U.D POZO ALCON: HISTORY AND POPULATION ......conectores.-Lectura de frases verdaderas o...

U.D POZO ALCON: HISTORY AND POPULATION THROUGH TIME

1 U.D. AICLE Autora: Ana María Jordán Iniesta IES. Guadalentín.

POZO ALCÓN HISTORY

AND POPULATION

THROUGH TIME A STUDY ON POPULATION CHANGES.

SMUGGLING, DUCATS, FIRE STONES, IMMIGRANTS, EMIGRANTS…

REVISION OF RELATIVE PRONOUNS, PASSIVE AND MODAL VERBS.

TÍTULO

POZO ALCčN. HISTORY AND POPULATION THROUGH TIME

NIVEL LINGÜÍSTICO SEGÚN

MCER

A2.2

IDIOMA INGLÉS

ÁREA/MATERIA CIENCIAS SOCIALES

NÚCLEO TEMÁTICO

-Conocimiento del mundo físico, nuestro entorno. - A través de esta unidad, practicaremos el vocabulario en relación a valores demográficos y porcentajes.

-Aprenderemos vocabulario específico de nuestra zona (esparto, pedernal, contrabando…) -Conoceremos parte de nuestra historia y términos legales, organización de territorios y cambios demográficos debidos a

causas sociales y económicas.

GUION TEMÁTICO -Nuestro entorno.

FORMATO -Pdf, Word.

CORRESPONDENCIA

CURRICULAR (etapa, curso)

4º ESO

AUTORÍA Ana María Jordán Iniesta

TEMPORALIZACIÓN APROXIMADA

4-6 sesiones

COMPETENCIAS BÁSICAS

-Competencia e interacción con el mundo físico. Observación de

nuestro entorno.

-Digital y tratamiento de la información. Búsqueda de información en internet sobre la actual situación demográfica de la comarca.

-Social y ciudadana. Mezcla de culturas en nuestro entorno.

-Aprender a aprender. Búsqueda de información a través de su familia, el ayuntamiento el centro escolar…

-Competencia lingüística, interactuando en una segunda lengua,

recibiendo información a través de la lectura de textos orales y escritos, utilizando estructuras complejas.

-Competencia matemática: gráficas.

OBSERVACIONES

-Los textos son de mi creación, resumen de archivos. -Esta secuencia didáctica puede resultar interesante para

concienciar al alumno de la influencia en la sociedad de aspectos económicos y sociales como pueden ser los movimientos migratorios incluso a zonas alejadas como su pueblo. Puede servir como unidad de repaso de un segundo trimestre.

4º de ESO: Pozo Alcón. History and population through time 3


OBJETIVOS DE ETAPACONTENIDOS DE CURSO/CICLO

TEMA O SUBTEMA

MODELO DISCUR-

SIVOTAREAS

CONTENIDOLINGÜÍSTICO

CRITERIOS DE EVALUACIÓN

-Identificar vocabulario específico en relación con nuestra historia.-Diferenciar diferentes partes del discurso, nombres, adjetivos, verbos, conectores…-Adquirir conciencia de las diferencias demográficas y su relación con causas económicas, políticas y sociales.-Reconocer la realidad social que nos rodea, emigración e inmigración.-Reconocer e interpretar diferentes tipos de textos, narrativos, tablas de funciones, etc.-Búsqueda de información en internet, mi entorno, mi familia.

-Actitud positiva ante la sociedad multicultural que nos rodea.-Descripción histórica de nuestra sociedad, origen de la comarca.-Análisis de estructuras complejas.-Ensayos de opinión.-Interpretar gráficas y variables, creación de otras con diferentes variables.-Reconocer los diferentes oficios de nuestro presente y pasado.

-Emigración e inmigración.-Tablas de funciones.-Estructuras complejas: pronombres de relativo.-Expresando contraste, enumeración, secuencia de ideas, propósito, razón…

-Describir nuestro entorno.-Explicar los diferentes oficios.-Dialogar sobre el problema de inmigra-ción.-Explicar diferentes gráficas.

-Relacionar vocabulario y definiciones.-Definir vocabulario específico.-Identificar palabras con grafía incorrecta.-Buscar vocabulario específico a través de imágenes.-Completar textos con actividades de comprensión auditiva.-Responder a preguntas de comprensión de textos orales y escritos.-Lectura de gráficas de población.

FUNCIONES:-Predecir usando imágenes.-Describir oficios.-Reformular frases.-Expresar opinión.-Pedir información.-Informar de realidades económicas y sociales.

-Distingue vocabulario específico de dinero, materiales, antiguos trabajos, conceptos históricos.-Realiza búsqueda de información específica y general dentro de textos orales y escritos.-Describe situación social y económica.-Expresa opinión de forma oral y escrita.-Desarrollo de técnicas de búsqueda de información a través de internet, su familia o su entorno.-Identifica y produce estructuras complejas coordinadas y subordinadas de relativo.-Desarrolla técnicas de memorización, organización y relación de información para la autoevaluación y avance en el aprendizaje.

ESTRUCTURAS:-I agree…-I disagree…-It is a job…-Did you find..?-Do you know the meaning…?-Where is …?-How many..?-When did..?-As soon as I am…-From my point of view..-Because of/due to-Firstly…secondly…finally…-On the one hand…on the other hand…-However… but-To sum up…-I think…


OBJETIVOS DE ETAPACONTENIDOS DE

CURSO/CICLOTEMA O

SUBTEMA

MODELO DISCUR-

SIVOTAREAS

CONTENIDOLINGÜÍSTICO

CRITERIOS DE EVALUACIÓN

-Lectura guiada y comprensión de textos.-Identifica-ción de estructuras complejas y sus conectores.-Lectura de frases verdaderas o falsas.-Exposición oral/escrita de una opinión basándose en un esquema dado.-Exposición oral de un proyecto de investigación de trabajos actuales y tradicionales.

LÉXICO:-Sites: Jorge´s pout.-Traditional Jobs: mule drivers, charcoal burners, “peluseros”, grass pickers, shepherds…-Concept of neighbor.-Smuggling/smuggler.-Money: tithe, ducats, maravedies, flint.-Farming, cattle, straw, hosting, shelter, stream, raping, weathercock, fate, unbearable, shooting, welfare, saddlebag…

Session 1

1. Pre-task. 1. Find the words of the black square in the crossword. Ask

your partner.

2. Have a look at these words in the white bubble. Can you find the misspelling words?

A. Here you have some clues:

FATE UN-BEAR-ABLE ENGINE-ER HOST-ING ROPE WEATHER-COCK WEL-FARE DAMP IM-PRISON RAP-ING FARM-ING

B. Define some of them and pass it to your fellow. Use a dictionary or ask your assistant teacher.

A rope is something cowboys used to catch the bulls. A weathercock is made of iron and it is an object which is placed on the house roofs.

Image: geishaboy500 via Creative Commons Goggle.es/ingress

l n e h t i t l w m s h e l t e R a a f a c l z t l R e e l d o u p i t r a r i d m m z s t a t o n l p t t s a i c b t e l d d a s k c a p b a a g d n e t d a a i l e w n i d s d g n i t t o r t e a

Did you find all of them? Where is flint? Do you know the meaning? Throughout the unit, you will find images of these words.

Did you find all of them? Where is flint? Do you know the meaning? Throughout the unit, you will find images of these words.


3. Here there are some concepts/words and their definitions. Link them and check it with your partner .

4. CREATE A RIDDLE. You can use the new vocabulary or the already known for you. The more clues your fellow ask, the less points he gets. The winner will help the other with his/her homework. f.i. clue 1: It is a daily used object.

It is something you can find inside a suitcase. It keeps you healthy. What is it ? A TEETHBRUSH

1.Concept of “neighbor” a.Taxes paid to the Government 2.Provanza b. is not the same as in nowadays. We have

to multiply the number with 4 or 5 as the owner of the house was the only one who paid taxes to the council and he was the only one with the right to vote any decision in the village.

3.Smuggling

c. Fire stones.

4. Tithe

d. In a period short of resources or after a war, many people became rich buying and selling essential goods.

5. Flint

e. It was the name given to the proofs offered to a jury. They tried to show the advantages and disadvantages to do, change or prove something.


Session 2

1. Listen to the text and fill in the gaps using the vocabulary.

The first trusty documents are placed in 1597, in Philip the Second kingdom, the General

Files “alcábalas”, taxes and rents which are found in Pozo Alcón nowadays.

Once upon a time, one could imagine the situation of thirty-four …………(1)(about 170

inhabitants) or eighty neighbors (400 inhabitants approximately), based on the Andalusian

History, 1597. In these figures, they were not included the population of Hinojares and Arroyo

Molinos. There is a significant difference among these 400 inhabitants and the registered

inhabitants of today, 5.413. From time to time this quantity has been increased or decreased,

although as every Spanish village, they have changed, developed and adapted to the new

governments, lifestyles and economies till they have reached what is today, a wonderful village

placed in a lovely corner of Cazorla-Segura Mountains.

From 1597 to the mid-seventieth century, the population of the village depended on

Quesada. There was also a number of travelling……………..(2) drivers, “estraperlo” workers

and small smugglers who lived mainly on the …………(3) farming. We can still make out

through roads, tracks and rural paths, some mule drivers with their grass ………………. (4) on

his tired ……………….(5) mule. Its geographical situation borders other districts, its caves and

earth …………..(6) make this enclave a perfect place for these activities.

In the seventeenth century, the “testing proofs” or “provanzas” appear. Either Quesada

villagers or Pozo Alcon villagers try to “testify” if it is positive the definitive separation of the

village from Quesada. In this recorded document of 1648, we find one hundred ninety

two……………… (7) (multiplied by 4.5), who showed their rights for the depart:


MARAVEDÍES

2. Answer the questions about the text.

1. Which has been the first date to consider Pozo Alcón an independent village?

2. How much did they pay through time?

3. What did they mean by “proofs”?

Cattle - Citizens – mule -

neighbors – shelters –

saddlebag – trotting –

smugglers –

- The dangerous way to Quesada is too long and they lose too much time to solve their

useful documents, the Quesada inhabitants, “quesareños”, reply that they take the longest

way.

- Poco Alcón inhabitants complain about the dangerous rivers and streams which they have

to go across, but the other ones reply they can border them.

- Again, villagers grumble about a fair judge in the right place at the right moment, the

Quesada inhabitants reply against them, the real rock……………………(8) are in Pozo

Alcón, and its own inhabitants harbor their faults.

The kingdom who is eager to get some money from the separation welcomes the

separation and in 1648 the village of Pozo Alcón takes its own way definitively. They

were one hundred ninety one neighbors, more than nine hundred inhabitants who lived in

this small village. The price was higher enough to get the complains of the lawyer in turn,

seven thousand five hundred ducats “the same quantity as Quesada for its depart from

Úbeda” although the village is much more smaller. Besides, they should pay “seventy two

thousand three hundred twelve “maravedíes” every fifteen years at Saint Michel festivity.

This large quantity was a big one considering the real value of things in the epoch,

(housing, cattle, fields will be valued nowadays in millions of euros).


3. Observe the following table with data about the population of Pozo Alcon in the year 2010. Share the information with your partner. Can you find differences in sex and age?

POZO ALCON POPULATION IN 2010

AGE MEN WOMEN TOTAL

0-4 174 116 290

5-9 171 123 294

10-14 157 122 279

15-19 186 194 380

20-24 166 173 339

25-29 178 151 329

30-34 193 152 345

35-39 182 191 373

40-44 203 166 369

45-49 211 191 402

50-54 182 157 339

55-59 131 151 282

60-64 163 155 318

65-69 154 139 293

70-74 115 145 260

75-79 130 148 278

80-84 69 84 153

85 26 64 90

TOTAL 2.791 2.622 5.413

1. Can you identify the different variables which work in these data?

2. Do you think you can build a function with these data? Why? Compare it with your partner .

4.Observing the previous table, create a bar chart representing the same figures. It’s another way to represent data that can’t be represented by a function. Make a function with it. You can ask in your town council or check the information to create a new one of 2011.


This is an example of what you can find in your village Council.

Session 3

DUCATS

Listen to the text. Underline the words you do not know and ask them to your partner or teacher. In 1751, the population changed. The villages of Hinojares and Arroyo Molinos had to pay the rents to the village, the first one became independent in 1690, sold by the king to Iñigo Rodulfo, Marquess of Hinojares, and the second one lost its last inhabitant under strange circumstances surrounded by doubtful moral women some years ago. We come to the nineteenth century, the population is still increasing thanks to the profits of the good use of the Guadalentin River. We could find a population which livings are the cattle, small farming fields, dealing with mule drivers and smuggling. Their founders are Saint Gregory and the farming saint Isidro who are also two of the festivities of the area. The farming fields are increased by the suitable use of the water which makes the village a perfect setting. The engineers and swamp workers who came from the Basque District made their setting in Iturralde Colony which still exits. From the end of the nineteenth century to the beginning of the Civil War, we can find six thousand four hundred inhabitants. Surviving in small villages in war time is easier than in the bigger ones. The Republican population hardly suffers the war repression after it. There were no massive murderers, not even massive firings. Republicans were imprisoned for 4 or 5 years, some made forced labors in the high Guadalquivir, few were hanged, they were no suicide victims as some people


pretended although there were no proofs about it, they appeared in the water tank with a rope surrounding their necks. However, some specialized workers suffered the worst part, some truck drivers who drove the firing vans between 36 and 39 died. Larva population, smaller than Pozo Alcón, suffered much more the irrationality of war. They suffered thirty shootings. From Oscar Bustos ́point of view, chronicle of the Right Party in the pre-war time, there were no large estates in the area of Pozo Alcón, they were small owners, neither owners of the large state properties nor lazy workers, so it was useless any damage to the population. In 1957, the population of Pozo Alcón reached its phoenix, however the economic situation was unbearable. Paraguay and Argentina were the main shelters for those who looked for work, welfare in South America, we share the language. In the east, Catalonia and Valencia, especially in Palafrugell and Ibiza, the new adventurers searched their destiny. In Europe, some looked for their economy breath in Switzerland, France and Germany. They worked in very bad conditions, too much time for too little money, but a high quantity when they got back home. The Fate weathercock changes its direction so far as being the “Poceños” who received immigrants from Morocco, Algeria, Equator and Bolivia, (353 from the council files of 2010, the biggest quantity in the area). In the quest of their welfare and economic status they come looking for something impossible in their countries. The hosting movement of workers in summer and the harvest of grapes in summer still remain. Since the first recorded baptism in 1618 in Encarnacion Church, many people have passed over for this earth with his ash purple golden green forest, ocher autumn and straw color summer as some artists paint this village.

PART ONE: HAVE A LOOK AT THE FOLLOWING CHART. 1. Find the pronouns in the text and identify their antecedents. Most of them are in bold.

Compare them with your partner.

2. Divide the complex sentences in two simple sentences.

RELATIVE PRONOUNS FUNCTIONS SUBJECT OBJECT POSSESSIVE

PERSO-NAL NON- PERSO-NAL

WHO WHO(M) WHOSE WHICH WHICH WHICH

THAT

ANTECEDENT


3. Have a look at the crossword OF SESSION ONE and find the blue words of the text.

PART TWO: 1.READ THE TEXT ABOUT POZO ALCÓN AND ANSWER THE QUESTIONS ABOUT IT.

A. COMPREHENSIVE QUESTIONS.

1. Where did the Pozo Alcón inhabitants move in the mid-twentieth? 2. When has the last inhabitants of Hinojares disappeared?

B. GIVE A SYNONYM FOR THE FOLLOWING WORDS.

1. fire stone 2. recollection 3. shooting

C. ARE THESE STATEMENTS TRUE OR FALSE?

Justify your answers with information from the text. 1. The monarchy was eager to get money from Pozo Alcon’s independence. 2. Most people lived on agriculture in the eighteenth century.

2. OBSERVE THIS BAR CHART REPRESENTING THE PREVIOUS DATA. It is another way to represent data that cannot be represented by a function.

Can you find in the text?

Where is ……? What is the meaning of……..?


U.D. AICLE Autora: Ana María Jordán Iniesta IES. Guadalentín.

3. CONSIDERING THE FIGURES, GIVE THE FOLLOWING INFORMATION AND CHECK IT WITH YOUR PARTNER.

1. The different percentage of inhabitants from 1597 to nowadays. 2. The difference of population before the Civil War and after it. 3. The difference of population in percentage, between the highest point and the lowest.

Sessions 4-6 Project 1

1. WRITE AN OPINION ESSAY ABOUT POZO ALCÓN NOWADAYS AND IN THE SIXTEENTH CENTURY. EXPLAIN THE DIFFERENCES TO YOUR FELLOWS IN CLASS. THE BEST ONE WILL BE PUBLISHED IN THE CLASS BLOG.

-As soon as I am concerned/ From my point of view…………. -I think Pozo Alcón has got/hasn´t got the unemployment problems of the past, however….. -On the one hand…………………………..on the other hand,…………………in addition……………… -Because of/ due to……………………………………………. -Finally/ to sum up……………………………………………..


PROJECT 2 2. READ THE INFORMATIVE CARDS ABOUT POZO ALCÓN TRADITIONAL JOBS

AND INTERESTING PLACES TO VISIT. MAKE A PROJECT GIVING YOUR OPINION ABOUT THEM OR/ AND COMPARING THEM WITH NOWADAYS. EXPLAIN IT TO YOUR CLASS. Do you find them interesting?

Here you have some clues.

MULE DRIVERS – ESPARTO GRASS PICKERS – CHARCOAL BURNERS – “PELUSEROS - SHEPHERDS

-As soon as I am concerned/ From my point of view…………. -I think Pozo Alcón has got/hasn´t got the unemployment problems of the past, however….. -On the one hand…………………………..on the other hand,…………………in addition……………… -Because of/ due to……………………………………………. -Finally/ to sum up……………………………………………..

-Mule drivers were people who carried things from one place to other because there were no cars, today we can /can´t find… -Grass pickers were an ancient job which…. -Charcoal burners burned coal to……. -“Pelusero” was a very well paid job but… -Shepherds were and are people who………………………..


JORGE´S POUT, SPRING BASIN… INCARNATION CHURCH

3. HERE YOU HAVE SOME INFORMATION AND PHOTOGRAPHS FROM YOUR

VILLAGE. EXPLAIN THEM TO YOUR PARTNER AND LOOK FOR MORE INFORMATION FOR YOUR PROJECT FROM INTERNET, YOUR FAMILY, THE TOWN COUNCIL, OLD PHOTOGRAPHS…

Can you describe them? Would you like to show them to your class?


SELF-ASSESSMENT CHART

I CAN

-Use specific information in relation with history.

YES NO NOT YET

-Describe historical situations about my city.

YES NO NOT YET

-Express my opinion about a topic.

YES NO NOT YET

-Convert graphics into functions.

YES NO NOT YET

-Understand and produce complex sentences of relative.

YES NO NOT YET

-Understand oral information about my village.

YES NO NOT YET

-Predict mistakes.

YES NO NOT YET

-Ask and answer about information in a writing text.

YES NO NOT YET

-Interchange information with my partners/teachers through internet or power-point presentations.

YES NO NOT YET

-Search general and specific information in a text.

YES NO NOT YET

These projects will be explained in class with the teacher assistant´s help.


REINFORCEMENT ACTIVITIES.

1. For these students who have got some problems with grammar or feel more confident with a power point presentation, they will be given more clues or visual help from internet. They have already prepared at home some materials which they will explain in class.

2. For grammar reinforcement, the first test will be reviewed with the students, the answers will

be explained and given through the teachers blog and e-mail exchange.

3. Students will prepare a review on grammar/exercises previously seen in class about “modal verbs” and “passive”. The examples given in the texts will be explained by them. f.i. SESSION 3 They were imprisoned… They were hanged… They had to… We can find…


U.D POZO ALCON: HISTORY AND POPULATION ......conectores.-Lectura de frases verdaderas o...

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Transcript of U.D POZO ALCON: HISTORY AND POPULATION ......conectores.-Lectura de frases verdaderas o...