unidad inicial 1º bilingue

1. Unit 0
Time and
History
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2. INDEX
Page 3. Glossary
Page 4. Chapter 1: Measuring time
Page 6. Chapter 2: timelines
Page 9. Chapter 3: Cause and effect
Page 12. Chapter 4: Historical sources
Page 14. Chapter 5: The Tollund Man Mystery
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GLOSSARY UNIT 0: TIME AND HISTORY
ENGLISH SPANISH DEFINITION
Past
Present
Future
Decade
Century
MIllenium
B.C.
A. D.
Source
Reliability
Opinion
To bias
To compare
Judgement
Fact
Interpretation
Cause
Effect
Event
Short term cause
Long term cause
Short term effect
Long term effect

4. Write the year you prefer: ……………….
With which type of numerals have you written it?.............................. This is because we
always write years with …………………………….. numerals
Now write the century you prefer: ………………..
With which type of numerals have you written it?..........................This is because we always
write centuries with …………………………….. Numerals. But REMEMBER, in Britain, we write
centuries with Arabic cardinal numbers, like this: XVI century=16th. century
Do you remember how the Romans made up their numerals?
Number 1: ……. Number 2: …… Number 3: …….. Number 4: ………… Number 5: ……….
Number 6: ………
Number 7: ……… Number 8: ……. Number 9: ……… Number 10: ……… Number 14:……….
Number 18:…….
And then , the most difficult to remember:
Number 50:
Number 100:
Number 500:
Number 1000:
Remember, when putting together the
Roman numbers, there are THREE main
and clear rules:
1/ A letter can only be repeated 3 times.
2/ If letters are placed after another
letter of greater value, add that amount.
3/ If letters are placed before another
letter of greater value, subtract that
amount.
MANY, MANY ROMANS ….
CHAPTER 1:
MEASURING
TIME

5. And now…. Let’s do some practise!:
Number 325: ……….. Number 111: ……. Number 2452: …… Number 821: ……..
Number 498: ………… Number 35.127 ………
Some other golden rules are
-A year that has only 1 or 2 numbers corresponds always to Century I:
Year 3 – Century I year 27 – Century I Year 98 – Century I
- If a year has 3 numbers, you must add 1 to the first one, to obtain its century:
Year 561 – Century VI (5+1=6) Year 814 – Century ……. (8+1= …….)
-If a year has 4 numbers , you must add 1 to the first two, to obtain its century:
Year 1212 – Century XIII (12+1=13) Year 1897 – Century …….. (18+1=…….)
Let’s see if you’ve got the whole idea:
A/write down to which centuries do these
years belong (of course, in Roman numbers)
1111:
328:
2:
1958:
821:
784:
2015:
1225:
999:
53:
84:
B/ Match with arrows the centuries and the years they correspond to. Do you know what
happened in these years?:
476 AD XVIII
1492 AD XX
1789 AD XV
1945 AD XIII
1212 AD V
711 AD VIII
3.500 BC XXXVI

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1986 1987 1988 1989
RAFA IS BORN IN
MANACOR
CHAPTER 2: TIMELINES
1. Rafa Nadal. A timeline

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2003 2004 2005 2006
I was born in
Cartagena
2. My own life. A timeline

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5 BC
I was born in
Cartagena
3. If I were born in the year 5 BC, how would my life’s time line be?
REMEMBER! AC means before Christ.
AD (=anno domini) means after
Christ. There is no year 0.

9. 1/ The cause is an event or action that makes something happen.
Ask: why did this happen?
2/ The effect
Is the result of the event . Ask: What is the consequence?
Now think which are causes and which are effects. Can you write about the
succession of facts? (Attention, one fact can be both cause and effect )
IT RAINS
YOU HAVE TO GET AN UMBRELLA
A B C
CHAPTER 3: CAUSE AND
EFFECT

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Choose on of the images and write a brief paragraph to
explain what cause has lead to what effect
When historians want to explain something, the often find that an event can have more
than one cause:
But you will find that also a cause can have multiple effects:
How would you explain which are the causes that make
it impossible to chew gum in your classroom?

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Write your own history!!!! Make a succession of
causes and effects and see were your imagination
can lead you

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CHAPTER 3:
HISTORICAL
SOURCES
A source is anything that gives us information about the past.
There are two types of sources:
PRIMARY SOURCE – it is a source from the same time as the period we want to study and it is a record
of a person’s experience or perspective. It is a first-hand evidence.
This is a primary source. It is a painting by Picasso. It shows
how Picasso saw a lady called Dora Maar
To understand a primary source, it is important to find out what it is telling us:
•Who created this primary source?
•When and why was it created?
•What type of primary source is it?
•What does it tell you about a place or event?
•What questions does it raise?

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SECONDARY SOURCE – it is a source that provides interpretations and explanations of
events after they took place. A secondary source is created by analysing and synthesising
This is a secondary source. It is a book about the
paintings of Picasso. It gives an interpretation of his
style
Let’s see if you can tell if these are primary or secondary sources:
1) A play showing how Benjamin Franklin flew a kite during a lightning storm. P/S
2) Anne Frank's diary describing her life during World War 2. P/S
3) A cartoon showing how Pocahontas met John Smith. P/S
4) A text book describing the life of Napoleon P/S
5) A news report about the opening of a power plant. P/S
6) Your grandmother recipe of gazpacho P/S
7) A YouTube video describing how the pyramids were built P/S
8) An interview with Alexander Graham Bell about how he invented the telephone P/S.
9) A radio broadcast from the day the Soviet Union launched Sputnik. P/S
10) An autobiography about Adolph Hitler P/S
11) A book describing Christopher Columbus sailing to America. P/S
12) A famous artist's painting of what prehistoric life was probably like. P/S
13) A journal by a cowboy about the cattle drives from Texas to Kansas. P/S
14) The Spanish Constitution. P/S
15) Wikipedia P/S

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CHAPTER 5:
THE
TOLLUND
MAN
MYSTERY
What is a History Detective?
A History Detective is somebody who looks at evidence from the past. They do not want to
catch criminals or bring anybody to justice with this evidence. History Detectives want to
learn about the past from the clues other people leave behind. The further back in the past
we look the harder it is to find clues.
Am I a History Detective?
YES! In today's lesson you will be a History Detective. You are going to investigate a murder
that happened in Denmark during the Iron Age. Using PRIMARY and SECONDARY evidence
about the murder you will attempt to work out why a man died.
If you think that YOU are up to this challenge then read the following information carefully
because the Tollund Man is relying on you to decide who killed him and why they did it.
Look at the sources:
Source A.

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The body was found in a peat bog on Tollund Fen in Denmark in May 1950. Two men were digging peat for
burning. As they worked they suddenly saw in the peat layer a face so fresh they thought they had come
across a recent murder.
They called the police.
The men carefully removed the peat from the body till more of him could be seen. The man lay on his right
side as if he was asleep. He wore no clothes, except for a pointed skin cap and a belt. His hair was cut short.
Round the neck was a rope noose and an iron neck ring. It was drawn tight around his neck and throat.
These items were not found on the Tollund man but are similar to those around his neck. The items are a
rope noose and a neck ring. Iron Age people buried neck rings with their dead as an offering to the Spring
Goddess.
FORENSIC
REPORT
Age : The heart and organs
were healthy. The
wisdom teeth had
grown. These appear
in people around 20
years of age.
Stomach: The man had eaten
soup at least 12 hrs
before he died. The
soup was made up of
seeds that were
connected only with
the Spring
EXTRA INFORMATION: When
they dug the
grave some plants
were trapped under
the body. They were
about 2000 years old.
The German tribes worship
the Goddess of Spring.
Every Spring a cart
carries a statue of the
Goddess in a procession.
Afterwards the cart and
statue are washed by
slaves, and then the slaves
are sacrificed.
Source B Source C
Source D Source F
Source E
The German tribes hang
traitors from trees and
drown cowards in fens
under piles of sticks.

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COMPLETE THESE TASKS……
Quick Questions (answer in full sentences)
1. Who found the body?
2. Where was the body found?
3. What did they find on the body?
More Detailed Questions
4. Look at Source D, the FORENSIC REPORT, and explain why it suggests
that the man did not die of old age or disease?
5. Examine Source c. What do you think killed the Tollund Man?
6. How long ago do you think the body was buried and what is your evidence?
Going Further…
7. German tribes once lived in Denmark. The dead body was a German. Source F
tells you why he might have been killed. Complete the following sentence:
Source F suggests that the man might have been killed because…
8. Now look at Source E . Does it suggest a different reason why the
Tollund Man was killed. What is this reason? Complete the following sentence:
Source E suggests that the man was killed because…
The Final Stage
Now write a report about what you think happened to the Tollund Man.
Remember to use evidence to back up your suggestions with information from
the sources.
You might like to use the following sentences to help you:
“I think… happened because of what it says in Source…”
“In my opinion I feel he was murdered. I think this because…”
“Whilst we can’t be certain, Source… makes me think he was…”