2 Antiquity SEQUENCE 11 The history and work of the historian EX R IC E EC VOCABULARY - Pursuit of application: see the manual CE2

CM1 CM2 history Magellan Cycle 3 p. 8, 36, 37 - Assessment Exercise (to be completed without documentation) Write the definition of words. 1. prehistory: the oldest period of the history of humanity the first human beings until the invention of writing to - 3000. 2. history: the past of mankind since the invention writing to - 3000. 3. historian: a person who studies the past, a researcher who studying the human past. EX R IC E CE2 CM1 CM2 Assessment Exercise Answer the questions by a sentence each time. 1. What invention marks the end of prehistory and early history? The invention of writing marks the end of prehistory and early history. Although students to understand that cutting prehistory / history is a division of histo rians when people invented writing, their lives do not turn at once, simply, his torians have written sources for the study of this period. 2. What makes this invention does the work of historians? With the written sources, historians have more sources to enable them to better understand the events, lifestyles of the past ... 3. Find information that we can not know about the prehistory but that we know from historical times through writing? For example: the names of pe ople (no one knows the name of any human prehistoric times), the date of the eve nts, thoughts and ideas ...

EC THE HISTORY AND PREHISTORY 36 The A n t i q u i t EX R IC E - Pursuit of application: students work CE2 CM1 CM2 with manual Magellan story c ycle 3 p. 36 - Evaluation Exercise Answer the questions. 1. What do you sources of history? We call the sources of history all traces of the past that provide information a bout the past. 2. What are the three types of historical sources (for each, gives an example): - Remains, for example: buildings, monuments, objects of everyday life ... - wri tten sources, eg letters, journals, statutes ... - oral sources, for example: wh at our grandparents the stories of the past told by people who have experienced them. EX R IC E - Exercise Emphasizes application of historical sources by type: red traces, CE2 - Evaluation Exercise CM1 CM2 sources written in blue and green oral sources. Careful, do not stress the eleme nts that are not sources of history. the ruins of a castle with a picture of Leonardo da Vinci your history textbook, a newspaper Nineteenth EC THE SOURCES OF HISTORY EC THE SOURCES OF HISTORY 1. 2. 3. 4. 5. 6. 7. 8. 9. a letter of 1000-year old radio program on Knights legend told by my grandmother 's antique portrait of a king of France a letter of three years old testimony to the radio for Seniors

century 10. 11. 12. arrow prehistoric tomorrow's newspaper EX R IC E CE2 - Exercise Application Of these sources, bar those who can not date from pre historic times. - Evaluation Exercise CM1 1. 2. 3. 4. 5. 6. a polished stone ax a bill a grinding stone hoe metal book a wicker basket EC THE HISTORY AND PREHISTORY 7. 8. 9. a clay pot a linen cloth weaving comb wooden newspaper plan a photograph 10. 11. 12. 37 The A n t i q u i t EX R IC E - Exercise Answer the application questions about this Roman coin from 2100 year s old. CE2 - Evaluation Exercise CM1 CM2 1. What kind of source is this: remnant, oral or written source source? vestige 2. What information this gives us room she about boats at the time of the Romans? For example, the Roman ships had sails, b oats Roman advancing through reams ... - Exercise Answer the application questions about this theater, CE2 - Evaluation Exercise CM1 CM2 built in France there was 2000 years. 3. What kind of source is this: remnant, oral or written source source? vestige

4. What information this theater provides us with life on it this time? For example, the inhabitants of that time had leisure: they went to the theater, attending shows ... - Exercise of application CE2 Answer the questions about the text.€- Evaluation Exercise CM1 CM2 5. What kind of source is this: remnant, oral or written source source? written source 6. Emphasizes the critical information provided by this text I about Gaulois EC THE SOURCES OF HISTORY century BC. AD The Gauls can not bear to see their children in public until they are too young to bear arms. It is a disgrace for a son, as he was a child, to appear in a publ ic place before his father. According to Julius Caesar, 52 BC. AD 38 The A n t i q u i t SEQUENCE 12 The invention of writing EX R IC E Full of the trace map. CE2 written (CM1 students help one of an atlas). CM2 C Company who invented writing before our era: the Middle East, China, India, Eg ypt P Company having invented the alphabet in Phoenicia Region which was invente d paper: China EX R IC E CE2 Constitution Trace Complete the timeline. written (students CM1 CM2 look for one. Be E to locate the invention of writing and A to locate the invention of t he alphabet. information on manual Magellan 2. Colour in yellow the period known as prehistory and purple the called history. History Cycle 3 p. 38 and 39). EC

THE INVENTION OF WRITING, THE ALPHABET AND PAPER The invention of writing, the alphabet and paper MO P E I C EC THE INVENTION OF WRITING, THE HISTORY AND PREHISTORY SEE NEXT PAGE FIXED 39 The A n t i q u i t 3 million years 2 million years 1 million years E -10000 -9000 -8000 -7000 -6000 -5000 -4000 -3000 -2000 A 2000 -1000 January 1000 39a The A n t i q u i t SEQUENCE 13 Birth State EX R IC E - Exercise of Put application drawings in chronological order by numbering them. CE2 - Evaluation Exercise CM1 the first huts EX R IC E EC FIRST CITY TO FIRST STATES 1 Top 3 States The first two villages

EC THE FIRST CITIES Assessment Exercise. CM1 CM2 Ask students to respond with a sentence each time. Name two differences between a prehistoric village and a city of antiquity. 1. The people are more numerous in the towns or cities are more extensive than villages, they host more activities and, consequently, the cities were more orga nized, with specialized areas, equipment ... 2. The city extended their influence over the surrounding territories. EX R IC E - Connect application each year to its function. CE2 - Evaluation Exercise CM1 CM2 a king, a prince of the soldiers of officials EC FIRST STATES â ¢ â ¢ â ¢ â ¢ â ¢ â ¢ protect the country against invasion to enforce the decisions of the State direc ting the State 40 The A n t i q u i t SEQUENCE 14 The "birth" of Gaul EX R IC E Full of the trace map of Gaul. CE2 written (CM1 students help each card 4 1. Dra w a blue arrow to indicate where the Celts came to populate the Gaul. CM2 atlas, manual Magellan story 2. Draw a red arrow to indicate where the Greeks came to populate the Gaul. Cycle 3). 3. 4. 5. Names the port that the Greeks founded in southern Gaul. Located a few oppidums Gallic Vix, Alesia Bibracte Gergovie. Full caption and gives a title to the card . EC

THE POPULATION OF GAUL The settlement of Gaul North Vix Bibracte Alesia Gergovie Massilia (Marseille) Migrating Migrating Celtic Gallic oppidum Port Greeks built by the Greeks 200 km 41 The A n t i q u i t EX R IC E Constitution of the written record CE2 (CM1 students help one of the frieze CM2 chronological C atlas, textbook history Magellan cycle 3). X e Complete the timeline. 1. 2. 3. e Put a blue dot to indicate as to when the Celts arrived in Gaul. Put a red dot t o indicate from when the Greeks arrived in Gaul. Established a legend to explain the symbols used. Eighth Seventh Sixth Fifth Fourth Third Second first century -100 BC. First cent ury AD EC THE POPULATION OF GAUL IX -1000 -900 -800 -700 -600 -500 -400 -300 -200

1 AD. AD 100 Top of the arrival of the Celts in Gaul EX Top of the Greeks arrived in Gaul R IC E Exercise application CE2 pouvantCM1 be used in the context of CM2 mastery of lan guage and of French Read the text. 1. Outlines the changes that the Greeks have made: - Green ones in the field of agriculture - those in blue on towns - red ones con cerning how to live. 2. That Thanks to the influence of Greeks,€Gauls no longer live under the law of the ju ngle but are able to respect the rules. EX R IC E EC THE POPULATION OF GAUL: THE GREEKS means the last sentence? Under the influence of the Greeks, the Celts have softened their ways of life. T hey have learned to cultivate the vines, grafting trees and walls surrounding th eir cities. They also learned to respect the law, not just the force of arms. According to Justin, second century EC UNITY AND DIVERSITY OF GALLIC Fiscal purposes. CE2 CM1 Students find the answers reliCM2 ing the lesson in the history textbook Magellan Cycle 3 p. 42 (same people) and 43 (a warlike and div ided). Emphasizes blue phrases that indicate the unit of the Gauls and in red those whi ch show the differences and divisions between them. 1. 2. 3. 4. 5. The Gauls were divided into independent tribes. The Gauls spoke the language of the Celts. The Gauls had the same lifestyle and the same customs. The Gauls some times allied against a common enemy. The Gauls sometimes clashed in violent wars . 42 The A n t i q u i t

SEQUENCE 15 Gauls EX R IC E - Exercise of application Retrieves the name of each of the three categories in Gallic society: CE2 - Evaluation Exercise CM1 druids, the common people, the war riors. (We can then suppriCM2 sea names in italics) 1. The common people lived s imply and were paying heavy taxes. 2. 3. The warriors defending the tribe is among them that the leaders were chosen. The Druids were priests powerful and respected. EX R IC E EC THE THREE CATEGORIES IN THE COMPANY GAULOISE EC PEOPLE GAULS Exercise application CE2 pouvantCM1 be used in the context of CM2 mastery of lan guage and of French Read the text and apply the guidelines. 1. Green emphasizes the passages that show that people the people were poor. 2. Emphasizes red passages that show that they not participate in political life. 3. Stresses in blue two passages which show that they were abused. Students find the answer in the manual history Magellan Cycle 3 p. 45 or conduct a search in a dictionary. 4. The common people are treated like slaves. They can not take any initiative beca use they have the right to give their opinion on anything. Many, crushed by debt s and taxes, are at the service of rich people, who then all rights to them. According to Julius Caesar, first century BC. AD Explains what a slave is a slave persons deprived of their liberty, which belongs to another person, the master, who may decide his fate as he was an object.

EX R IC E EC DRUIDS Druids deal with Exercise application CM1 pouvantCM2 be used as part of the mastery of language a nd French language Read the text and apply the guidelines. 1. Religious Affairs. They teach the young. If a murder is committed, if there is a dispute over an inheritance or land, they judge and set fines. They do not go t o war and do not pay taxes. According to Julius Caesar, first century BC. AD Stresses in the blue shift on the religious role Druids. 2. Green emphasizes the shift in their judicial role. purple passage on their educa tional role. 3. Emphasizes 4. Emphasizes the two privileges in orange What Druids. 43 The A n t i q u i t EX R IC E EC WARRIORS GAULS - Exercise application CE2 - Evaluation Exercise CM1 Students can make use of th e manual p. 43 and / or a dictionary. They can then color the picture and put it in the contract cycle. Match each term that refers to the design of this Gallic soldier: torque helmet lance shield sword

breeches SEQUENCE 16 The conquest of Gaul by the Romans EX R IC E EC ROME AND HIS ARMY - Exercise application CE2 - Evaluation Exercise CM1 Students can make use of th e manual p. 46 and / or a dictionary. They can then color the picture and put it in the contract cycle. A comparison with the Gallic soldier may be made orally or in writing. Match each term that refers to the design of this Roman soldier helmet cuirass lance shield short sword 44 The A n t i q u i t EX R IC E CE2 Constitution Trace Complete map of Rome and its territories. written (CM1 st udents help each card 3 1. Colour in yellow the areas controlled by the Romans a t the beginning of our era. CM2 atlas, manual Magellan story 2. Be in the right place: Egypt, Greece, Gaul , Mediterranean Sea, Rome. Cycle 3). 3. Full caption and gives a title to the card. Rome and its territories in Antiquit y North EX R IC E EC ROME AND ITS TERRITORIES Gaul Rome Greece Mediterranean

Egypt Rome and its territories 500 km EC THE GAULS AGAINST THE ROMANS Constitution of the written record CE2 (CM1 students help one of the frieze CM2 chronological C atlas, textbook history Magellan cycle 3). -700 -600 Complete the timeline. 1. 2. Put a point to locate the battle of Alesia in time and write his name and date. Green crayon period of Gaul free (before the defeat Gaul) and yellow that of the conquered Gaul (after defeat), and write the name of each period -500 -400 -300 -200 -100 1 100 200 300 400 Gaul Free -52 Alesia Students can color the timeline in yellow to the end: Gaul remained u nder Roman rule until the fifth century. Conquered Gaul 45 The A n t i q u i t EX R IC E - Exercise application Read the text and complete the signs of the recovery of A lesia CM1 - CM2 Assessment Exercise by copying the passages underlined. EC THE GAULS AGAINST THE ROMANS The students find most answers in the manual history Magellan Cycle 3 p. 46, for example for self-correction. Vercingetorix's army attracted the Romans to take refuge in the oppidum of Alesi a, on top of the hill. Julius Caesar, the Gauls besieged by installing its troop s around the oppidum. He built two fences: - an inner fence to prevent Vercinget orix and the Gauls out of the oppidum, - an outer fence to protect the Gauls cam e to the rescue of the besieged. The Roman camp was located between the two fenc es, which were topped by towers and protected by moats and piles driven into the ground, pointing up. The Gauls were unable to defeat the Romans and Vercingetor ix was forced to surrender. 1. oppidum Alesia

2. palisade Domestic 3. camp Roman 4. palisade Outdoor 5. towers 6. ditches 7. pious 8. Gaul came to relief of the besieged 46 The A n t i q u i t SEQUENCE 17 Roman Gaul EX R IC E CE2 Constitution Trace Complete map of Roman Gaul. written (CM1 students help ea ch card 5 1 CM2. Colour in yellow the areas dominated by the Romans. atlas, manu al Magellan story 2. Switches back in red the boundaries of Gaul. Cycle 3). 3. Place the name of the Roman provinces and the capital of Gaul Belgium, Celtic, Aquitaine, Narbonne, Lyon. 4. Complete and its territories Aquitaine Province of Roman Gaul of Roman Gaul EX R IC E - Exercise application Give two reasons why the Romans built roads in Gaul CM1 CM2 Assessment Exercise after the conquest:

Students find the one. a result military roads allowed the armies to move quickl y. answers by reading the lessons they would then allow to control the territory . Magellan history in the manual cycle 2. a given business: roads used to transp ort the three productions per 48 and p. 50. Farm to Rome, where they were sold. They would then allow the development of tra de. 47 The A n t i q u i t EC GAUL, ROMAN PROVINCE the legend and give a title card. Roman Gaul LEGEND North Rome Belgium Celtic Capital Lyon Aquitaine Narbonne 200 km EC GAUL, ROMAN PROVINCE EX R IC E Exercise application CE2 pouvantCM1 be used in the context of CM2 mastery of lan guage and of French Read the text and answer the questions but one sentence each time. 1. What right of citizens is recognized in this text? Citizens now have the right to vote, thereby participating in making decisions a bout their city. 2. What locals have no right to vote? The Roman citizens who are not in the city have no right to vote. Ideally, stude nts realized that the Gauls were not Roman citizenship nor have the right to vot e. 3.

Stresses in the text the precautions that are taken for the smooth conduct of elections. 4. Why these precautions are necessary? Without these precautions, there may be fraud. SEQUENCE 18 The Romanization of Gaul EX R IC E CE2 - Exercise of application include the following sentences, highlights those that describe a change by - Evaluation Exercise CM1 CM2 Romanization of the countryside. Students are 1. The Gauls were cultivating small plots of land. some answers by reading the 2.€Wealthy landowners have built large farms: the "villas". Magella n history textbook lessons per cycle 3 44-45 and 50. 3. The Gauls cultivated cer eals (wheat and barley) and grapes. 4. 5. 6. The Gallic bred horses and pigs. With roads, olive oil, wheat and wine were tran sported and sold in Rome. Farmers were paying heavy taxes. EC GALLO-ROMAN CITIZENS We will call the citizens of the city to vote and cast their vote by tablet. One place near the basket, three Roman citizens who vote are not in town, so do not vote, and who will monitor the voting and count the ballots. Each of them sworn to count the votes honestly. According to a law Gallo-Roman, first century BC. AD EC CAMPAIGNS GALLO-ROMAN 48 The A n t i q u i t EX R IC E CM1 Searches: consult an encyclopedia, CM2 different textbooks or carry out a gu ided search on the Internet as part of B2I. Reread each name to Gallo-Roman monument which represents: Water temple theater arena triumphal arch EX

R IC E CE2 fiscal purposes pouvantCM1 be used in the context of the CM2 mastery of lang uage and French language Read the text and answer the questions but one sentence each time. 1. What the Spa? The Gallo-Romans practiced the game ball and wrestling. 2. What other occupations they practiced at the spa? The Gallo-Romans were massaged, taking baths, walking, reading, discussing. 3. What enjoyable? The common people did not lead a life so enjoyable. They worked and p aid heavy taxes. EC GALLO-ROMAN CITIES EC DAILY LIFE IN THE CITIES GALLO-ROMAN We gave the afternoon rendezvous at the spa. After a ball game or session contro l, we passed through rooms where it could be massaged, oiled and rubbed with san d by slaves and is bathed in various temperatures. But it was also a place where we walked, we read, we were discussing. Baths of Caracalla, the third century AD. AD sporting the Gallo-Romans practiced they inhabitants of Gaul did not lead a life 49 The A n t i q u i t SEQUENCE 19 Artisans Gallic and Gallo-Roman EX R IC E EC VOCABULARY - Pursuit of application: students should CE2 CM1 resume définiCM2 ing views in the study of prehistory, history, see manual Magellan Cycle 3 p. 31 and p. 33 Assessment Exercise (to be completed without documentation). Explain in your own words what: 1. 2. 3. craftsman: A person who makes things by hand or with simple tools. a smith, a cr aftsman who creates objects made of iron. ceramics: pottery, clay objects.

EX R IC E CE2 - Application Exercise: students find elements réponCM2 CM1 is the lesson o f history textbook Magellan Cycle 3 p. 54 and 55 - Evaluation Exercise Among the following objects, said those Gallic artisans manufactured. 1. 2. 3. 4. 5. swords, metal jewelry, gold glass containers, plastic containers of wooden-soled shoes EC THE ARTISANS 6. 7. 8. 9. barrels of bicycles covered in ceramic shields of wood and metal It is an opportunity to review the seniority of certain materials (plastic, for example). 10. EX R IC E EC ARTISANS OF INVENTION - Pursuit of application: CE2 CM1 students find elements réponCM2 is in the les son of history textbook Magellan Cycle 3 p. 54 and 55, and complement in conduct ing research - Evaluation Exercise Emphasizes objects invented by the Gauls. 1. 2. soap gun guns dating 6. horseshoes the late Middle Ages 3. 4. 5. 7. 8. the wicker basket, dating from prehistoric prehistoric ceramic vase also barrel ax stone dating from prehistory 9. Combine the paper was invented by the Chinese 10. mattress

50 The A n t i q u i t SEQUENCE 20 The religion of the Gauls EX R IC E CM1 fiscal purposes pouvantCM2 be used as part of the mastery of language and Fr ench language. The last question may lead to a search. Read the text and answer the questions but one sentence each time. 1. Which tree sacred mistletoe pushing it? Mistletoe growing on oak. 2. When we cut the mistletoe? We cut the mistletoe on the sixth day of the Moon. This means that the Gauls use d a lunar calendar and that it was cutting the mistletoe on the sixth day of the month, which began with the new moon. 3. Who cut it? Druids were responsible for cutting the mistletoe. 4. How He was dressed in white. Warning, because they put a long white dress is an inte rpretation: perhaps they wore white breeches? 5. With He cut mistletoe with a golden sickle. 6. On what occasion, today, use it still does the mistletoe? Nowadays, mistletoe is used at the New Year celebrations EC DRUIDS Druids have nothing more sacred than the mistletoe. When a clump of mistletoe ap pears on an oak, is a sign that the tree is inhabited by a god. The cutting of t he mistletoe is a very detailed, the sixth day of the moon. The druid is dressed in white, his sickle is gold. After cutting the mistletoe, he organized a sacre d meal under the tree. It was the Druid sacrifices two dressed? white bulls. According to Pliny the Elder, first century what instrument he cut the mistletoe? 51 The A n t i q u i t

SEQUENCE 21 Beginnings of Christianity EX R IC E EC VOCABULARY - Exercise of application: CM1 recopierCM2 or reformulate the definitions of the manual history Magellan Cycle 3 p. 59 - Assessment Exercise (to be completed wi thout documentation) Give the definition of words. 1. 2. monotheism: one who believes in one god. polytheistic: who believes in many gods . EX R IC E - Pursuit of the application indicates a cross-phrases that are fair. CE2 - Eval uation Exercise CM1 CM2 1. 2. EC THE LIFE OF JESUS Jesus of Nazareth was polytheistic. It was monotheistic. He lived in Palestine, a country then dominated by the Gallo-Romans. The questionnaire deliberately contains many pitfalls. He lived well in Palestine, but it was dominated by the Romans. 3. Jesus was born in the year 0. He was born in year 1, year 0 does not exist. We c elebrate the birth of Jesus on Christmas Day. Jesus preached a lifestyle based o n brotherhood. Jesus was condemned to death and hanged. X X 4. 5. 6. He has been sentenced to death, but he was crucified. 7. Historians say that Jesus is risen. They are close to Jesus who said that. It is about belief, not historical truth. X 8.

After his death, the relatives of Jesus had spread its message. EX R IC E Constitution of the trace Completes timeline. CE2 written. Help students underst and that they CM1 CM2 1. Indicates the birth of Jesus of Nazareth by a point. ca n color the timeline 2. Colour in yellow the period since that date and write: C hristianity. yellow to the end: Christianity still exists. -700 -600 -500 -400 -300 -200 -100 1 100 200 300 400 500 600 700 800 900 1000 11 00 1200 1300 1400 1500 1600 1700 1800 1900 2000 EC THE RISE OF CHRISTIANITY Birth of Jesus of Nazareth Christianity 52 The A n t i q u i t EX R IC E Full of the trace map of early Christianity. CE2 written (CM1 students help each card a three CM2. Colour in yellow the areas dominated by Rome. Atlas, manual M agellan story 2. Located Palestine with a red dot and write his name. Cycle 3) . 3. Full caption and gives a title to the card. Beginnings of Christianity North SEQUENCE 22 The Christianization of Gaul EX R IC E - Pursuit of application: students can CE2 CM1 CM2 definitions help in the manua l history Magellan Cycle 3 p. 59 and 61 - Assessment Exercise (to be completed w ithout documentation). Find the word corresponding to each definition: 1. religion of those who believe in Jesus of Nazareth and his message: Christianity 2. a person who adheres to the religion founded on the teachings of Jesus: a Christian 3. 4.

adopt a religion to convert the actions taken to mistreat those who wanted to re lentlessly follow Jesus' teaching: persecution 53 The A n t i q u i t EC THE BEGINNINGS OF CHRISTIANITY Mediterranean Palestine Rome and its territories Region of Birth of Christianity 500 km EC VOCABULARY EX R IC E Constitution of the trace CE2 written. Encourage students to begin CM1 CM2 and e nd the red zone with a gradient: the conversion of the Gauls to Christianity did not begin suddenly and has not stopped at once. Complete the timeline. 1. 2. Indicates the birth of Jesus of Nazareth by a red dot. Colour in red II converted to Christianity. 3. Draw a line to indicate the period of prohibition of Christianity and persecutio n I in areas dominated by Rome: the end of 4. Established a legend to explain the symbols used on the timeline. First century AD. Second century AD fourth century Third century EC The Christianization of GAUL and Third century€during which the peoples of Gaul were

century Fourth century. First century BC. AD -100 1 100 200 300 Birth of Jesus of Nazareth Christianization of Gaul Ban on Christianity and persecution EX R IC E CM1 Searches: consult an encyclopedia, difCM2 ent textbooks or carry out a guide d search on the Internet as part of B2I. Do some research and explains the role played by these Christian saints in the C hristianization of Gaul. 1. St. Martin Fourth Roman soldier living Ask students to put only the historical events, not those under the beliefs of t he Christian religion. Tours, he was a key architect of the conversion of Gaul to Christianity. It is f amous for sharing his cloak with a beggar shivering with cold. 2. Sainte Blandine: II Roman slave became a Christian, she lived in She was martyred at Lyons in 177 being delivered to the animals You can also ferocious and killed during a show before the crowd. ask students t o search is the patron saint of the city of Lyon. calendar dates of holidays: No v. 11 and Martin Blandine June 2 EC The Christianization of GAUL

century, then bishop century. 54 The A n t i q u i t EX R IC E Tags: consult an encyclopedia CM1, CM2 different textbooks or carry out a guided search on the Internet as part of B2I. Do research and complete the table. Christmas Easter Ascent Pentecost Toussaint EC CHRISTIAN FESTIVALS At what time of year what Christians celebrate this day? the birth of Jesus of N azareth "resurrection" of Jesus three days after his death at this festival held ? December 25 on a Sunday in April the Sunday after the first full moon after th e spring equinox 40 days after Easter (a Thursday) 10 days after the Ascension ( Sunday) November 1 the "ascent to heaven of Jesus the arrival of the "Holy Spirit" on the disciples (a wisdom and a force sent by God) the feast of All Saints Day and not the Dead, which is the next day, November 2 55 The A n t i q u i t