Geography and History 4 + De Cerca Andalucía Student Book sample

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Reading and listening

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f ea The opening pages o

3

We read about and listen to the contribution of women in the development of geographical and historical fields throughout history.

Speaking We speak about the different issues that will be learnt throughout the unit.

Speaking why p with the reasons , and make a mindma of the changes 3 Browse the unit and consequences

effects during the and the direct that appeared and inventions developments on.

Industrial Revoluti markets

ion

The Industrial Revolut

stock Creation of shares & banks Increase in number of

Growth of industries Need for financial resources

Financial capitalism

g

Reading and listenin

talk 4 In small groups,

about them.

Sarah Guppy

ham in 1770. After born in Birming Guppy and I was living with my My name is Sarah where I have been have , I moved to Bristol, in mechanics, I getting married to my interest s are a few years. Due which machine family for quite in this time in useful devices, One of these developed some in our daily lives. system more common rt sector. It is a starting to become l for the transpo essentia proven long distances inventions has makes crossing for bridges which protects boats that device a of suspension is ns one of my inventio possible. Another voyages. hull clean during and keeps their in Great Britain which began l Revolution, due to the ed considerably During the Industria was of transport develop railway network around 1780, means s. An extensive of communication in factories. manufactured modernization the trade of goods allowed are going built, which revolutions, you of the time of anding underst For a better to learn about: Britain. ion in Great Industrial Revolut • The roots of the factory. of industry. The The mechanization

•

• The spread of

industrialization.

• The social and

Writing in a rural exodus,

of agriculture resulted work 5 The mechanisation moving into the cities to look for s left

person who has with many peasant you are a young the city. in factories. Imagine and working in and is now living life and the countryside them about your your family telling Write a letter to you live. describing where

l Revolution.

ences of the Industria

economic consequ

Dear father and mother, I hope you are well. to factory, After days going from factory a... a job as I finally managed to get I work many hour and... also have a The good news is that I

nt.

• The labour moveme • Culture and art

Due to the need That led to the creation for financial of stock markets. resources as a result of As a consequence of these the growth of changes, a new economic industries, a system appeared, called system of shares Financial capitalism. was developed.

nary period.

of the revolutio

questions:

answer thesse years? spend her adult a) Where did Sarah l Revolution begin? did the Industria b) In which country ion begin?

Industrial Revolut c) When did the transport? were useful for her inventions d) Which two of advances in d thanks to the ic activity improve why? econom Which 2 Can you explain s and transport? communication

and 1 Read the text

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Yours,

Go to anayaeducacion.es 5.c resources.

the SDG 5.5 and

5/2/21 18:01

LANG

The audios of each unit’s content are available at www.anayaeducacion.es

03_u03_gh4_mad_ing.indd

2-3

Writing We write different types of texts, in a variety of styles about the unit´s subject matter. By practising different styles of writing, we improve the writing skills we need to do well in our studies.

CONTENT DEVELOPMENT 4 THE SPREAD OF INDUSTRIALISATION

The spread of the Industrial Revolution in Europe Steam engines

Cast iron Power of fixed steam machines

Thousands horsepower

➜ France did not initially use steam due to the abundance of water resources. New textile and steel factories were located in northern France. The rest of its production consisted of traditional items for the country’s still predominantly rural society.

Literature and History

During the 19th century, working conditions in factories were extremely hard. Search for three of the best novels to describe the life of workers during the Industrial Revolution.

Although those conditions seem to be a thing of the past, they are still a reality in some countries.

Make a speech to deliver at the International Labour Organisation (ILO), an agency of the United Nations, in order to raise awareness on the fact that little has changed.

➜ Belgium experienced rapid industrial development, largely due

Skills, split into sections to work on sub-skills.

to the coal mines in the regions of Ruhr, Saarland and Upper Silesia.

But, the main push came after the creation of the Zollverein in 1834, which was a customs union that included Prussia and the central and southern German states. Industrialisation was stopped short due to political fragmentation and did not pick up again until 1850.

➜ The United States had several positive factors, such as vast land areas for growing cotton; mining resources; high demand, due to domestic growth and immigration; and the railway. The textile and steel sectors were located in the east and Midwest of the U.S.

ã 4.2 The second wave of countries to industrialise

10

67 40 351850 9

149

796

60

1860

1870

0

1880

688

1000

237

112

36

2285

2000

400 300

251

1888 Years

69

266

110

1830 80

1788

1216 1178

406 210

1850

565

145

1870 Years

However, Great Britain remained the industrial leader throughout the second half of the 19th century.

The spread of the Revolution Industrial activity in Europe

250

500

NORWAY

UNITED KINGDOM

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

Beginning in 1830, the Industrial Revolution spread to other European countries.

SWEDEN

DENMARK

NETHERLANDS

RUSSIAN EMPIRE

GERMAN EMPIRE

BELGIUM

750 km

LUXEMBOURG

OCEAN

Organising information

ROMANIA

ITALY

UG

AL

SERBIA

The mirror

Working with statistical data

2 How is British industrial domination explained by the statistics shown in the tables above?

Explain your answer using the data and by making statistical calculations.

Deducing information advantages did Great Britain have by being the pioneer of the Industrial Revolution?

4 Use what you studied from the previous section and answer the following questions: What factors influenced location of textile factories?

the

e

Coal-mining areas Iron ore mines

5 Analyse the maps and answer the following questions: a) In which European countries did the Industrial Revolution spread the most? b) Which took longer to industrialise? c) What consequences do you think the industrial imbalance among countries may have had? d) What relationship exists between the location of coal-mining areas and iron mines, and the location of steel factories? Explain your answer. Define what grey cast iron is and what it is used for.

Steel and metallurgy industries Textile industry

a n

S e a

Scotland Glasgow Edinburgh

Industrial cities Main financial hubs 250

Baltic Sea

Newcastle North Sea

Manchester Liverpool Birmingham

Main industrial regions

0

In the rest of the countries, there were only isolated industrial hot spots, located mainly near coal or iron mines or in large cities, where the workforce and consumer markets were concentrated.

GREECE

n

Industrial Revolution in Europe

Working with maps

Black Sea

OTTOMAN EMPIRE

M e d i t e r r a

or slowed industrialisation in the different geographical areas.

BULGARIA

MONTENEGRO

SPAIN

1 Compare the factors that sped up

Go to historical maps

AUSTRIAN EMPIRE

FRANCE SWITZERLAND

AT L A N T I C

Skills progress

3 What

These countries began industrialisation from 1850 onwards. They lacked technological development, had poor natural resources, little demand and investment, and were geographically far from the main international trading hubs. This group comprised European countries to the north, to the south – Portugal, Spain, Italy, Greece – and to the east – Austria-Hungary and Russia. Industrialisation in Japan was not entirely achieved until 1870, during the Meiji period.

34 20 10 1840 2

336

200

In Europe, industrialisation first spread to Great Britain’s neighbouring countries, where new machines were implemented and the textile and metallurgical sectors were developed.

0

➜ Switzerland lacked natural resources but had specialised workers

➜ Germany began promoting new industries starting in 1820 thanks

0

3000 900 544

178

In this section we create a cross-curricular project that joins Geography and History with other subjects or it is an extension activity related to the content of the unit.

Great Britain France Austria Russia

5000 4000

900 700 500

350

6059

6000

2000

1 000

Cast iron production

Thousands of tons

2000

1680

Countries somewhat industrialised at the end of the 19th century Spread of the industrial revolution

to its large population growth, the availability of cheap transport (rivers and canals, railway networks) and financial investments. The textile sector benefited from an artisan tradition; the iron and steel industry from raw materials (coal and iron). in the textile industry and in the use of high-precision machines (watches) and financial investments. This led to factories that produced luxury cotton fabric and machinery.

1 500

500

2000

Great Britain France Germany Austria Rusisa

RT

ã 4.1 The first wave of countries to industrialise

C REATE

2 000

PO

The Industrial Revolution spread from Great Britain to other countries.

The pace at which it spread varied due to different factors: the amount of natural resources (coal, iron and cotton), the amount of capital, population growth, product demand, political situation, etc.

The first countries to adopt industrialisation around 1830 were the ones closest to England (France, Belgium, Switzerland and Germany), or those with close ties to England (the United States). They adopted technology that had previously been implemented in Great Britain, and received specialised machines and technicians from England.

The icons included with some activities indicate the project keys.

Create

Unit 3

Highly structured content with important concepts highlighted in bold.

Wales

Hamburg

Midlands London Liège

Ruhr Cologne

Lille-Roubaix-Tourcoing

Berlin Saxony Silesia

Paris

500 km

Munich Zurich

Le Creusot

Warsaw

Bohemia Vienna Prague

Lyon Milan Turin Genoa Marseilles

AT L A N T I C OCEAN Madrid

Barcelona

Mediterranean Sea

skill

11

03_u03_gh4_mad_ing.indd 10-11

6/2/21 18:56

Reference to check skills from the “Learning to learn” section to carry out the task correctly.

KEYS

PROJECT

SDG

2

SDG Commitment Discover the Sustainable Development Goals and be an active part of our commitment to make a more equal and liveable world.

Developing thinking Work on strategies for thinking: reflect on the content you are learning, generate ideas, organise them, debate them, explain them…

Cooperative learning Get involved in your learning and participate in the group’s learning; you will find that cooperating improves performance and harmony in the class.

Emotional education Get to know yourself; identify the situations that bring up complicated emotions and manage them with constructive, self-affirming experiences.

We get to know women from the past who have helped to build our history, linked to the modern world.

Activities with different cognitive levels to check learning.

REVIEW / PROTAGONISTS “Portfolio”, resource bank ucacion.es your portfolio In the anayaed how to create guidance on you will find

Review

1 Briefly explain the historical importance of these

3 Read the text and answer the following questions:

inventions:

6 THE SOCIAL CONSEQUENCES OF THE INDUSTRIAL REVOLUTION

C

B

D

At the beginning of industrialisation, the bourgeoisie and proletariat lived together in the same neighbourhoods, sometimes even in the same buildings, of large European cities.

They did not have insurance for accidents, illness, job loss or retirement, and at factories they were treated with strict discipline and were punished for leaving their workstation or talking while working.

In the cities, the proletariat lived in overcrowded neighbourhoods, located near the factories or ports, which had poor sanitation.

Years

1850

1840

1825 1830

1805

1790 1795

1755

Slavs. Peoples who settled in eastern Europe until the 6th century.

The Slavs spread throughout the European continent after the fall of the Roman Empire and the abandonment of the Germans from the areas they occupied in order to settle in the empire.

0

200

400

600

Place and year of birth: Granada, 1985 Occupation: writer and dancer

Cristina Morales was born almost a century after André Leo, but they are united, in addition to their dedication to literature, by an anarchist, feminist and revolutionary spirit.

1 André Léo was a member of the International Workers Association (IWA / AIT).

Look for information on another woman who was part of the AIT and write a biographical note.

2 Cristina Morales belongs to the Acció Llibertaria de Sants, an anarchist association in Barcelona.

Remember what you have studied in this unit and briefly explain the characteristics of anarchism.

Cristina won the Premio Herralde (2018) and the Premio Nacional de Narrativa (2019) with Lectura Fácil, a crude and unconventional novel.

Its protagonists are four disabled young intellectuals who provide a very critical vision of institutions and capitalism from an anarchistic perspective, in addition to a stark analysis of machismo and different political ideologies.

In her literary work, Cristina Morales allows us to learn about the lives of very different women, such as young women from Barcelona in Lectura Fácil, or the famous Teresa de Jesús in Malas palabras where Cristina steps into the shoes of the nun from Ávila and writes her diary in the first person. Cristina considers her to be one of the first writers to denounce women’s lack of freedom, vindicating a need to restudy this historical person.

There was some controversy, when the jury decided to award her the

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SDG. Reflection on and analysis of SDGs, such as gender equality, climate action, reducing inequalities, etc.

applying skills

The best flats were occupied by the wealthier class and the worst flats and attics by wage workers.

Later on, when urban growth forced the medieval walls to be brought down, cities expanded and the different social classes lived in separate neighbourhoods, whose characteristics reflected the owners’ level of wealth.

Industrial workers made up a new social group, called the proletariat*, comprising peasants who had migrated to the cities and former artisans who had gone bankrupt due to industrial mechanisation.

It was a cheap workforce who had hardly any professional qualifications. Workers were easily fired, and they had to bear harsh working conditions: long shifts from 14-16 hours; very low wages, either paid hourly or based on production; loud and constant noise from machinery; extremely high temperatures in summer and extremely low temperatures in winter, etc. Anywhere from 30 to 75 % of the industrial workforce was made up of women and children, who began working at very young ages.

Name: Cristina Morales

National Narrative Prize due to the rebellious and anti-establishment spirit of the author. Some may not agree with her way of thinking or with her statements, but her contribution to the literature of the moment should not be doubted, something that was previously recognised with other awards and scholarships.

• t hey are related to the Sustainable Development Goals (SDG).

➜ The upper commercial and industrial bourgeoisie was at the

ã 6.2 The birth of the proletariat

Basic information

During my exile in Switzerland, and on my travels through Europe, I observed the harsh living conditions of proletarian women and the lack of equal rights between men and women; therefore, I continue to play an active role in the fight for gender equality.

•p roblematic situations that have to be resolved via a series of tasks are put forward.

The bourgeoisie rose as a social group. They gained political power, became wealthy through their economic activities, formed part of an elite culture due to secondary and university education, and imposed their ideology, which was based on values of work, personal success, family and polite manners.

merchants and industrialists, civil servants and members of liberal professions, such as doctors and lawyers.

NOW Cristina Morales

I returned to France in 1860 and became friends with the feminist Paule Minck. In 1866 I founded the Association for the Improvement of the Education of Women and in 1868 I published a text that defended the equality of the sexes.

• t hey are given context in real situations.

The proletariat

ã 6.1 The rise of the bourgeoisie

In European cities, the bourgeoisie generally lived in the city centre or in residential neighbourhoods far from factories, and with solid infrastructure: wide, paved avenues, with sewers and lighting, shops, cafes, theatres, parks, etc.

I was born in France, but it was in Vienna that I wrote my first novel, An Old Girl, and in Switzerland that I published it. In addition to being a novelist, I was also a journalist,

Skills are a reference in modern education:

Everyday life for the bourgeoisie and proletariat The bourgeoisie

Profession: novelist, journalist, feminist and member of the First International

anayaeducacion.es Go to the SDG 5.c and 5.5 resources.

16/1/21 15:50

Unit 3

Social classes in the city

A

➜ The petite bourgeoisie, or middle class, was made up of small

S

12_glo_gh2_mad_ing.indd 262-263

The political revolutions and the Industrial Revolution led to a new class system, where social differences were based on personal merit, measured by wealth. In such a system, the dominant class included the bourgeoisie and the former nobility, which kept its property. The dominated class was made up of the proletariat (industrial workers) and peasants.

top of this social group. Their wealth came from manufacturing (industrial companies and mines), businesses (banks, insurance companies, railway financing, speculating on urban property, etc.), and agricultural exploitations.

800

Money changer. Person specialised in appraising, weighing and exchanging coins in exchange for interest. Many money changers ended up becoming bankers.

1 000

G Greek cross. A type of church plan in which the transept and

Remittance.

Money sent by Years emigrants to their country of origin.

The Stone Breakers

by Gustave Courbet

Period: 1824-1900

Seigniorial rights. Privileges that the lord had over the peasants, such as issuing orders and administering justice.

Pilgrimage (church). Romanesque style building in which relics are deposited that attract pilgrims.

Their characteristic elements are the ambulatory or nave that surrounds the altar to facilitate the transit of pilgrims through the church and the gallery or second floor on the side naves to 1 400

Enamel. Glass paste that melts by the action of heat, used to coat metal, ceramic or glass objects. In the Byzantine empire, enamels were applied to metal plates divided into cells by small partitions into which the enamel was introduced. See Visual Dictionary of Artistic Terms.

Fibula (brooch). Antique buckle or clasp that was used to hold items of clothing.

Pendentive. Spherical triangles at the angles of a dome that allow the transition from the square plan of the space to the circular shape of the dome. See Visual Dictionary of 22-23 Artistic Terms.

1 200

Chainmail. Coat of mail. Metallic protection formed by iron rings, hooked to each other, forming a metallic fabric.

Active population x 20 Population aged 16 and over

the Commenda was imposed, associating a capitalist partner for 03_u03_gh4_mad_ing.indd a single trip, who contributed the money, a merchant, who made the trip, and the Company, which was a more stable society, around a person or family.

Church, but, unlike the Pope of Rome, he had no power over the other patriarchs.

1 600

Wide variety of pictures grouped according to content to aid your understanding.

Activity rate =

200 associations of a city were formed.

0 Their members had to pay to practice trade. The hanses of many cities federated into a powerful organisation, the Hanseatic 22 League. In the Mediterranean,

2 000

C

Employment rate. Percentage of the active population of a country.

The formula to calculate it is:

1 800

Buttress. Constructive element attached to a wall to reinforce it or absorb the thrust of an arch or vault. See Visual Dictionary of artistic terms.

E Emirate. A territory that is politically and religiously dependent on the Umayyad Caliph of Damascus. This was the case of al-Andalus at the end of the Muslim conquest.

R

2 400

‰

Total population

M

2 200

No. of births x 1 000

Brocade. Cloth interwoven with gold and silver.

Feudal abuses. Customs to which the peasants of the manors were subjected. In Castilla they were much less widespread than in the Crown of Aragón, where there were six: intestia –if the peasant died without making a will, the lord could keep most of his property–, exorchia –if the peasant died without children, the lord could keep part of his property–; cugucia –if the woman committed adultery without the husband’s consent, the lord shared the woman’s property with the husband; and if she committed it at the prompting of the husband, the lord kept the wife’s dowry–; arsia –if the peasant’s belongings caught fire or suffered a catastrophe, he had to compensate the lord–; ferma of forced plunder –if the daughter of a peasant married, the father had to make a payment to the lord–; remença –if a peasant serf wanted to leave the land of the lord, he had to make a payment.

1720

Birth rate. It measures the number of births that occurred in a population during a year.

Crusades.

Military campaigns organised by the Christian states of the West to liberate the Holy Lands, where the life of Christ had taken place from Muslim domination.

Generally, they were summoned by the Pope who counted on the participation of the feudal nobility and the armies, who were eager for benefits and booty.

Fetish. A material object that is believed to have some type of supernatural powers.

P

Pig iron production in Great Britain

Bill of exchange. Document by which one person authorises another to collect a certain amount of money on his behalf, in another city and in another currency, on the date indicated. This document could be transferred to another person and used as a means of payment.

Council. Municipality that was governed by a neighbourhood assembly.

L

Thousands of tonnes

Berbers. Generic name given by the Romans to various ethnic groups established in North Africa, between Morocco and Egypt. With the Muslim expansion they were Islamised.

Commuting. Habitual displacement of the population in space, which is repetitive and of short duration. For example, daily movements between the residence and the workplace; or weekend and holiday movements.

H

1720

We learn the relevant terms that are underlined in the units with a clear definition.

Banker. Person who accepts money deposits from his clients to whom he pays interest; with the money received, he carries out loans and businesses.

No. of women x 100 Female Women for = = ratio: every 100 men No. of males

Fetish. A material object that is believed to have some type of supernatural powers.

1755

Glossary

F Female ratio. Ratio between the number of women and men in a population.

Nationality: French

As I had always been a supporter of labour unionism, I joined the International Association of Workers and actively participated in the Paris Commune, although I opposed the ban on opposition newspapers, as I believed that it was necessary to respect plurality to differentiate ourselves from our enemies.

1790 1795

B

Chi Rho. Graphic representation of the initials of the name of Christ in Greek: Χριστός. Sometimes it appears accompanied by the letters alpha and omega, the first and last letters of the Greek alphabet, symbolising that it is the beginning and the end of all things.

Name: Victoire Léodile Béra, known as André Léo

signing with the pseudonym André Léo, which I took from the names of my twin sons. In my press articles I analysed the working conditions of the proletariat and always defended the need to create workers' associations. That revolutionary spirit united me with my grandfather, founder in 1791 of the Society of Friends of the Constitution.

1805

Ataurique. Muslim decoration in the form of a stylised plant. See Visual Dictionary of Artistic Terms.

Basic information

1840

Amber. Fossilized vegetable resin from coniferous remains.

Estate. Portion of cultivated land belonging to the same owner.

PROTAGONISTS

IN THE PAST Victoire Léodile Béra

1825 1830

A

Cheque. Document by which a bank pays, by order of one of its clients, the amount of money fixed in it.

1850

Glossary

‘Since the opposition of the populace to the use of machines for shortening labour has been quelled by convincing them of their utility, spinning factories 2 have been erected throughout all the surrounding 3 country near Bolton, especially where water is 1 plentiful …

[In Dukinfield] The cotton trade introduced here, while it affords employment to all ages, has 4 debilitated all the constitutions and retarded the growth of many, and made an alarming increase in mortality. The effect is greatly to be attributed to the pernicious custom, so properly reprobated by Doctor Percival and other physicians, of making the Mosaic. Composition made with the nave are the same length and accommodatechildren them. inSee Visual the mills work day and night … ’.

1. Bread cereals (wheat).

2. Turnips livestock.

Cereal toDictionary feed tesserae, pieces of for the same 3.size it intersect in the middle of their of Artistic Terms.

John Aikin.

A description of the country from thirty to humans and animals.

4.

Forage plants to feed animals. and different colours, which were length. It creates a cross of equal forty miles round Manchester. London 1795 Polygamy. Right of a man to each other using length arms. See Visual Dictionary 2 Analysefixed the tographs below anda layer answer the have several wives.your In knowledge Muslim • Using of the subject, explain of cement.

See Visualdoes Dictionary ofprovide? of Artistic Terms. questions: What information graph A society it is limited tosentences: four women; these a) ‘Since the opposition of the Artistic Terms.

What connection does it have to the factory system? although mostpopulace men cannot afford to the use of machines’, b) ‘spinning Which industry you Document connect graph Municipalwould Charter.

by Bit to? because they must bear the cost factories have been erected … especially where Why were cotton steel important the British which theand Christian kings of inthe of supporting all their wives and water is plentiful’.

Industrial Revolution?

Iberian Peninsula granted a series children equally. Some countries Horseshoe (arch). See Visual • In legally two columns, of Workers privileges tointhe inhabitants of a like Tunisia have suppressedwrite the advantages and employed cotton weaving in England Dictionary of Artistic Terms.

A in the half of the century. territory tofirst ensure its19th repopulation. it; there are others that allowofthe disadvantages industrialisation as mentioned Thousands of workers woman to impose clause the details not mentioned. in theatext.

Addinother 300 marriage contract requiring that 275 4 Differentiate the causes and consequences 250 the marriage be monogamous.

240 250 1819-1821 225 of the Industrial Revolution: a) The rise of the 210 1829-1831 200 Polytheistic.bourgeoisie.

The believeb) inMechanisation. the c) The birth of Lombard stonemason. Craftsman, Patriarch.

Title received by 1844-1846 existence of the various gods. proletariat. d) Scientific progress. e) Urban 150 from the Italian region of Lombardy, 150 Christian bishops who preside expansion. f) Agricultural innovations. who worked with stone for the over an apostolic episcopal See Population density. Measurement 100 purpose of constructions. (seat); that is, founded by one of population distribution that Causes Consequences 60 50 50 of the apostles.

In ancient times, results from dividing the population 10 five patriarchs: in the there were of a place by its area in km2. It is 0 2 Hand-woven In factories Total West, the pope, bishop of the expressed in hab./km .

5 In which artistic movement would you categorise See (seat) of Rome, founded B Premises. Set of facilities these imagesnecessary and why? iron production

by St. Pig Peter.

And inin Great the Britain East, the Male ratio. Ratio between Thousands the of tonnes for the operation of an activity or patriarchs of the Sees (seats) 2 400 a number of men and women in service. For example, an industry, a of Constantinople, founded by 2 200 population. hospital, etc.

Saint Andrew; Alexandria, by San 2 000 No. of males x 100 Male Men for Marcos; Antioch, by Saint Peter = = 1 800 ratio: every 100 women No. of women and Saint Paul, and Jerusalem, by 1 600 Mencal. Silver coin between 9.325 Saint James the Less.

1 400 and 3.19 grams.

1 200 After the schism of 1054, the Reconquista (Reconquest). Process 1 000 Patriarch of Constantinople Merchants Association. Grouping of conquest by the peninsular 800 prevailed over the other patriarchs of several people who carry out Christian kingdoms of the territory 600 of the East as the honorary head a commercial enterprise. In the under Muslim rule.

400 and spokesman of the Orthodox North Sea, hanses or merchant

QUESTIONS

NEW SECTIONS

The bourgeoisie (A and B) valued family and social life very highly, and organised gatherings, dances and concerts. They lived in large houses, nicely decorated with curtains, lamps and fancy furniture.

applying skills

The proletariat (C and D) lived in miserable and unsanitary housing, where families were crowded into small spaces. Many lacked furniture and the whole family slept on the floor, on mattresses made of straw.

Irmandiño

Skills progress Organising information

ICT skills

F ocus on English

1 Make a social pyramid of the system of classes.

3 There are many pictures of the social consequences

proletariat: comes from proletarius, belonging to the lowest class of Roman citizens, whose only wealth was their offspring.

Working with pictures

What was this new type of society based on? How was it different from the previous three-estate system?

2 Using the illustrations, compare the lifestyles of the industrial bourgeoisie and proletariat.

Between 1467 and 1469 one of the main peasant revolts in the history of Europe took place in Galicia.

In a time that was very troubled by the continuous War of the Bands and weak royal authority, the nobles increased their takings at the expense of the peasants, overwhelming them with taxes and abusive servitudes, and blackmailing monasteries and cathedrals in exchange for their armed protection, appropriating their lands and rights.

Villages and cities suffered the same abuses from an armed nobility who behaved like criminals, they were known as malhechores (wrongdoers) for their conduct. The problem was common to the entire north of the peninsula.

of industrialisation in many different places on the Internet.

Use a search engine, download pictures that represent these consequences and make a dossier of documents. Write a title and a brief explanatory footnote for each picture.

14

15

03_u03_gh4_mad_ing.indd 14-15

5/2/21 18:05

1 What is the most accurate sentence when explaining when the revolt took place? a) Third quarter of the 15th century. b) Second quarter of the 15th century.

Focus on English

c) Second half of the 15th century. d) Second half of the 14th century.

2 Malfechor or, its modern evolution, malhechor, or wrongdoer in English, are words that are composed of a noun and a verb. What are they?

Expand your English vocabulary by learning new words, phrases and grammar structures which we use when talking about Geography and History.

A few years of epidemics, bad harvests and famines led the nobility to further increase pressure on the peasantry to recover their lost income. This caused the Galician peasantry to rebel against the lords.

They did so with the permission of King Enrique IV and the support of the Church, they also received help from some nobles. The rebels were called the Santa Yrmandade, a movement that was also joined by people from the boroughs, artisans, fishermen ... acquiring around 80 000 thousand followers.

The castles and fortresses of Galicia were seen as the centres of power of the malhechores and so a good many of them–more than 150–, ended up demolished.

The nobles had to take refuge in Castilla and Portugal.

In the end, the nobility reorganised and after negotiating with the Archbishop of Santiago and the king himself to recover the benefit of all, they formed three powerful armies that defeated the irmandiños, however, things never went back to the way they used to be in the kingdom of Galicia. Most of the castles were never built again. A few years later, the Catholic Monarchs obliged the demolition of those that remained to reinforce their power against the nobles, who were already installed in court and were looking for new forms of power and wealth by trying to get close to the monarchs and win their favour.

The Galicia of castles and lords gave way to that of country houses and noblemen. The nobility of the sword was transformed into the nobility of the robe, and the modern State had begun.

5 Who supported the clergy in the beginning – the nobility or the Hermandad (Yrmandade) and why?

6 Use the table to classify who supported each group according to the text. Shoemaker, blacksmith, Count, sailor, hospital of Santiago, nuns, archbishop, doctor, priest, bourgeois.

Irmandiños

Nobility

3 Repression was harsh. One of the captains of the nobility proposed “to fill the oak trees with vassals” – to hang the majority in retaliation for what the Hermandad (brotherhood) had done –, but a Count rejected this idea, stating that “the oak tree wouldn’t provide for him”. Reflect and explain in a short sentence the intention behind the Count’s response.

4 Organise each concept as the cause of the following one and the effect of the previous one: – peasant revolt – demolition of fortresses – famine – increased pressure from nobles – bad harvests – decline in income.

7 A peasant had to pay a tithe (the tenth part) of his harvest to the Church; then a third of the rest to the Lord in rent, and finally he had to reserve part for the following year’s seeds (the yield of a seed was 1 x 5). How much was left for a family to consume that had harvested ten sacks of grain?

10 Starting in the 16th century, the court –which in the Middle Ages moved across the country with the king–grew and ended up having a fixed headquarters, the capital; the first was in Valladolid and later Madrid. Point out some reason for this change according to the text.

11 The fortresses were a very safe haven for the gangs that served the nobility and who acted with impunity.

The Catholic Monarchs ordered the demolition of many of them in the north of the peninsula, so that disobedient nobles could not take advantage of them. Point out the differences between a castle and a pazo in photo of Vista Alegre.

12 It’s common for people to complain about paying taxes. How are these situations resolved today?

8 Las Hermandades (Brotherhoods) – there were others apart from the Galician ones – are seen as the antecedent of the Xunta de Galicia and the Juntas of the Basque Country and the Principality of Asturias. Point out a cause that they may have in common according to the text.

9 Robes are a symbol of magistrates and high officials of the State. Indicate the difference between “nobility of the sword” and “nobility of the robe”.

178

179

07_u07_gh2_mad_ing.indd 178-179

Enterprising culture Trust in your skills and knowledge, develop creativity, adapt to changing situations and have a proactive and responsible attitude.

23/1/21 16:59

Academic and professional

ICT

orientation

Evaluation

Linguistic Plan

Learn how to obtain information, select it and apply it; to plan, manage and work on projects; to collaborate online in an ethical and safe manner.

Evaluate your personal skills, discover and awaken your calling, train yourself to make decisions and learn to choose between different options.

Discover different strategies to analyse what you have learnt and how you learnt it; train yourself to take responsibility or overcome difficulties.

Use your communication skills in the different types of text that you will see.

Language is always present, communicate!

3

the digital

PROJECT www.anayaeducacion.es

THE DIGITAL BOOK WEB RESOURCES

Register at www.anayaeducacion.es to access your resource bank or download your digital book. You just need an email address, the code from the inside cover of this book and permission from your a parent or legal guardian. By doing this, you will have access to the web resources and download the digital book.

A digital version of your book to be used online or offline. It offers access to your digital resources which are grouped by type or linked to unit content.

A space with resources, techniques and activities, designed to strengthen your knowledge.

More about the keys

Resources related to

THE PROJECT KEYS SDG

SDG Commitment with short videos that will help understand the targets are for reaching the Sustainable Development Goals worked on in this project.

Linguistic Plan with infographics that will give you models to work with the four linguistic skills, using different text types (descriptive, narrative, explanatory, etc.).

Cooperative learning Preparing for the task In small groups, of four or five members: 1 All the members of the team will review how the assigned task can be accomplished.

2 To do this, the steps can be shared out to each team member who then in turn will explain how each part of the process can be done to the others. The others listen and participate if they think they can contribute something.

Authorship / adaptation : Variant of the Educational Innovation Laboratory of the colegio Ártica - David and Roger Johnson.

Developing thinking where explanations are included on how to apply the different strategies for the type of thinking proposed in the project.

3 Once everyone is in agreement on how to do each part, you will all complete the tasks and, finally, verify, among everyone, that you have solved it correctly.

Cooperative learning which includes descriptions of the cooperative learning techniques proposed in the project.

Thinking techniques

Emotional education with resources to help you overcome any worries that may arise in different situations in your learning process (beginning of the school year, taking a test, etc.).

Logic Wheel This thinking technique will help you to establish phases when analysing specific content that you have to study.

Identify What is it? What is it like? Are there different types?

By following a logical sequence (the logic wheel), and by asking yourself a series of questions in each phase, you can:

1

• Identify content by asking yourself: What is it? What is it like?

Are there different types?

• Compare the content by formulating questions such as: In what way is it similar to ...? In what way is it different from ...?

• Establish cause-effect relationships by asking yourself questions such as: Why? What impact does it have ...?

• Argue, assess and ask yourself questions such as: What conclusions can be drawn after the analysis? What can be assessed or scored about it?

Doing a data dump of these questions into a graphic organiser will help you.

Authorship: Hernández, P., and García, L. A.; adapted by Escamilla, A.

Compare

Argue, assess What can we conclude?

4

Logic wheel

2

3 Establish cause-effect relationships Why? What impact does it have ...?

In what way is it similar to ...?

In what way is it different from ...?

ICT resources to help you use information and communication technology in a healthy, correct and safe way.

Academic and professional orientation, with information on different professions linked to the subject content.

Evaluation which includes resources for your portfolio, as well as rubrics and targets that will help with your self-assessment.

4

SUBJECT

KEY CONCEPT RESOURCES Additional content Concept map Librarium Pelicuteca isual dictionary of V artistic terms Blank maps Language bank

180°

VISUAL DICTIONARY OF ARTISTIC TERMS

150° W

N

W

120° W

90° W

60° W

30° W

0°

30° E

60° E

90° E

120° E

150° E

180°

180°

O

Virgin with Child

60° N

Decoration that is formed by gluing small coloured pieces, called tesserae, to a cement background. These can be made of very different materials, such as stone, glass, ceramic, gold, mother-of-pearl, or silver. It was very common in Byzantine art, which achieved rich effects.

Byzantine icons are characterised by the low importance attached to form, the absence of realism, golden backgrounds, and a theme of great influence on later art: Virgin with Child, almighty God or pantocrator, the lives of the saints, etc.

Pantocrator

Byzantine saint

30° N

30° N

Tropic of Cancer

0°

Tropic of Cancer

Equator

Equator

0°

Tropic of Capricorn

Tropic of Capricorn 30° S

30° S

Byzantine mosaic of the Virgin Mary and Jesus Christ with the Emperor and Empress in the Hagia Sofia Museum. Istanbul, Turkey.

Brick

Stone

Wood

Bronze

Some pictorial supports 150° W 120° W

Ivory

It is usually used in the form of dimension stones or carved stones that have a parallelepiped shape.

0°

30° E

60° E

90° E

120° E

150° E

180°

90° W

60° W

Wall

30° W

0°

0 30° E

60° E

Board

2 000

4 000

90° E

Arctic Circle

30° N

30° N

Tropic of Cancer

0°

Tropic of Cancer

Equator

Equator

Tropic of Capricorn

0°

Tropic of Capricorn

30° S

30° S

60° S

Antarctic Circle

Painted supports, which can be the wall, board, canvas, paper, the floor, papyrus or parchment, also receive the name of painting.

1

Construction piece made with mud mixed with straw and dried in the sun. It is usually rectangular in shape.

60° S

The art of representing people, objects or ideas using pigments mixed with binders. are natural powdered substances, and they provide colour; binders, such as wax, oil, ink, etc., are used to fix the pigments.

180°

30° W

60° N

Painting

Examples of sculptural materials

60° W

Altitude (m)

Pigments Antarctic Circle

Examples of construction materials

90° W

Arctic Circle 60° N

Interior of the Basilica of Sant’Apollinare in Classe. Ravenna, Italy.

Byzantine art. 6th century.

60° S

Materials Raw material with which an architectural, sculptural or pictorial work is made.

120° W

E S

Arctic Circle

Mosaic

60° N

Term with which religious images of Eastern or Orthodox Christian art are known by. The first arose in Byzantine art, and they are generally panel paintings, although there are also metal icons and reliefs.

150° W

N E

S Arctic Circle

Icon

6 000

120° E

8 000 4 000 2 000 1 000 500 0 – 500

60° S

Arctic Circle

Arctic Circle

0

8 000 km 150° E

180°

180°

150° W

120° W

90° W

60° W

30° W

0°

30° E

60° E

2 000 90° E

4 000 120° E

6 000

8 000 km 150° E

180°

Papel o pergamino

2

Charlemagne on horseback, bronze sculpture.

Examples of pictorial materials. Frescos

A wall painting technique that uses pigments and lime water applied to a wall plastered with stucco while it is still wet.

It was widely used in the Romanesque to decorate the interior walls.

13_term_gh2_mad_ing.indd 270-271

Resources classified

by unit

1. Painting on wood was used frequently during the Middle Ages, both in the Romanesque and the Gothic. They used to be grouped in a set of three (triptych) or more boards(polyptych).

Mural painting, that is, painting on a wall, has been used throughout history to decorate the interior walls of buildings. This is the case of Romanesque churches.

2. Painting on paper or parchment allows easily transportable drawings; or miniatures, that is to say, paintings of small size. The latter reached great development in medieval times.

26/1/21 11:44

All the resources are classified by unit so that you can find them more easily.

5

course contents LEARNING TO LEARN

1

The 18 th century.

The Age of Enlightenment

1. Old Regime and Enlightenment

The crisis of 4 Spain. the Old Regime 1. Political crisis. Carlos IV and revolutionary France 2. The War of Independence and the liberal revolution (1808-1814) 3. The reign of Fernando VII. Absolutists versus liberals 4. Liberal consolidation (1833-1874) 5. Economic modernisation (I).

Population and agriculture

2. Political changes

6. Economic modernisation (II).

Industry and other sectors

3. Economic changes (I)

7. Class-based society

4. Economic changes (II) Graphic report. The slave route 5. Society and everyday life 6. The 18th century in Spain (I). The Bourbons 7. The 18th century in Spain (II). The Bourbon reforms 8. Art and culture

8. Culture and art (I). Goya 9. Culture and art (II). Romanticism and Realism 10. Andalucía during the last crisis of the Old Regime Review Protagonists: Rosario Weiss and Julieta Silla

9. The 18th century in Andalucía Review Protagonists: Mary Wortley Montagu and Kizzmekia Corbett

2 The age of revolution (1770-1871) 1. Revolutionary processes 2. The American Revolution 3. The French Revolution (1789-1799) 4. The evolution of the French Revolution Graphic report. Daily life during the revolution 5. Europe under Napoleon (1799-1814) 6. The Bourbon Restoration 7. The liberal revolutions of the 19th century 8. Nationalism. The birth of new States Review Protagonists: Anne Pauline Léon and Dialla Diarra

3 The Industrial Revolution 1. The roots of the Industrial Revolution in Great Britain (I)

and 5 Imperialism the First World War 1. Politics and International relations 2. The Second Industrial Revolution 3. Developments in the economy and in Capitalism 4. The social consequences of the Second Industrial Revolution 5. Imperialism in the 19th century (I). Causes and forms of domination 6. Imperialism in the 19th century (II).

Colonial expansion 7. The First World War (I). Causes 8. The First World War (II). Events and consequences 9. Art and culture (1). Architecture 10. Art and culture (II) First avant-garde movements Review Protagonists: Nellie Bly and We Are Not Princesses

interwar years 6 The and World War II 1. The Russian Revolution of 1917.

The creation of the USSR 2. The economy (I). From prosperity to crisis

2. The roots of the Industrial Revolution in Great Britain (II)

3. The economy (II). The Great Depression

3. Mechanisation of industry. The factory

5. Fascism and Nazism

4. The spread of industrialisation 5. The economic consequences of the Industrial Revolution 6. The social consequences of the Industrial Revolution Graphic report. The conditions of salaried work 7. The labour movement 8. Culture and art of the revolutionary period Review Protagonists: Victoire Léodile Béra and Cristina Morales

4. The rise of totalitarianism 6. The Second World War (I). Causes 7. The Second World War (II).

Events and consequences Graphic report. Anti-Semitism and Holocaust 8. Establishing peace. The U.N. 9. Culture and art from 1919 to 1945 Review Protagonists: Margaret Grace Bondfield and the women’s suffrage in Saudi Arabia

7

Spain. Restoration and Civil War

recent world.

10 The Relations and conflicts

1. The Bourbon Restoration. Political system

1. The current international situation. Multipolarity

2. Political problems during the Restoration

2. The Triad (I). The United States and Japan

3. Alfonso XIII and the dictatorship of Primo de Rivera

3. The Triad (II). The EU and conflicts in Europe

4. The Second Republic (I). From 1931 to 1933

4. The rise of Asia and its conflicts

5. The Second Republic (II). From 1933 to 1936

5. Russia and its conflicts

6. Civil War (1936–1939)

6. The Islamic world. Strategic importance and conflicts

7. Population, economy and society from 1875 to 1939 8. Culture and art (I). Architecture and sculpture 9. Culture and art (II). Pictorial evolution 10. Andalucía between 1875 and 1939 Review Protagonists: Juana Francisca Rubio and Colectivo Autoras de Cómic

New global 8 Decolonisation. geopolitics (1945–1991)

7. Latin America, Sub-Saharan Africa and other conflicts 8. International institutions and groups Review Protagonists: Ursula Hirschmann and Danica Jurisic

contemporary world.

11 The Globalisation and diversity 1. Globalisation and its causes 2. Spheres and consequences of globalisation

1. Decolonisation (I). Causes and stages

3. Diversity in the world today (I). Political systems

2. Decolonisation (II). The process and its consequences

4. Diversity in the world today (II). Economic systems

3. New global geopolitics. The world divided into blocs

5. Diversity in the world today (III). Society and culture

Graphic report. The conflicts of the Cold War and the agreements on disarmament 4. The capitalist bloc (I). 1945–1973.

Politics and the economy 5. The capitalist bloc (II). 1945–1973. Social changes 6. The capitalist bloc (III). 1973–1991 7. The communist bloc (I). 1945–1982

Graphic report. Economical crisis in 2008 6. Scientific and technological advances 7. Contemporary art (I). Architecture and sculpture 8. Contemporary art (II). Painting Graphic report. New forms of art Review Protagonists: Jude Milhon and #NoMoreMatildas

8. The communist bloc (II). 1982–1991 9. The collapse of the Soviet Union and the communist bloc Review Protagonists: Gisèle Rabesahala and International Day of the African woman

Political transition 12 Spain. and democracy 1. The Transition (I). The beginnings of democracy 2. The Transition (II). The consolidation of democracy 3. The democratic governments (I). From 1979 to 1996

9 Spain. Franco’s dictatorship 1. The foundations of Franco’s dictatorship 2. Domestic policy of the Franco regime 3. Opposition to the dictatorship and its repression 4. Foreign policy of the Franco regime 5. Economic evolution 6. Population and society

4. The democratic governments (II). From 1996 to 2011 5. The democratic governments (III). From 2011 to 2016 Graphic report. The crisis of 2008 in Spain 6. Population, economy and society 7. Spain in the EU and the world 8. Culture and current trends in art 9. Andalucía. Transition and self-government Review Protagonists: Lolo Rico and Ana Peynas

Graphic report. Daily life during autarky 7. Art and culture 8. Andalucía during the Franco regime Review

Annex

Protagonists: Carmen Alcalde Garriga and Susana Koska

• Basic data and political maps of the continents

• Glossary

un

3 D iDA

3

Componentes básicos del medio físico (I). Las capas de la Tierra

The Industrial Revolution Reading and listening

Sarah Guppy My name is Sarah Guppy and I was born in Birmingham in 1770. After getting married, I moved to Bristol, where I have been living with my family for quite a few years. Due to my interest in mechanics, I have developed some useful devices, in this time in which machines are starting to become more common in our daily lives. One of these inventions has proven essential for the transport sector. It is a system of suspension for bridges which makes crossing long distances possible. Another one of my inventions is a device that protects boats and keeps their hull clean during voyages.

During the Industrial Revolution, which began in Great Britain around 1780, means of transport developed considerably due to the modernization of communications. An extensive railway network was built, which allowed the trade of goods manufactured in factories.

For a better understanding of the time of revolutions, you are going to learn about:

Comprende, piensa, aplica...

• The roots of the Industrial Revolution in Great Britain.

• The mechanization of industry. The factory.

• The spread of industrialization.

• The social and economic consequences of the Industrial Revolution.

• The labour movement.

• Culture and art of the revolutionary period.

1 Read the text and answer thesse questions: a) Where did Sarah spend her adult years? b) In which country did the Industrial Revolution begin? c) When did the Industrial Revolution begin? d) Which two of her inventions were useful for transport?

2 Which economic activity improved thanks to the advances in communications and transport? Can you explain why?

2

Unidad 3

Speaking

3 Browse the unit and make a mindmap with the reasons why and the direct effects and consequences of the changes, developments and inventions that appeared during the Industrial Revolution.

Growth of industries

Creation of shares & stock markets

Need for financial resources

Increase in number of banks

Financial capitalism

4 In small groups, talk about them.

Due to the need That led to the creation for financial of stock markets. resources as a result of As a consequence of these the growth of changes, a new economic industries, a system appeared, called system of shares Financial capitalism. was developed.

Comprende, piensa, aplica...

Writing

5 The mechanisation of agriculture resulted in a rural exodus, with many peasants moving into the cities to look for work in factories. Imagine you are a young person who has left the countryside and is now living and working in the city.

Write a letter to your family telling them about your life and describing where you live.

Dear father and mother, I hope you are well.

After days going from factory to factory, I finally managed to get a job as a...

I work many hour and...

The good news is that I also have a room...

Yours,

anayaeducacion.es Go to the SDG 5.5 and 5.c resources.

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1 THE ROOTS OF

THE INDUSTRIAL REVOLUTION IN GREAT BRITAIN (I)

Why in Great Britain?

ã 1.1 The concept of the Industrial Revolution Strictly speaking, the Industrial Revolution may be understood as all the changes to goods production and consumption due to the incorporation of machines in industrial manufacturing.

These transformations happened over a long period of time and by slow and constant processes, affecting other sectors and radically changing the previous economy and society. The start of these changes took place in Great Britain around 1780 due to favourable economic and demographic factors.

ã 1.2 The Agricultural Revolution and its consequences

Agricultural activities experienced serious transformations, which were termed the ‘Agricultural Revolution’, led by Great Britain. They consisted of technical advances and changes to the system of land ownership.

Technical progress The crop cultivation system based on triennial rotation was substituted by the Norfolk four-course system, consisting of constant crop rotation, including fodder crops for livestock. Thus, the amount of livestock increased and provided more manure as fertiliser, as well as meat and milk, which improved human nutrition by increasing protein consumption.

The Industrial Revolution began in Great Britain because of the right combination of factors.

Some of the main reasons were the existence of an entrepreneurial bourgeoisie, a former Agricultural Revolution, a demographic revolution, the capability of technical innovation, improved transport and a vast colonial empire which supplied raw materials and bought industrial products.

Other agricultural improvements were the spread of crops such as maize and potatoes, the use of seed drills and horse-drawn harvesters, the start of selective seeding, the selective breeding of livestock and Comprende, piensa, aplica... the first use of chemical fertilisers.

Changes in the system of land ownership The old open-field system, with large fields shared by the community, was not very productive. Hence, large English landowners pushed for Enclosures Acts (1845) to turn common land into private property, which it was obligatory to fence, or enclose.

As a result, many poor peasants who did not have money to make fences had to sell their land to aristocrats, bourgeois and rich peasants, and become wage workers or emigrate to cities to look for industrial jobs.

The consequences of the Agricultural Revolution The main consequences of the Agricultural Revolution were the increase in agricultural production, the improvement in nutrition, the concentration of landownership, the reduction of the number of peasants and an increase in agricultural income. The profits gained also led to improved agricultural developments and investments in other areas, such as industry.

4

Skills progress Understanding information

1 Read section 1.1, and answer: Would it be correct to use the term ‘revolution’ for the Industrial Revolution that began in Great Britain in 1780? Explain your answer.

2 How was the Norfolk four-course system different from triennial crop rotation? What advantages did it have?

Unit 3

Agricultural transformations The Norfolk four-course system 2nd Viscount Charles Townshend was the creator of the Norfolk four-course system, which was a system of continuous rotation.

2

In this system, land was divided into four different sections, in which several crops were rotated continuously: wheat (1), which provided bread; turnips (2), which helped replenish the soil and were used to feed livestock; barley (3), which was used to make beer, meal and feed for livestock; and forage –alfalfa, clover (4)– to feed livestock.

3

1

4

The production of feed for livestock allowed for the increase in livestock farming. This, in turn, provided fertilisers, which increased cereal production, as well as meat and milk, which improved human diets.

A

The seed drill

C

The seed drill, designed by Jethro Tull in 1730, allowed seeds to be quickly sown and required only two men to do the work that would normally be done by 70 people in a day.

It was horse-drawn (A) and had runners (B) to make furrows, which allowed seeds (C) to be sown at a certain depth and a press (D) which would then cover them, protecting them from the birds and the wind.

Enclosures acts

B Opposition to enclosures by small landowners

D

‘The Petitioners beg Leave to represent to the House that: Under the Pretence of improving Lands … the Cottagers and other Persons entitled to Right of Common on the Lands intended to be enclosed, will be deprived of an inestimable Privilege, which they now enjoy, of turning a certain Number of their Cows, Calves, and Sheep, on and over the said Lands … a Privilege that enables them not only to maintain themselves and their Families … but, in addition to this, they can now supply the Grazier with young or lean Stock at a reasonable Price … and driving them from Necessity and Want of Employ, in vast Crowds, into manufacturing Towns, where the very Nature of their Employment, over the Loom or the Forge, soon may waste their Strength … ’.

Comprende, piensa, aplica...

In Raunds, Northamptonshire. Commons Journal, 19 July 1797.

Evolution of enclosures in England, 1727-1815

3 Analyse the illustration of the seed drill designed by Jethro Tull.

Answer the following question: What were the advantages of using machines in agricultural work?

Yearly average for each period (km2)

250 2 960

300 Total area enclosed

Working with pictures

for each period (km2)

200

Understanding written texts

150

4 Read the text of the small landowners’

1100

petition and answer: 100

a) What did English peasants think about the enclosure of common land?

1 900

50 300

0

1727-1760

1761-1792

1793-1801 1802-1815

Years

b) What consequences did they believe enclosures would bring? c) Did their fears come true?

5

2 THE ROOTS OF THE

INDUSTRIAL REVOLUTION IN GREAT BRITAIN (II)

Evolution of the population Energy production England-Wales Spain

Millions

ã 2.1 The demographic revolution The European population, especially in Britain, grew in the 18th century due to the Industrial Revolution and the so-called ‘demographic revolution’.

The main cause of this growth was a decrease in mortality. This decrease was initially driven by improvements to nutrition, thanks to agricultural processes and the decline in major epidemics.

Further along, the population grew as a result of progress in urban hygiene and medicine. The birth rate, on the other hand, remained high, causing a large natural population growth.

The available workforce, as well as the demand for products, increased as a result of the demographic revolution. Moreover, agricultural and industrial innovations expanded as a way to accommodate this demand, and emigration to other continents increased.

France Italian states

Russia German states

100 90 80 70 60 50 40 30 20 10 0

Years

1750

1800

1850

In Great Britain Birth rate

‰

Death rate

40 35 30 25 20

ã 2.2 Other basic factors Other factors that influenced the English Industrial Revolution were:

➜ Modernisation

of means of transport and transport networks. Domestic trade intensified thanks to the improvement of road surfaces and the construction of canals. Foreign trade, in turn, driven by the dominant British colonialism, reached a global level, and provided the industry with capital, raw materials such as cotton, and markets to sell their products.

➜ The growth of financial means. Profits from commerce and land were used to finance the most prosperous industrial sectors (mining, textile and steel). Moreover, the number of banks increased considerably.

➜ The availability of energy sources and raw materials. The Industrial Revolution in Great Britain had energy resources, such as coal, and raw materials, such as cotton and iron.

The use of these resources was facilitated by several inventions, one of which was the steam engine, patented in 1769 by James Watt.

6

15 10 5 0

Years 1701-1750

1751-1780

1781-1800

1801-1830

Skills progress Working with graphs

1 Analyse the graphs. a) How did birth rate and death rate evolve in Great Britain? What were the causes and consequences of this? b) Calculate natural growth for Great Britain for each interval of years and make a graph. How much did growth increase from 1701 to 1830?

Understanding written texts

2 Explain the relationship between the following: population growth and a decrease in death rate; population growth and agricultural and industrial innovations; industrial development and control of a vast colonial empire; industrial development and the steam engine.

Unit 3

Other transformations associated with the Industrial Revolution Progress in transport In 1760, a Scottish engineer named John L. McAdam (1756-1836) pioneered a revolutionary system of road construction, known as the ‘macadam’.

It consisted of using small, angular stones (1) that were laid in layers (2) and compacted thoroughly with cast-iron rollers and carriages (3).

The surface had to be higher than the ground and slightly curved downward at the edges, so that water would flow into ditches on either side of the road.

3

3 2

The steam engine

A

B The inventor of the first useful steam engine was the Englishman Thomas Newcomen (1663-1729), who built a steam pump to extract water from mines (A).

Later, the Scotsman James Watt perfected the system in 1765 and patented his steam engine (B), which first worked with wood and then with coal.

The way the steam engine works is simple (C). Coal, burnt in a furnace, heats water in a boiler, which turns into steam.

Through various mechanisms, the steam causes a continuous movement of a wheel that turns a transmission shaft, which, in turn, rotates the wheels connected to the machine.

C

Steam

Boiler

Inlet valve

Water

Furnace

Piston

Wheel

Cylinder Outlet valve

Condenser

Cooling water

Working with texts and pictures

Project planning

3 Look at the pictures above and describe the

4 Working with a classmate, plan a project on the

following: a) The ‘macadam’ road construction process. b) How the Watt steam engine works.

steam engine. It must include at least the following sections: background, how the Watt steam engine works, how it is applied to industry and the consequences of its use.

Go to working with history

skill

7

3 MECHANISATION

OF INDUSTRY. THE FACTORY

Some textile machines Self-acting spinning mule

ã 3.1 From the artisanal workshop to the factory In the Old Regime, industrial production was done in small workshops.

In these workshops, specialised artisans worked using manual tools and sold their products in their own shops.

With the arrival of the Industrial Revolution, the number of artisanal workshops began to decline, to the point of practically disappearing, and taking their place were factories, which were large buildings with many workers and machines powered by a common power supply.

This transformation was possible thanks to the use of new techniques and a new division of labour.

➜ The new techniques consisted of substituting manual labour with

Patented by Edmond Cartwright in 1785, it enabled the fabric-manufacturing processes to be synchronised. The simplest of these machines was the ‘shuttle loom’.

machines, which ran on powerful energy sources: first, water, and later steam, obtained by burning bituminous coal.

➜ The new division of labour consisted of separating the work process into different phases, or simple tasks, and assigning each worker a specific task.

In this way, tasks could be done by unskilled labourers with the help of machines.

These transformations enabled production to become faster, more abundant and cheaper, and replaced skilled and creative labour with routine and unskilled labour.

The first industries to apply machinery in order to mass-produce products were the textile and steel industries.

Comprende, piensa, aplica... ã 3.2 The textile industry Technical innovations in the textile sector were driven by the increase in the demand for cotton fabrics, a consequence of population growth.

➜ To meet the growing demand, hydraulic machinery was first used, which forced factories to be located near rivers.

Weavers were thus able to increase their weaving speed and the width of their fabrics, and spinners could spin several bobbins of thread at the same time.

➜ Later, machines driven by steam engines were used, such as the power loom and the first automatic spinning mule, known as the self-acting spinning mule.

The large size of these machines helped consolidate the factory system, and the use of steam allowed factories to be located in cities.

Moreover, cotton fabric became more popular than linen and wool, and British production grew exponentially and spread throughout the world.

8

Skills progress Acquiring vocabulary

1 Define

the following factory, division of puddling and rolling.

terms: labour,

Understanding history

2 What were the advantages of using machines? What energy sources were used to run them?

3 Explain the following facts: a) The first textile factories were located next to rivers. b) Industrial work was done at factories. c) Workers did routine tasks.

Unit 3

Coal and the iron industry Mining in a coal mine using a Newcomen engine. It was used to pump water out of the mines.

Iron-ore mining process.

Iron production requires iron ore and limestone, which are washed, crushed and sifted, and coke or coal that is heated and refined.

Molten iron production in Great Britain Thousands of tons

2 400

Fe + Ca CO3

2 200 2 000 1 800

A

1 600

C

1 400 1 200

B

1 000 800

C

D

600 400 200 0 1850

1840

1825 1830

1805

1790 1795

1755

Years

1720

A. Blast furnace. B. Bellows to blow air into the furnace to react with the coal used as fuel. C. Molds where the molten iron or pig iron was poured and left to cool. D. Slag or waste material.

ã 3.3 The iron industry The iron industry produced iron. Before the Industrial Revolution it was melted in ovens, using wood and manual or hydraulic bellows, which limited production.

Wood was then substituted by coal, thanks to the use of steam pumps, which allowed water to be pumped out of mines (1776), and machines were used to move the bellows that blew air into the blast furnace.

Henry Cort improved iron production by inventing techniques to make it more resistant (puddling) and to better cast it (rolling).

With these innovations, British iron production underwent large growth, and bituminous coal and iron became indispensable elements for the industrial age.

Participating in learning

4 Search for information on the following people and explain in chronological order how they contributed to the Industrial Revolution: John Kay, Thomas Newcomen, Edmond Cartwright, Abraham Darby, James Hargreaves and Richard Arkwright.

9

4 THE SPREAD OF

INDUSTRIALISATION Literature and History

The Industrial Revolution spread from Great Britain to other countries.

The pace at which it spread varied due to different factors: the amount of natural resources (coal, iron and cotton), the amount of capital, population growth, product demand, political situation, etc.

ã 4.1 The first wave of countries to industrialise The first countries to adopt industrialisation around 1830 were the ones closest to England (France, Belgium, Switzerland and Germany), or those with close ties to England (the United States). They adopted technology that had previously been implemented in Great Britain, and received specialised machines and technicians from England.

➜ France did not initially use steam due to the abundance of water resources. New textile and steel factories were located in northern France. The rest of its production consisted of traditional items for the country’s still predominantly rural society.

C RE AT E During the 19th century, working conditions in factories were extremely hard. Search for three of the best novels to describe the life of workers during the Industrial Revolution.

Although those conditions seem to be a thing of the past, they are still a reality in some countries.

Make a speech to deliver at the International Labour Organisation (ILO), an agency of the United Nations, in order to raise awareness on the fact that little has changed.

➜ Belgium experienced rapid industrial development, largely due to its large population growth, the availability of cheap transport (rivers and canals, railway networks) and financial investments. The textile sector benefited from an artisan tradition; the iron and steel industry from raw materials (coal and iron).

➜ Switzerland lacked natural resources but had specialised workers in the textile industry and in the use of high-precision machines (watches) and financial investments. This led to factories that produced luxury cotton fabric and machinery.

➜ Germany began promoting new industries starting in 1820 thanks to the coal mines in the regions of Ruhr, Saarland and Upper Silesia.

But, the main push came after the creation of the Zollverein in 1834, which was a customs union that included Prussia and the central and southern German states. Industrialisation was stopped short due to political fragmentation and did not pick up again until 1850.

➜ The United States had several positive factors, such as vast land areas for growing cotton; mining resources; high demand, due to domestic growth and immigration; and the railway. The textile and steel sectors were located in the east and Midwest of the U.S.

ã 4.2 The second wave of countries to industrialise

These countries began industrialisation from 1850 onwards. They lacked technological development, had poor natural resources, little demand and investment, and were geographically far from the main international trading hubs. This group comprised European countries to the north, to the south – Portugal, Spain, Italy, Greece – and to the east – Austria-Hungary and Russia. Industrialisation in Japan was not entirely achieved until 1870, during the Meiji period.

10

Skills progress Organising information

The mirror

1 Compare the factors that sped up or slowed industrialisation in the different geographical areas.

Working with statistical data

2 How is British industrial domination explained by the statistics shown in the tables above?

Explain your answer using the data and by making statistical calculations.

Deducing information

3 What

advantages did Great Britain have by being the pioneer of the Industrial Revolution?

4 Use what you studied from the previous section and answer the following questions: What factors influenced location of textile factories?

Go to historical maps

the

skill

Unit 3

The spread of the Industrial Revolution in Europe Steam engines

Cast iron Power of fixed steam machines

Thousands horsepower

2 000

900

0

3000 900

178

67 40

34 20

351850 9

10 1840 2

796

336

200

60

1860

149

1870

0

1880

688

1000

237

112

36

400 300

251

2 285

2000

544

500

350

Great Britain France Austria Russia

5000 4000

700

6059

6000

1 680

1 000

Cast iron production

Thousands of tons

2000 2000

Great Britain France Germany Austria Rusisa

1 500

500

2 000

1888 Years

69

406 210

266

110

1830 80

1788

1850

145

1216 1178 565

1870 Years

In Europe, industrialisation first spread to Great Britain’s neighbouring countries, where new machines were implemented and the textile and metallurgical sectors were developed.

However, Great Britain remained the industrial leader throughout the second half of the 19th century.

The spread of the Industrial Revolution activity in Europe 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

250

500

Beginning in 1830, the Industrial Revolution spread to other European countries.

SWEDEN

DENMARK

NETHERLANDS

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

NORWAY

UNITED KINGDOM

RUSSIAN EMPIRE

GERMAN EMPIRE

BELGIUM

750 km

LUXEMBOURG AUSTRIAN EMPIRE

FRANCE SWITZERLAND

AT L A N T I C OCEAN

ROMANIA

ITALY

Comprende, piensa, aplica...

Working with maps

O T T O MAN E MPI RE

M e d i t e r r a

n

e

Coal-mining areas Iron ore mines Steel and metallurgy industries Textile industry

a n

S e a

Scotland Glasgow Edinburgh

Industrial cities Main financial hubs 250

Baltic Sea

Newcastle North Sea

Manchester Liverpool Birmingham

Main industrial regions

0

In the rest of the countries, there were only isolated industrial hot spots, located mainly near coal or iron mines or in large cities, where the workforce and consumer markets were concentrated.

GREECE

Industrial Revolution in Europe

5 Analyse the maps and answer the following questions: a) In which European countries did the Industrial Revolution spread the most? b) Which took longer to industrialise? c) What consequences do you think the industrial imbalance among countries may have had? d) What relationship exists between the location of coal-mining areas and iron mines, and the location of steel factories? Explain your answer. Define what grey cast iron is and what it is used for.

BULGARIA

MONTENEGRO

SPAIN

PO

RT U

GA

L

SERBIA

Black Sea

Wales

Hamburg

Midlands London Liège

Ruhr Cologne

Lille-Roubaix-Tourcoing

Berlin Saxony Silesia

Paris

500 km

Munich Zurich

Le Creusot

Warsaw

Bohemia Vienna Prague

Lyon Milan Turin Genoa Marseilles

AT L A N T I C OCEAN Madrid

Barcelona

Mediterranean Sea

11

5 THE ECONOMIC

CONSEQUENCES OF THE INDUSTRIAL REVOLUTION The Industrial Revolution boosted the economy in its entirety, revolutionising transport, stimulating trade and leading to the growth of capitalism, given that factories needed increasing amounts of capital to finance their activities.

ã 5.1 The revolution in transport Applying the steam engine to transport led to the creation of the steamboat and the railway. Moreover, transporting goods and people was done faster and cheaper, and load capacity increased.

➜ The steamboat was invented in 1807, when Robert Fulton applied the steam engine to boats. The first steamboats were riverboats, which used large paddle wheels; however, steam was not used for maritime transport until the invention of the iron hull and propeller (1830-1860). From that period on, countries began to modify their ports and build large canals between oceans to facilitate shipping.

An example of one of these canals is the Suez Canal (1859-1869).

➜ The railway was developed when the locomotive was invented. A locomotive was a mobile steam engine that could pull cars on steel rails. The first railways were developed in Great Britain and used to transport goods between mines and ports on short-distance, level tracks. This new form of transport was not fully incorporated until George Stephenson designed the Rocket (1829), which was a locomotive capable of going up slopes, first used in 1830 on the Manchester-Liverpool line. From that point onwards, many countries began to build extensive rail networks.

ã 5.2 The rise of trade

Skills progress Organising information

1 In a table, compare the steamboat and the railway.

Include these categories: inventor’s name, how it began, how it expanded, and construction.

Working with pictures

2 Explain the difference between these concepts: a) Limited partnership and public limited company. b) Stock market and bank.

3 What relationship exists between industrial capitalism and financial capitalism?

Participating in learning

4 Look at the map and do the following tasks: a) Name the countries with railways that are more developed and those with railways that are less developed. b) Compare this map to the previous one about the spread of the Industrial Revolution. What relationship between the two can you see?

Domestic and foreign trade benefited from the increase in demand and production, and from the new means of transport. The growth in trade guaranteed food supply for the population. It also allowed industry to be supplied with raw materials and to sell its products, allowing each region to specialise in the production of goods that gave them the best advantage in competition.

ã 5.3 The development of capitalism Industrialisation led to a new stage of capitalism, known as industrial capitalism, which slowly substituted the previous commercial capitalism. The first industries were small and were financed by individual or family capital, but as they grew, they demanded greater investments. In order to obtain these investments, they pushed for limited partnerships, in which partners provided capital and others administered it; and public limited companies whose capital was divided into small amounts, called shares. This way profit and risk was divided among a large number of shareholders.

12

Reconstruction of a train from the mid-19th century. Trains had a locomotive engine (1), next to a large barrel of water needed for the steam engine (2) and several cars or carriages.

First-class cars (3) were closed, and second and third class cars (4 and 5) were normally open. Cargo cars (6) were also open.

Unit 3

The steamboat

The increase in these types of companies gave rise to the creation of stock markets, or the stock exchange, where shares were bought and sold by public limited companies, and also led to an increase in the number of banks, which invested the deposits of their clients in credits to companies, in businesses and in buying stock from industries.

As these establishments grew in the first decades of the 19th century, they led to what is known as financial capitalism, based on gaining profit by buying and selling shares, financial products and securities.

ã 5.4 The increase in economic inequality Since the onset of the Industrial Revolution, countries began to be measured by their industrial power instead of their geographical size or military strength.

Steamboat in Mississippi river. In 1807, the American Robert Fulton steered his paddle steamer 240 km along the Hudson River, making the trip from New York to Albany.

Commercial transport was then used on other rivers (Mississippi, Elba, Rhine) and across seas (1819).

Industrialisation led to a division between industrialised or developed countries, which began to control the world, and non-industrialised or developing countries that became dependent on industrialised countries.

The railway Length of the railway network 0 Great Britain

5

10

15

20

Saint Petersburg 25 Thousands of km

2 390

21 558

Belgium

B al t i c Sea Copenhagen

2 879

Liverpool Manchester

497

France German States

Moscow

N ort h Sea

Glasgow

334

15 544

Birmingham

469

Amsterdam

London Brussels Lille

18 876

1840 1870

Paris Strasbourg

Hamburg

Berlin Warsaw

Cologne Frankfurt Prague

Stuttgart

Vienna

Munich Basel

OCÉANO

Bordeaux

Lyon

Milan B l a ck S e a

AT L Á N T I C O Lisbon

Florence Madrid

Barcelona

Rome

The spread of the railway in Europe

Valencia

Railways built until 1850 until 1870

Mediterranean Sea

1

0

250

500 km

2 3

4

5

6

The spread of the railway in Europe. In the industrial age, the railway stimulated economic growth and the consumption of iron and steel, which were materials used to build locomotives, railcars and rails.

13

6 THE SOCIAL

CONSEQUENCES OF THE INDUSTRIAL REVOLUTION

Social classes in the city

The political revolutions and the Industrial Revolution led to a new class system, where social differences were based on personal merit, measured by wealth. In such a system, the dominant class included the bourgeoisie and the former nobility, which kept its property. The dominated class was made up of the proletariat (industrial workers) and peasants.

ã 6.1 The rise of the bourgeoisie The bourgeoisie rose as a social group. They gained political power, became wealthy through their economic activities, formed part of an elite culture due to secondary and university education, and imposed their ideology, which was based on values of work, personal success, family and polite manners.

➜ The upper commercial and industrial bourgeoisie was at the top of this social group. Their wealth came from manufacturing (industrial companies and mines), businesses (banks, insurance companies, railway financing, speculating on urban property, etc.), and agricultural exploitations.

➜ The petite bourgeoisie, or middle class, was made up of small merchants and industrialists, civil servants and members of liberal professions, such as doctors and lawyers.

In European cities, the bourgeoisie generally lived in the city centre or in residential neighbourhoods far from factories, and with solid infrastructure: wide, paved avenues, with sewers and lighting, shops, cafes, theatres, parks, etc.

ã 6.2 The birth of the proletariat

At the beginning of industrialisation, the bourgeoisie and proletariat lived together in the same neighbourhoods, sometimes even in the same buildings, of large European cities.

The best flats were occupied by the wealthier class and the worst flats and attics by wage workers.

Later on, when urban growth forced the medieval walls to be brought down, cities expanded and the different social classes lived in separate neighbourhoods, whose characteristics reflected the owners’ level of wealth.

Industrial workers made up a new social group, called the proletariat*, comprising peasants who had migrated to the cities and former artisans who had gone bankrupt due to industrial mechanisation.

It was a cheap workforce who had hardly any professional qualifications. Workers were easily fired, and they had to bear harsh working conditions: long shifts from 14-16 hours; very low wages, either paid hourly or based on production; loud and constant noise from machinery; extremely high temperatures in summer and extremely low temperatures in winter, etc. Anywhere from 30 to 75 % of the industrial workforce was made up of women and children, who began working at very young ages.

They did not have insurance for accidents, illness, job loss or retirement, and at factories they were treated with strict discipline and were punished for leaving their workstation or talking while working.

In the cities, the proletariat lived in overcrowded neighbourhoods, located near the factories or ports, which had poor sanitation.

14

F ocu s on Eng lish proletariat: comes from proletarius, belonging to the lowest class of Roman citizens, whose only wealth was their offspring.

Unit 3

Everyday life for the bourgeoisie and proletariat The bourgeoisie

The proletariat

A

C

B

D

Comprende, piensa, aplica...

The bourgeoisie (A and B) valued family and social life very highly, and organised gatherings, dances and concerts. They lived in large houses, nicely decorated with curtains, lamps and fancy furniture.

The proletariat (C and D) lived in miserable and unsanitary housing, where families were crowded into small spaces. Many lacked furniture and the whole family slept on the floor, on mattresses made of straw.

Skills progress Organising information

ICT skills

1 Make a social pyramid of the system of classes.

3 There are many pictures of the social consequences

What was this new type of society based on? How was it different from the previous three-estate system?

Working with pictures

2 Using the illustrations, compare the lifestyles of the industrial bourgeoisie and proletariat.

of industrialisation in many different places on the Internet.

Use a search engine, download pictures that represent these consequences and make a dossier of documents. Write a title and a brief explanatory footnote for each picture.

15

T

graphic REPOR

The conditions of salaried work

Working conditions 1. The work place

The working conditions of industrial workers were appalling. The work was carried out in unhealthy factories, at a rate imposed by the machines with noise and pollution and under strict discipline.

Accidents, illnesses and early death were frequent.

In working-class families, all their members worked, even young boys and girls.

The wages were very low, especially those of women and children, who received lower wages than men.

Skills progress Comprehension, expression and ICT

1 What were the working hours in these factories? Extract the information from testimonials in the texts.

2 After analysing the images and reading the documents, write a short essay describing the living and working conditions of the proletariat.

3 Search

the Internet for contemporary texts that have collected and documented the living conditions of industrial workers in the Industrial Revolution.

Sort them by theme, select two of them, and copy them into your notebook.

4

16

Currently, do women earn the same salary as men for doing the same job? Where could you find out more information before answering?

skill

Consulta la investigación histórica

“The factories were generally unsanitary, the ceilings were low, the windows were narrow and almost always closed; powdered fluff floated like a cloud and entered the lungs, and the humidity saturated the atmosphere and seeped through the clothes”.

Paul Mantoux (1906).

2. The pace of work “The population employed by the cotton factories gets up at 5 o'clock in the morning, works on the spinning mills from 6 in the morning until 8 o'clock, and returns home for half an hour or 40 minutes for breakfast. (...) The workers return to the spinning mills and manufacture until 12 o'clock, having an hour to eat. (...) At the end of the hour they return to the factories until seven o'clock or later”.

J. P. Kay-Shutthworth (1832).

Unit 3

Child and female labour 3. Boys and girls I was seven years old when I started work in the Bradley factory; the work was spinning wool. Working hours were from 5 in the morning to 8 in the evening, with a 30-minute break at noon. We had to eat as best we could, standing up or however we could (...).

In that factory there were around fifty children about my age; there were always half a dozen sick, due to excessive work (...). Children were kept working with blows from the leather straps. That was the main job of a foreman.

At that time, my brother and sister were working like me.

They were often ill; my brother John died three years ago.

He was sixteen years and eight months old. My mother and the doctors agreed that my brother had died from excessive working hours.

Fragment of the story of a worker before a commission of work in industries, carried out in England in 1832.

4. Women

“Betty Harrys, 37 years old: I got married at 23 and only then did I go down the mine. I haul the coal wagons and work from 6 in the morning to 6 in the afternoon. There is a one-hour lunch break and they give me bread and butter, but nothing to drink.

I have two children who are still too young to work. (...) I have a belt on and a chain that passes between my legs and I advance with my hands and feet. The gallery

is very steep and we have to hold onto a rope; when there isn't one, we cling on to anything we can.

In the mines where I work there are six women and half a dozen children.

A. Picard: Bilán dú siècle, 1801-1900, París, 1906.

Taken from the Dossier de la Documentation photographique, “La Première Révolution Industrielle”

anayaeducacion.es Go to the SDG 8.5, 8.7 and 8.8 resources.

17

7 THE LABOUR MOVEMENT ã 7.1 From protest to union The deplorable conditions of the proletariat, as well as their political marginalisation and the lack of labour legislation, led to the labour movement. It was made up of a group of proletariat organisations that fought for a better economic and political situation, and their collective actions.

➜ In the beginning, the labour movement consisted of protests against mechanisation, including the destruction of the new machines (Luddites), blaming them for their situation.

The working class also created friendly societies, in which members paid a fee and received aid in the case of job loss or accidents. They also made several ‘petitions to Parliament’, demanding the end of abuse by management.

➜ At a later date, trade unions, or workers’ associations, were then created. Their objectives were to improve labour conditions by reducing the length of the working day, increasing wages, obtaining political rights (association, universal suffrage), and organising ways to fight for their rights, through negotiations, protests and strikes. The first trade unions were formed in Great Britain, where they were legalised by Parliament in 1825.

Skills progress Understanding history

1 Explain how the objectives and the actions of the Luddites and the trade unions differed.

Identifying key ideas

Puzzles

2 Compare

the socialist and anarchist ideologies: who created them, what were their objectives and the means to achieve them?

Obtaining information

3 Look at the painting titled The Strike by Robert Koehler and answer the following questions:

ã 7.2 The political battle. Chartism, socialism and anarchism

Parallel to the development of trade unions, workers began a political battle with the goal of achieving equal rights. Thus, Chartism arose in Great Britain, followed by two other new ideologies that ran counter toComprende, capitalism: socialism, or Marxism, and anarchism. piensa, aplica...

➜ The term Chartism comes from the People’s Charter, which was a document sent to the British Parliament in 1838 by the London Workingmen’s Association. In the Charter they demanded, among other rights, secret ballots, universal male suffrage and yearly elections for Parliament.

➜ Socialism was developed by Karl Marx and Friedrich Engels.

Its objective was to end private property, considered to be the cause for the separation between the bourgeoisie, who were the owners of the means of production, and the proletariat, who, lacking property, had to sell their work in exchange for miserable wages.

To achieve their objective, Marxists proposed a revolution directed by the socialist party, which would bring the proletariat to power. Once this was achieved, a transitory dictatorship would be established (dictatorship of the proletariat) while common ownership would be implemented and a society without classes and without a State would be formed.

18

a) What information does it give about industrial work? b) What social groups appear? c) What attitude do the workers show? d) What role do women and children play?

Understanding written texts

4 Read the text above and write the answers to the following questions in your notebook: a) What arguments were used to create the IWA? b) How many years organisation last?

did

this

c) Why did it fail?

Participating in learning

5 Find out the origin of the Luddites and what the name means.

Go to working with historical images

skill

Unit 3

Actions of trade unions

At first, the protest of the labour movement consisted of the destruction of the machines, because they were considered the cause of their situation. Later, the trade unions used the demonstrations and strikes as measures to get their aims.

The labour movement and the First International 1830

1825

Factory Act Regulated the number of working hours for children and adolescents.

Trade Unions are legalised by British Parliament.

1838

1833

1840

1842

1847 1848

1850

1860

1864

The People’s Charter The Chartist movement began, which demanded universal male suffrage and secret ballots.

Mining Act It prohibited all females and boys under 10 years old from working underground in coal mines.

The working day for women was reduced to 12 hours.

Comprende, piensa, aplica...

➜ Anarchism was founded by Pierre-Joseph Proudhon and Mikhail Bakunin, among others. Its objective was to achieve maximum individual freedom by eliminating anything that limited this freedom: the State, private property or religious beliefs.

To achieve these goals, Bakunin proposed a spontaneous revolution, led by peasants and the proletariat. After victory, the State would be abolished and substituted by egalitarian communities, with equal production and consumption.

ã 7.3 The First International In 1864, the desire to fight against capitalism on an international level gave rise to the International Workingmen’s Association (IWA), or the First International, founded in London. It integrated several trade unions from different countries, socialists and anarchists. However, internal disputes between Marxists and anarchists led to its dissolution in 1876.

Ten Hour Act It ensured that women and children only worked up to 10 hours a day in textile factories.

Marx and Engels publish the Communist Manifesto.

The First International is founded in London.

The Preamble of the First International (1864) ‘Considering: That the emancipation of the working classes must be conquered by the working classes themselves …

That the economical subjection of the man of labour to the monopoliser of the means of labour – that is, the source of life – lies at the bottom of servitude in all its forms, of all social misery, mental degradation, and political dependence; That the economical emancipation of the working classes is therefore the great end to which every political movement ought to be subordinate as a means; That all efforts aiming at the great end hitherto failed from the want of solidarity between the manifold divisions of labour in each country, and from the absence of a fraternal bond of union between the working classes of different countries; That the emancipation of labour is neither a local nor a national, but a social problem, embracing all countries in which modern society exists …

For these reasons: The International Working Men’s Association has been founded’.

19

8 CULTURE AND ART OF THE REVOLUTIONARY PERIOD

Skills progress

ã 8.1 Culture, science and technology ➜ The culture of the era was characterised by secularisation, or a lesser degree of religious influence, as well as by obligatory and free public education for primary school, which included women for the first time, and by the growing influence of the press and public opinion.

➜ Literature followed two main currents. Romanticism was expressed in different genres, such as poetry (Lord Byron), theatre (Johann Wolfgang von Goethe) and the novel (Victor Hugo). Realism reflected the problems caused by industrialisation in novels by Stendhal and Charles Dickens.

➜ Science notably progressed, above all in physics, chemistry and natural sciences, with the revolutionary theory of the evolution of the species by Charles Darwin. Technology was demonstrated to the public in world’s fairs, like the Great Exhibition held in London in 1851.

Organising information

1 Make an outline of the culture, science and technology of the revolutionary period.

Participating in learning

2 Do some research on world’s fairs in general and, specifically, the Great Exhibition of London in 1851, looking at its objectives, results, representative buildings, etc.

Then, in your notebook write a summary of the information you have found.

ã 8.2 Artistic expression Romanticism This artistic movement reached its peak in the first half of the 19th century as a reaction to Neoclassicism. It allowed for imagination, creativity, fantasy and the expression of feelings.

➜ Architecture was inspired by past styles. The historicist style consisted of Neo-Romanesque buildings (the Marseille Cathedral), Neo-Gothic (British Parliament) and Neo-Baroque (Paris Opera).

Progress in education and technology Press and public opinion

World’s Fairs

Beginning the 19th century, the press and the public opinion became increasingly important due to the literacy of the population. For the first time, compulsory primary education included women.

The first large building constructed with new materials provided by industry was the Crystal Palace in London, by Joseph Paxton, who won a contest to build the pavilion for the Great Exhibition of 1851 in London.

20

Unit 3

The eclectic style combined various historical styles in one single building.

Art of the industrial era Romanticism

The only innovation was the use of iron and glass, two new materials provided by industry, used in train stations or the Crystal Palace of London (1851).

➜ Sculpture was characterised by movement and facial expressions. One of the most famous works is the relief ‘La Marseillaise’, by François Rude.

➜ Painting gave great importance to colour, light, movement and expressiveness. The main topics were present and past realities, costumbrismo, depicting everyday reality and exotic scenes, passion and love, disasters and tragedies, as well as landscapes.

In France, prominent painters were Théodore Gericault with The Raft of the Medusa; and Eugène Delacroix, with Liberty Leading the People. In England, Romantic painting spawned an important school of landscape painters, such as John Constable and Joseph Mallord William Turner.

The Opera in Paris

Realism Realism developed in the period from the Revolution of 1848 to the 1870s and was characterised by its inspiration coming from reality and the representation of daily issues of common people.

The most well-known proponents of this style were painters. Jean-François Millet reflected the life of a traditional peasant in The Angelus; Gustave Comprende, piensa, Courbet showed the aplica... harsh reality of work for commoners in The Stone Breakers; and Honoré Daumier painted moments of everyday life in The Third-Class Carriage and The Laundress.

Joseph Mallord William Turner, The Fighting Temeraire tugged to her Last Berth to be broken up.

Realism

Assessing cultural contributions

3 Explain how the Industrial Revolution influenced the architecture of the period.

Analysing styles

4 Compare the characteristics of Romantic and Realist painting.

Project planning

5 In groups choose a work of art that is representative of either Romanticism or Realism. Search for detailed information on the painting and on the artist, and make a PowerPoint presentation lasting 10 minutes to be shown in class.

skill

Go to comparing artistic styles

Jean-François Millet, The gleaners.

21

olio”, bank “Portf s resource .e rtfolio on po ci ca ur aedu te yo In the anay how to crea idance on gu d fin ill you w

Review

1 Briefly explain the historical importance of these

3 Read the text and answer the following questions:

inventions:

2 3 1

4

1. Bread cereals (wheat). 2. Turnips for livestock. 3. Cereal to feed humans and animals. 4. Forage plants to feed animals.

2 Analyse the graphs below and answer the questions: What information does graph A provide?

What connection does it have to the factory system?

Which industry would you connect graph B to?

Why were cotton and steel important in the British Industrial Revolution?

Workers employed in cotton weaving in England in the first half of the 19th century.

A

240

1819-1821 210

1829-1831

200

1844-1846 150

150

these sentences: a) ‘Since the opposition of the populace to the use of machines’, b) ‘spinning factories have been erected … especially where water is plentiful’.

• In two columns, write the advantages and

the causes and consequences of the Industrial Revolution: a) The rise of the bourgeoisie. b) Mechanisation. c) The birth of the proletariat. d) Scientific progress. e) Urban expansion. f) Agricultural innovations.

250 225

• Using your knowledge of the subject, explain

4 Differentiate

275

250

John Aikin. A description of the country from thirty to forty miles round Manchester. London 1795

disadvantages of industrialisation as mentioned in the text. Add other details not mentioned.

Thousands of workers

300

‘Since the opposition of the populace to the use of machines for shortening labour has been quelled by convincing them of their utility, spinning factories have been erected throughout all the surrounding country near Bolton, especially where water is plentiful …

[In Dukinfield] The cotton trade introduced here, while it affords employment to all ages, has debilitated all the constitutions and retarded the growth of many, and made an alarming increase in mortality. The effect is greatly to be attributed to the pernicious custom, so properly reprobated by Doctor Percival and other physicians, of making the children in the mills work day and night … ’.

100 60

50

Causes

50

Consequences

10

0

Hand-woven

B

In factories

Total

5 In which artistic movement would you categorise these images and why?

Pig iron production in Great Britain

Thousands of tonnes

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

200 1850

1840

1825 1830

1805

1790 1795

1755

1720

Years 1850

0

1840 1825 1830

tain

22

The Stone Breakers by Gustave Courbet

PROTAGONISTS Basic information

Name: Victoire Léodile Béra, known as André Léo Nationality: French Period: 1824-1900 Profession: novelist, journalist, feminist and member of the First International

I was born in France, but it was in Vienna that I wrote my first novel, An Old Girl, and in Switzerland that I published it. In addition to being a novelist, I was also a journalist,

NOW Cristina Morales Basic information Name: Cristina Morales Place and year of birth: Granada, 1985 Occupation: writer and dancer

signing with the pseudonym André Léo, which I took from the names of my twin sons. In my press articles I analysed the working conditions of the proletariat and always defended the need to create workers' associations. That revolutionary spirit united me with my grandfather, founder in 1791 of the Society of Friends of the Constitution.

I returned to France in 1860 and became friends with the feminist Paule Minck. In 1866 I founded the Association for the Improvement of the Education of Women and in 1868 I published a text that defended the equality of the sexes.

National Narrative Prize due to the rebellious and anti-establishment spirit of the author. Some may not agree with her way of thinking or with her statements, but her contribution to the literature of the moment should not be doubted, something that was previously recognised with other awards and scholarships.

Cristina Morales was born almost a century after André Leo, but they are united, in addition to their dedication to literature, by an anarchist, feminist and revolutionary spirit.

As I had always been a supporter of labour unionism, I joined the International Association of Workers and actively participated in the Paris Commune, although I opposed the ban on opposition newspapers, as I believed that it was necessary to respect plurality to differentiate ourselves from our enemies.

During my exile in Switzerland, and on my travels through Europe, I observed the harsh living conditions of proletarian women and the lack of equal rights between men and women; therefore, I continue to play an active role in the fight for gender equality.

QUESTIONS

IN THE PAST Victoire Léodile Béra

1 André Léo was a member of the International Workers Association (IWA / AIT).

Look for information on another woman who was part of the AIT and write a biographical note.

2 Cristina Morales belongs to the Acció Llibertaria de Sants, an anarchist association in Barcelona.

Remember what you have studied in this unit and briefly explain the characteristics of anarchism.

Cristina won the Premio Herralde (2018) and the Premio Nacional de Narrativa (2019) with Lectura Fácil, a crude and unconventional novel.

Its protagonists are four disabled young intellectuals who provide a very critical vision of institutions and capitalism from an anarchistic perspective, in addition to a stark analysis of machismo and different political ideologies.

In her literary work, Cristina Morales allows us to learn about the lives of very different women, such as young women from Barcelona in Lectura Fácil, or the famous Teresa de Jesús in Malas palabras where Cristina steps into the shoes of the nun from Ávila and writes her diary in the first person. Cristina considers her to be one of the first writers to denounce women’s lack of freedom, vindicating a need to restudy this historical person.

There was some controversy, when the jury decided to award her the anayaeducacion.es Go to the SDG 5.c and 5.5 resources.

23

e d

a c r ce

GEOGRAfía e historia

4 ESO

Building

Blocks

Building Blocks es un proyecto educativo de Anaya para Educación Secundaria con la participación de: Contenidos: Manuel Burgos y M.a Concepción Muñoz-Delgado y Mérida.

Equipo editorial: Dionisio Liébana, Juan Lorente y Paloma Rodríguez.

Diseño, gráficos y cartografía: Patricia G. Serrano, Juan Carlos Quignon, Miguel Á. Castillejos, Miguel Ángel Díaz-Rullo, Míriam Arribas; José M.ª Gil y Rosario Regaño.

Ilustración: Gracia Artigas, Arturo Asensio, Pablo Espada, Rosalía Martínez y Carlos Moreno.

Maquetación: J&M Artes gráficas.

Corrección: Sergio Borbolla y Miguel Ángel Alonso.

Edición gráfica: Nuria González y Samantha Herrera.

Fotografía: 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 y colaboradores.

compromiso Nuestras publicaciones mantienen el rigor en el uso y en la selección de los contenidos, en las imágenes y en el lenguaje, para cumplir con la no discriminación por razón de género, cultura u opinión.

Grupo Anaya, considera la responsabilidad social y medioambiental uno de sus valores fundamentales. Por ello, se compromete a: · mejorar nuestros resultados en materia de medio ambiente, · reducir nuestras emisiones de carbono, · hacer uso de los recursos naturales de manera responsable y · eliminar cualquier impacto negativo de nuestra actividad en los bosques en peligro.

Dichos compromisos, entre otros, hacen que el 100 % del papel utilizado en nuestros libros tenga el sello PEFC.

GeoGraphy and history 4 secondary andalucía Bl001205 - 3100578 © Text: Manuel Burgos Alonso, Mª Concepción Muñoz-Delgado y Mérida, José Antonio Álvarez Castrillón, Noelia Blanco González, Mercedes Folgueral Castaño, 2021. © This edition: GRUPO ANAYA, S.A., 2021 - Juan Ignacio Luca de Tena, 15 - 28027 Madrid - ISBN: 978-84-698-8743-1 D. L.: M-2826-2021 - 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.

GeoGrafía e historia 4 de cerca - códiGo 3100578 - Bl001205 (castellano) © Del texto: Manuel Burgos Alonso, Mª Concepción Muñoz-Delgado y Mérida, José Antonio Álvarez Castrillón, Noelia Blanco González, Mercedes Folgueral Castaño, 2021. © Del conjunto de esta edición: GRUPO ANAYA, S.A., 2021 - C/ Juan Ignacio Luca de Tena, 15 - 28027 Madrid Printed in Spain.

Reservados todos los derechos. El contenido de esta obra está protegido por la Ley, que establece penas de prisión y/o multas, además de las correspondientes indemnizaciones por daños y perjuicios, para quienes reprodujeren, plagiaren, distribuyeren o comunicaren públicamente, en todo o en parte, una obra literaria, artística o científica, o su transformación, interpretación o ejecución artística fijada en cualquier tipo de soporte o comunicada a través de cualquier medio, sin la preceptiva autorización.

índice 1. El siglo xviii. La época de la Ilustración.............................................................. 4 1 Ilustración y cambios políticos • 2 Los cambios económicos • 3 El siglo xviii en España • 4 El arte del siglo xviii

2 LA ERA DE LAS REVOLUCIONES (1770-1871)......12 1 La revolución de Estados Unidos • 2 La Revolución francesa • 3 La Europa napoleónica • 4 Las revoluciones liberales y los nacionalismos

3 LA REVOLUCIÓN INDUSTRIAL...................................... 20 1 Las bases de la Revolución Industrial en Gran Bretaña • 2 La mecanización de la industria y su difusión • 3 Las consecuencias económicas y sociales • 4 La cultura y el arte de la época revolucionaria

4 La crisis del Antiguo Régimen..........................28

7 ESPAÑA. RESTAURACIÓN Y GUERRA CIVIL....... 50 1 La restauración borbónica • 2 El reinado de Alfonso XIII y la Dictadura de Primo de Rivera • 3 La Segunda República y la Guerra Civil • 4 La evolución artística

8 Descolonización. Nueva geopolítica mundial (1945-1991)........................................................58 1 La descolonización • 2 La nueva geopolítica mundial.

La época de los bloques • 3 La diversidad de los mundos capitalista y comunista • 4 La evolución de las relaciones internacionales

9 España. La dictadura de Franco.................... 66 1 La evolución del franquismo • 2 La evolución económica

10 El mundo reciente.

Relaciones y conflictos........................................ 70

1 La crisis política • 2 La consolidación liberal (18331874) • 3 Arte: Goya, romanticismo y realismo

1 La situación internacional actual • 2 La Tríada, Asia y Rusia • 3 El mundo islámico, América latina y el África subsahariana

5 El Imperialismo y la Primera Guerra Mundial.......................... 34

11 EL MUNDO RECIENTE. GLOBALIZACIÓN Y DIVERSIDAD..........................................................................76

1 La segunda Revolución Industrial • 2 El imperialismo • 3 La Primera Guerra Mundial (1914-1918) • 4 La evolución artística

6 EL PERÍODO DE ENTREGUERRAS Y LA II GUERRA MUNDIAL.............................................. 42 1 La revolución rusa. La creación de la URSS • 2 La evolución económica y política • 3 La Segunda Guerra Mundial • 4 El arte entre 1919 y 1945

1 La globalización • 2 La diversidad del mundo actual • 3 El arte actual

12 ESPAÑA. TRANSICIÓN POLÍTICA Y DEMOCRACIA.......................................................................82 1 La transición democrática • 2 Los gobiernos de la democracia • España en la Unión Europea y en el mundo

un

D iDA

3

LA REVOLUCIÓN INDUSTRIAL

1 LAS BASES DE LA REVOLUCIÓN INDUSTRIAL EN

GRAN BRETAÑA

Comprende, piensa, aplica...

1 Responde a las siguientes

A partir de 1780 se inició en Gran Bretaña una profunda transformación en la industria, consistente en la sustitución del trabajo artesanal por el de las máquinas y el paso de una economía agraria a otra industrial y urbana.

La revolución agraria y sus consecuencias Las transformaciones agrarias consistieron principalmente en:

• Progresos técnicos que afectaron a los sistemas de cultivo, por ejemplo el sistema Norfolk de rotación continua, que proporcionó forrajes para el ganado. Otras mejoras agrarias fueron la introducción de máquinas sembradoras y cosechadoras, y nuevos cultivos como el maíz y la patata. Con todo ello aumentó la ganadería, que a su vez, aportó estiércol para el abono, y suministró carne y leche.

• Cambios en el sistema de propiedad. Los grandes propietarios sustituyeron las tierras comunales por propiedades privadas cercadas.

Por ello, numerosos campesinos sin dinero para cerrarlas tuvieron que vender sus tierras y convertirse en jornaleros, o emigrar a las ciudades para trabajar en la industria.

cuestiones: a) ¿Dónde y cuándo comenzó la Revolución Industrial? b) ¿En qué consistió esencialmente?

2 Observa la imagen del sistema Norfolk e indica qué ventajas tenía. ¿Qué otros avances se dieron en la agricultura?

3 ¿Qué

consecuencias tuvo para la agricultura y para la industria la sustitución de las tierras comunales por las propiedades privadas cercadas?

Cereales panificables, principalmente trigo Nabos para alimentar al ganado

Cebada, cereal para la alimentación humana y animal

Plantas forrajeras para alimentación animal El sistema Norfolk dividía el terreno en hojas que rotaban de forma continua.

La sembradora, inventada por Jethro Tull en 1730.

30

Unidad 3

La revolución demográfica La población de Europa, sobre todo, la británica, creció notablemente desde el siglo xviii. Esto fue posible por la reducción de la mortalidad, motivada por la mejor alimentación y los avances en la higiene y la medicina. Con ello, aumentó la mano de obra disponible y la demanda, estimulando las innovaciones agrarias y las industriales.

Otros factores básicos • La modernización de los transportes, que permitió el crecimiento del comercio y el aumento de la circulación de productos, materias primas y capitales.

• El crecimiento de los medios financieros procedentes del comercio y de la agricultura, que se invirtieron en los nuevos sectores industriales (minero, textil y siderúrgico).

• La disponibilidad de fuentes de energía y de materias primas, como hulla (carbón mineral), algodón y hierro, cuyo aprovechamiento fue posible gracias a inventos como la máquina de vapor (1769) de James Watt.

Inglaterra-Gales España Francia

Millones

Estados italianos Rusia Estados alemanes

100 90 80 70 60 50 40 30 20 10 0 1750

1800

1850

Evolución de la población en Europa.

Años

Construcción de carreteras con el sistema «macadam».

Comprende, piensa, aplica...

4 Observa el gráfico y explica la revolución demográfica y su influencia en la Revolución Industrial.

5 ¿Qué factores, además del crecimiento demográfico y de la revolución agraria, propiciaron la industrialización de Gran Bretaña?

6 Indica si las frases siguientes son verdaderas (V) o falsas (F). Corrige las falsas: a) La Revolución Industrial surge en Gran Bretaña hacia 1780. b) Las transformaciones agrarias proporcionaron más alimentos. c) La mayoría de campesinos se enriqueció con la propiedad privada.

d) El crecimiento demográfico fue debido al aumento de la mortalidad.

7 Relaciona entre sí: a) Sistema Norfolk

1. Máquina de vapor

b) James Watt

2. Rotación continua

c) Mejoras en los 3. Inversiones transportes en industrias d) Recursos 4. Crecimiento del financieros comercio

8 ¿Qué importancia tuvo la máquina de vapor en la Revolución Industrial?

31

2 LA MECANIZACIÓN DE LA

INDUSTRIA Y SU DIFUSIÓN

El paso del taller artesanal a la fábrica Durante el Antiguo Régimen, la producción industrial se realizaba a mano en pequeños talleres artesanales pero con la Revolución Industrial, los talleres fueron sustituidos por grandes fábricas. Ello fue posible gracias a innovaciones aplicadas a la industria textil y siderúrgica:

• Las nuevas técnicas sustituyeron el trabajo manual por el trabajo con máquinas movidas, primero, por el agua, y después, por el vapor.

• La nueva división del trabajo separó el proceso de

La industria siderúrgica

2 200 2 000 1 800 1 600 1 400 1 200 1 000 800 600 400 200 1850

1840

Años 1825 1830

0 1805

Las innovaciones técnicas, principalmente las máquinas movidas por vapor, como el telar mecánico y la máquina de hilar automática, se vieron impulsadas por el incremento de la demanda de tejidos de algodón. Con ello, la producción británica de tejidos de algodón creció de forma espectacular.

2 400

1790 1795

La industria textil

Producción de hierro fundido en Gran Bretaña Miles de toneladas

1755

Las primeras industrias que utilizaron maquinaria para fabricar productos en serie y de forma masiva fueron las industrias textil y siderúrgica.

Máquina hiladora.

1720

trabajo en diferentes fases o tareas simples y asignó cada tarea a un trabajador. Esto posibilitó la fabricación masiva de productos.

Producción de hierro fundido en Gran Bretaña.

La industria siderúrgica, que proporcionaba hierro, se desarrolló al sustituir como combustible en los hornos la madera por el carbón mineral (hulla), y al mejorar Henry Cort el trabajo del hierro con técnicas para hacerlo más resistente (pudelación) y para moldearlo mejor (laminación). Con ello, la hulla y el hierro se convirtieron en elementos imprescindibles de la era industrial por sus numerosas aplicaciones.

Comprende, piensa, aplica...

1 Di a qué sustituye cada transformación industrial: a) El trabajo con máquinas b) La fábrica

2 Completa estas frases en tu cuaderno: a) Las transformaciones técnicas sustituyeron el … por el trabajo con … movidas por la energía del … y del …

32

b) La industria del algodón creció al utilizar … movidas por … como el … y la … c) La industria siderúrgica proporcionaba … y se desarrolló al emplear el … o hulla.

3 Observa el mapa. Indica qué países se incorporaron más pronto y más tardíamente a la industrialización y los motivos de estas diferencias.

Unidad 3

La difusión de la industrialización La Revolución Industrial se difundió desde Gran Bretaña a otros países.

El ritmo de crecimiento fue diverso. Los países con factores favorables, como recursos (carbón, hierro, algodón), capitales, crecimiento demográfico y elevada demanda, se incorporaron a la industrialización, a partir de 1830, como Bélgica, Francia, Suiza, Alemania o Estados Unidos.

Otros, con circunstancias menos favorables, se incorporaron al proceso más tardíamente, después de 1850, como los países del sur (Portugal, España, Italia y Grecia) y del este de Europa (Austria-Hungría y Rusia), o Japón.

NORUEGA

La expansión de la Revolución Industrial en Europa

SUECIA

Cuna de la Revolución Industrial Países industriales a mitad del siglo XIX

Mar del DINAMARCA Norte

Países industriales a final del siglo XIX Países débilmente industrializados a finales del siglo XIX Difusión de la Revolución Industrial 0

250

500

IMPERIO RUSO

750 km

REINO UNIDO

PAÍSES BAJOS BÉLGICA

IMPERIO ALEMÁN

LUXEMBURGO

IMPERIO

SUIZA

OCÉANO

AUSTRIACO

FRANCIA

Mar Negro

RUMANÍA

AT L Á N T I C O PO RT U

GA

L

ITALIA

SERBIA BULGARIA MONTENEGRO

ESPAÑA IMPERI O O TO M A NO GRECIA

Mar

Mediterráneo

Comprende, piensa, aplica...

4 Describe cómo eran las fábricas e indica qué innovaciones se dieron en el sistema de trabajo y qué cambios permitieron.

5 Define los siguientes términos. Búscalos en un diccionario si es necesario: taller artesanal, pudelación y selfactina.

6 Completa el siguiente cuadro en tu cuaderno indicando los cambios en el trabajo, y las innovaciones del sector textil y siderúrgico.

Sistema de trabajo Centros de fabricación Industria textil Industria siderúrgica

Antiguo Régimen

Revolución Industrial

Manual

?

?

Fábricas

Manual

?

Madera como combustible

?

33

3 LAS CONSECUENCIAS ECONÓMICAS Y SOCIALES

Comprende, piensa, aplica...

Las consecuencias económicas

1 Comenta las consecuencias económicas que tuvo la Revolución Industrial.

Las principales consecuencias económicas fueron:

• Revolución de los transportes. El vapor permitió la aparición del barco de vapor (1807); y el invento de la locomotora por Stephenson. Este último dio lugar al ferrocarril, que funcionó por vez primera en 1830 y fue un acicate para la producción industrial.

2 Explica qué es un tren a va-

• Auge del comercio. Se debió al aumento de la demanda y de la pro-

3 Explica qué es la sociedad

por y su importancia en la Revolución Industrial.

ducción y a los nuevos medios de transporte.

de clases, y qué grupos la integraban.

• Desarrollo del capitalismo. Se impulsó el capitalismo industrial, pues al crecer el tamaño de las empresas surgieron sociedades anónimas, y aparecieron las bolsas donde se compraban y vendían las acciones de aquellas. También aumentaron los bancos, lo que originó el capitalismo financiero.

• Aumento de la desigualdad económica. Desde la Revolución Industrial, el mundo quedó dividido entre países industrializados, o desarrollados, y países no industrializados, o atrasados.

Longitud de la red ferroviaria 0 Gran Bretaña Bélgica Francia Estados alemanes

5

10

15

20

San Petersburgo 25 Miles de km

2 390

21 558

Moscú

M ar d el Nor te

Glasgow

334 2 879

M ar B álti c o Copenhague

Liverpool Mánchester

497 15 544

Birmingham

469

Ámsterdam Hamburgo Londres Bruselas Lille

18 876

1840 1870

París Estrasburgo

Berlín Varsovia

Colonia Fráncfort Stuttgart

Praga Viena

Múnich Basilea

OCÉANO

Burdeos

Lyon

Milán Ma r N e g ro

AT L Á N T I C O Lisboa

Florencia Madrid

Barcelona

Roma

Valencia

Vías construidas hasta 1850 hasta 1870

Mar Mediterráneo

Consecuencias sociales Las revoluciones políticas y la Revolución Industrial impusieron una nueva sociedad de clases, con diferencias sociales basadas en el mérito personal y la riqueza.

La clase dominante incluía a la antigua nobleza y a la burguesía, que accedió al poder político, se enriqueció con sus actividades económicas y pasó a residir en barrios urbanos y casas de calidad.

La clase dominada incluyó al campesinado y al proletariado, formado por campesinos emigrados a las ciudades y artesanos arruinados por la mecanización.

34

La difusión del ferrocarril en Europa

0

250

500 km

Unidad 3

El movimiento obrero La situación del proletariado era muy dura. Sufrió jornadas laborales de 14 a 16 horas, en fábricas insalubres, con bajos salarios, sin seguros por enfermedad, accidentes o jubilación. Además, vivían hacinados en barrios sin las mínimas condiciones higiénicas. Para luchar contra esta situación, surgió el movimiento obrero. Los trabajadores y las trabajadoras protestaron primero contra los patronos destruyendo máquinas (ludismo) y formaron sociedades de ayuda mutua para casos de accidente o despido. Luego crearon sindicatos para mejorar sus condiciones laborales y sociales, y en Gran Bretaña el cartismo reclamó derechos políticos a través de la llamada «Carta del Pueblo».

Vagón de tercera clase. Daumier. Museo Metropolitano de Arte (Nueva York).

Surgieron nuevas ideologías que pretendían acabar con el capitalismo: el socialismo, formulado por Karl Marx y Friedrich Engels, proponía una revolución protagonizada por el proletariado, que le condujese al poder; el anarquismo, expuesto por Proudhon y Bakunin, proponía la abolición del Estado. Y en 1864, el proletariado formó la Asociación Internacional de Trabajadores para luchar contra el capitalismo.

Comprende, piensa, aplica...

4 Busca información sobre el trabajo infantil en la Revolución Industrial y expresa tu opinión personal sobre el tema.

8 Busca información sobre la I Internacional y responde a las siguientes preguntas:

5 Define los siguientes términos. Si es necesario,

a) ¿Quiénes tienen que llevar a cabo la emancipación de los trabajadores?

utiliza un diccionario: ludismo, sindicato, socialismo y anarquismo.

b) ¿Por qué los trabajadores deben comportarse de forma solidaria entre ellos?

6 Relaciona entre sí:

9 Completa el siguiente esquema:

a) Fulton

1. Socialismo

b) Bakunin

2. Barco a vapor

c) Cartismo

3. Anarquismo

d) Karl Marx

4. Carta del Pueblo

7 Responde a las siguientes preguntas:

Revolución Industrial Consecuencias

E ����������������������������������������������

S ����������������������������������������������

…

…

a) ¿Qué diferencias existen entre la burguesía y el proletariado? b) ¿Cuál era la situación del proletariado? c) ¿En qué consiste el movimiento obrero?

35

4 LA CULTURA Y EL ARTE DE LA ÉPOCA

REVOLUCIONARIA

La cultura de la época se caracterizó por la secularización, o disminución de la influencia religiosa; por la implantación de la enseñanza primaria obligatoria y gratuita, que incluyó por primera vez a las mujeres; y por la creciente influencia de la prensa en la opinión pública.

La literatura desarrolló dos corrientes. El Romanticismo cultivó géneros variados, como la poesía (Lord Byron), el teatro (Johann Wolf­ gang von Goethe) y la novela (Victor Hugo). El realismo reflejó los problemas ocasionados por la industrialización, tema de las novelas de Stendhal y de Charles Dickens.

Las ciencias progresaron notablemente, sobre todo la física, la química y las ciencias naturales con la revolucionaria teoría de la evolución de las especies, formulada por Charles Darwin. Y la técnica mostró sus logros al público en las exposiciones universales, como la celebrada en Londres en 1851.

Charles Dickens.

Village School. Albert Anker.

Comprende, piensa, aplica...

1 Cita las principales novedades de la cultura, la ciencia y la técnica de la época.

2 Relaciona entre sí:

36

a) Victor Hugo

1. Teoría evolucionista

b) Dickens

2. Hierro y cristal

c) Darwin

3. Novela romántica

d) Arquitectura industrial

4. Novela realista

Retrato de Charles Darwin de John Collier.

Unidad 3

El Romanticismo Surgió en la primera mitad del siglo xix y defendió la imaginación y la expresión de los sentimientos.

La arquitectura se inspiró en los estilos del pasado; el historicismo construyó edificios neorrománicos, neogóticos y neobarrocos; y el estilo ecléctico combinó varios estilos históricos. La principal innovación fue el empleo de los nuevos materiales industriales (hierro y cristal).

La escultura se caracterizó por el movimiento y la expresividad, como en el relieve de La marsellesa, de François Rude.

La pintura concedió gran importancia al color, la luz, el movimiento y la expresividad. En Francia, destacaron los pintores Théodore Géricault, y Eugène Delacroix.

Marina. Géricault.

El realismo Se desarrolló entre 1848 y la década de 1870, y se manifestó principalmente en la pintura. Se inspiró en la realidad y representó la vida cotidiana del pueblo: Millet reflejó la vida del campesinado en El Ángelus.

Courbet mostró la dureza del trabajo en Los picapedreros.

Daumier reflejó la vida cotidiana en El vagón de tercera clase.

Los agavilladores o espigadores. Millet.

Comprende, piensa, aplica...

3 Indica si los siguientes enunciados son verdaderos (V) o falsos (F): a) La arquitectura historicista se inspiró en el pasado. b) El eclecticismo arquitectónico consiste en combinar varios estilos. c) El realismo se manifestó principalmente en la arquitectura. d) La escultura romántica es estática y poco expresiva. e) La pintura realista se inspira en la realidad y la vida cotidiana.

b) ¿Cuándo surgió el realismo? ¿Cuáles son sus características principales?

5 Identifica y justifica a qué estilo pertenece cada una de las siguientes obras: a) La balsa de la Medusa. b) Los picapedreros.

6 Completa la siguiente tabla: Pinturas

Características

Pintores

Romántica

?

?

Realista

?

?

4 Responde a las siguientes preguntas: a) ¿Cuándo surgió el Romanticismo? ¿Qué ideas defendió?

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