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Social ScienceTEACHER’S BOOK

Social Science 6 is a collective work, conceived, designed and created by the Primary Education department at Santillana, under the supervision of Teresa Grence Ruiz.

WRITER Geona Edwards

MANAGING EDITOR Sheila Tourle

PUBLISHER Sue Ashcroft

EDITOR Catherine Kneafsey

PROOFREADING James Price

ContentsIntroduction

Key competences �� IV

Multiple intelligences �� V

Student’s materials �� VI

Teacher’s resources �� VII

Student’s Book �� VIII

Teacher’s Book �� X

Student’s Book 6 Contents �� XII

Studying geography �� 4

Lesson plans

TERM 1

Unit 1 �� 12

Unit 2 �� 28

Unit 3 �� 42

Unit 4 �� 52

Unit 5 �� 66

Term revision �� 76

TERM 2

Studying history �� 78

Unit 6 �� 82

Unit 7 �� 92

Unit 8 �� 104

Term revision �� 114

End-of-primary project �� 116

Audio transcripts �� 126

Answer key �� 130

II

Student’s Book 6 Contents

Unit Reading Topics Topics Know how to

Studying geography 4

1 The landscapes of Spain and Europe

12

The importance of maps The location and relief of Spain

The mountains and river basins of the Iberian Peninsula

The relief of the islands

The Spanish coasts

The location and relief of Europe

The European coasts

Interpret a physical map

2 Rivers, climates and vegetation of Spain and Europe 28

Environmental health indicators

The watersheds of Spain I

The watersheds of Spain II

The climates and vegetation of Spain

Rivers and watersheds in Europe

The climates and vegetation of Europe

Prepare an oral presentation about improving water quality in rivers

3 The economy 42

An invention factory The economy

Companies

Advertising

Money

Savings and investments Make a personal budget

4 The population and economy of Europe and Spain 52

Airbus, a European aerospace company

The population of Europe and Spain

The primary sector in Europe and Spain

The secondary sector in Europe and Spain

The tertiary sector in Europe and Spain I

The tertiary sector in Europe and Spain II

Role play a negotiation process

5 Human impact on the environment 66

Reduce, reuse and recycle People and the environment

Sustainable development

Environmental problems

Climate change

Protecting the environment Propose actions to fight climate change

TERM REVISION

Studying history 78

6 Contemporary history: Spain in the 19th century 82

Viva la Pepa! The 19th century

The Industrial Revolution

Society

Architecture and sculpture

Painting and literature Discuss a historical text

7 Contemporary history: Spain in the 20th and 21st centuries 92

A symbol of peace Spain at the beginning of the 20th century

The Franco Era

The transition

Democracy

Painting and sculpture

Architecture and literature

Analyse a painting

8 Spain and the European Union 104

A continent within reach The political organization of Spain

The territorial organization of Spain

The formation of the European Union

EU accomplishments and challenges

Spain in the European Union Give a presentation about a country in the European Union

TERM REVISION

END-OF-PRIMARY PROJECT

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XII

XIII

Unit Reading Topics Topics Know how to

Studying geography 4

1 The landscapes of Spain and Europe

12

The importance of maps The location and relief of Spain

The mountains and river basins of the Iberian Peninsula

The relief of the islands

The Spanish coasts

The location and relief of Europe

The European coasts

Interpret a physical map

2 Rivers, climates and vegetation of Spain and Europe 28

Environmental health indicators

The watersheds of Spain I

The watersheds of Spain II

The climates and vegetation of Spain

Rivers and watersheds in Europe

The climates and vegetation of Europe

Prepare an oral presentation about improving water quality in rivers

3 The economy 42

An invention factory The economy

Companies

Advertising

Money

Savings and investments Make a personal budget

4 The population and economy of Europe and Spain 52

Airbus, a European aerospace company

The population of Europe and Spain

The primary sector in Europe and Spain

The secondary sector in Europe and Spain

The tertiary sector in Europe and Spain I

The tertiary sector in Europe and Spain II

Role play a negotiation process

5 Human impact on the environment 66

Reduce, reuse and recycle People and the environment

Sustainable development

Environmental problems

Climate change

Protecting the environment Propose actions to fight climate change

TERM REVISION

Studying history 78

6 Contemporary history: Spain in the 19th century 82

Viva la Pepa! The 19th century


Society

Architecture and sculpture

Painting and literature Discuss a historical text

7 Contemporary history: Spain in the 20th and 21st centuries 92

A symbol of peace Spain at the beginning of the 20th century

The Franco Era

The transition

Democracy

Painting and sculpture

Architecture and literature

Analyse a painting

8 Spain and the European Union 104

A continent within reach The political organization of Spain

The territorial organization of Spain

The formation of the European Union

EU accomplishments and challenges

Spain in the European Union Give a presentation about a country in the European Union

TERM REVISION

END-OF-PRIMARY PROJECT

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This unit examines the political, economic and social changes that took place in the 19th century in Spain. It also identifies major art movements during the period.

Unit outline

Contemporary history: Spain in the 19th century6

SUGGESTED TIMING FOR THE UNIT

January February March

Contemporary history: Spain in the 19th century

The 19th century

Life in the 19th century

Art and culture in the 19th century

Know how toExplain political, economic and social

changes in 19th century Spain

Identify the main works of art of the 19th century

Final taskIdentify the main works of art

of the 19th century

82A

Unit contents

CONTENTS

• The 19th century

• Life in the 19th century

• Art and culture in the 19th century

VOCABULARY AND STRUCTURES

• aristocrat, bourgeois, constitutional monarchy, exile, Impressionism, labour union, Modernism, neoclassical, novelist, noble, peasant, portrait, republic, revolt, revolution, wage, wealth; historical, independent; abdicate, abolish, be built, be crowned, be proclaimed

KNOW HOW TO

• Understand a text about the Constitution of Cádiz

• Explain the political changes in 19th century Spain

• Explain the economic and social changes of the Industrial Revolution

• Identify the main Spanish works of art of the 19th century

WORK WITH THE PICTURE

• Talk about 19th century factories

• Analyse examples of 19th century architecture

SPEAKING• Talk about the context of the Constitution of Cádiz

• Name and explain the different forms of government in the 19th Century

WRITING

• Identify the beginning of Contemporary history in Spain

• Compare the feudal system to 19th century society

FINAL TASK • Discuss a historical text

VALUES EDUCATION

• Apreciating the role of art in historical periods

• Understanding the need to protect children’s rights

82B


Viva la Pepa!

After a long and dangerous journey, I arrive in Cádiz to attend a secret meeting. It is not my first time here; two years ago, in 1812, I was part of a big celebration for the approval of the Constitution of Cádiz, the first Spanish constitution.

We call it La Pepa because it was approved on 19th March, Saint Joseph’s Day. We believed the Constitution would help modernize Spain. The Constitution recognized Ferdinand VII as king, but it also included new ideas, like making all men equal and protecting freedom of the press.

The Constitution only lasted two years, and now they arrest anyone who supported it.

A man walks by me in the street and whispers: ‘Viva la Pepa!’ It is our motto. I follow him, and I promise myself to never stop defending ideas like equality, liberty and justice.

6.1

Where does this short story take place? In what year?

Why was the first Spanish Constitution called La Pepa?

What ideas did it include?

Why is the character in the story attending a secret meeting?

How was the expression ‘Viva la Pepa!’ used?

SPEAKING. In groups, search the Internet for information about the Constitution of 1812. Find out about its background, its content, the people involved, etc. Share your findings with your class.

Read and understand KNOW HOW TO

Explain political, economic and social changes of the 19th century.

Identify the main works of art of the 19th century.

FINAL TASK

Discuss a historical text.

The end of the Modern Age

In the 18th century, kings Philip V, Ferdinand VI, Charles III and Charles IV ruled Spain.

Which dynasty did these kings belong to?

In order to modernize their reigns and improve the quality of life of their subjects, some of these kings put into practice the ideas of the Enlightenment.

What is the Enlightenment? Where did this movement originate?

Who were its most famous thinkers?

Monument to the Constitution of 1812, in Cádiz.

eighty-threeeighty-two

WHAT DO YOU REMEMBER?

1874 Reign of Alfonso XII; The Restoration

1873 First

Republic

1833 Reign of

Isabella II

1814 Reign of Ferdinand VII

1812 Constitution of Cádiz

1808War of Independence

C O N T E M P O R A R Y H I S T O R Y

19th Century

1868 Exile of Isabella II

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Objectives • Tointroducethemaintheme

oftheunit

• ToactivatepreviousknowledgeabouttheModernAge

• TolearnaboutLa Pepa,thefirstSpanishconstitution

Key language • Keyvocabularyandstructures:

approval, equality, journey, justice, liberty, motto, reign; dangerous, equal; arrest, be approved, last, modernize, rule, put into practice, whisper; freedom of the press

Presentation• Ask: What is a constitution?

Does Spain have one? Has Spain always had one? Have there been other constitutions before the current one?

Playtrack 6.1. Ssreadandlisten.Ask:Why has this person gone to Cádiz? Why is the meeting in secret? What happened two years before this? Why did supporters of the Constitution of Cádiz believe it was a good idea for Spain?

Read and understand• Readthequestions.Elicitanswers

fromthewholeclass.

• Ssresearchthespeakingtaskingroups.VolunteerscometothefrontoftheclassandexplaindifferentaspectsoftheConstitutionof1812.ContinueuntilalltheinformationSsfoundhasbeenreported.

Know how to• Explain:In this unit, you will learn

about changes in the lives of people in 19th century Spain. You will also identify the main works of art of the 19th century.

• Explainthefinaltask:You will discuss a historical text.

6.1

Reinforcement• Writethesesentencesontheboard:They go to the secret meeting.

He arrives in Cádiz. The Constitution of 1812 is signed. A man whispers, ‘Viva la Pepa!’ The Constitution is abolished.Inpairs,Sswritethesentencesinchronologicalorder.

Extension• Ssimaginetheyarethepersontellingthestory.Theychooseandwrite

anotherpartofthestory:eitherhisdangerousjourneytoCádizorwhathappensafterhefollowsthestrangerinthestreet.

82


Viva la Pepa!

After a long and dangerous journey, I arrive in Cádiz to attend a secret meeting. It is not my first time here; two years ago, in 1812, I was part of a big celebration for the approval of the Constitution of Cádiz, the first Spanish constitution.

We call it La Pepa because it was approved on 19th March, Saint Joseph’s Day. We believed the Constitution would help modernize Spain. The Constitution recognized Ferdinand VII as king, but it also included new ideas, like making all men equal and protecting freedom of the press.

The Constitution only lasted two years, and now they arrest anyone who supported it.

A man walks by me in the street and whispers: ‘Viva la Pepa!’ It is our motto. I follow him, and I promise myself to never stop defending ideas like equality, liberty and justice.

6.1

Where does this short story take place? In what year?

Why was the first Spanish Constitution called La Pepa?

What ideas did it include?

Why is the character in the story attending a secret meeting?

How was the expression ‘Viva la Pepa!’ used?

SPEAKING. In groups, search the Internet for information about the Constitution of 1812. Find out about its background, its content, the people involved, etc. Share your findings with your class.

Read and understand KNOW HOW TO

Explain political, economic and social changes of the 19th century.

Identify the main works of art of the 19th century.

FINAL TASK

Discuss a historical text.

The end of the Modern Age

In the 18th century, kings Philip V, Ferdinand VI, Charles III and Charles IV ruled Spain.

Which dynasty did these kings belong to?

In order to modernize their reigns and improve the quality of life of their subjects, some of these kings put into practice the ideas of the Enlightenment.

What is the Enlightenment? Where did this movement originate?

Who were its most famous thinkers?

Monument to the Constitution of 1812, in Cádiz.

eighty-threeeighty-two

WHAT DO YOU REMEMBER?

1874 Reign of Alfonso XII; The Restoration

1873 First

Republic

1833 Reign of

Isabella II

1814 Reign of Ferdinand VII

1812 Constitution of Cádiz

1808War of Independence

C O N T E M P O R A R Y H I S T O R Y

19th Century

1868 Exile of Isabella II

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UNIT 6

Work with the picture• Inpairs,Ssdescribethephotosof

theConstitutionandtheMonumenttotheConstitutionof1812.Showclose-upphotosofdifferentparts ofthemonumentforSstodescribe.Ask:What does (this sculpture) make you think of?,etc.(Therearebronzefigurestorepresentpeaceandwarand,inthecentralpilaster,imagesoftheideasoffreedomexpressedintheConstitution. Atthefootofthemonumentthere isalargebronzecastofafemale torepresentSpainandgroupsofsculpturestorepresentagriculturalworkersandcitizens.)

What do you remember?• Reviseordinalnumbersandelicit

howtosaythenamesofkingsandqueens:Philip the Fifth, Ferdinand the Sixth,etc.RemindSsthatwealsouseordinalnumberstonamethecenturies.

• Ssreadthetextsindividually.Elicitanswersfromthewholeclass.

Reinforcement• Ontheboard,writethenamesofkings,queensandcenturiesSsarefamiliar

with.Inpairs,theypractisepronouncingthenamesandaddapieceofinformationabouteach.Philip the Fifth.He was the first Bourbon king of Spain,etc.

Extension• Ssresearchathinker,artistorscientistfromtheEnlightenmentperiod.They

writeabiographicaloutline,includingtheperson’smainaccomplishmentsandapicture.

83

The 19th century

The War of IndependenceIn 1807, Napoleon Bonaparte, the Emperor of France, decided to occupy Portugal. The King of Spain, Charles IV, allowed him to go across Spain. On their way, the French troops invaded some Spanish cities. This caused a popular revolt which forced Charles IV to abdicate. His son, Ferdinand VII, became king.

Soon after, Napoleon forced Ferdinand VII to abdicate so he could proclaim his brother, Joseph Bonaparte, the new king.

However, the population of Madrid did not accept him and rebelled against the French. This started the War of Independence. 1 This war lasted until 1814, when the French were defeated and Ferdinand VII returned as King of Spain.

During the war, the Spanish Parliament moved to Cádiz. In 1812, its members wrote Spain’s first constitution, the Constitution of Cádiz. 2 It limited the king’s power and established rights for citizens, including the right to vote for men twenty-five years old or older.

The reign of Ferdinand VIIIn 1814, Ferdinand VII returned as King of Spain. 3 He abolished the Constitution of Cádiz and re-established an absolute monarchy. This caused political disorder and, as a result, most of the American colonies became independent.

6.2

1 The Third of May 1808 by Francisco de Goya represents the beginning of the War of Independence.

2 The Constitution of Cádiz, also known as La Pepa, was approved in 1812.

The reign of Isabella II

In Spain, according to the law of succession, only men could reign. However, Ferdinand VII changed this law so his daughter could ascend to the throne. Isabella II became queen when Ferdinand VII died in 1833. 4

During her reign, there was a constitutional monarchy that limited her power. However, numerous military conflicts and changes of government led to a revolution, and in 1868, Isabella II went into exile.

The First Spanish Republic

In 1871, Amadeo de Saboya of Italy became king. However, since he was a foreign monarch, he did not have much support, and he abdicated two years later.

In 1873, members of Parliament proclaimed a republic, a form of government with no king. This First Spanish Republic also lacked support and failed after about a year.

The Spanish Restoration

In 1874, the son of Isabella II, Alfonso XII, was crowned King of Spain, and a new historical period, known as the Restoration, began. 5

At the end of the 19th century, Spain lost its last colonies in Cuba, Puerto Rico and the Philippines.

6.3

1 WRITING. How did Contemporary history begin? Explain.

2 When and where was the first constitution of Spain approved? Who signed it?

3 Make a timeline of Spanish monarchs in the 19th century. Include the years they ruled and important events.

4 SPEAKING. Name and explain the different forms of government in the 19th century.

6.4

ACTIVITIES

5 The monarchy of the Bourbons returned to Spain with Alfonso XII.

4 Isabella II was crowned queen at age 13 when she was declared legally of age.

3 In 1814, King Ferdinand VII was reinstated as an absolute monarch.

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Objectives• Toidentifythemainpoliticalevents

of19thcenturySpain

• Tolearnaboutthesuccessionofgovernmentsin19thcenturySpain


constitutional monarchy, disorder, exile, republic, revolt, revolution, right, succession, throne, troops; foreign, historical, independent; during, since, until; abdicate, abolish, allow, be crowned, be defeated, invade, occupy, proclaim, rebel, reign

Presentation• Elicitformsofgovernmentinclass

andwriteexpressionsontheboard.IfSsdonotsaytheseforms,addabsolute monarchy, constitutional monarchyandrepublictothelist.Volunteersdescribethedifferentformsofgovernment.

PracticePlaytrack 6.2.Ssreadandlisten.Ask:Why did Charles IV have to abdicate? What was Spain’s first constitution called? Why? What type of monarch was Ferdinand VII?

• Discusswhatthepaintingsshow.AskSsiftheythinkthepainterGoyawasonthesideofthesoldiersorthepeoplebeingshotinthepaintingThe Third of May 1808.(GoyawasenthusiasticabouttheprinciplesoftheEnlightenment,suchasallmenbeingequal,butwasdisillusionedbythehorrorsoftheWarofIndependence.HealsopaintedtheportraitofKingFerdinandVIIanddependedonmoneyfromtheKing.)

6.2

Reinforcement• Sswritefivefalsesentencesaboutthetext.Inpairs,theyswapandcorrect

thesentences.

Values education• Ssreflectontheroleofartinrecordingandanalysinghistoricalevents.In

pairs,theydescribeGoya’sThe Third of May 1808.Discusstheirideasasaclass.Ask:What did the French soldiers want? What did the Spanish civilians want? What does the painting tell us about war?,etc.

84

The 19th century

The War of IndependenceIn 1807, Napoleon Bonaparte, the Emperor of France, decided to occupy Portugal. The King of Spain, Charles IV, allowed him to go across Spain. On their way, the French troops invaded some Spanish cities. This caused a popular revolt which forced Charles IV to abdicate. His son, Ferdinand VII, became king.

Soon after, Napoleon forced Ferdinand VII to abdicate so he could proclaim his brother, Joseph Bonaparte, the new king.

However, the population of Madrid did not accept him and rebelled against the French. This started the War of Independence. 1 This war lasted until 1814, when the French were defeated and Ferdinand VII returned as King of Spain.

During the war, the Spanish Parliament moved to Cádiz. In 1812, its members wrote Spain’s first constitution, the Constitution of Cádiz. 2 It limited the king’s power and established rights for citizens, including the right to vote for men twenty-five years old or older.

The reign of Ferdinand VIIIn 1814, Ferdinand VII returned as King of Spain. 3 He abolished the Constitution of Cádiz and re-established an absolute monarchy. This caused political disorder and, as a result, most of the American colonies became independent.

6.2

1 The Third of May 1808 by Francisco de Goya represents the beginning of the War of Independence.

2 The Constitution of Cádiz, also known as La Pepa, was approved in 1812.

The reign of Isabella II

In Spain, according to the law of succession, only men could reign. However, Ferdinand VII changed this law so his daughter could ascend to the throne. Isabella II became queen when Ferdinand VII died in 1833. 4

During her reign, there was a constitutional monarchy that limited her power. However, numerous military conflicts and changes of government led to a revolution, and in 1868, Isabella II went into exile.

The First Spanish Republic

In 1871, Amadeo de Saboya of Italy became king. However, since he was a foreign monarch, he did not have much support, and he abdicated two years later.

In 1873, members of Parliament proclaimed a republic, a form of government with no king. This First Spanish Republic also lacked support and failed after about a year.

The Spanish Restoration

In 1874, the son of Isabella II, Alfonso XII, was crowned King of Spain, and a new historical period, known as the Restoration, began. 5

At the end of the 19th century, Spain lost its last colonies in Cuba, Puerto Rico and the Philippines.

6.3

1 WRITING. How did Contemporary history begin? Explain.

2 When and where was the first constitution of Spain approved? Who signed it?

3 Make a timeline of Spanish monarchs in the 19th century. Include the years they ruled and important events.

4 SPEAKING. Name and explain the different forms of government in the 19th century.

6.4

ACTIVITIES

5 The monarchy of the Bourbons returned to Spain with Alfonso XII.

4 Isabella II was crowned queen at age 13 when she was declared legally of age.

3 In 1814, King Ferdinand VII was reinstated as an absolute monarch.

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UNIT 6

Practice Play track 6.3. Ss read and listen. Pause the recording after each period and ask questions: What law did Ferdinand VII change? Why did he change it? Why was Amadeo de Saboya unpopular?, etc.

Activities1 Check in class that Ss understand

that the War of Independence began the era of Contemporary history in Spain. Then, Ss write their own explanation in their notebooks.

2 Ss discuss their answers in pairs.

Play track 6.4. Ss listen to the model answers.

3 Encourage Ss to add pictures to their timelines.

4 Explain that the form of government in Spain today is also a constitutional monarchy, but that it is very different to the reign of Isabella II. This is because the constitution of today gives many more rights to citizens and puts many more limits on the monarch.

6.3

6.4

Reinforcement• Write these dates on the board: 1807, 1812, 1814, 1833, 1868, 1871,

1873 and 1874. In, pairs, Ss take it in turns to match an important event to each year. Volunteer pairs come to the front of the class and use the dates to summarize 19th century Spain.

Extension• Sscreateaclasstimelineof19thcenturySpainonastripofcontinuous

paper. They add pictures of rulers, historical paintings, etc.KEY COMPETENCES

Ss reflect on the importance of art in history.

Visual-spatial

intelligence

85


The Industrial Revolution originated in the United Kingdom at the end of the 18th century, and then it extended to other countries. In Spain, the Industrial Revolution took place in the 19th century. Factories were built mainly in Catalonia and the Basque Country.

Small craftsmen’s workshops were replaced by factories with machines operated by workers. The steam engine was invented and a new energy source, coal, was used. Thanks to the steam engine, trains and steamboats were developed, and new machines allowed the textile and metal industries to advance dramatically. 1

As a consequence of the Industrial Revolution, many important economic and social changes took place. A society that was based on agriculture transformed into a society based on industrial activities.

6.5

Society

Society in the 19th century was divided into three social classes, based on wealth. 2

The upper class consisted of the wealthiest people: the aristocrats and the bourgeois.

– The aristocrats were nobles who owned large areas of land.

– The bourgeois were factory owners, prosperous merchants and bankers.

The middle class consisted of small merchants and entrepreneurs, small landowners, and professionals such as doctors, lawyers and engineers.

The lower class consisted of poorer people, such as peasants and factory workers.

– The peasants worked on the land of the large landowners.

– The factory workers worked in exchange for wages. Their living conditions were very hard. They worked more than twelve hours a day for very low wages. They lived in undeveloped neighbourhoods with no electricity or running water. In addition, many children worked in factories for wages even lower than those paid to adults. In order to protect their interests, workers formed groups known as labour unions.

6.6


Is the factory located in the city or the countryside?

How can you tell it is a factory?

What type of industry is shown?

What means of transport can you see?

Who lived in this part of the city?


2 In the 19th century, society was organized into three social classes. A. Upper class. B. Middle class. C. Lower class.

1 Make an index card about the Industrial Revolution, including date and place of origin, main inventions and industries developed.

2 WRITING. Compare society in the 19th century with society in the feudal system. How were they alike? How were they different?

3 VALUES EDUCATION. Explain what your life would be like if you had to work. Why do you think it is important for children to go to school?

ACTIVITIES

1 In the 19th century, factories were built in cities.

The railway

In 1814, George Stephenson, an English engineer, built the first steam locomotive. It was used to transport goods.

In 1830, the first passenger railway service in England was opened.

The first railway line in Spain, between Barcelona and Mataró, opened in 1848.

LEARN MORE

A

B

C

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Objectives• Tounderstandlifeinthe19thcentury

• TodescribetheIndustrialRevolution

• Todistinguishbetween19thcenturysocialclasses


aristocrat, banker, bourgeois, craftsman, factory, labour union, merchant, noble, peasant, society, steamboat, steam engine, wage, wealth, worker, workshop; economic, industrial, lower, middle, social, upper; be built, be divided into, be replaced, extend, originate, own, take place; as a consequence of

Presentation• Pointtodifferentobjectsinthe

roomandask:Where was your shirt made? Where was this table made?(Infactories.)Who made clothes 300 years ago?(Tailors.)And tables?(Carpenters.)How does having lots of factories change a country?

PracticePlaytrack 6.5.Ssreadandlisten.Ask:Where did the Industrial Revolution start? Where were most of the first factories built in Spain?,etc.

Work with the picture• Ssanswerthequestionsinpairs.

Checktheiranswersasaclass.Ask:How are factories different today?

Learn more• Readthetextasaclass.Ask:

Where was the first passenger railway service? How long have there been railways in Spain?(About165years.)Do you ever use trains?

6.5

Reinforcement• Inpairs,Sstakeitinturnstogivecluesfromthetextfortheirpartnerto

explain.S1:Coal.S2:A new energy source used in the steam engine,etc.

Extension• Ssresearchthesteamengineandwriteafewsentencesaboutitshistory

andhowitworks.Theyincludeaphotoandlabelthemainparts.

86


The Industrial Revolution originated in the United Kingdom at the end of the 18th century, and then it extended to other countries. In Spain, the Industrial Revolution took place in the 19th century. Factories were built mainly in Catalonia and the Basque Country.

Small craftsmen’s workshops were replaced by factories with machines operated by workers. The steam engine was invented and a new energy source, coal, was used. Thanks to the steam engine, trains and steamboats were developed, and new machines allowed the textile and metal industries to advance dramatically. 1

As a consequence of the Industrial Revolution, many important economic and social changes took place. A society that was based on agriculture transformed into a society based on industrial activities.

6.5

Society

Society in the 19th century was divided into three social classes, based on wealth. 2

The upper class consisted of the wealthiest people: the aristocrats and the bourgeois.

– The aristocrats were nobles who owned large areas of land.

– The bourgeois were factory owners, prosperous merchants and bankers.

The middle class consisted of small merchants and entrepreneurs, small landowners, and professionals such as doctors, lawyers and engineers.

The lower class consisted of poorer people, such as peasants and factory workers.

– The peasants worked on the land of the large landowners.

– The factory workers worked in exchange for wages. Their living conditions were very hard. They worked more than twelve hours a day for very low wages. They lived in undeveloped neighbourhoods with no electricity or running water. In addition, many children worked in factories for wages even lower than those paid to adults. In order to protect their interests, workers formed groups known as labour unions.

6.6


Is the factory located in the city or the countryside?

How can you tell it is a factory?

What type of industry is shown?

What means of transport can you see?

Who lived in this part of the city?


2 In the 19th century, society was organized into three social classes. A. Upper class. B. Middle class. C. Lower class.

1 Make an index card about the Industrial Revolution, including date and place of origin, main inventions and industries developed.

2 WRITING. Compare society in the 19th century with society in the feudal system. How were they alike? How were they different?

3 VALUES EDUCATION. Explain what your life would be like if you had to work. Why do you think it is important for children to go to school?

ACTIVITIES

1 In the 19th century, factories were built in cities.

The railway

In 1814, George Stephenson, an English engineer, built the first steam locomotive. It was used to transport goods.

In 1830, the first passenger railway service in England was opened.

The first railway line in Spain, between Barcelona and Mataró, opened in 1848.

LEARN MORE

A

B

C

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UNIT 6

Practice Play track 6.6. Ss read and listen. Elicit from Ss the three social classes. Ask how each social class made money to live on. Explain that wages refers to money you make for the number of hours you work. Ask: Do all of these social classes exist today?

• Discussthepaintingsasawholeclass. How do people’s clothes show social class?

Activities1 Ss make their index cards. Then,

they explain their index cards to a partner.

2 Remind Ss of the feudal system intheMiddleages,whichtheystudiedlastyear.Discussideasinclass and write key similarities and differences on the board. Then, Ss write their ideas in their notebooks.

3 Explain that children under 12 had to work in factories in the 19th century. The first education act in Spain to send children to schoolwasin1857.Discussas a class how Ss’ lives would be different if they had to work insteadofgoingtoschool.Elicitideasontheimportanceofgoingto school.

6.6

Reinforcement• Say different characteristics of the people described in the text for Ss to

guess.T:They worked on farms. Ss: Peasants. T: They were wealthy, but they didn’t own a lot of land. Ss: The bourgeois, etc.

KEY COMPETENCES

Ss talk and write about social classes in the 19th century.

Values education• Discusstheimportanceofprotectingchildren’srights.Explainthatthelegal

workingageinSpainis16,butthatchildlabourisstillaproblemtodayinmanycountries.Worldwide,about170millionchildrenundertheageof14areworking,manyofthemindangerousconditions.

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Architecture

At the beginning of the 19th century, neoclassical architecture developed. Buildings were constructed in a style similar to that of Greek and Roman architecture, such as the Gate of Toledo in Madrid. 1

During this century, iron bridges were built and new types of buildings were created, such as railway stations made of iron and glass. 2

At the end of the century, a new architectural style, known as Modernism, was born. Modernist buildings show curved and wavy shapes that simulate forms in nature.

In Spain, the best-known modernist architect was Antoni Gaudí, creator of the Casa Milà in Barcelona. 3

Sculpture

The transformation of cities influenced sculpture. During this century, squares, gardens and avenues were decorated with beautiful sculptures made mainly of stone. 4

6.8


3 Casa Milà in Barcelona.

1 Gate of Toledo in Madrid. 2 Railway station in Almería.

4 The Fallen Angel, by Ricardo Bellver, a famous Spanish sculptor.

Which of these buildings reminds you of a building in ancient Rome? Why?

Which buildings used materials like iron and glass?

Which building has many curved elements?


6 Women walking on the beach by Joaquín Sorolla.5 The family of Charles IV by Francisco de Goya.

Painting

At the beginning of the 19th century, Francisco de Goya was painter at the Spanish Court and painted portraits of Charles IV and Ferdinand VII. However, he also painted popular scenes such as festivals and wine harvests. Goya is considered one of the greatest artists in history. 5

At the end of the 19th century, Impressionism was born. This art movement introduced innovative painting techniques. Impressionist painters put more emphasis on colour than drawing, as well as on the effect of light in landscapes. The most important Spanish impressionist painter was Joaquín Sorolla. 6

Literature

During the 19th century, there were great writers in Spain, such as the playwright José Zorrilla; the poets Rosalía de Castro and Gustavo Adolfo Bécquer; and the novelists Benito Pérez Galdós and Leopoldo Alas ‘Clarín’.

At the end of the century, when Spain lost its last colonies, a group of writers known as the Generation of '98 wrote pessimistically about the social and political situation of Spain. This group included writers such as Pío Baroja, Miguel de Unamuno, Antonio Machado and Ramón María del Valle-Inclán.

6.9

1 Name three artists from the 19th century and write a sentence about their work.

2 ICT. Research a Spanish work of art from the 19th century and make an index card, including name, artist, description and a picture.

3 What was the Generation of '98? Name three writers who belonged to this group.

ACTIVITIES

Photography and film

Photographic cameras were invented in the 19th century. Up until then, images could only be drawn.

At the end of the 19th century, the Lumière brothers invented the cinematograph, which allowed them to project moving images. This was the beginning of film.

LEARN MORE

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6.7

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Objectives• Tolearnaboutdifferentart

movementsin19thcenturySpain

• Toidentifyimportant19thcenturySpanishartists

Key language• Keyvocabularyandstructures:

architecture, emphasis, Impressionism, Modernism, novelist, playwright, poet, portrait; curved, innovative, neoclassical, wavy; pessimistically; be built, be constructed, simulate; as well as, one of the (greatest) (artists) in history, up until then

Presentation• Asaclass,completeamindmap

ontheboardforSstocopy.WriteArtatthetop.Ask:Which art form designs buildings?(Architecture.)Elicitsculpture,paintingandliteratureinthesameway.Then,elicittypesofartists:Who makes sculptures?,etc.Underwriters,elicitpoets,novelists,etc.Finally,writethedifferenttypesofliterature(poems,novels,plays).

PracticePlaytrack 6.8.Ssreadandlisten.PausetherecordingoccasionallyforSstolookatthephotosandidentifythecharacteristicsmentionedinthetext.Ask:What style are Gaudí’s works?(Modernist.)

Work with the picture• Volunteersreadandanswer

thequestions.ExplainthatThe Fallen AngelisintheRetiroParkinMadrid.

Playtrack 6.7.Sslistentothemodelanswers.

6.8

6.7

Reinforcement• ShowSsphotosofdifferentneoclassicalandmodernistbuildingsfrom

aroundEurope.Sssaywhichstyletheythinkeachbuildingisandwhy.Tellthemthelocationandpurposeofeachbuilding.

Extension• SssearchtheInternetforinformationaboutanotherneoclassicalor

modernistbuildinginSpain.Theycreateashortcomputerpresentationwithphotosandbasicinformationaboutthebuilding.

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Architecture

At the beginning of the 19th century, neoclassical architecture developed. Buildings were constructed in a style similar to that of Greek and Roman architecture, such as the Gate of Toledo in Madrid. 1

During this century, iron bridges were built and new types of buildings were created, such as railway stations made of iron and glass. 2

At the end of the century, a new architectural style, known as Modernism, was born. Modernist buildings show curved and wavy shapes that simulate forms in nature.

In Spain, the best-known modernist architect was Antoni Gaudí, creator of the Casa Milà in Barcelona. 3

Sculpture

The transformation of cities influenced sculpture. During this century, squares, gardens and avenues were decorated with beautiful sculptures made mainly of stone. 4

6.8


3 Casa Milà in Barcelona.

1 Gate of Toledo in Madrid. 2 Railway station in Almería.

4 The Fallen Angel, by Ricardo Bellver, a famous Spanish sculptor.

Which of these buildings reminds you of a building in ancient Rome? Why?

Which buildings used materials like iron and glass?

Which building has many curved elements?


6 Women walking on the beach by Joaquín Sorolla.5 The family of Charles IV by Francisco de Goya.

Painting

At the beginning of the 19th century, Francisco de Goya was painter at the Spanish Court and painted portraits of Charles IV and Ferdinand VII. However, he also painted popular scenes such as festivals and wine harvests. Goya is considered one of the greatest artists in history. 5

At the end of the 19th century, Impressionism was born. This art movement introduced innovative painting techniques. Impressionist painters put more emphasis on colour than drawing, as well as on the effect of light in landscapes. The most important Spanish impressionist painter was Joaquín Sorolla. 6

Literature

During the 19th century, there were great writers in Spain, such as the playwright José Zorrilla; the poets Rosalía de Castro and Gustavo Adolfo Bécquer; and the novelists Benito Pérez Galdós and Leopoldo Alas ‘Clarín’.

At the end of the century, when Spain lost its last colonies, a group of writers known as the Generation of '98 wrote pessimistically about the social and political situation of Spain. This group included writers such as Pío Baroja, Miguel de Unamuno, Antonio Machado and Ramón María del Valle-Inclán.

6.9

1 Name three artists from the 19th century and write a sentence about their work.

2 ICT. Research a Spanish work of art from the 19th century and make an index card, including name, artist, description and a picture.

3 What was the Generation of '98? Name three writers who belonged to this group.

ACTIVITIES

Photography and film

Photographic cameras were invented in the 19th century. Up until then, images could only be drawn.

At the end of the 19th century, the Lumière brothers invented the cinematograph, which allowed them to project moving images. This was the beginning of film.

LEARN MORE

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UNIT 6

Practice Play track 6.9. Ss read and listen. Pause the recording after the section on ‘Painting’. Invite Ss to study the two paintings at the top of the page. Then, show Ss different paintings by Goya and Sorolla for Ss to guess which painter did which picture. Ss explain their reason for thinking this. Tell Ss the name of each painting and ask: Is that a good name? Can you think of an alternative name for this painting?

• Continuetrack 6.9. Explain that many works by Spanish writers have been translated into English. Show Ss a nature-themed poem by Antonio Machado in English (Guadarrama, Fields of Soria, etc.). Ask: Can you recognize any natural elements in this poem? Discuss the poem briefly as a class.

Learn more• Readthetextasaclass.Say: Now

we can take pictures and make videos with our Smartphones. Ask: What other inventions does a Smartphone contain? (The telephone, the computer, the calculator, etc.)

Activities1 Ss write a sentence about their

chosen 19th century artists in their notebooks. Then, they share ideas in class.

2 Ss research their work of art and write the index card individually. Then, they walk around the class and share their index cards with one other student at a time.

3 Ss write answers in their notebooks.

6.9

Reinforcement• Write the writers mentioned in the text and one of their major works on the

board for Ss to copy. Then, Ss make cards with a writer and his/her genre (novel, poetry, etc.) on the front and one of his/her major works on the back. They use the cards to test each other.

Extension• Ss choose their favourite painting by Goya or Sorolla and draw a copy of it.

Next to their drawing, they write information about the painting including its name, when it was painted, where it now hangs and why they like it.

KEY COMPETENCES

Ss learn about major art movements of the 19th century.

Linguistic

intelligence

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Choose and carry out one of the following activities.

A. ICT. Search the Internet for information about life in your autonomous community during the 19th century. Make a poster, including political, social and economic aspects.

B. In groups of three, each student chooses a social class of the 19th century and writes a short story about a day in the life of a child from that social class. Then, share your stories.

C. Make a poster with paintings of popular scenes by Francisco de Goya.

Show your skills

1 SUMMARY. Copy and complete the text in your notebook, using these words.

Ferdinand VII – The Philippines – Isabella II – Independence – colonies – Alfonso XII – French – Cuba – rights –

exile – absolute monarchy – republic – constitution

In the War of , the Spaniards rebelled against the invasion.

In 1812, the first Spanish was proclaimed in Cádiz. It included the main

of the citizens. However, this constitution was abolished by . He reinstated an , and lost most of the American .

When Ferdinand VII died, his daughter, , became queen. Constant political

changes and conflicts during her reign forced her to go into .

After the short reign of a foreign monarch, a new form of government with no king, known as a , was proclaimed. However, it did not last long.

In 1874, a new historical period started with the crowning of , the son of Isabella II, as King of Spain.

At the end of the 19th century, Spain lost its last colonies: , Puerto Rico and .

6.10

2 Copy the timeline and put the following historical events in chronological order.

First Spanish Republic is proclaimed

Isabella II is proclaimed queen

Spain loses its last colonies

Alfonso XII is crowned king of Spain

Constitution of Cádiz is signed

Ferdinand VII is reinstated as king

The 19th century in Spain

3 Copy and complete this table about society in the 19th century.

Society in the 19th century

social classes members characteristics

4 Look at the photos. Identify the architectural style of each of them and explain their characteristics.

A B C

Understand the information.

1 Read the text and answer.

When and where was this text written?

Did the king have absolute power?

From which historical text are these articles? How do you know?

Relate the information.

2 Relate the text with its time period.

Who was king of Spain in 1812? And in France?

Was Spain at war at this time?

Which war was it? Who was fighting? How did the war end?

After the war, who was proclaimed king of Spain?

Show that you can do it.

3 GROUP WORK. Discuss this historical text in groups.

Discuss a historical text

A historical text is a written source that informs us about past events and allows us to understand other historical periods better.

Article 3. Sovereignty resides in the Nation. Only the Nation has the right to establish fundamental laws.

Article 14. The government of the Spanish Nation is a moderate hereditary Monarchy.

Article 15. The legal authority for making laws resides in the Parliament with the king.

Article 16. The legal authority for executing laws resides in the king.

Article 371. All Spaniards have the freedom to [...] publish their political ideas.

Cádiz, 19th March, 1812

Form groups of five.

Each member of the group works on one of these articles and presents it in class.

Then, discuss why it is important to have a constitution.

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6FINAL ACTIVITIES

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Objectives• Toapplyknowledgeacquiredin

theunittocarryoutatask

• Todiscussahistoricaltext

Key language• Keyvocabularyandstructures:

article, authority, freedom, law, period, source, sovereignty; absolute, hereditary, historical, written; be crowned, be proclaimed, establish, reside

Presentation• Readtheintroductionwiththe

class.Ask:What other types of historical sources are there?(Objects,picturesandoraltexts.)

• Volunteersreadthearticles.Explainanydifficultvocabulary.

• SsdoActivity1inpairs.Checktheiranswersasaclass.

• SsdoActivity2inpairs.Then,theychecktheiranswersintheunit.

• SsprepareActivity3individuallyashomework.Theydiscussthearticlesintheirgroups.

• Finally,discussthearticlesasaclass.Ask:How is Spain’s modern constitution different from these articles?(Themaindifferenceisthatthekinghasamuchmorelimitedrole.)

Reinforcement• GiveexamplesofrightsgrantedbythearticlesoftheConstitutionofCádiz.

Sssaythenumberofthearticle.T:It is legal to say you want Spain to be a republic.Ss:Article 371.Etc.

Extension• SsresearchtheConstitutionofCádizandchooseanotherarticletheyfind

interesting.Theywriteashortdescriptionoftheirarticleandshareitwiththeclass.

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Choose and carry out one of the following activities.

A. ICT. Search the Internet for information about life in your autonomous community during the 19th century. Make a poster, including political, social and economic aspects.

B. In groups of three, each student chooses a social class of the 19th century and writes a short story about a day in the life of a child from that social class. Then, share your stories.

C. Make a poster with paintings of popular scenes by Francisco de Goya.

Show your skills

1 SUMMARY. Copy and complete the text in your notebook, using these words.

Ferdinand VII – The Philippines – Isabella II – Independence – colonies – Alfonso XII – French – Cuba – rights –

exile – absolute monarchy – republic – constitution

In the War of , the Spaniards rebelled against the invasion.

In 1812, the first Spanish was proclaimed in Cádiz. It included the main

of the citizens. However, this constitution was abolished by . He reinstated an , and lost most of the American .

When Ferdinand VII died, his daughter, , became queen. Constant political

changes and conflicts during her reign forced her to go into .

After the short reign of a foreign monarch, a new form of government with no king, known as a , was proclaimed. However, it did not last long.

In 1874, a new historical period started with the crowning of , the son of Isabella II, as King of Spain.

At the end of the 19th century, Spain lost its last colonies: , Puerto Rico and .

6.10

2 Copy the timeline and put the following historical events in chronological order.

First Spanish Republic is proclaimed

Isabella II is proclaimed queen

Spain loses its last colonies

Alfonso XII is crowned king of Spain

Constitution of Cádiz is signed

Ferdinand VII is reinstated as king

The 19th century in Spain

3 Copy and complete this table about society in the 19th century.

Society in the 19th century

social classes members characteristics

4 Look at the photos. Identify the architectural style of each of them and explain their characteristics.

A B C

Understand the information.

1 Read the text and answer.

When and where was this text written?

Did the king have absolute power?

From which historical text are these articles? How do you know?

Relate the information.

2 Relate the text with its time period.

Who was king of Spain in 1812? And in France?

Was Spain at war at this time?

Which war was it? Who was fighting? How did the war end?

After the war, who was proclaimed king of Spain?

Show that you can do it.

3 GROUP WORK. Discuss this historical text in groups.

Discuss a historical text

A historical text is a written source that informs us about past events and allows us to understand other historical periods better.

Article 3. Sovereignty resides in the Nation. Only the Nation has the right to establish fundamental laws.

Article 14. The government of the Spanish Nation is a moderate hereditary Monarchy.

Article 15. The legal authority for making laws resides in the Parliament with the king.

Article 16. The legal authority for executing laws resides in the king.

Article 371. All Spaniards have the freedom to [...] publish their political ideas.

Cádiz, 19th March, 1812

Form groups of five.

Each member of the group works on one of these articles and presents it in class.

Then, discuss why it is important to have a constitution.

ninety-oneninety

KNOW HOW TO

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6FINAL ACTIVITIES

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UNIT 6

Objectives• Torevisekeyvocabularyand

conceptsfromtheunit

• TogiveSstheopportunitytoevaluatetheirownlearning


revisionofUnit6

Presentation• WriteThe 19th centuryonthe

board.Then,makethreecolumns:Politics,Society,Art.Ssbrainstormimportantpeopleorevents.Writetheirideasinthecorrespondingcolumns.

Practice1 Sscopyandcompletethe

summaryintheirnotebooks.

Playtrack 6.10.Sslistenandchecktheiranswers.

2 Writetheyearofeachevent ontheboard.Ssmatchthe yearstotheeventsandadd theyearstotheirtimeline.

3 AskavolunteertodrawandcompletethetableontheboardsothatSscanchecktheiranswers.

4 Ssworkinpairstodescribethephotos.

Show your skills • Readtheoptions.Makesure

Ssunderstandtheactivitiesandallthevocabulary.

• PutSsintogroupsaccordingto theactivitytheywishtodo.

6.10

Reinforcement• DictatetenkeywordsfromtheunitforSstocopy.Inpairs,Ssdiscusshow

eachperson,event,idea,etc.wasrelevantto19thcenturySpain.

Extension• Insmallgroups,Ssmakeacollageaboutthe19thcentury.Theyaddlabels

withshortdescriptionstothedifferentpictures.Displaytheircollagesaroundtheclassroom.

Interpersonal

intelligence

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