jose Saiz Molina CONTENT The Peninsular Christian kingdoms Since several decades ago, researchers have established new trends about the period known as Reconquest. It has been demonstrated the political use of this term in order to link Christian and nationalist sights on this matter. Therefore, to change this vision and traditional way of teaching the 13th century in the Iberian Peninsula we’ll try to teach in a different and critical way. Besides, as a CLiL unit, we’ll use different and a bit specialised vocabulary to approach to these historical matters and we’ll do some exercises through a good blog made by a History Teacher, in order to recycle information and stay in touch with other teachers. The consolidation of the crowns of Aragon, Castile and the expansion through South. The new kingdoms in the northern Hispania started to consolidate themselves through their expansion towards south, it is, the Muslim Hispania or al-Ándalus. This new kingdoms became two main crowns which will try to gain the most territories the better. Besides, this context will be a great influence to develop a new society and above all, economy: war, pillage and looting. In this lesson, we’ll try to make them understand how the medieval society in the Iberian Peninsula was structured by force, violence and hierarchy. At
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