Geography and History 4 ESO. Dual Focus. Andalucía. Demo by Grupo Anaya, S.A.

DEMO

dual FOCUS

GEOGRAPHY AND HISTORY

4 SECONDARY EDUCATION www.anayaeducacion.es

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The following people have worked on this book: CONTENT: Manuel Burgos and M.ª Concepción Muñoz-Delgado y Mérida (Units); Pedro Flores Tallón (The Final Challenge); Anaya educación (Fact files). Editorial team: Dionisio Liébana and Juan Lorente. Design, technical drawings and maps: Patricia G. Serrano, Juan Carlos Quignon, Miguel Á. Castillejos, Miguel Ángel Díaz-Rullo, Míriam Arribas; José M.ª Gil and Rosario Regaño. Illustrations: Gracia Artigas, Arturo Asensio, Pablo Espada, Rosalía Martínez and Carlos Moreno. Layout: Manuel Calvache. Corrections: Deborah Spencer. Translation: Karen E. Chambers. PICTURE EDITING: Nuria González and Samantha Herrera. Photographs: Agencia EFE / Album, Alamy/Cordon Press, Album, Archivo Anaya (Candel, C., Cosano, P., García Pelayo, A., Hernández Moya, B., Leiva, Á., Martin, J., Martínez, C., Padura, S., Sánchez, J., 6x6 Producción Fotográfica), Archivo Prisma, Cordon Press, Dreamstime/Quickimage, Istockphotos/Getty Images, Photoaisa, 123RF and collaborators.

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Important information: The activities proposed in this book should be completed in a separate notebook or on sheets of paper, not in the book itself. The links to webpages which appear in this book have been checked before printing. The publisher cannot be liable for any changes or modifications which occur after the date of publication.

© GRUPO ANAYA, S.A., 2021 - Juan Ignacio Luca de Tena, 15 - 28027 Madrid - Printed in Spain. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publishers.

Index 1. THE 18TH CENTURY. THE AGE OF THE ENLIGHTENMENT..................................................7 1 The Enlightenment and political changes • 2 Economic changes • 3 The 18th century in Spain • 4 18th century art • The Final Challenge: Enlightenment thinkers living today

2. THE AGE OF REVOLUTION (1770-1871)................... 17 1 The American Revolution • 2 The French Revolution • 3 Napoleonic Europe • 4 Liberal revolutions and nationalism • The Final Challenge: The Revolution

3. THE INDUSTRIAL REVOLUTION.................................. 27 1 The foundations of the Industrial Revolution in Great Britain • 2 The mechanisation of industry and its diffusion • 3 Economic and social consequences • 4 Culture and art of the revolutionary period • The Final Challenge: Hard times for being a woman

4. SPAIN. THE CRISIS OF THE ANCIEN RÉGIME.. 37 1 The political crisis • 2 Liberal consolidation (18331874) • 3 Art: Goya, romanticism and realism • The Final Challenge: Our history as seen through Goya

5. IMPERIALISM AND THE FIRST WORLD WAR....45 1 The Second Industrial Revolution • 2 Imperialism • 3 The First World War (1914-1918) • 4 Artistic evolution • The Final Challenge: From the trenches with love

6. THE INTERWAR PERIOD AND WORLD WAR II..55 1 The Russian Revolution. The creation of the USSR • 2 Economic and political evolution • 3 The Second World War • 4 Art between 1919 and 1945 • The Final Challenge: A crime has been committed

7. SPAIN. RESTORATION AND CIVIL WAR.................65 1 The bourbon restoration • 2 The reign of Alfonso xiii and the dictatorship of Primo de Rivera • 3 The Second Republic and the Civil War • 4 Artistic evolution • The Final Challenge: Join!

8. DECOLONISATION. NEW WORLD GEOPOLITICS (1945–1991).............................................................................. 75 1 Decolonisation • 2 The new world geopolitics. The age of the blocs • 3 The diversity of the capitalist and communist worlds • 4 The evolution of international relations • The Final Challenge: Star wars

9. SPAIN. FRANCO’S DICTATORSHIP............................85 1 The evolution of Francoism • 2 Economic evolution • The Final Challenge: Remember when...

10. THE CONTEMPORARY WORLD. RELATIONSHIPS AND CONFLICTS.....................................................................91 1 The current international situation • 2 The triad, Asia and Russia • 3 The islamic world, Latin America and sub-saharan Africa • The Final Challenge: Breaking news

11. THE CONTEMPORARY WORLD. GLOBALISATION AND DIVERSITY......................................................................99 1 Globalisation • 2 The diversity of the world today • 3 Current art • The Final Challenge: Made in...?

12. SPAIN. POLITICAL TRANSITION AND DEMOCRACY...........................................................................107 1 The Democratic Transition • 2 Democratic governments • 3 Spain in the European Union and in the world • The Final Challenge: Visit Spain

DUAL FOCUS

du al FOCUS

k oo b r u o y f o t In this par ind... you will f

GEOGrapHY AND HISTORY

GEOGRAPHY AND HISTORY

ON SECONDARY EDUCATI

SECONDARY EDUCATION

SUMA

piezaS

cacion.es www.anayaedu

Focus on English

IMPERIALISM AND THE FIRST WORLD WAR

Scan this code to consult the glossary for this unit.

Second Industrial Revolution

Imperialism

Petroleum

This section contains activities for practising and applying the key vocabulary in the unit.

First World War

Electricity

Colonialism

Taylorism

The Berlin Conference

Fordism

Metropolis

Triple Alliance Triple Entente

Steel

Treaty of Versailles Pacifism Antimilitarism

Vocabulary The page that shows the key vocabulary you will encounter in the unit.

The Final Challenge! Each unit ends with a task or challenge to help you develop your skills by applying your knowledge in a different context.

Artistic evolution

Focus on English Concrete 1 Listening and Speaking. Listen and repeat the words

Impressionism

to improve your pronunciation.

Post-impressionism

2 Reading and Writing. Use the branches of the

The final challenge

outline to create three sentences about the Second Industrial Revolution, the Imperialism and the First World War.

The avant-garde

BANK LANGUAGE LANGUAGE BANK LANGUAGE BANK GE BANK LANGUA BANK BANK LANGUAGE LANGUAGE LANGUAGE BANK

HARD TIMES FOR BEING A WOMAN

During the Industrial Revolution in England, the life of the working classes, which had converted into a new social class, the proletariat, underwent profound changes. However, even harsher were the living and working conditions of the women, with strenuous working hours and paltry salaries with which they barely managed to survive.

Work in groups. In this project, we will work in groups to analyse the story of two women miners, called to testify before the British Parliament in order to improve women’s employment situation. Below we will answer a series of questions and, finally, we will look for current examples of the harsh living and working conditions that many women still experience today.

STEP

We will read the text We will carefully read the two testimonies of women miners in 19th century England.

Basic exercises The activities on these pages work on the basic unit content, as well as the different language skills.

STEP

Unit 11

s are typical is a very Traditional societie pronounced. There contrasts are very . They are Its features are: social ion live in poverty the rest of the populat lack political rich minority and unjust situations, s and women suffer domestic sphere agrarian societie is reduced to the ed social presence continue to be subject rights, and their Women wages. very low and illiteracy. or to working for physical violence husband, and suffer more numerous, to the father or model. They are n the traditional Families maintai his authority. father exercises s feature Its and in them the es. countri is typical of western pockets of Postmodern society middle class and contrasts, a large loyed, women, are: moderate social long-term unemp of immigrants, the and leisure poverty made up urban, consumer disabled. It is an rights l the and politica full the elderly social role, with play a growing , although full society. Women the labour market incorporated into e eradicated. and they are fully d, nor gender violenc : classic yet been achieve equality has not to different models numerous, and respond (a single parent Families are less s, single parents domestic partner , of same-sex up families nuclear arental (made daughters); homop d, separated, widowe and their sons and single, erson households: couples) and single-p or divorced.

forms of capitalism

omic ition, property, free compet defends private but there are The capitalist system maximum profit, and obtaining the neoliberal. the free market Keynesian and the n two currents: the divergences betwee ntion in the te state interve g ideologies advoca spendin public ynesian • Neo-Ke , increased free market failures of public economy to prevent , the existence most disadvantaged on workers’ to protect the and Legislation ns, the rise in wages, t, hours, vacatio companies and types of contrac wage, um conditions (minim their rights. economic etc.) to guarantee liberalisation of the ies defend the total introducing • Neoliberal ideolog be reduced to . The of the State must system. The role ning of the market tees the free functio g to a minimum, legislation that guaran g public spendin reducin te advoca to increase neoliberals thus lowering wages enterprises and privatising state flexibility. and greater labour corporate profits

The different econ

. Understand, think, apply..

ties: Diversity of socie odern traditional and postm of the most underdeveloped countries.

WORL D TODAY THE DIVER SITY OF THE

are characteristic 3 Which countries postmodern of traditional and societies? g sentences followin the 4 Indicate if (F): are true (T) or false s have a fair a) Traditional societie distribution of wealth. h has focused b) Scientific researc rgy. primarily on metallu postmodern in c) Women an important societies play social role. advances affect d) Technological communications.

Index of economic freedom at 2020

d the most? advances affecte

in great advances there have been entieth century medicine and Since the mid-tw in biotechnology, ogy. Particularly computing science and technol microelectronics, advances affect are that ). Its problems physics. Technological ed tions (internet creation in the most advanc and telecommunica trated concen technology are ies. and science ges. by large compan chan tion is controlled Political countries and informa

AND POLIT ICAL CHAN GES

otism

Enlightened desp

From 80 to 100 From 70 to 79,9

htenment?

Enlig What was the From 50 to 59,9 From 60 to 69,9

that emerged ical movement t was an ideolog s to the Ancien Less than 50 The Enlightenmen that promoted change information 18th data or century Ages. in France in theNo not available from the Middle system inherited is, the The Heritage Foundation. Régime; that Source: the following: were t enmen Enlight of the 6000 km nt ideas 4500 3000 means to 1500 0 The most importa nce as the only and human intellige For this s and happiness. • Trust in reason and achieve progres y of Reason’ understand the world known as the ‘Centur century is also apply.. . reason, the 18th think, tand, t’. Unders enmen Enlight of ‘Age the in es science. and d thanks to advanc on the 2 ss, achieve summary table progre g le to human followin in obstac the an • Faith red 1 Complete st system: , which they conside Ancien Régime t forms of the capitali • Criticism of the differen and happiness. all economic human progress edlism Neolibera d absolutism; promot Neo-Key criticisenesian ned groups; condem Enlightenment figures social ed , fault with the privileg ment of science activities; found ed the develop ? nce; and promot e. religious intolera ? of religious influenc outside the realm education and culture

‘The 2008 Listen to the audio n.es and at anayaeducacio economic crisis’ ns: answer the questio e? did the crisis originat a) In which country reason? b) What was the different es to the crisis in c) Look for the respons does form of capitalism countries. To which ond? corresp e each respons

Listening.

102

the World figures s innment enlighte Gender Inequalitie , some % of women % of women In the 18th centuryAdolescent % Seats in in the labour with secondary Maternalism: market, 2018 the national education, fertility mortality criticised absolut parliament, 2018 2010-2018 rate, monarch of the rate, 2015-2020 the power 2015 ed limiting • Voltaire propos ent. World by means of a Parliam the of ion human ed the separat Very high defend t • Montesquieu developmen . powers judicial executive and t legislative, High human developmen in or power resides humansovereignty that Medium • Rousseau stated development . or its groupt of citizens the nation Low human developmen enlightened of the century, some Towards the middle Arab states an monarchs. different Europe by up taken ism. ideas were Asia and the Pacific East d enlightened despot Thus, arose the so-calle Asia ile absolutism Europe and Centralism tried to reconc monarchs Enlightened despot Latin America and enment ideas. In it, Caribbean theEnlight with progressive but they carried allAsiaof the power, South continued to hold happiness for their the for reforms Sub-Saharan Africa out progressive 700 600 500 400 300 200 100 0 subjects. d up in the Source: HDI 2019. ment was summe This form of govern nothing by the hing for the people, principle: ‘Everyt people’. monarchs were ent enlightened José I in The most promin Carlos III in Spain, Louis XV in France, II in Austria and ne II in Russia, Joseph Portugal, Catheri . Frederick II in Prussia

Women with top

managerial positions

in companies, by

. Understand, think, apply.. terms using the 1 Define these vocabulary: t. a) The Enlightenmen

appropriate

ism. b) Enlightened Despot le of the following princip 2 Speaking. Explain for the ism: ‘Everything enlightened despot by the people’. people, nothing ts to each other: concep the Relate 3 A. Science 1. Trust in reason s B. Happiness 2. Faith in progres did the of the Ancien Régime 4 What aspects ? Enlightenment criticise

Montesquieu.

Africa

Asia-Pacific Association of Nations Southeast Asian Eastern Europe Southern Europe European Union Latin America and the Caribbean United States and Canada World

0 800

Source: Grant Thornton.

103

Skills

Carlos III of Spain.

The suggested activities have been specially designed to gradually and continuously develop the four language skills. The main skill worked on in each activity is highlighted:

enlightenment figure: of powers. a) The separation

gnty. b) National soverei hs’ power. c) Limiting the monarc

ing these tanding by answer 5 Show your unders

questions: also known 18th century a) Why is the ‘Age of Reason’ and the as the ‘Age of Enlightenment’? enment did the Enlight country which In b) emerge? arise? ened despotism c) Why did enlight enlightened the best-known d) Who were monarchs?

Reading.

in reason’ at Read the text ‘Trust ideas. and summarise the

anayaeducacion.es

sentences in te the following 8 Writing. Comple

your notebook: ical ... that t was an ideolog a) The Enlightenmen the ... century. emerged in ... in of the outstanding ideas ... . b) The most trust in ... and human Enlightenment were ... . the of and criticism Faith in human ... sive ... ile ... with progres c) ... tried to reconc ideas. were ... in ened monarchs d) Prominent enlight . Spain and ... in Prussia

Watch the video on Target 5.2 and 5.5 and complete the associated activities at anayaeducacion.es

The resource bank contains audiovisual material that focuses on Sustainable Development Goals.

region, 2020

a French g concepts to 7 Relate the followin

Voltaire.

• We will present it to the rest of the class and we will share solutions to alleviate these situations.

Commitment to SDGs

Unit 1

. Understand, think, apply..

Rousseau.

has In which fields h been focused? scientific researc

technological 6 What fields have

Scien

THE ENLIG HTEN MENT

STEP

• Each group will prepare a document with the answers to the questions and their examples about the harsh living conditions of women today.

5 Speaking.

cal advances tific and technologi

The employment situation of women in our days The objective is to find information about the harsh work and life situations of women today. How can we prevent these situations from continuing?

We will answer the questions In groups, we will answer the following questions: What were the working conditions of these women like? Were they more or less harsh than men’s working conditions? Is there any mention of education? What does the first woman say about her children? What future awaits them?

Catherine II of Russia.

Speaking Listening

Reading Writing

DUAL FOCUS

GEOGrapHY AND HISTORY

CE BANK RESOURpanie s this book. that accom Available

ducacion.es

at www.anayae

4 788469

880951

In this section of the book, the key information is presented in graphic form, using diagrams and illustrations to help you learn each concept.

SUMA

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DUAL FOCUS

unit

Key concepts

SECONDARY EDUCATION 98-8095I S B N 978-84-6

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GEO GRAPHY AND HISTORY

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DECOLONISATION

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CONSEQUENC ES

AFFECTED ABOVE ALL

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CAPITALIST BLOC

COMM UNIST BLOC

THE COLD WAR

AFRICA WORLD WAR II

POLIC IES

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CENTRAL AND EASTER N EUROPE

LIBERAL DEMO CRACY

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THIRD

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unit

INTERNATIONAL SUPPO RT

PLANN ED ECONO MY

SPAIN. POLITICAL TRANSITION AND DEMOCRACY WESTE RN EUROPE

DEMOCRATIC SPAIN

CUBA

CONSU MER SOCIETY

Since 1975, affecting the remaining colonies

1956-1975, affecting Africa

MAO’S CHINA

CAPITALIST ECONO MY

the use the activities cion.es You can anayaeduca RUPTURISTA the content of these fact files. review resource bank to

REFORMISTA: THIS ROUTE WAS CHOSEN

started with the

Legislative

based on

choice of two paths

PARLIAMENTARY MONARCHY

DIVISION OF POWERS

STATE ORGANISATION

Executive Judicial

DEMOCRATIC TRANSITION

culminated in the approval of the

CONSTITUTION OF 1978

TERRITORIAL ORGANISATION

which contains

Municipalities THREE TERRITORIAL UNITS

based on POLITICAL REFORM ACT IN 1976 CIVIL RIGHTS OPPOSITION SUPPORT

reflected in

Provinces Autonomous communities

FORE IGN POLICY

FIRST DEMOCRATIC ELECTIONS OF 1977

SOCIAL RIGHTS

DOMESTIC POLICY ECONOMIC POLICY

THE MONCLOA PACTS

developed

SOCIAL POLICY

have addressed changes in GOVERNMENTS OF THE UCD

CULTURAL POLICY UN

Activities The resource bank contains activities for you to practise what you have learnt.

DEMOCRATIC GOVERNMENTS

such as

GOVERNMENTS OF THE PSOE

has participated in

INTERNATIONAL ORGANISATIONS

such as

OECD NATO

GOVERNMENTS OF THE PP conducted

INTEGRATION IN THE EU

from which Spain has received

anayaeducacion.es You can use the activities the resource bank to review the content of these fact files.

COMMUNITY FUNDS

The

Resource bank www.anayaeducacion.es

This is where you will find resources, techniques and activities to help you consolidate your knowledge. Go to www.anayaeducacion.es, and follow the steps at the beginning of your Spanish book.

ARTIST IC EVOLU TION

As a result of the Second Industrial Revolution, it was necessary to increase construction and do it quickly and cheaply, so new and industrial material s were introduced. In addition , styles and trends were created in painting that broke with tradition.

The pictorial movem ents. Impressionism, expre ssionism and the first avant-garde s

Modern architecture

It was characterised by the use of iron, glass and concrete, which were first used in utility building s such as greenhouses, railway stations, etc. because they were rejected by tradition al architects as industria l products lacking in beauty. But over time, the new materials became widespre ad. In the United States, a new architectural design called the Chicago School was born. It came about due to a fire in 1871 that destroyed part of Chicago and its reconstruction was planned based on high-rise buildings without wood, to compensate for the lack of soil. In this city concrete was used in the foundati ons and in the structure , and iron and glass were used, which allowed for the building of the first skyscrap ers, such as the Monadn ock Building, by Burnham and Root; Sullivan’s Carson Stores and the Auditori um Building; and the Flatiron Building, by Burnham . In Europe, its diffusion was due to the universa l expositions and building s such as the Eiffel Tower in Paris, built for the Universal Exhibition of 1889. Between 1890 and 1910, modernism emerged , a new aesthetic movement, which was known as Art Nouveau in France and the Modern Style in Great Britain. It tried to reconcile the useful with the artistic. To do this, it used new materials, whilst seeking beauty through the use of undulating and asymmetrical shapes inspired by nature. Of importan ce were Victor Horta (The Hôtel Tassel, Brussels ), Hector Guimard (Paris metro stations) and Henry van de Velde (Van de Velde House, Uccle, near Brussels ).

Your book contains references to the online resources you can use to learn more about each topic and to develop your English language skills.

concrete and foundati

ons.

define these words:

2 Why did the Chicago school take the name of this city? 3 Look at the picture of what you know about

the Eiffel Tower and write it.

The first avant-gardes The first avant-gardes, at the beginning of the 20th century, sought to break with traditional art. Fauvism emerged in 1904, it attached great importance to drawing and applied colour regardless of reality (Henri Matisse). Expressionism began in 1905, and sought to capture feelings using and applying colours arbitrarily (Edvard Munch and Ernst L. Kirchner ). Cubism, started by Pablo Picasso in 1907 with The Young Ladies of Avignon, meant a break with the tradition al pictorial norms of the Renaissance, by represen ting objects from different viewpoints simultaneously.

Eiffel Tower, Paris.

Mademoiselle Gachet in her garden at Auvers-su r-Oise. Van Gogh. Musée d’Orsay (Paris).

El estudio. Picasso. Museum of Modern Art, MoMA (New York).

Understand, think, apply... Glazed courtyard of the Rookery Building. Chicago School.

Understand, think, apply... 1 With the help of a dictiona ry

Unit 5

At the end of the 19th century, painting took new paths, which culminat ed in the early twentiet h century with the appearance of the first avant-gardes. Impressionism Impressionism emerged around 1870. The painters of the school, such as Claude Monet, Auguste Renoir and Edgar Degas, painted in the open air as they tried to capture the ‘impression’ of each moment, the instantaneous effects of the atmosphere and light. Post-impressionism Post-Impressionism developed around 1886. It is a personal review of impressionism by indepen dent painters such as Paul Cézanne, Paul Gauguin and Vincent van Gogh.

Listening.

Listen to the audio ‘The Flatiron Building’ at anayaed ucacion.es and answer the questions: a) Why is the Flatiron Building so unique? b) What inventions allowed the appeara nce of skyscrapers? c) Why do you think skyscrapers are a symbol of industrial society?

5 Reading. Read the text

and answer the question s: ‘[…] The triumph of colour. From Van Gogh to Matisse. Collections from the Musée d’Orsay and the de l’Orange rie; is an exhibition made up of 72 masterpieces signed by some of the most important painters who lived between the 19th and 20th centuries, such as Seurat, Signac, Cezánne and Picasso, in addition to Van Gogh and Matisse, and many others who used colour to convert the direction of their work from impressionism to avant-garde painting , distancing themselves, little by little, from nature an getting closer to abstract ion’. José Ángel Montañés, ‘Concentration of geniuses ’, El País, 9-10-2015 (adapted ).

a) Summarise the text. b) Match the artists you know to the moveme nt they belonged to.

6 Match each painter to a) Picasso b) Munch c) Monet d) Cézanne

a pictorial movement:

1. Impressionism 2. Post-Impressionism 3. Cubism 4. Expressionism

7 Look at the two painting s on this page and answer the question s: a) Take a look at this work and the one on the previous page and say what style they each belong to. b) Differentiate between the two styles.

Resources organised

by unit

Interactive activities

All the resources are clearly organised so you can find the ones related to your unit.

l Audiovoisuuarces

res

Glossary

QcoRde

THE INDUSTRIAL REVOLUTION Scan this code to consult the glossary for this unit.

The foundations of the Industrial Revolution Mechanisation of work The Norfolk system Reduction in mortality Workforce Financial resources Coal

Economic and social consequences

Artisanal workshop Factory

Steamboat

Division of labour

Railway

Worker

Capitalism

Cotton

Stock Exchange

Iron

Class society

Steam engine

Bourgeoisie Proletariat Trade unions Socialism Anarchism

Culture and art

Focus on English

Romanticism

1 Listening and Speaking. Listen and repeat the words

Realism

to improve your pronunciation.

Historicism

2 Reading and Writing. Use the branches of the outline

Theory of the evolution of species

BANK E BANK E G A U NK G A N B A G L E A G U A G U N G A N L

to create three sentences about the Industrial Revolution.

E BANK

THE FOUNDATIONS OF THE INDUSTRIAL REVOLUTION IN GREAT BRITAIN

From 1780, a profound industrial transformation began in Great Britain. It consisted of substituting artisan work for machines and transitioning from an agrarian economy to an industrial and urban one.

The agrarian revolution and its consequences The agrarian transformations consisted mainly of: Technical progress affecting cropping systems, for example, the Norfolk continuous rotation system which provided fodder for livestock. Other agricultural improvements were the introduction of sowing and harvesting machines, and new crops such as corn and potatoes. In turn, livestock, provided manure for compost, and provided meat and milk.

Understand, think, apply... 1 Writing. Answer the following questions: a) Where and when did the Industrial Revolution begin? b) What did it essentially consist of?

2 Look at the picture of the Norfolk System and indicate what advantages it had. What other advances were made in agriculture?

3 What consequences did the substitution of communal lands for fenced off private properties have for agriculture and industry?

Changes in the property system. Large landowners replaced communal lands with fenced off private properties. Therefore, many peasants without the money to close them off had to sell their land and become day laborers, or migrate to the cities to work in industry. The Norfolk four-course system Bread cereals, mainly wheat. Turnips to feed cattle.

Barley, cereal for human and animal consumption.

Forage plants for animal feed.

The seed drill, designed by Jethro Tull in 1730.

Unit 3

The demographic revolution The population of Europe, especially the British, grew notably from the 18th century. This was made possible by a reduction in mortality, brought about by better nutrition and advances in hygiene and medicine. Along with this, the amount of available labour force and demand increased, stimulating agricultural and industrial innovations.

Other basic factors Other influencing factors were:

• The modernisation of transport, which allowed for the growth of trade and an increased circulation of products, raw materials and capital.

• The growth of financial resources from commerce and agriculture, which were invested in the new industrial sectors (mining, textile and steel).

• The availability of energy sources and raw materials, such as black coal, cotton and iron, the use of which was possible thanks to inventions such as the steam engine (1769) by James Watt. Evolution of the population in Europe Millions 100

England-Wales Spain France

Italian states Russia German states

80 70 60 50 40 30 20 10 0

1750

1800

1850

Years

Road construction.

Understand, think, apply... 4 Look at the graph and explain what the demographic revolution consisted of and how it influenced the Industrial Revolution.

5 What other factors, apart from population growth and the agrarian revolution, led to the industrialisation of Great Britain? Explain your answer.

6 Are the following sentences true (T) or false (F). Correct the false ones. a) The Industrial Revolution arose in Great Britain around 1780. b) Agrarian transformations provided more food. c) Most of the peasants got rich from private property.

d) Population growth was due to increased mortality.

7 Relate to each other: a) Norfolk System

1. Trade growth

b) James Watt

2. Continuous rotation

c) Transportation improvements

3. Steam engine

d) Financial resources

4. Investments in industries

8 Speaking. How important was the steam engine in the Industrial Revolution?

THE MECHANISATION OF INDUSTRY AND ITS DIFFUSION

The transition from the artisan workshop to the factory During the Old Regime, industrial production was carried out by hand in small artisanal workshops but during the Industrial Revolution, workshops were replaced by large factories. This was possible thanks to innovations applied to the textile and steel industry:

• The new techniques substituted manual work with machines that were powered first by water and later by steam.

• The new division of labour consisted of separating the work process into different phases and assigning each task to a different worker. The worker thus performed simple tasks, which made the mass manufacturing of products possible. The first industries that used machinery to manufacture products in series and on a massive scale were the textile and steel industries.

Spinning frame.

Molten iron production in Great Britain Thousands of tons

2 400

The textile industry Technical innovations, mainly steam-powered machines, such as the power loom and automatic spinning machine, were driven by increased demand for cotton fabrics. Due to this, the British production of cotton fabrics grew dramatically.

2 200 2 000 1 800 1 600 1 400 1 200

The steel industry The iron and steel industry developed when wooden fuel in the furnaces was replaced with black coal and when Henry Cort improved iron working techniques to make it more resistant (puddling) and easier to mould (lamination). With these improvements, coal and iron became essential elements of the industrial era due to their many applications.

1 000 800 600 400 200 0 1720

1755

1790 1795 1805

Years 1825 1830 1840 1850

Understand, think, apply... 1 Say what each industrial transformation replaces: a) Working with machines. b) Factories. notebook:

c) The cotton industry grew due to using ... such as the ... and the ... .

a) New techniques substituted ... ... with ... ... which were first powered by ... and then by ... .

d) The ... and steel industry, developed with the use of ... as fuel.

2 Writing. Complete these sentences in your

b) The new division of ... consisted of separating the ... into different phases, and assigning each task to a ... .

Unit 3

The spread of industrialisation The Industrial Revolution spread from Great Britain to other countries. Its rate of growth varied. Countries with favourable factors, such as resources (coal, iron, cotton), capital, demographic growth and a high demand were incorporated into industrialisation, from 1830 onwards such as Belgium, France, Switzerland, Germany and the United States. Others, who had less favourable circumstances, joined the industrialisation process later, after 1850, such as the countries in the south (Portugal, Spain, Italy and Greece) and eastern Europe (Austria-Hungary and Russia), and Japan.

The spread of the Revolution Industrial activity in Europe

NORWAY

UNITED KINGDOM

SWEDEN

Birthplace of the Industrial Revolution

North Sea

Industrialised countries at the middle of the 19th century Industrialised countries at the end of the 19th century Countries somewhat industrialised at the end of the 19th century Spread of the industrial revolution 0

250

500

DENMARK

NETHERLANDS

RUSSIAN EMPIRE

750 km

BELGIUM

GERMAN EMPIRE LUXEMBOURG AUSTRIAN

FRANCE SWITZERLAND

AT L A N T I C OCEAN

EMPIRE

SERBIA

BULGARIA

MONTENEGRO

SPAIN

RT U

Black Sea

ROMANIA

ITALY

OTTOMAN EMPIRE

M e d i t e r r a n

GREECE

e a

S e a

Understand, think, apply... 3 Look at the map. Indicate which countries joined industrialisation earlier and later and the reasons for these differences.

4 Speaking. Describe what factories were like along with innovations to the working system.

5 Define the following terms. Look them up in a dictionary if necessary. Artisanal workshop, puddling and the power loom.

6 Writing. Complete the following table by indicating the changes to working practices,

and the innovations to the textile and steel sector. Old Regime

Industrial revolution

System of work

Manual

Manufacturing centres

Factories

Textile industry

Manual

Representative buildings

Wood for fuel

ECONOMIC AND SOCIAL CONSEQUENCES

The economic consequences The main economic consequences were: A transport revolution. Steam allowed for the appearance of the steamboat (1807); the invention of the locomotive by Stephenson, gave rise to the railway, which functioned for the first time in 1830 and incentivised industrial production. A trade boom. Due to increased demand, increased production and new means of transportation. The development of capitalism. Industrial capitalism was promoted, because as the size of the companies grew, joint-stock companies arose, and the stock exchange appeared where company shares were bought and sold. Banks also grew, giving rise to financial capitalism. Increased economic inequality. Since the start of the Industrial Revolution, the world has been divided between industrialised, or developed countries, and non-industrialised, or underdeveloped countries. Saint Petersburg

Length of the railway network 0 Great Britain

25 Thousands of km

2 390

Moscow

North Sea

Glasgow

21 558

Ba l t ic Sea Copenhagen

334

Belgium

2 879

Liverpool Manchester

497

France German States

Birmingham

15 544 469 18 876

Amsterdam Hamburg London Brussels Cologne Lille Frankfurt Paris Strasbourg

1840 1870

Bordeaux

Lyon

Prague Vienna Munich

Milan Black Sea

AT L Á N T I C O Lisbon

Warsaw

Stuttgart Basel

OCÉANO

Berlin

Florence Madrid

Barcelona

Rome

Valencia

The spread of the railway in Europe Railways built until 1850 until 1870

Mediterranean Sea

250

500 km

Understand, think, apply... 1 Discuss the economic consequences of the Industrial Revolution.

2 Relate to each other:

a) Fulton

1. Socialism

b) Bakunin

2. Steamboat

c) Chartism

3. Anarchism

d) Karl Marx

4. People’s Charter

3 Define the following terms. If necessary, use a dictionary. Luddism, Trade Union, Socialism and Anarchism. 4 Explain what a steam train is and its importance in the Industrial Revolution. 5 Reading. Read the text ‘Child labour in the industrial revolution’ at anayaeducacion.es and express your personal opinion about what is described in it.

Unit 3

Social consequences Political revolutions and the Industrial Revolution imposed a new class society, in which social differences were based on personal merit and wealth. The ruling class included the old nobility and the bourgeoisie, who came to political power, enriched themselves with their economic activities and lived in urban neighbourhoods and quality houses. The dominated class included the peasantry and the proletariat, made up of peasants who emigrated to the cities and artisans who were ruined by mechanisation.

The labour movement The situation of the proletariat was very hard. They worked 14 to 16 hours a day, in unhealthy factories, with low wages and without insurance for sickness, accidents or retirement. In addition, they lived in crowded neighbourhoods without the minimum levels of hygiene. The labour movement emerged to fight against this situation. Workers first protested against their employers by destroying machines (Luddism) and they formed mutual aid societies in cases of accident or dismissal. They then created trade unions to improve their working and social conditions, and in Great Britain, Chartism claimed political rights through the ‘People’s Charter.’ New ideologies emerged that sought to end capitalism: Socialism, which was formulated by Karl Marx and Friedrich Engels, proposed a revolution led by the proletariat, leading it to power; anarchism, expounded by Proudhon and Bakunin, proposed the abolition of the state. In 1864, the proletariat formed the International Workers Association to fight against capitalism.

Dinner at Haddo house. Alfred Edward Emslie. National Portrait Gallery (London).

The Third-Class Carriage. Daumier. Metropolitan Museum of Art (New York).

Understand, think, apply... 6 Explain what class society is, and what groups it

9 Complete the following outline:

consists of.

7 Answer the following questions: a) What differences exist between bourgeoisie and the proletariat?

The Industrial Revolution

the

Consequences

b) What was the proletariat’s situation?

c) What was the labour movement?

E ��

S ��

Listening. Listen to ‘the First International’ at anayaeducacion.es and answer these questions:

��

a) Who has to carry out the emancipation of the workers?

��

b) Why should workers behave in solidarity with each other?

��

CULTURE AND ART OF THE REVOLUTIONARY AGE

Culture during this time was characterised by secularisation, or a decrease in religious influence; the introduction of compulsory and free primary education, which included women for the first time; and the growing influence of the press on public opinion. Literature developed into two currents. Romanticism, which cultivated varied genres, such as poetry (Lord Byron), theatre (Johann Wolfgang von Goethe) and the novel (Victor Hugo). Realism, which reflected on problems caused by industrialisation, as in the novels of Stendhal (The Red and the Black) and Charles Dickens (Oliver Twist, David Copperfield or A Tale of Two Cities). The sciences progressed notably, especially physics, chemistry and natural sciences with the revolutionary theory of the evolution of species, formulated by Charles Darwin. Technology demonstrated its achievements to the public at world exhibitions, such as the one held in London in 1851. Charles Dickens.

Village School. Albert Anker.

Charles Darwin (portrait), by John Collier.

Understand, think, apply... 1 Speaking. What were the main novelties in culture, science and technology of the time?

2 Relate to each other:

a) Víctor Hugo

1. Theory of evolution

b) Dickens

2. Iron and glass

c) Darwin

3 Romantic novel

d) Industrial architecture

4. Realistic novel

Unit 3

Romanticism It arose in the first half of the nineteenth century and defended the imagination and the expression of feelings. Architecture was inspired by the styles of the past; architectural historicism built Neo-Romanesque, NeoGothic, and Neo-Baroque buildings; and the eclectic style combined several historical styles. The main innovation was the use of new industrial materials (iron and glass). Sculpture was characterised by movement and expressiveness, as in the relief of La Marseillaise (The Departure of the Volunteers of 1792) by François Rude. Painting attached great importance to colour, light, movement and expression. In France, the painters Théodore Gericault and Eugène Delacroix were of importance.

Marine. Géricault.

Realism It was developed between 1848 and 1870, and was manifested mainly in painting. It was inspired by reality and represented the daily life of the people: Millet reflected the life of the peasantry in The Angelus. Courbet showed hard work in The Stone Breakers. Daumier reflected everyday life in The Third-Class Carriage.

The Gleaners. Millet.

Understand, think, apply... 3 Say whether the following statements are true (T) or false (F). a) Architectural historicism was inspired by the past. b) Architectural eclecticism consists of combining various styles. c) Realism manifested itself mainly in architecture. d) Romantic sculpture is static and not very expressive. e) Realistic painting is inspired by reality and everyday life.

4 Answer the following questions: a) When did Romanticism arise? What ideas did it defend?

b) When did realism emerge? Which are its principal characteristics?

5 Identify and justify what style each of the following works belongs to. a) The Raft of the Medusa b) The Stone Breakers

6 Writing. Complete the following table: Paintings

Characteristics

Painters

Romantic

Realist

The final challenge

HARD TIMES FOR BEING A WOMAN

STEP

We will read the text We will carefully read the two testimonies of women miners in 19th century England.

STEP

The employment situation of women in our days The objective is to find information about the harsh work and life situations of women today. How can we prevent these situations from continuing?

STEP

• Each group will prepare a document with the answers to the questions and their examples about the harsh living conditions of women today. • We will present it to the rest of the class and we will share solutions to alleviate these situations.

Watch the video on Target 5.2 and 5.5 and complete the associated activities at anayaeducacion.es

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unit

THE INDUSTRIAL REVOLUTION

The appearance of factories

BRITAIN

provoked

TEXTILE INDUSTRY

STEEL INDUSTRY START

NEW TECHNIQUES

MECHANISATION OF THE INDUSTRY

NEW DIVISION OF LABOUR

THE INDUSTRIAL REVOLUTION

BASES

AGRARIAN REVOLUTION Continuous

DEMOGRAPHIC REVOLUTION Changes in ownership

Other agricultural improvements

Decrease in mortality

The birth rate remained high

Unit 3

ROMANTICISM

REALISM

Labour movement Class society gave rise to

Rise of the bourgeoisie

ARTISTIC MOVEMENTS

Birth of the proletariat CONSEQUENCES

SOCIAL Increase in economic inequality Transportation revolution

ECONOMIC Development of capitalism

Railway Trade boom Steamboat OTHER BASIC FACTORS Availability of energy Growth of financial resources Modernisation of transport

Sources

Raw materials

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Geography and History 4 ESO. Dual Focus. Andalucía. Demo

Articles inside

SPAIN. THE CRISIS OF THE ANCIEN RÉGIME 37