SOCIAL SCIENCES

Mª Inmaculada Mato Martínez

4o SECONDARY EDUCATION

SOCIAL SCIENCES4º SECONDARY EDUCATION

Mª Inmaculada Mato Martínez

Autora: Mª Inmaculada Mato Martínez

Maquetación: Daniela Vasilache

Edita: Educàlia Editorial

Imprime: Igràfi c

ISBN: 978-84-941715-0-5

Depòsit Legal: V-2155-2013

Printed in Spain/Impreso en España.

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CONTENTS

1 – THE FRENCH REVOLUTION AND LIBERAL REVOLUTIONS1.1. The Ancient Regime 1.2. The events of the revolution1.3. The impact of the French Revolution1.4. Napoleon’s Empire1.5. The liberal and national revolutions

2 – THE INDUSTRIAL REVOLUTION2.1. The Industrial Revolution begins2.2. New ways of working2.3- Living in an industrial city2.4- Social class tensions and working class movement

3 - SPAIN DURING THE NINETEENTH CENTURY: POLITICAL AND ECONOMIC CHANGES

3.1. The Ancient Régime in Spain3.2. War and revolution 3.3. The way to the liberal state3.4. A delayed industrialization and a backward society

4 - ART IN THE NINETEENTH CENTURY4.1. The backgrounds: From Baroque to Neo-classical art4.2. The impact of political and economic changes on art4.3. Art and technique4.4. The revolution of the ImpressionisTS

5 – COLONIALISM5.1. The colonial imperialism5.2. The reasons and arguments for colonialism5.3. The main colonial empires5.4. The impact of colonial imperialism

6 – THE FIRST WORLD WAR6.1. The road to the war6.2. The phases of the confl ict6.3. A new kind of warfare6.4. The results of the war

7- THE RUSSIAN REVOLUTION, THE GREAT DEPRESSION AND FASCISM7.1. The Russian Revolution7.2. The Booming Twenties and the Wall Street Crash7.3. The Great Depression and the rise of the dictators7.4. The Nazi Germany

8 - ART IN THE TWENTIETH CENTURY8.1. Breaking traditional art 8.2. A revolution in painting8.3. The avant-garde movements8.4. The modern architecture

9 - SPAIN DURING THE TWENTIETH CENTURY: II REPUBLIC AND CIVIL WAR

9.1. Spain during the interwar period9.2. The program of republican reforms9.3. The way to the War 9.4. The Spanish Civil War (1936-1939)

10 – THE SECOND WORLD WAR: COLD WAR, AND NEOCOLONIALISM10.1. The background to the war10.2. The worldwide war and the rearguard10.3. The results of the Second World War10.4. The Cold War

11 - SPAIN DURING THE TWENTIETH CENTURY: FRANQUISM AND TRANSITION

11.1. Franco’s dictatorship (1939-1975)11.2. The post-war and the international isolationism 11.3. The economic development 11.4. The Transicion (1975-1996)

12 – THE EUROPEAN UNION12.1. The European Union construction 12.2. The aims of the EU 12.3. The European Union institutions12.4. The common policies

UNIT 1: THE FRENCH REVOLUTION AND LIBERAL REVOLUTIONS

1 - Have you ever studied the French Revolution?2 - What do you know about it?3 - What was the slogan of the French Revolution?4 - Why do you think this event was so important?

KEYWORDS

Social strata Sans-culottes ConstitutionLiberalismNationalism

1.1. THE ANCIEN RÉGIME

In 1789 there was a revolution in France as a result of many causes that gathered at the same time. The social, economical, political and cultural situation that preceded its outbreak was named Ancient Regime.

By the late eighteenth century the French population was mostly rural and it was organized in social strata hierarchy inherited from the Middle Ages. Like in the rest of European countries, society was divided into three immobile estates determined by birth conditions: The fi rst estate was the clergy, the second estate was the nobility and the third was made up by peasants, wage earners, craftsmen and bourgeoisie. The social criterion bases were land ownership, access to culture, work and taxes.

On the one hand clergy and nobility were a minority, but they enjoyed a lot of privileges: They had their own courts and held charges in the army; they possessed land and paid no taxes, so they could get higher and higher incomes. Both groups had almost complete authority over peasants, who had to pay them for working their lands and using their mills, forges, roads and bridges. In these conditions the privileged strata didn’t need to work, so they had plenty of time to read, play games, hunt and develop a peculiar way of life.

On the other hand, the third estate, which was composed by the majority of the population, had to work to survive. As peasants had to pay taxes to their lord, the king and the Church, they couldn’t earn enough money to possess lands, and most of them were illiterate because they had no free time. The situation of the bourgeoisie was quite diff erent from the rest of the third estate. It was an urban group composed by merchants and bankers who were richer and better educated than the peasants, but despite their economic power they didn’t enjoy privileges like the nobility and the clergy.

Activity 1. Label these images according to the information from the social strata and identify each estate

…………………… …………………… ……………….. …...........…………………

TitheA tenth part of crops that peasant had to pay to the Church

Whereas in the countryside there was a survival economy based on agriculture of subsistence, crop rotation with fallow and old technology, the situation in the cities had begun to be quite diff erent due to the colonial trade, which made bourgeoisie enrich and be diff erent from the rest of the unprivileged estate. As transportation infrastructures and communications by roads and rivers were poor and old, exchanges between craftsmen and peasants were occasional. There was a short-distance trade based on bartering and fairs near the countryside, but at the same time some ports became the main points in a triangular trade which connected Europe, America and Africa.

Activity 2. Write sentences to explain this draft about triangular trade using the words in the boxes.

AMERICA

AFRICA

EUROPE

Raw material

Manufacture

Manufactureslaves

slaves cocoa, coff ee, sugar food European people needed… exports clothes Imports Cheap labour

Cotton plantation buy, send weapons People from Africa were captured to work in...

Population of american colonies needed...

Growing population needed... gold

Landowners got a lot of money to invest in other economic activities

At the top of the social strata pyramid was the king, who had power over everybody. Louis XVI and his wife, Marie Antoinette, lived in great luxury in the palace of Versailles displaying too much wealth while most of the French population was extremely poor and had serious problems to survive, especially when harvests failed and peasants couldn’t feed their families because they had to pay taxes to the privileged estates.

Activity 3. Analyse the following information and make a list of the reasons why many people were very critical of higher classes

A) “I was joined by a poor woman who complained about the times. Her husband had only a small piece of land, one cow and a poor horse. But they had to pay 20kg of wheat and three chickens as feudal dues to one lord, and 60kg of oats, one chicken and fi ve pence to another, along with very heavy taxes to the king’s tax collectors: The taxes and feudal dues are crushing us.”

Travels in France – Arthur Young, 1792

B) Yearly incomes compared.

Archbishop of Paris 50,000 livresMarquis de Mainvillette 20,000 livresPrince de Conti 14,000 livresA Paris parish priest 10,000 livresA typical village priest 750 livresA master carpenter 200 livres

The livre was replaced by the franc in 1795. In the 1780s, there were about 4 livres to £1

C) “The People should have power, 1775. Man is born free. No man has any natural authority over others; force does not give anyone that right. The power to make laws belongs to the people and only to the people”.

A pamphlet, banned by the French government in 1775, Jean Jacques Rousseau.

D) BUDGET IN FRANCE IN 1788. (in pounds)CHARGES INCOMES

Civil charges 145.802.388 Direct taxes 157.583.461 Army charges 165.510.050 Indirect taxes 207.963.427Debt payment 310.426.744 Rest of incomes 137.999.161 Total 621.739.182 Total 503.546.049

PUBLIC DÉFICIT 118.193.133

From 16th to 18th centuries most countries in Europe were ruled by absolute monarchs who had unlimited and indisputable power, because it was supposed to have a divine origin. There weren’t constitutions and the unequal application of laws was based on strata privileges, which made most people be unprotected and vulnerable. Subjects were at the service of the kings, who controlled institutions and concentrated the three powers: Legislative, concerning to doing laws, executive, related to fulfi lling them, and judicial. In addition they could set taxes and declare wars, so many times absolute kings and queens abused of their power. At that time only Britain had a parliamentary monarchy due to the revolution led by Cromwell in order to get the Bill of Rights in 1689, which limited the king’s power. On the other hand another exception to absolutism was the Netherlands, which was a parliamentary republic since it became independent.

As intellectual factor must be taken into account in any revolution, it’s important to know the new strong political ideas. Enlightenment was a cultural movement born in the XVIII century in France. The Enlightened philosophers, such as Montesquieu, Rousseau, Voltaire and Diderot, not only defended reason but also applied it to everything. They promoted intelligence, criticism and doubt, which made science become a modern discipline. They were very sceptic against religion and believed in tolerance. As they were against superstition and dogmatism they analyzed and criticised the Ancient Regime and its institutions, especially the Church, the absolute monarchy and the social strata pyramid. Their main goals were to end the political inequality and the lack of freedom; so they defended individual rights, national sovereignty and the separation of political powers into three institutions: Legislative to the parliament, executive to the monarch, and judiciary to the courts. In their opinion the Church and the State should also be separated.

The Enlightenment thinkers had a new idea about man, which Rousseau summarised saying “Man is good by Nature, but society corrupts him”. They promoted the idea of progress and created Societies for Scientist Studies, which were established in all the European countries along the 18th century. Not only did they encourage reforms in the university, but they also contributed to spread education for everybody through elementary and secondary schools. Concerning economy they defended private propriety and freedom in industry and trade. These new ideas established the basis for Liberalism and the Industrial Revolution. At the same time some absolute monarchs, like Carlos III in Spain or Catherine the Great of Russia, tried to match absolutism and the new ideas about modernity and progress, but without sharing their political power. They argued that the welfare of their subjects, instead of the Divine Right, was the justifi cation of their rule. For that reason they encouraged programs of reforms in education, administration and public works. That is the so called Enlightened Despotism, the slogan of which was “All for the people, but without the people”.

As a result of the new way of thinking, Enlightenment promoted many important changes, such as the American Revolution, which led to the independence of the United States in 1776. In 1787 its constitution picked up for fi rst time the ideas of equality and freedom. For that reason this event is considered the main background of the French Revolution. Enlightenment also contributed to the existence of parliamentary systems and democracy nowadays.

Activity 4. Search information about the Enlightenment and match the following information in the appropriate place

The same taxes for everybody

“Law of universal gravitation”

Legislative, executive and judiciary power must

be separated

Parliament must limit king’s power

“Emile” “Man is good, but society corrupt him” National sovereignty

Scientifi c method based on observation universal

gravitationSociety has a negative

infl uence on men “Social Contract” “The spirit of laws” “Candido”

Location Works Ideas

Newton

Montesquieu

Rousseau

Voltaire

1.2. THE EVENTS OF THE REVOLUTION

In 1789 the French Revolution broke up due to many reasons that happened at the same time. Revolutionaries gave the name of Ancient Regime to the social, economical, political and cultural situation that preceded it. At that time Louis XVI was an ineff ective monarch who was strongly infl uenced by his wife. In addition to the extravagant spending on courts, the king sent troops to aid the North American colonies against Britain, which increased the fi nancial diffi culties of the French government. To face bankruptcy, he decided to enforce a fi scal reform and make the privileged pay taxes, so he called for the Estates General for the fi rst time since 1614.

Activity 5. Analyse the information in the table and answer the questions below.

THE ESTATES GENERAL IN 1789

Representatives votes

First estate: clergy 291 1

Second estate: nobility 270 1

Third estate: peasants and bourgeoisie 578 1

1. Who gets advantage of this system?2. What might be the result of the king’s consultation concerning the taxes payment? 3. Why was so crucial the vote system in National Assembly?

The majority of the population was extremely upset by inequality and injustice. Peasants had to pay personal duty with a part of their harvests or in cash to the landlords, the tithe to the Church and direct taxes to the council and the king. Moreover in 1789 a harsh winter and a bad harvest made French population suff er from famine and misery. On the other hand, as the bourgeoisie was part of the third estate, they had no political rights. For that reason, when the Estates General was convoked they tried to change the unequal situation and demanded the vote per person, not per estate. As the nobility and the clergy refused to pay taxes the parliament was dissolved. Then the National Assembly and the representatives of the three estates decided to continue the meeting in the Tennis Court. They pledged themselves to remain together till they could abolish the feudal system of privileges and write a constitution. Crowds of hungry people in the streets supported them and, as the Estates General was a failure, on 14 July they attacked the prison in the centre of Paris which was a symbol of injustice. After the storming of the Bastille the revolution and its slogan “Liberty, Equality and Fraternity” were propagated to all the territory. Both in the cities and in the countryside peasants and sans-culottes destroyed the properties of the nobility and the clergy.

“The whole country is in the greatest agitation. Many chateaux have been burned and others plundered. The lords hunted down like beasts. Their feudal documents burned. Their property destroyed”.

“Travels in France” (1792), Arthur Young, eyewitness in 1789

The National Assembly took some important decisions in order to abolish the feudal system. At that time the Declaration of the Rights of Man and of the Citizen was approved, which contributed to end the Ancient Regime.

Activity 6. Match the words in the boxes with the articles of the Declaration of the Rights of Man approved by the National Assembly in 1789.

freedom of thought security national sovereignty individual rights

presumption of innocence right to property equality freedom of expression

suff rage protection liberty justice

1. Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good

2. The aim of all political association is the preservation of the natural rights of man. These rights are liberty, property, security, and resistance to oppression

3. The principle of all sovereignty resides essentially in the nation. Nobody nor individual may exercise any authority which does not proceed directly from the nation

4. Liberty consists in the freedom to do everything which injures no one else; hence the exercise of the natural rights of each man has no limits except those which assure to the other members of the society the enjoyment of the same rights. These limits can only be determined by law

6. Law is the expression of the general will. Every citizen has a right to participate personally, or through his representative, in its foundation. it must be the same for all, whether it protects or punishes. all citizens, being equal in the eyes of the law, are equally eligible to all dignities and to all public positions and occupations, according to their abilities, and without distinction except that of their virtues and talents

7. No person shall be accused, arrested, or imprisoned except in the cases and according to the forms prescribed by law (…)

9. As all persons are held innocent until they shall have been declared guilty (…), if arrest shall be deemed indispensable, all harshness not essential to the securing of the prisoner’s person shall be severely repressed by law

10. No one shall be disquieted on account of his opinions, including his religious views, provided their manifestation does not disturb the public order established by law.

11. The free communication of ideas and opinions is one of the most precious of the rights of man. every citizen may, accordingly, speak, write, and print with freedom, but shall be responsible for such abuses of this freedom as shall be defi ned by law.

13. A common contribution is essential for the maintenance of the public forces and for the cost of administration. This should be equitably distributed among all the citizens in proportion to their means.

14. All the citizens have the right to decide, either personally or by their representatives, as to the necessity of the public contribution; to grant this freely, to know to what it is put, and to fi x the proportions, the mode of assessment and of collection and the duration of the taxes.

17. Since property is an inviolable and sacred right, no one shall be deprived thereof except where public necessity, legally determined, shall clearly demand it (...)

1. What Enlightenment ideas are considered in these articles?2. What features of the Ancient Regime began to disappear with this declaration?

In 1791 France became a Constitutional Monarchy with separated powers, national sovereignty, individual rights and suff rage, but only reserved to owners and men. Feudal privileges and torture were abolished, and the lands and properties of the Church were expropriated and sold to pay the public debt. Equality in taxes and free trade were also taken into account. At that time Louis XVI attempted to fl ee with his family, but they were all stopped in Varennes and brought back to Paris. As a result of the international opposition and the counter-revolutionary movement, in 1792 Austria invaded France and threatened to destroy Paris if the royal family were hurt. Britain, Prussia, Austria and Russia formed a coalition against France, so the war soon spread to other countries. The king was accused of plotting with absolute monarchies against the revolution, so he was put on trial and sentenced to death penalty. In 1793 Louis XVI and Marie Antoinette were executed by guillotine and France became a republic. At the same time peasants revolted violently in Vendee and the diffi culties between the two factions of the revolutionaries made the situation worse and worse. Whereas the Girondines were moderate republicans, the Jacobines wanted more radical and faster changes, so when they got the power the so-called Reign of Terror started. During the Jacobine Convention Robespierre controlled the Committee of Public Safety, declared that violence was necessary to save the revolution, and began to exterminate suspects and potential enemies, even without evidence.

During the Reign of Terror more than 12.000 people were offi cially guillotined, but many others were executed in other ways. In Paris people watched the executions in public places where many women took their knitting with them, as Charles Dickens describes in his novel “A Tale of two cities”, published in 1859. In 1794 many areas of France rebelled against the radical government and fi nally Robespierre was guillotined.

Activity 7. Work in pairs to analyse the information below and write your conclusions in short sentences.

GUILLOTINE VICTIMSNobles 1.031Clergy 674Middle classes 2.923Workers and peasants 7.878Unknown classes 140

As we can see in the draft……….......……………………………………………………...Despite………......………, there were strong social diff erences ……………..…..……..On the one hand…………………..…….., on the other hand…………….....………..…..While upper classes…………….....……………….., lower classes……………..….……That was due to………………………………………………………......………….….……

The revolution still continued, but as the bourgeoisie was longing for peace and order, in 1795 they put on the pressure to replace the Convention with the Directory, a moderate republican government, which showed the prominence of the army to put down the revolts. One of its members was General Napoleon Bonaparte, who abolished it in 1799 and after this coup d’état he got all the power to bring back law and order.Activity 8. Write in chronological order the following events making a timeline: Execution of Luis XVI and Marie Antoinette-First constitution in France-Independence of the United States-Robespierre was guillotined-Declaration of the Rights of Man and Citizen-The Reign of Terror-Storming of the Bastille-Harsh Winter and bad harvest-The king called the Estates General-Napoleon gets the power.

1.3. THE IMPACT OF THE FRENCH REVOLUTION

The French Revolution is considered one of the most important events in the history of Europe. It was a period of political and social upheaval and radical changes that took place at the same time in France, but aff ected all the countries in Europe. It meant the beginning of liberal and national revolutions that led to present democracy, parliamentary monarchy, suff rage, political parties and constitutions. That’s the reason why many historians consider it as the end of the Ancient Regime and the bridge between Modern Age and Contemporary Age.

On the one hand the French Revolution had short term eff ects, such as the abolition of feudalism and the privileges of the social strata. It led to the end of absolute monarchy, the union of policy and religion, and the control of education by Catholic Church. On the other hand these events had long term eff ects. Concerning the future it was not only the beginning of new political systems and ideologies, but also of a new social organization based on citizens. Bourgeoisie, and ordinary people, not just popes, emperors, prince and nobles, became more and more prominent in Contemporary History. Social changes and the ideas of Enlightenment prepared economic transformations that led to the Industrial Revolution.

The French Revolution also meant the proclamation of women’s political rights. Though equality in laws and society excluded them, some women tried to change the situation. The fi rst steps of the suff ragette movement were the publication of some works, such as the “Declaration of the Rights of Woman” (1791) in France, and “A vindication of the Rights of Woman” (1792), by Mary Wollstonecraft in Britain. In 1893 New Zealand became the fi rst country where women could vote, but it was not after the First World War that this right began to be recognized in USA, Britain and other European countries.

Activity 8. Complete the table about the consequences of French Revolution classifying the information in the boxes

Free trade Scientifi c method Parliamentary monarchy

End of social strata pyramid Guilds disappeared

National sovereignty Abolition of slavery End of absolute

monarchyThe power of nobility

was reducedRacionalism and

criticism

Rise of middle Class and

bourgeoisie

Enlightenment ideas of progress, equality, freedom were spread

Secular education organized by the

State

End of education control by the Church

Legislative, executive and judiciary are

separated

Political parties One man, one vote Individual rights Industry freedom Increase of women role

THE EFFECTS OF FRENCH REVOLUTION

POLITICAL

SOCIAL

ECONOMIC

CULTURAL

1.4. NAPOLEON

Napoleon Bonaparte was born in Corsica, but he was one of France’s most successful military generals. In 1789 he sympathised with the revolution, but ten years after he staged a coup to seize the power and ruled sometimes like a dictator. He brought law and order to France after ten years of war and revolution. He dreamt of a European empire and crowned himself Emperor of France in 1804. As Britain was the most dangerous opponent, in 1806 he declared a continental blockade to close harbours to British ships. This decision had crucial consequences for Spain as you will study in unit three. He dragged France to wars against many countries, but was fi nally defeated in Spain and Russia. He dominated Europe for fi fteen years as no one had done since Roman emperors, and his conquests helped to spread the French Revolution’s ideas of freedom, liberty, equal rights.

Bonaparte is still remembered for his military campaigns, but also for his reforms. In 1804 he introduced the Napoleonic Code, which infl uenced most legal systems in Europe. Though it stated the end of feudal rights, religious freedom and the same laws for all citizens, women still remained unequal. Under his rule the army was reorganised and the administration centralised. There was a new constitution and many changes in the education system. Napoleon also established the present international metric system, and at the same time he spent amounts of money improving the image of France. Not only did he build a large network of roads, bridges and sewer system, but also many monuments in Paris to celebrate his victories. He did much for France, but at a heavy cost.

Timeline

1799 Consulate1804 Empire1806 Continental Blockade1808 French troops invade Spain1812 Defeat in Russia1815 Congress in Vienna

“The husband must possess the absolute power and right to say to his wife: ‘Madam you shall not go to the theatre, you shall not receive such and such a person, for the children you bear shall be mine’. Women should stick to knitting.”

Comments about the Code Napoleon, 1804

After his fi nal defeat in Waterloo Napoleon was sent into exile to St Helen Island. Then the great powers, Britain, Austria, Russia and Prussia, held a Congress in Vienna to restore monarchy as it had been before the French Revolution and organise a new map of Europe. They also helped other kings to regain power, like Fernando VII in Spain. As they tried to restore the Ancien Regime this period is named the Restoration, but Europe couldn’t be like before the revolution any longer.

Activity 9. Match the following principles of the Restoration with its meaning

Legitimization If a country is supposed to be a threat, the other countries can involve in an internal confl ict

Interventionism Congresses must be hold to solve problems and get peace and order

Balance Legitimate kings must occupy their thrones. National Sovereignty is an usurpation of the king’s power

1.5. THE LIBERAL AND NATIONAL REVOLUTIONS

After Napoleon’s defeat three ideologies spread in Europe: absolutism, liberalism and nationalism. Though the French Revolution put an end to the Ancien Regime, there were still people who defended the absolutism and the unlimited power of the king, the prominence of the Church and an unequal application of law based on social strata privileges.

Liberalism has its roots in the Enlightenment ideas and the prominence of the bourgeoisie. As this ideology considers that liberty is the primary political value, it defends individual rights and economic freedom. Liberals consider that political power must be separated into three institutions: Legislative to the parliament, executive, to the king or a president, and judiciary, to independent courts. Their main goals are the equal application of law, national sovereignty, suff rage, constitution and freedom of expression, meeting and association to allow the development of political parties.

Liberalism spread during the French Revolution, and after the Restoration it led to revolts against the remains of the Ancien Regime and conservative ideas. In the middle of 19th century a wave of liberal and nationalist rebellions shook Europe, fi rst in Spain (1820), Greece (1821) and France (1830), but in 1840 nationalism became the main demand in territories which had been part of Napoleon and the Ottoman empires because they considered that their diversity and identity hadn’t been taken into account.

Nationalism is very infl uenced by Romanticism, a cultural movement that you will study in unit four, and defends the concept of State linked to the concept of Nation. For that reason in many countries like Germany this ideology led to a cultural movement which promoted many studies related to history, geography and anthropology in order to defi ne what a nation is. Despite the diff erences, this ideology has many points in common with liberalism, such as the demand of national sovereignty, suff rage, constitution and individual rights. As a result of the spread of the nationalist ideas Greece and Belgium became independent in 1830, various small German states united into one, and so did Italians in 1871.

“We are a nation traditionally known by a single name, Italy. A country (…) where the people speak the same language, possesses the same beliefs, the same customs, the same traditions (…) But we lack a fl ag, we lack a political designation and we lack a place among the European nations. We are divided into eight states all independent from each other (…)”

“Italy, Austria and the Pope” (1845), Giuseppe Mazzini

Activity 10. Place the following information in the timeline: Expansion of political rights in England-Nationalist revolutions-Independence of Belgium and Greece-First wave of liberal revolutions in Europe-Italy and Germany unifi cation- Second liberal and national revolutions in Central and Western Europe

1820 1830 1830 1832 1848 1871

RECAP ACTIVITIES

Activity 1. Answer these questions:1. Which aspects of the Ancient Regime system might upset the Third Estate?2. Why did bourgeoisie want to move up to the nobility?3. Why “Liberty, Equality and Fraternity” was the slogan of the French Revolution?4. What are the diff erences between an absolute monarchy and a parliamentary monarchy?5. What have in common a constitution and the Declaration of The Rights of Man?

Activity 2. Write a brief report explaining the main ideas of Enlightenment using the words in the table

The Enlightened philosophers, such as Montesquieu,

Rousseau and Voltaire

analyzed and criticised objected contradicted were againstwere very critic withwere sceptic aboutwere opposed to

Ancient Regime and its institutionsAbsolute monarchySocial strata pyramid ChurchLack of freedomInequality and injusticeSuperstition and dogmatism

defendedproposedencouragedstimulatedpromotedthought thatbelieved thatemphasizedwrotewere interested inwantedapplied

Reason and intelligencecriticism and doubtProgress and science developmentLiberty, equalityPolitical powers separationReligious toleranceEconomic freedomIndividual rightsPrivate proprietySeparation of the Church and the StateNew idea about man Scientifi c method

Activity 3. Find out in this words soup nine the following hidden words: constitution, estate, liberal, nationalism, absolute, executive, legislative, judiciary, guillotine

T V X M S Z P S J R A G E

Y C O N S T I T U T I O N

T P M P X J G S D W K Y A

L E G I S L A T I V E P T

I Y E Z U X V L C Y X J I

B G U I L L O T I N E I O

E V H R I O C V A P C E N

R U O M A S M S R J U F A

A B S O L U T E Y X T R L

L A H K Ñ N Y X R E I S I

R E S T A T E S X L V G S

K V X M S Z P S J R V G S

Z P E C Ñ W C X B H E J M

Activity 4. Complete the mind map about the causes of French Revolution classifying them in social, politic, economic or cultural causes.

1. Rise in prices of food 2. Estate-General meeting 3. Criticism against Absolutism

4. Economic power of bourgeois 5. Misery in third strata 6. One strata one vote

7. Criticism against absolutism 8. Privileged strata don´t work and don´t pay taxes 9. Britain parliament revolution

10. Most people work and pay taxes 11. Crops problems 12. Liberalism

13. Reform in taxes 14. Absolutism 15. Social unequality

16. Banckrupt 17. American colonies independence 18. Luxury waste in royal palace

19. Racionalism 20. Increasingly bourgeoise role 21. Progress

22. Political unequality 23. Ilustrated Despotism 24. Criticism against social strata

25. Independence of U.S.A.

ECONOMIC CAUSES

SOCIAL CAUSES: SOCIAL STRATA

CULTURAL CAUSES:

ENTLIGHTENMENT IDEAS

POLITICAL CAUSES

FRENCH REVOLUTION

Activity 5. Complete the draft and write a text explaining how French Revolution took place. You can use the information below to organise what you have learnt about it

CAUSES CONSEQUENCES

DEFINITIONFrench Revolution was..........................…It was important because…......................

LOCATIONIt took place in….......................................At that time…............................................

CAUSESAs we saw, the background was…...........The biggest changes happened because....................................................On the one hand........., on the other.........

EVENTS AND EVOLUTIONFirst of all….....Secondly.....…Then….......Following this…........................................In addition…..............................................

EFFECTSAs a result................................................Therefore…..............................................Consequently….......................................

CONCLUSIONAfter that…...............................................Finally…...................................................To conclude…..........................................

CAUSESReasonsOriginsFactors

CONSEQUENCESE� ectsResults

UNIT 2: THE INDUSTRIAL REVOLUTION

1- What was Industrial Revolution? 2- When did it happen?3- Where did it take place?4- Why did it happen?5- How events took place?6- What eff ects had it?

KEYWORDSFactory system Crop rotationSlave tradeEnclosures Steam engineProletariat

2.1. THE INDUSTRIAL REVOLUTION BEGINS Industrial Revolution was a process of changes that took place in England in XVIII century and

spread all over the continent. It consisted on many revolutions at the same time, in population, farming, industry and transports.

In 1700s and 1800s the population in Europe rose spectacularly due to new vegetables coming from America, such as potato and corn, and innovations in medicine that made people avoid famines increasing their life expectancy. At the same time Enlightenment created scientifi c method and encouraged inventions that were applied to improve economic situation, so new technology and chemical fertilisers led to four-fi eld crop rotation without fallow and mechanisation of farming labour, which produce more food to sell to the people in towns.

Norfolk system

Fallow Land not seed to regain fertility

Many landowners invested their wealth in factories where clothes and tools could be produced cheaper than craftsmen did due to innovations, like steam engine and factory system that gathered workers and machines under the same roof to save working time and produce more goods.

Packhorses and stagecoaches were insuffi cient to transport tons of food, heavy raw materials and manufactured goods. Farming and industry needed extensive, fast and cheep transports, so the invention of the steam driven locomotive was the solution and soon was also used by unemployed people to move from the country to work in city factories.

Steam driven locomotive

Activity 1 Surf internet and match these inventions with their authors

Townshend Factory System (1770)Hargreaves Smallpox vaccination (1876)James Watt Electric bulb (1881)Arkwright Spinning Jenny (1763)

Stephenson Norfolk System (1730)Jenner Steam driven locomotive (1826)

Thomas Edison Steam machine (1769)

- What does Norfolk system consist on?- What eff ects had it on population?