ByME

Social Science 5
UNIT 1 The Universe
In this unit, your students will review and extend their knowledge of the
Universe, Solar System, our own planet Earth and the Moon.
They will begin to study the Universe and celestial bodies, focusing on the
planet Earth, the Moon, and space exploration. In particular, they will start
to learn about the effects of the Earths rotation and revolution, and the
effect of the Sun and the Moon on the Earth.
At this stage, students should enjoy learning about the Universe and in
particular about how the movements of celestial bodies are evident in the
change from night to day, in the changes in season, and in the movements
of the tide. Many students will have a natural curiosity about space, and will
be fascinated to learn about the stars, planets, and moons, and about mans
exploration of space. This unit can open the students eyes to some of the
most important scientific advances in the 20th and 21st centuries.
VALUES AND ATTITUDES In this unit, the students will learn about the
uniqueness of the Earth, and how important it is to safeguard the
environment for our own and future generations. They will learn about
mans exploration of space, and the fact that, so far, we are the only living
beings known to exist in the Universe.
The unique role of humans on the planet.
The importance of not damaging the environment.
Fragile worldStudents read about space debris and will learn about the
importance of disposing of rubbish responsibly and looking after the
environment. At this age, children should be taking more responsibility for
looking after the environment, and they will learn about the damage that
rubbish and litter can cause, whether in space or on Earth.

UNIT 2 Representing the Earth

The students will learn about the four different components which make up
the Earth; the geosphere, atmosphere, hydrosphere and biosphere. Having
studied these four spheres, the students will then move on to study their
representation in the form of maps, starting with geographic coordinates,
and moving on to political, physical and weather maps.
Students will also learn how to put this information into a more practical
context by learning how to use maps, how to calculate distance, and the
importance and use of digital maps.
This unit not only helps the students learn about where they live, but also
how to interpret information in the form of various types of maps and apply
it to their own lives. These are lifelong skills which the students will enjoy
learning and using.

VALUES AND ATTITUDES In this unit, the students will learn more about
the components of the Earth and how they interact. They will also learn
about how technology can help preserve the environment, particularly about
mapping and monitoring endangered animals.
How we interact with the natural world.
How we can map and monitor the planet, and its inhabitants, to protect
them and the environment.
Fragile worldStudents will learn how communication satellites can help us
navigate using GPS, and how in turn, this can be used to monitor and
protect the environment.

UNIT 3 Climate and weather

The students will learn about the importance of climate and weather. They
will learn about the different components which affect the climate, and how
this shapes the lives of the people, animals and plants which are found
living there. The effects of weather are also explored as well as the ways in
which weather is measured and represented. We all experience climate and
weather; this unit will help the students understand and describe these
natural phenomena. The final part of the unit deals with the effect of
humans on the weather, and climate change. The students will learn that we
too affect the environment, and what we can do to reduce this impact.
VALUES AND ATTITUDES In this unit the students will learn about the
weather, and climate, two factors which influence the way humans live all
over the world. They will learn about gathering data, and how to interpret
the results in a meaningful and relevant way. They will study how elements
such as relief and altitude affect the climate, and how plants and animals
adapt themselves to the climate zones.
Fragile worldStudents learn about the theory of global warming and its
impact on Earth. They will read about the causes of global warming through
the accumulation of greenhouse gases in the atmosphere, and they will
hypothesise on the possible effects of a global rise in temperatures. They
will also learn about the Kyoto Protocol, and how we can help reduce
emissions and our carbon footprint.

UNIT 4 Spains politics and culture

In this unit, the students will learn about the different regions and
autonomous communities in Spain. They will learn about the factors which
make each region distinct from each other as well as those that they have in
common.
They will also learn about the governance of Spain, about democracy and
how it functions, the constitution, the rights and obligations of both the
government and the citizens of Spain, and the different governing bodies.
In addition, they will put their learning into practice with democracy in the
classroom in the final section of the unit.

VALUES AND ATTITUDES In this unit the students will learn about the
political and social structure of Spain. They will study citizen and
government roles within the country and about the importance of the
electoral process. The unit highlights the function of the different bodies of
the state, the role of regional government and most importantly, the role of
the citizen in governing a country.
The role of government.
The role of the citizen.
Fragile worldStudents will learn about the role of democracy in Spain and
why elections and voting are of importance.

UNIT 5 Spanish population

In this unit the students will learn about the changing patterns of population
across Spain. Firstly they will learn to identify the different groups within a
population, and which factors affect the increase and decrease of certain
groups, and how population patterns are different from one country to
another. They will learn about the factors which affect emigration, internal
migration and immigration, and how this has changed the population of
Spain in the last century.
VALUES AND ATTITUDES In this unit the students will apply the
knowledge they learn in a practical way and will learn to view migration
patterns as a historical process.
The students will learn about migration and integration.
They should study the effects of migration and the benefits it brings.
Fragile world This area highlights the reasons for migratory movements
and the benefits this can bring to society.

UNIT 6 Europe
This unit focuses on Europe as a physical and geographical entity and on the
European Union as a political and social entity.
The students will study the different geographical features of Europe, and
will also look at the population of Europe as a whole. This will revise the
areas they studied in Unit 2 and Unit 5.
They will then go on to study the European Union and its different member
states. Here they will concentrate on the different aspects of the Union,
including its different symbols, and its institutions. The focus will be on the
benefits which being a member brings to the different member states,
encapsulated in the motto United in diversity.
VALUES AND ATTITUDES The students will benefit from learning about
different countries, their people and their culture. They will learn a tolerant
and inclusive attitude towards others and will learn to respect and accept
diversity.

Additionally, the students will do a research project on their own, using

traditional and more innovative methods to discover new information. They
will gain confidence by presenting their work to their peers and evaluating
their knowledge.
Fragile world In this section the students will study their rights as EU
citizens, and learn that that these come with certain responsibilities. They
will contras their rights within the EU with those of Spain which they studied
in Unit 4.

UNIT 7 The Middle Ages

In this unit your students will review and extend their knowledge of the
history of the Iberian Peninsula during the Middle Ages and learn about the
rise and fall of the civilisations and religions that existed at that time. They
will place the Middle Ages in historical context and identify the defining
characteristics of the preceding periods.
Students will study the origins and development of the Visigoth, Muslim and
Christian civilisations, their social and economic organisation and political
development. They will learn about the most important participants and
decisive moments in their existence, as well as their cultural legacy. They
will also learn about the coexistence and collaboration of Muslims, Jews and
Christians in Al-Andalus and the important role these played in Spains
development (for example, The Toledo School of Translators). They will also
explore the cultural influence of the Reconquista (for example, El Cid) and
the origins and importance of the Way of Saint James.Students will learn
about cities in Al-Andalus and the Christian Kingdoms, how they were
designed and what people did there. Students will enjoy imagining what it
would be like to live in a medieval city.Students will also enjoy learning
about the four architectural styles of the Middle Ages. They will use ICT to
research how this rich mixture of styles can still be seen in a modern
Spanish city (Toledo).
VALUES AND ATTITUDESIn this unit the students will cooperate with each
other to create presentations, assigning and taking responsibility for
different tasks.
Students will use ICT to search for specific information. They will analyse
and interpret their findings to fulfil a given set of criteria.
The importance of critical thinking skills will be highlighted and students will
be expected to take responsibility for their learning.
Fragile worldStudents will recognise the enriching cultural and socioeconomic effects of tolerant coexistence between people of different faiths.

UNIT 8 Spain in the 15th and 16th centuries

In this unit students will learn about Spain in the 15th and 16th centuries.
They will identify the year 1492 as the beginning of the Modern Age. They

will learn about the unification of Spain under the Catholic Monarchs Isabel I
and Fernando II, their conquest of Granada and the political reforms they
introduced, including the establishment of the Inquisition and the expulsion
of the Jews.
Students will study the causes and consequences of the discovery of
America, for example the search for spices and the importation of new
foods, as well as some of the key explorers and navigators of the time, such
as Columbus, Corts, Magellan and Pizarro. They will recognise the conquest
of America and the subsequent boom in trade of precious metals and exotic
products as key factors in the growing power of Spain.
They will learn about the organisation, expansion and development of the
Spanish empire under Carlos I and Filipe II. They will identify Carlos I of
Spain (Carlos V of Germany) as the first king of the Habsburg dynasty and
that he divided his empire between his brother, Fernando, and son, Filipe.
Students will learn about the further expansion of the Spanish empire under
Filipe II, including the defeat of Portugal and the acquisition of its American,
African and Asian territories. They will learn about the decisive victory
against the Ottoman empire at the Battle of Lepanto, as well as the failed
attempt to invade England in 1588. They will also learn about the worsening
political, economic and social costs of leading and maintaining such a large
empire.
Students will use ICT to research the influence of the Renaissance on
different artists and artworks in Spain and Europe. Using their research, they
will produce written and oral presentations on their chosen Renaissance
artwork.
VALUES AND ATTITUDES Students will cooperate with each other to
create written and oral presentations, assigning and taking responsibility for
different tasks.
Students will use ICT to search for specific information, analysing and
interpreting their findings to fulfil a given set of criteria.
The importance of critical thinking skills will be highlighted and students will
be expected to take responsibility for their learning.
Fragile world Students will recognise the importance of the Renaissance
and its influence on European art.

UNIT 9 Spain in the 17th and 18th centuries

In this unit, students will learn about Spain in the Early Modern Age. They
will learn about the economic and political decline of the 17th century, the
rise of the validos during the reigns of Felipe III, Felipe IV and Carlos II, the
replacement of the Habsburg by the Bourbon dynasty and the social and
political reforms introduced by Felipe V and his successors during the 18th
century. They will learn about the cost of the Thirty Years War and the

resulting loss of territory, including Portugal, as well as the causes and

consequences of other key events such as the expulsion of the Moriscos and
the Spanish War of Succession.
Students will study the two main artistic styles of the period, identifying the
defining characteristics of Renaissance and Baroque art and classifying
famous examples, as well as exploring the ideas and influence of the
Enlightenment. They will also consider the social inequality depicted in, and
the political message behind, the works of artists and writers from the
Golden Age.
They will use ICT to research Renaissance and Baroque artists and writers in
order to produce texts and oral presentations using academic language on
their chosen artwork.
VALUES AND ATTITUDES Students will cooperate with each other to
create clear, organised written texts and oral presentations, assigning and
taking responsibility for different tasks.
Students will use ICT to search for specific information, analysing and
interpreting their findings to fulfil a given set of criteria.
The importance of critical thinking skills will be highlighted and students will
be expected to take responsibility for their learning.
Fragile world In Fragile world, students will explore the social inequality of
the Early Modern Age in Spain through the works of Murillo and Cervantes.
They will think critically about what it means to be privileged and
unprivileged.
Opinions will be expected of the students regarding social justice. Also, they
will be required to determine historical periods of greater or lesser equality,
arguing their rationale.