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Social Sciences 4º Secondary Education .Indd SOCIAL SCIENCES 4o SECONDARY EDUCATION Mª Inmaculada Mato Martínez SOCIAL SCIENCES 4º 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. Todos los derechos reservados. No está permitida la reimpresión de ninguna parte de este libro, ni de imágenes ni de texto, ni tampoco su reproducción, ni utilización, en cualquier forma o por cualquier medio, bien sea electrónico, mecánico o de otro modo, tanto conocida como los que puedan inventarse, incluyendo el fotocopiado o grabación, ni está permitido almacenarlo en un sistema de información y recuperación, sin el permiso anticipado y por escrito del editor. Alguna de las imágenes que incluye este libro son reproducciones que se han realizado acogiéndose al derecho de cita que aparece en el artículo 32 de la Ley 22/18987, del 11 de noviembre, de la Propiedad intelectual. Educàlia Editorial agradece a todas las instituciones, tanto públicas como privadas, citadas en estas páginas, su colaboración y pide disculpas por la posible omisión involuntaria de algunas de ellas. Educàlia Editorial Avda de les Jacarandes 2 loft 327 46100 Burjassot-València Tel. 960 624 309 - 963 76 85 42 - 610 900 111 Email: [email protected] www.e-ducalia.com CONTENTS 1 – THE FRENCH REVOLUTION AND LIBERAL REVOLUTIONS 1.1. The Ancient Regime 1.2. The events of the revolution 1.3. The impact of the French Revolution 1.4. Napoleon’s Empire 1.5. The liberal and national revolutions 2 – THE INDUSTRIAL REVOLUTION 2.1. The Industrial Revolution begins 2.2. New ways of working 2.3- Living in an industrial city 2.4- Social class tensions and working class movement 3 - SPAIN DURING THE NINETEENTH CENTURY: POLITICAL AND ECONOMIC CHANGES 3.1. The Ancient Régime in Spain 3.2. War and revolution 3.3. The way to the liberal state 3.4. A delayed industrialization and a backward society 4 - ART IN THE NINETEENTH CENTURY 4.1. The backgrounds: From Baroque to Neo-classical art 4.2. The impact of political and economic changes on art 4.3. Art and technique 4.4. The revolution of the ImpressionisTS 5 – COLONIALISM 5.1. The colonial imperialism 5.2. The reasons and arguments for colonialism 5.3. The main colonial empires 5.4. The impact of colonial imperialism 6 – THE FIRST WORLD WAR 6.1. The road to the war 6.2. The phases of the confl ict 6.3. A new kind of warfare 6.4. The results of the war 7- THE RUSSIAN REVOLUTION, THE GREAT DEPRESSION AND FASCISM 7.1. The Russian Revolution 7.2. The Booming Twenties and the Wall Street Crash 7.3. The Great Depression and the rise of the dictators 7.4. The Nazi Germany 8 - ART IN THE TWENTIETH CENTURY 8.1. Breaking traditional art 8.2. A revolution in painting 8.3. The avant-garde movements 8.4. The modern architecture 9 - SPAIN DURING THE TWENTIETH CENTURY: II REPUBLIC AND CIVIL WAR 9.1. Spain during the interwar period 9.2. The program of republican reforms 9.3. The way to the War 9.4. The Spanish Civil War (1936-1939) 10 – THE SECOND WORLD WAR: COLD WAR, AND NEOCOLONIALISM 10.1. The background to the war 10.2. The worldwide war and the rearguard 10.3. The results of the Second World War 10.4. 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 UNION 12.1. The European Union construction 12.2. The aims of the EU 12.3. The European Union institutions 12.4. 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 Constitution Liberalism Nationalism 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 …………………… …………………… ……………….. …...........………………… Tithe A 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. Manufacture EUROPE AMERICA Raw material slaves Manufacture AFRICA slaves cocoa, coff ee, sugar food European people needed… exports clothes Imports Cheap labour People from Africa were captured Cotton plantation buy, send weapons to work in... Population of american colonies Growing population Landowners got a lot of money to needed... needed... gold 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 B) Yearly incomes compared. about the times. Her husband had only a small piece of land, one cow and a poor horse. But they Archbishop of Paris 50,000 livres had to pay 20kg of wheat and three chickens as Marquis de Mainvillette 20,000 livres feudal dues to one lord, and 60kg of oats, one Prince de Conti 14,000 livres chicken and fi ve pence to another, along with A Paris parish priest 10,000 livres very heavy taxes to the king’s tax collectors: The A typical village priest 750 livres taxes and feudal dues are crushing us.” A master carpenter 200 livres Travels in France – Arthur Young, 1792 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 207.963.427 Debt 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.
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