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STUDENT 8

No

AREA:

SOCIAL STUDIES

KELLY JOHANNA VARGAS GARCIA.

MEDIATOR PERIOD

GROUP

I

LAST

SUBJECT

SOCIAL STUDIES

PROPÓSITO DEL ÁREA

COMPREHENSIVE YEAR GOAL

COMPREHENSIVE PERIOD GOAL

GENERATIVE TOPIC

CONTENTS

Asumir una actitud crítica y propositiva frente a los acelerados cambios que se presentan en los contextos local, nacional e internacional To understand how to analyze the major bourgeois revolutions of the eighteenth and nineteenth century and its impact on the formation of modern European states To know how to describe the causes and the consequences of the bourgeois revolutions during eighteenth century.

Was the origin of the revolutions of the XVIII century a dispute between a rising disenfranchised bourgeoisie vs. decadent, impoverished Nobility?

1. The Enlightenment: Main ideas 2. Political effects of the Enlightenment.

3. The French Revolution: causes, development and consequences.

4. The Industrial Revolution: causes and development.

5. Consequences of the Industrial Revolution.

COMPREHENSION ACHIEVEMENTS

1. To understand how to identify the main ideas of the Enlightenment.

2. To know how to explain the political effects of the Enlightenment.

3. To know how to explain the causes, development and consequences of the French revolution.

4. To know how to describe the origin and development of the Industrial Revolution.

5. To know how to identify the consequences of the Industrial revolution.

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CRONOGRAMA DE ACTIVIDADES COMPETENCIA ESTÁNDAR

DESEMPEÑOS DE COMPRENSIÓN

FECHA

VALORACIÓN CONTINUA

La necesidad de buscar un desarrollo económico sostenible que permita preservar la dignidad humana.

De acuerdo a la explicación del docente el estudiante resolverá la actividad # 1 del módulo, reconociendo los principales aportes de este movimiento a la cultura moderna occidental.

Semana 1

Revisión por parte del docente para evaluar los conceptos aprendidos y el grado de responsabilidad del estudiante.

De acuerdo a la explicación del docente el estudiante resolverá la actividad # 2 del módulo e identificara los efectos políticos de la Ilustración.

Actividad previa, en parejas diseñara una pequeña dramatización en la que explique las diferencias entre cambio, revolución y reforma.

Las construcciones culturales de la humanidad como generadoras de identidades y conflictos.

Las Organizaciones políticas y sociales como estructuras que canalizan diversos poderes para afrontar necesidades y cambios.

Semana 2-3 Semana 4-5- 6

De acuerdo a la explicación del docente el estudiante resolverá la actividad # 3,4 del módulo y explicara las causas y consecuencias de la Revolución Francesa.

Revisión por parte del docente para evaluar los conceptos aprendidos y el grado de responsabilidad del estudiante.

Prueba escrita para valorar el grado de comprensión y responsabilidad de los educandos.

Valoración de la presentación del trabajo, la calidad y cantidad de la información y la creatividad del mismo del trabajo, la calidad y cantidad de la información y la creatividad del mismo

Preguntas de comprensión lectora a fin de verificar el dominio de las principales ideas expuestas en el módulo

De acuerdo a la explicación del docente el estudiante diseñara un juego didáctico sobre las fases de la revolución francesa.

Trabajo escrito individual: De acuerdo a la explicación del docente el estudiante resolverá la actividad # 5 del módulo donde será capaz de explicar las causas y desarrollo de la revolución industrial.

Semana 7- 8

Trabajo escrito individual: De acuerdo a la explicación del docente el estudiante resolverá la actividad # 6 e identificar las principales consecuencias de la revolución industrial.

Semana 9

Actividad de cierre cognitivo: el estudiante realizará un invento que pueda revolucionar el mundo y explicar porque su invento es tan trascendental para la historia de la humanidad.

Semana 10

Prueba escrita para valorar el grado de comprensión y responsabilidad de los educandos.

Valoración de la presentación del trabajo, la calidad y cantidad de la información y la creatividad del mismo.

Revisión por parte del docente para evaluar los conceptos aprendidos y el grado de responsabilidad del estudiante

Valoración de la presentación del trabajo y de los argumentos aportados por el estudiante a responder e interrogante, creatividad.

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NIVELES DE META Superior Describe con claridad las causas y consecuencias de las revoluciones burguesas del siglo XVIII.

Alto Analiza las causas y consecuencias de las revoluciones burguesas del siglo XVIII.

Básico Identifica las principales características de las revoluciones burguesas del siglo XVIII.

Bajo Se le dificulta explicar las causas y consecuencias de las revoluciones burguesas del siglo XVIII.

RECURSOS REQUERIDOS (AMBIENTES PREPARADOS PARA EL PERIODO) Salón organizado y aseado, sillas dispuestas según momentos de trabajo. Gráficos, mapas geográficos y conceptuales que facilitarán la comprensión de los educandos, de los temas a tratar, además de trabajar las actividades sugeridas en la guía de estudio.

KEY CONCEPTS 1. Enlightenment 2. Change 3. Reform 4. Revolution 5. French Revolution 6. Aristocrats 7. Third Estate 8. Peasants 8. Bourgeoisie 9. Nobility 10. Clergy 11. Industrial Revolution 12. Ancient Régime 13. Industrialization

INTRODUCTION What is a revolution?

From: http://www.encyclopedia.com/topic/French_Revolution.aspx

Revolution, in a political sense, is fundamental and violent change in the values, political institutions, social structure, leadership, and policies of a society. The totality of change implicit in this definition distinguishes it from coups, rebellions, and wars of independence, which involve only partial change. Examples include the French, Russian, Chinese, Cuban, and Iranian revolutions. The American Revolution, however, is a misnomer: it was a war of independence. The word revolution, borrowed from astronomy, took on its political meaning in 17th-century England, where, paradoxically, it meant a return or restoration of a former situation.

It was not until the 18th cent., with the French Revolution, that revolution began to mean a new beginning.

Since Aristotle, economic inequality has been recognized as an important cause of revolution. Tocqueville pointed out that it was not absolute poverty but relative deprivation that contributed to revolutions. The fall of the old order also depends on the ruling elite losing its authority and self-confidence. These conditions are often present in a country that has just fought a debilitating war. Both the Russian and Chinese revolutions in the 20th century followed wars. Contemporary thinking about revolution is dominated by Marxist ideas: revolution is the means for removing reactionary classes from power and transferring power to progressive ones.

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CONTENT # 1 THE ENLIGHTENMENT Man had lived in the darkness of ignorance and ingenuity, it´s time to live under the light of reason…

FREEDOM

REASON USED TO COMBAT IGNORANCE

From: http://www.wsu.edu/~brians/hum_303/enlightenment.html

Although the intellectual movement called "The Enlightenment" is usually associated with the 18th century, its roots in fact go back much further. But before we explore those roots, we need to define the term. This is one of those rare historical movements which in fact named itself. Certain thinkers and writers, primarily in London and Paris, believed that they were more enlightened than their compatriots and set out to enlighten them.

They believed that human reason could be used to combat ignorance, superstition, and tyranny and to build a better world. Their principal targets were religion (embodied in France in the Catholic Church) and the domination of society by a hereditary aristocracy.

Background in Antiquity To understand why this movement became so influential in the 18th century, it is important to go back in time. We could choose almost any starting point, but let us begin with the recovery of Aristotelian logic by Thomas Aquinas in the 13th century. In his hands the logical procedures so carefully laid out by the ancient Greek philosopher Aristotle were used to defend the dogmas of Christianity; and for the next couple of centuries, other thinkers pursued these goals to shore up every aspect of faith with logic. These thinkers were sometimes called "schoolmen" (more formally, "scholastics).

The Renaissance Humanists In the 14th and 15th century there emerged in Italy and France a group of thinkers known as the "humanists." The term did not then have the anti-religious associations it has in contemporary political debate. Almost all of them were practicing Catholics. They argued that the proper worship of God involved admiration of his creation, and in particular of that crown of creation: humanity. By celebrating the human race and its capacities they argued they were worshipping God more appropriately than gloomy priests and monks who harped on original sin and continuously called upon people to confess and humble themselves before the Almighty. Indeed, some of them claimed that humans were like God, created not only in his

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image, but with a share of his creative power. The painter, the architect, the musician, and the scholar, by exercising their intellectual powers, were fulfilling divine purposes.

This celebration of human capacity, though it was mixed in the Renaissance with elements of gloom and superstition (witchcraft trials flourished in this period as they never had during the Middle Ages), was to bestow a powerful legacy on Europeans. The goal of Renaissance humanists was to recapture some of the pride, breadth of spirit, and creativity of the ancient Greeks and Romans, to replicate their successes and go beyond them. Europeans developed the belief that tradition could and should be used to promote change. By cleaning and sharpening the tools of antiquity, they could reshape their own time.

The Political and Economic Background During the late middle Ages, peasants had begun to move from rural estates to the towns in search of increased freedom and prosperity. As trade and communication improved during the Renaissance, the ordinary town-dweller began to realize that things need not always go on as they had for centuries. New charters could be written, new governments formed, new laws passed, new businesses begun. Although each changed institution quickly tried to stabilize its power by claiming the support of tradition, the pressure for change continued to mount. It was not only contact with alien cultural patterns which influenced Europeans, it was the wealth brought back from Asia and the Americas which catapulted a new class of merchants into prominence, partially displacing the old aristocracy whose power had been rooted in the ownership of land. These merchants had their own ideas about the sort of world they wanted to inhabit, and they became major agents of change, in the arts, in government, and in the economy.

They were naturally convinced that their earnings were the result of their individual merit and hard work, unlike the inherited wealth of traditional aristocrats. Whereas individualism had been chiefly emphasized in the Renaissance by artists, especially visual artists, it now became a core value. The ability of individual effort to transform the world became a European dogma, lasting to this day.

But the chief obstacles to the reshaping of Europe by the merchant class were the same as those faced by the rationalist philosophers: absolutist kings and dogmatic churches. The struggle was complex and manysided, with each participant absorbing many of the others' values; but the general trend is clear: individualism, freedom and change replaced community, authority, and tradition as core European values.

Religion survived, but weakened and often transformed almost beyond recognition; the monarchy was to dwindle over the course of the hundred years beginning in the mid-18th century to a pale shadow of its former self.

This is the background of the 18th-century Enlightenment. Europeans were changing, but Europe's institutions were not keeping pace with that change. The Church insisted that it was the only source of truth, that all who lived outside its bounds were damned, while it was apparent to any reasonably sophisticated person that most human beings on earth were not and had never been Christians--yet they had built great and inspiring civilizations. Writers and speakers grew restive at the omnipresent censorship and sought whatever means they could to evade or even denounce it.

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CHARACTERISTICS

The Enlightenment

Critical attitude about the reality.

It was an intellectual, cultural and scientific movement that took place during the XVIII century that argued the importance of reason in human life.

Trust in Human reason.

Critical attitude against the ancient regime.

Critical attitude against religion.

Defense of freedom of thought.

Main thinkers British Thinkers of the XVIII century They were interested in theories about State.

French Enlightened of the XVIII century

They were interested in theories about State too.

Economists of the XVIII century They were interested in economic changes and material improvement.

The Physiocrats

Tomas Hobbes

John Locke

Adam Smith Montesquieu

Rousseau

Voltaire

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ACTIVITY # 1.

1. What was the Enlightenment?

2. What were the most important characteristics of this movement?

3. Complete the following diagram according to the information required:

What was his thought during the Enlightenment?

Rousseau

Hobbes

Voltaire

Locke

The Physiocrats

Montesquieu

Adam Smith

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CONTENT# 3 THE POLITICAL EFFECTS OF THE ENLIGHTENMENT.

Relation with today´s world: our society is organized in a rational way

THE ENLIGHTENMEMT

The enlightenment claimed for two ideas…

FREEDOM

LIBERALISM

Created a theory…

Improvement of the material conditions of a society

Promotes freedom in all aspects of human life.

Had two children...

Democracy (political daughter of liberalism) is a political system which guarantees freedom through rights.

Science and technology

Technological advances: for example steam engine by James Watt. And an economic development that allows a new social class to rise in social pyramid: bourguesoie.

Capitalism (economic son of liberalism) economical system which guarantees free enterprise.

THE INDUSTRIAL REVOLUTION THE FRENCH REVOLUTION

PROGRESS

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Yet in many ways, the Enlightenment has never been more alive. The notions of human rights it developed are powerfully attractive to oppressed peoples everywhere, who appeal to the same notion of natural law that so inspired Voltaire and Jefferson. Wherever religious conflicts erupt, mutual religious tolerance is counseled as a solution. Rousseau's notions of self-rule are ideals so universal that the worst tyrant has to disguise his tyrannies by claiming to be acting on their behalf. European these ideas may be, but they have also become global. Whatever their limits, they have formed the consensus of international ideals by which modern states are judged.

If our world seems little a closer to perfection than that of 18th-century France, that is partly due to our failure to appreciate gains we take for granted. But it is also the case that many of the enemies of the Enlightenment are demolishing a straw man: it was never as simple-mindedly optimistic as it has often been portrayed. Certainly Voltaire was no facile optimist. He distrusted utopianism, instead trying to cajole Europeans out of their more harmful stupidities. Whether we acknowledge his influence or not, we still think today more like him than like his enemies.

From: http://www.wsu.edu/~brians/hum_303/enlightenment.html

Today the Enlightenment is often viewed as a historical anomaly, a brief moment when a number of thinkers infatuated with reason vainly supposed that the perfect society could be built on common sense and tolerance, a fantasy which collapsed amid the Terror of the French Revolution and the triumphal sweep of Romanticism. Religious thinkers repeatedly proclaim the Enlightenment dead, Marxists denounce it for promoting the ideals and power of the bourgeoisie at the expense of the working classes, postcolonial critics reject its idealization of specifically European notions as universal truths, and postructuralists reject its entire concept of rational thought.

Yet in many ways, the Enlightenment has never been more alive. The notions of human rights it developed are powerfully attractive to oppressed peoples everywhere, who appeal to the same notion of natural law that so inspired Voltaire and Jefferson. Wherever religious conflicts erupt, mutual religious tolerance is counseled as a solution. Rousseau's notions of self-rule are ideals so universal that the worst tyrant has to disguise his tyrannies by claiming to be acting on their behalf. European these ideas may be, but they have also become global. Whatever their limits, they have formed the consensus of international ideals by which modern states are judged.

If our world seems little closer to perfection than that of 18th-century France, that is partly due to our failure to appreciate gains we take for granted. But it is also the case that many of the enemies of the Enlightenment are demolishing a straw man: it was never as simple-mindedly optimistic as it has often been portrayed. Certainly Voltaire was no facile optimist. He distrusted utopianism, instead trying to cajole Europeans out of their more harmful stupidities. Whether we acknowledge his influence or not, we still think today more like him than like his enemies.

Enlightened absolutism Also known as benevolent despotism or enlightened despotism is a form of absolute monarchy or despotism in which rulers were influenced by the Enlightenment. Enlightened monarchs embraced the principles of the Enlightenment, especially its emphasis upon rationality, and applied them to their territories. They tended to allow religious toleration, freedom of speech and the press, and the right to hold private property. Most fostered the arts, sciences, and education.

Enlightened absolutists' beliefs about royal power were often similar to those of absolute monarchs, in that many believed that they had the right to govern by birth and generally refused to grant constitutions, seeing even the most pro-monarchy ones as being an inherent check on their power. The difference between an absolutist and an enlightened absolutist is based on a broad analysis of how far they embraced Enlightenment.

In effect, the monarchs ruled with the intent of improving the lives of their subjects in order to strengthen or reinforce their authority. In the spirit of enlightened absolutism, Emperor Joseph II said, "Everything for the people, nothing by the people."

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Voltaire was a prominent Enlightenment philosopher who felt enlightened monarchy was the only real way for society to advance.

ACTIVITY# 2 1. Read content# 2 and make a mind map in which you show: What were the main political effects of the Enlightenment?

2. What is Capitalism?

3. What is Democracy?

4. What do you think is the meaning of the phrase "Everything for the people, nothing by the people?" use a draw to explain your answer.

5. Why do you think democracy is so important in our society?

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CONTENT # 3 PREVIOUS ACTIVITY

1. Work in pairs. Make a performance in which you explain to your classmates: What differences can you find between: change, reform, revolution?

THE FRENCH REVOLUTION: CAUSES THE FRENCH REVOLUTION

III. Consequences II. Development

I. Background

1. European restoration 1. Ancient Regime   

Taxes Financial crisis King´s weakness

Constitutional Assembly.

The age of Napoleon.

2. Liberal revolutions

The Convection.

2. The Enlightenment

From: http://www.thecorner.org/hist/f3/fr_revo_causes.htm

Political and Social Inequalities France still practiced feudalism in the 18th century. The nobles and clergy enjoyed special privileges. They did not have to pay taxes. The common people did not have power and freedom in politics. They worked hard and had to pay heavy taxes. The nobles and clergy made up the First and second states in the Estates general. The common people (i.e. the middle class {bourgeoisie}, peasants and artisans) made up the Third state. The nobles and clergy could outvote the common people easily though the Estate General was always not called by the king, who ruled as an absolute monarchy. The common people became discontented with the privileged classes.

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Bankruptcy of the Government Louis XIV had spent too much. His successors did not cut down expenses. Louis XVI also failed to improve the financial situation. He dismissed ministers who tried to introduce financial reforms. By 1789, the government was bankrupt.

Influence of the Enlightenment and the American Revolution The ideas and writings of Enlightenment thinkers like Montesquieu, Voltaire, and Rousseau became widespread. The French people were inspired to go against their king.

The success of the Americans to overthrow British rule encouraged the French to fight for their freedom.

Outbreak of revolution 1789 When Louis XVI finally called the Estate General to solve financial difficulties, the Third state did not agree with the unfair system of the Estate General. They formed the National Assembly to make a constitution.

People were afraid that the king would suppress the National Assembly. They were also discontented that the king dismissed Necker, the popular Finance Minister. The hungry Parisians, who suffered from a bad harvest, demonstrated their anger by attacking the Bastille prison (for political prisoners). The Fall of Bastille started the French Revolution. It spread out to other parts of France.

Other Causes France in 1789 was one of the richest and most powerful nations in Europe. Only in Great Britain and the Netherlands did the common people have more freedom and less chance of arbitrary punishment.

Nonetheless, a popular rebellion would first bring the regime of King Louis XVI of France under control of a constitution, then to depose, imprison, try, and execute the king and, later, his wife Marie Antoinette.

Many factors led to the revolution; to some extent the old order succumbed to its own rigidity in the face of a changing world; to another extent, it fell to the ambitions of a rising bourgeoisie, allied with aggrieved peasants and wage-earners and with individuals of all classes who were influenced by the ideas of the Enlightenment.

As the revolution proceeded and as power devolved from the monarchy to legislative bodies, the conflicting interests of these initially allied groups would become the source of conflict and bloodshed.

Certainly, all of the following must be counted among the causes of the revolution: Absolutism and privileged France in 1789 was, at least in theory, an absolute monarchy, an increasingly unpopular form of government at the time. In practice, the king's ability to act on his theoretically absolute power was hemmed in by the (equally resented) power and prerogatives of the nobility and the clergy, as well as the remnants of feudalism. Similarly, the peasants covetously eyed the relatively greater prerogatives of the townspeople.

The large and growing middle class -- and some of the nobility and of the working class -- had absorbed the ideology of equality and freedom of the individual, brought about by such philosophers as Voltaire, Denis Diderot, Turgot, and other theorists of the Enlightenment.

Furthermore, they had the example of the American Revolution showing that it was plausible that Enlightenment ideals about governmental organization might be put into practice. They attacked the undemocratic nature of the government, pushed for freedom of speech, and challenged the Catholic Church and the prerogatives of the nobles.

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Taxation

Unlike the trading nations, France could not rely almost solely on tariffs to generate income. While average tax rates were higher in Britain, the burden on the common people was greater in France. Taxation relied on a system of internal tariffs separating the regions of France, which prevented a unified market from developing in the country.

Taxes such as the extremely unpopular gabble were contracted out to private collectors ("tax farmers") who were permitted to raise far more than the government requested. These systems led to an arbitrary and unequal collection of many of France's consumption taxes. Further royal and seigniorial taxes were collected in the form of compulsory labor.

The system also excluded the nobles and the clergy from having to pay taxes (with the exception of a modest quit rent). The tax burden was thus paid by the peasants, wage earners, and the professional and business classes. These groups were also cut off from most positions of power in the regime, causing unrest.

Debt Since 1614, the French monarchy had operated without resort to a legislature. Kings had managed their fiscal affairs by increasing the burden of the ancient and unequal system of taxes, by borrowing money, and sometimes by selling noble titles and other privileges; however, because noble titles exempted the holder from future taxes, the purchasers of titles were effectively buying an annuity.

This led to the long-running fiscal crisis of the French government. On the eve of the revolution, France was deeply indebted, so deeply as to be effectively bankrupt. Extravagant expenditures by Louis XIV on luxuries such as Versailles were compounded by heavy expenditures on the Seven Years War and the American War of Independence.

Britain too had a great of debt from these conflicts, but Britain had a far more advanced fiscal structure to deal with it. There was no counterpart to the Bank of England in France in 1789 and there was also far less ready capital in France, as it was not nearly as much a trading nation as was Britain.

Edmund Burke, no friend of the revolution, was to write in 1790, "...the public, whether represented by a monarch or by a senate, can pledge nothing but the public estate; and it can have no public estate except in what it derives from a just and proportioned imposition upon the citizens at large." Because of the successful defense by the nobles of their privileges, the king of France lacked the means to impose a "just and proportioned" tax. The desire to do so led directly to the decision in 1788 to call the Estates-General into session.

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American Influence France had played a deciding role in the American Revolutionary War, (1775-1783) sending its navy and troops to aid the rebelling colonists. During this time there was much contact between the Americans and the French, and revolutionary ideals spread between the groups.

Food Scarcity These problems were all compounded by a great scarcity of food in the 1780s. Different crop failures in the 1780s caused these shortages, which of course led to high prices for bread. Perhaps no cause more motivated the Paris mob that was the engine of the revolution more than the shortage of bread.

The poor conditions in the countryside had forced rural residents to move into Paris, and the city was overcrowded and filled with the hungry and disaffected. The peasants suffered doubly from the economic and agricultural problems.

ACTIVITY # 2 1. Make a mind map in which you show how the situation in France was before the revolution? Use images, pictures, drawings etc. Make a poster and then tell your classmates about the information you wrote on it.

2. Classify every cause as an economic, political or social cause. Use the following chart:

Economical

Political

Social

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CONTENT # 3 THE FRENCH REVOLUTION: DEVELOPMENT From: http://www.flatrock.org.nz/topics/history/assets/french_revolution.gif

Origins of the Revolution

Historians disagree in evaluating the factors that brought about the Revolution. To some extent at least, it came not because France was backward, but because the country's economic and intellectual development was not matched by social and political change. In the fixed order of the ancient régime, most bourgeois were unable to exercise commensurate political and social influence. King Louis XIV, by consolidating absolute monarchy, had destroyed the roots of feudalism; yet outward feudal forms persisted and became increasingly burdensome.

France was still governed by privileged groups—the nobility and the clergy—while the productive classes were taxed heavily to pay for foreign wars, court extravagance, and a rising national debt. For the most part, peasants were small landholders or tenant farmers, subject to feudal dues, to the royal agents indirect farming (collecting) taxes, and to tithes and other impositions. Backward agricultural methods and internal tariff barriers caused recurrent food shortages, which netted fortunes to grain speculators, and rural overpopulation created land hunger.

In addition to the economic and social difficulties, the ancient régime was undermined intellectually by the apostles of the Enlightenment. Voltaire attacked the church and absolutism; Denis Diderot and the Encyclopédie advocated social utility and attacked tradition; the baron de Montesquieu made English constitutionalism fashionable; and the marquis de Condorcet preached his faith in progress.

The direct cause of the Revolution was the chaotic state of government finance. Director General of finances Jacques Necker vainly sought to restore public confidence. French participation in the American Revolution had increased the huge debt, and Necker's successor, Charles Alexander de Calonne , called an Assembly of Notables (1787), hoping to avert bankruptcy by inducing the privileged classes to share in the financial burden. They refused in an effort to protect economic privileges.

PHASES OF THE FRENCH REVOLUTION

STATES GENERAL

Louis Xvi was looking for a solution to the financial crisis. He proposed that nobility and clergy had to pay taxes, they refused this reform, and so the king called to estates- general, but at the moment the third state wanted to vote was made individual instead by group. Obviously nobles and clergy refused, and then the third estate left the meeting and became a national assembly and said that they were going to be together until a new constitution had been drawn up.

CONSTITUTIONAL ASSEMBLY

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Louis XVI wanted to destroy the assembly but Parisians noted and took the Bastille on July 14th of 1789.

The king had to accept the rebellion, and there were a lot of political changes: all citizens were equals, the declaration of the rights of man and citizen, and a new constitution that claimed national sovereignty, separation of power and the right to vote.

THE CONVENTION During this period, revolutionary ideas spread over other countries.

European monarchies were scared and tried to defend to monarchy system and to Louis XVI. France declared war on Prussia and Austria, French was and Louis XVI was imprisoned. At the same time a national convention was elected by vote in 1792: there were two groups: a. Jacobins: they wanted to establish a republic. b. Girondins: they wanted to create a constitutional monarchy.

In this period Jacobins imposed during the regime of terror by Maxim lien Robespierre THE DIRECTORY

Jacobins were replaced by Girondins. They created a directory, during this period people could vote if they have a certain level of wealth

THE COMING OF NAPOLEON

France had to fight against other European monarchies. So he became first consul. And stabilized the country but had to solve some international troubles. But the most important aspect in this phase was that Napoleon establishes taxes again and became an emperor.

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ACTIVITY # 3 1. Complete the train with the causes and the development of the French Revolution (Put the correct order of the events)

Louis XVI`s weakness.

There were three social classes in France or three Estates Louis XVI wanted to second Estate pay taxes too.

Napoleon declared himself emperor of France

France had to fight against other European monarchies

Louis XVI and his wife were killed by the guillotine Marie Antoinette spent a lot of money on expensive furniture.

The took of the Bastille on July 14 of 1789

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2. Choose words from the list that best complete the paragraphs. One word will not be used.

WORD LIST ELBA WATERLOO ESTATES GENERAL GUILLOTINE ADJOURN

Under Louis XVI, France was troubled by a lack of money. Louis XVI called a meeting of ____________ to find a solution. But the third Estate created its own National Assembly. Leaders promised not to ___________ until the laws were changed.

During the Reign of Terror, many people, including the king and queen of France, were killed by the__________. Napoleon came to power in France after the Reign of Terror. His fall came after an unsuccessful invasion of Russia. Napoleon lost his final battle at _________

3. Complete the following puzzle according to the information given:

1. Military leader who took over the government in France during the revolution.

3. Name of the palace where Louis XVI lived.

5. before Louis XVI 7. the most important man during the Reign of Terror 9. symbol of absolute king`s power

2. Napoleon tried to invaded this country but he couldn`t.

4. Marie Antoinette`s mom.

6. This social group had to pay all the taxes in France.

8. Native monarchy of Marie Antoinette 10. IT inspired the French revolution.

1. ___ ___ ___ ___ ___ ___ ___ ___ 2. ___ ___ ___ ___ ___ ___ 3. ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ 4. ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ____ ____ 5. ___ ___ ___ ___ ___ ___ ___ 6. ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ____ 7. ___ ___ ___ ___ ____ ___ ___ ___ ___ ___ ___ 8. ___ ___ ___ ___ ___ ___ ___ 9. ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ 10. ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ 4. Answer the follow questions according to the movie and the video: a. Why was Marie Antonoitte called “Madame Deficit”? b. Why was so important to have a son? c. Why did Louis XVI and his family have to leave Versailles?

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CONTENT # 4 WHAT WERE THE CONSEQUENCES OF THE FRENCH REVOLUTION? From: http://www.helium.com/items/192963-effects-of-the-french-revolution?page=1-4

Effects of French revolution

By Michael Padbury

The French Revolution marked the beginning of prodigious changes that would affect world history. Despite the revolution occurring internally in France and only lasting twelve years (1787-1799), the lasting effects would be felt worldwide, with direct repercussions reaching from areas as far as North America to the Dutch East Indies (Taylor, 2006). Despite some of the Revolution's consequences being short-lived, it is obvious that after viewing the cultural, social, and political effects of the French Revolution it should be regarded as successful. Effects of the Revolution range from as refined as the spread of the metric system to as paramount as the shift from absolutism to republicanism.

An important precursor to the spread of perpetual effects of the French Revolution was both the Revolutionary and Napoleonic Wars, also known aptly as The Great French War, which lasted longer than the Revolution itself (1792-1815). The Revolutionary Wars were fought between the French Revolutionary Government and the Austrian government; however they were not so inclusive. The nations of Great Britain, Prussia, Spain, the Russian Empire, and Sardinia were all included in the massive bloodshed. The French Revolution was not only at stake, the European balance-of-power was being threatened, a threat they did not want to succumb to. The French Revolution allowed the French army to promote based on sheer talent and merit. An alteration that allowed a common army cadet, Napoleon Bonaparte, to rise to the rank of General because of his ambition and military genius; which consequently would have him lead the wars that bore his name. Leading the French army through extensive campaigns, he expanded the French Empire to its peak in 1810, reaching from Spain to Poland. The Great French War allowed the effects (as I will later mention) of the French Revolution to spread throughout Europe.

The most meager effects of the French Revolution can be displayed in the category of culture. The French Revolutionary government adopted the use of the metric system, and the use spread to other countries. Now only three countries: the U.S.A., Myanmar, and Liberia do not use the current metric system (SI, or System International). During the French Revolution, the French national flag changed from the fleur-de-lis to the tricolor. This change has affected many other national and ethnic flags, most notably the Acadian flag.

In response to French Revolution and the subsequent Great French War, The Congress of Vienna was held.

It was a conference between European powers, chaired by Prince Metternich of Austria; it lasted 10 months from September 1st, 1814 to June 9th, 1815 concerning the European balance of power returning Europe to its pre-French Revolution boundaries. It successfully made a vast array of territorial changes and abolished slavery. The most significant change being the unification of 39 German States into a Confederation. It gave the continent of Europe political stability avoiding a general war nearly 100 years.

A more profound social and political effect of the French Revolution was the birth of Nationalism, not only in France but in many neighboring countries. The Revolution aligned with the Declaration of Rights of Man in harboring a fervor that France belonged to its people, not Louis XVI. The people started taking great pride in their country, language, heritage and history. No longer were disputes or wars "between king and king; they became increasingly struggles between nation and nation). The opposition to the French bred nationalism in the other countries of Europe. Both the Italian and German states began unification movements following Napoleon's occupation. (Taylor, 2006) Ethnic groups within Empires began to view independence as an answer. No longer was a nation represented by a single person a monarch, but by every citizen living within its boundaries.

The Napoleonic Code was the French Civil Code established by Napoleon as chairman in 1804. The code was a combination of established laws in France "with the basic ideas of the Revolution. It gave all men equality before the law, freedom of conscience and work, and the separation of Church and State. Despite

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failing to extend equality to women as well, it did give "rights and protection of property. It is highly regarded as the single most influential effect of Napoleonic Era (and consequently of the French Revolution). The Napoleonic Code was instituted in all of the territories occupied by the French during the Napoleonic Wars. It strongly impacted the modern laws of many nations stretching the globe, not only that of continental Europe.

All non-English-speaking nations’ law codes have originated from the Napoleonic Code. The establishment of the Napoleonic Code was a monumental step in legal history.

a.

Cultural consequences b.

Adoption the use of the metric system (system based on the meter).

Three colors flag of many countries

a. The birth nationalism, the declaration of the right of man (France belonged to its people, not its Louis XVI).

People started taking great pride in their country, language, heritage and history.

THE EFFECTS OF THE FRENCH REVOLUTION

Politic consequences

American colonies began to view independence as an answer to be free. b. Establishment of the Napoleonic code. c. The signing of the declaration of rights and freedom. d. France established the precedents of such democratic systems as elections, representative government, and constitutions.

Economic consequences

Feudalist system was abolished

The signing of the Declaration of Rights of Man despite being at the beginning of the French Revolution was a very important effect. France's new constitution was revolutionary in France. It gave French men rights and freedoms with the slogan "liberty, equality, fraternity" epitomizing the intent of the document. Many other social changes followed. Feudalism was abolished during the Revolution and would return to France. The pre-revolution society disappeared as well. It was no longer assembled by layers, with each layer possessing different rights and freedoms. Occupations were opened to all applicants allowing the most ambitious and successful to rise and putting no emphasis on class. The Revolution also provided us with "the most influential model of popular insurrection, against the Monarchy. Both the Russian Revolution and Tiananmen Square protests have been inspired by the French Revolution.

The most influential effect of the French Revolution was the shift from Absolute Monarchy to Republicanism.

This not only reduced the power of a single individual but transferred the power to the citizens. France was the largest European nation to convert to Republicanism at the time. The revolution played a monumental role in "establishing the precedents of such democratic systems as elections, representative government, and constitutions. The constitution of 1791 made significant changes to the political system of France. It limited the power of the monarch and created a federal governmental system complete with three branches.

The 1st republic of France was established in 1792 existing until the military dictatorship of Napoleon in 1804. Despite France returning to a military dictatorship after the Revolution a democratic seed had been planted within the hearts of the Frenchman.

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The effects of the French Revolution are not only felt by the nation of France but by almost every nation in the modern world. Be it through the birth of nationalism, the Napoleonic Code, the spread of democracy, The Declaration of the Rights of Man, or the subordinate changes in culture, the effects of it are immense in proportion. Despite lasting only twelve years, the effects can be seen through history in the over 200 years following this influential period of time. Given the lasting cultural, political, and social effects I deem that the French Revolution was successful. The world never averted back to the state it was before the Revolution, what more could you ask for.

ACTIVITY # 4 1. What are the main ideas of the author concerning the effects of the French Revolution?

2. What do you think is the greatest contribution of the French Revolution to today´s world?

CONTENT # 5

THE INDUSTRIAL REVOLUTION

Consequences

 Background Mercantilism

Development First phase:  Formations of a new social class: labor class  Apparitions of machines.

 Second phase:  Technique revolution Specialized work, intention of the railroad.

Bourgues culture. development.

The beginning of socialism.

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INDUSTRIAL REVOLUTION From: History of modern world. People, places and ideas. Volume 2. Steck- vaugh. 2004. Page 98- 102

The Industrial Revolution is the time in which people started using machines instead of tools. It was not a revolution like those in the United States, France, and Latin America. It did not occur quickly or with a battle.

Still, it was a revolution. It changed the way most people lived.

The industrial revolution begins There was no single day on which the industrial revolution began. It started slowly over hundreds of years. th People from many countries played a part in it. Most historians agree that industrialization began in the 18 century.

The industrial revolution began in Great Britain. Most of the early inventors were English or Scottish. In the th 19 century, the industrial revolution reached France, Germany, the United States, and Japan. More th countries joined the industrial revolution in the 20 century.

A new source of power Before the industrial revolution, there were only three sources of power. Farmers used big animals such as horse and oxen to pull plows. Flowing rivers turned water wheels. Human strength provided the third source of power.

In 1712, Thomas Newcomen built the first steam engine. His steam engine pumped water out of mines. In the 1769, James Watt built a better steam engine. The world gained a great new source of power - steam.

The textile industry The industrial revolution brought great changes to the textile industry. Making cloth was slow work, but new machines made it much faster. In 1733, John Kay invented the flying shuttle. It made weaving easier.

Another invention made yarn more quickly. In 1770, James Hargreaves invented the spinning jenny. It allowed a person to spin many threads at once.

In the 1793, Eli Whitney invented the cotton gin. This machine cleaned cotton much faster than people could do by hand. The cotton gin helped the southern United States produce large amounts of cotton. New technology made it easier, faster, and cheaper to produce cloth.

The transportation industry Getting cloth and other goods to buyers was still difficult. In the early 1800s, Great Britain began building better roads and more canals for transportation. Goods could then move throughout the kingdom, but the goods moved slowly.

In the 1807, Robert Fulton developed a new use for the steam engine. He put a steam engine on a boat and sailed up the Hudson River in the United States. His steamboat changed water transportation. By the 1840s, steamboats could cross the Atlantic Ocean.

Some people began to wonder whether steam could provide power for transportation on land. In 1801, Richard Trevithick built a steam engine for hauling coal on tracks. The George Stephenson put the steam engine on wheels, creating the world´s first railroad train. Called rocket, Stephenson´s steam-powered train traveled 14 miles per hour. By 1830, Great Britain had a railroad track with a railroad train.

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By the 1860s, England and Scotland had thousands of miles of railroad track. Other nations, including the United States, did, too. As the trains improved and were made faster, the railroad brought huge changes. It cut the time and cost for moving goods and people from one place to another.

Other inventions The telegraph was in use by the 1840s. It sent messages over wires in just seconds. In 1876, Alexander Graham Bell sent a human voice over wires and invented the telephone.

In the mid- 1800s, oil became a new source of power. People used it to heat their homes. Factories used it to run machines. In 1879, Thomas Edison invented the electric light bulb. It helped to replace oil lamps with electric lights. Edison´s light bulb could stay lit for two days.

One new product made from oil was gasoline. Several Europeans developed the internal combustion engine, which ran on gasoline. In the 1880s, Gottlieb Daimler improved the engine by making it lighter in weight. By th the early 20 century, a few people were using the internal combustion engine to drive cars and fly planes.

ACTIVITY # 5 1. What was industrial revolution?

2. What were the causes of the industrial revolution?

3. According to the teacher´s explanation, why did the industrial revolution occur in Britain first?

4. According to the reading, why did the industrial revolution occur in Europe and not in another continent?

5. Do you think the industrial revolution changed the world? Why and how?

6. Industrial revolution allowed many new inventions; choose two inventions, and make an exposition to your classmates about the inventions you chose. You can use pictures, images, drawings etc. so you have to explain to your classmates why this invention was important and what it was used it for?

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CONTENT # 6 EFFECTS OF THE INDUSTRIAL REVOLUTION From: History of modern world. People, places and ideas. Volume 2. Steck- vaugh. 2004.pag, 103-106.

The industrial revolution brought a higher standard of living to some people and poor working conditions for many industrial workers. These problems led to demands for social change. By 1900, most cities had improved housing and safety, some countries had passed child labor laws, and labor unions were helping workers fight for better conditions.

Many of the inventions of the industrial revolution improved people´s standard of living, or how well people lived. New farm machines made it easier to produce food. New machines meant people lived longer. Many people lived more comfortable lives. They traveled farther and faster. They also had more time for leisure.

But the industrial revolution did not bring all people a higher standard of living. For some, life got worse.

Many people began working in dangerous mines, mills, and factories.

Growing cities th

During the middle ages, Europeans began moving into towns. But even in the 18 century, most Europeans th lived on farms. The industrial revolution created a need for more people to work in the cities. By the late 19 century, more Europeans lived in cities than in the countryside. This shift to the cities is called urbanization.

In 1800, about 20 cities in Europe had more than 100,000 people. By 1850, three cities had more than a million. By 1850, three cities had more than a million. By 1914, more than 150 cities had that many people.

At first, the cities could not handle so many people. The cities didn´t have enough housing or drinking water.

Streets were dark and dangerous at night. Fire was a constant danger, and most cities had no police. No one picked up the garbage. People in cities often died from diseases.

By 1900, conditions had improved in most cities. City officials provided better housing. They passed laws to reduce the danger of fire. They provided safer drinking water. They put up street lights and hired police officers and garbage.

Hard work th

In the early 19 century, working conditions in Great Britain were hard and dangerous. Factories were often dirty and unsafe. Many workers got hurt when working with machines. When a worker was hurt, factory owners usually did nothing to help the workers.

Factory owners hired many children. Their small hands were perfect for certain kinds of work. In addition, owners could get them to work long hours for little pay. In 1835, half of the textile workers in England were under the age of 14. Many workers in England were under the age of 14. Many worked 12 to 15 hours a day.

Men, women, girls, and boys worked in coal means. As in factories, the working hours were long, and the pay was low.

One textile owner, Robert Owen, tried to help workers. He paid his workers well. He did not hire any children under the age of 11. Owen built schools and new houses for his workers. He wanted to prove he could make money without being unkind to workers.

Working changes Soon others tried to help workers. Writers wrote stories telling about life in dirty industrial cities. Church leaders and others spoke out when they learned what was happening. They fought to change working conditions. The British parliament passed a series of laws. These laws reduced child labor. They protected women in the workplace. They limited the number of hours a worker could work.

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Some workers formed labor unions. These groups fought for higher pay and better working conditions. Labor unions could go on strike, or refuse to work. They hoped this would force owners to meet their demands. By 1900, labor unions in Great Britain had two million members.

A German man named Karl Marx thought that as long as owners ran the mines and factories, nothing would get better. He called for a worker revolution. He argued workers to throw out the owners and take over the factories. They could then own and operate the factories themselves. Marx´s ideas became known as communism.

ACTIVITY # 6 1. Explain with your own words which were the main consequences of the industrial revolution?

2. Make a two-column chart summarizing the positive and negative effects of industrial revolution. Complete the following chart: POSITIVE EFFECTS

NEGATIVE EFFECTS

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3. How do you think workings conditions have changed since the industrial revolution began?

4. Cause and effect. Number your paper from 1 to 5. Read the causes in the left column. Then choose the correct effect from the right column. Write the letter of the correct effect:

CAUSE

EFFECT

1. The cotton gin cleaned cotton quickly, so…

a. Factory owners hired many children.

2. The United States had thousands of miles of railroad track, so…

b. Cotton production increased.

3. The industrial revolution made it easier to produce food, so…

c. The time and cost for moving goods and people decreased.

4. Many people moved to cities, so…

d. Some people had more time for leisure.

5. Children would work long hours for little pay, so…

e. Cities did not have enough housing or drinking water.

FINAL ACTIVITY 1. Realiza un invento, algún objeto creado por ti, que sea novedoso y revolucionario. Debe responder además la pregunta porque tu invento resulta trascendental para la historia de la humanidad.

WEB PAGES AND OTHER SOURCES http://www.encyclopedia.com/topic/French_Revolution.aspx http://www.wsu.edu/~brians/hum_303/enlightenment.html http://www.thecorner.org/hist/f3/fr_revo_causes.htm http://www.flatrock.org.nz/topics/history/assets/french_revolution.gif http://www.helium.com/items/192963-effects-of-the-french-revolution?page=1-4 http://en.wikipedia.org/wiki/Industrial_Revolution