Why did it happen in Britain?

Do not forget to answer the questions provided by your teacher.

PSOE is born

"El Partido Socialista Obrero Español se fundó clandestinamente en la taberna Casa Labra de Madrid, el 2 de mayo de 1879, en torno a 25 personas: 16 tipógrafos, cuatro médicos, un doctor en ciencias, dos joyeros, un marmolista y un zapatero. Encabezados por Pablo Iglesias, con lo que es el partido político más antiguo de España con funcionamiento ininterrumpido hasta la actualidad.

El primer programa del nuevo partido político fue aprobado en una asamblea de 40 personas, el 20 de julio de ese mismo año. Como partido obrero y de clase, el PSOE se adhirió a la II Internacional, que agrupaba a los partidos socialistas marxistas hasta su colapso ante la Primera Guerra Mundial.

El PSOE fue el segundo partido socialista y obrero que se fundó en el mundo (sólo el Partido Socialdemócrata de Alemania, SPD, se había fundado con anterioridad), celebrando su primer congreso en Barcelona en 1888. En dicho congreso se planteó una estrategia de lucha de clases. Durante él Pablo Iglesias afirmó que "La actitud del Partido Socialista Obrero con los partidos burgueses, llámense como se llamen, no puede ni debe ser conciliadora ni benévola, sino de guerra constante y ruda". En el Segundo Congreso del partido, en 1890, se decide la participación en las elecciones, aunque no se logró representación parlamentaria hasta el 8 de mayo de 1910, cuando la Conjunción Republicano-Socialista permitió a Pablo Iglesias obtener 40.899 sufragios y el título de diputado a Cortes".

Wikipedia en Español

• PSOE and their Trade Union, UGT, were born in the late XIX century. Why were they born so late?

• Does the name Pablo Iglesias sound familiar to you?

• Can you find any difference between the original idea of this party and today's ideology?

Reaction against Capitalism

Read the text and answer:

• Do you agree with the reaction of luddites? Does that make any sense?

• Do you know any Trade Unions in Spain today? What do they do?

Amazing job, Zach! Inventions of the Industrial Revolution

Thanks Ana! Inventions of the Industrial Revolution

Nota informativa: uso del móvil 3º ESO

Se informa a los padres de los alumnos de 3º de ESO, que se va a necesitar el uso del móvil en clase en la próxima sesión de esta semana para repasar la unidad del relieve en los grupos bilingües. Esto será el MIÉRCOLES 19 DE OCTUBRE.

Muchas gracias.

Socrative: Changes in Ancient Régime

You can revise this unit by using our socrative.com test, with the following details:

IMPORT TEACHER CODE: SOC-24478652

Download the quiz in PDF here: DOWNLOAD

States of the World

From now on you have to study all the States that we can find in the World. To help you with this hard (and long) task I am going to recommend you some websites you may find useful. Don't worry, we are plenty of time and follow this path together during the whole academic year.

MAPAS FLASH INTERACTIVOS DE ENRIQUE ALONSO
Practice with one of the best geolocation sites on the web.


You better practice at home to compete in class against your teacher and your classmates.

GEOGUESSR
It is one of the most popular games in the Internet. It is about landmarks and landscapes identification, but it really helps with your geographic skills. Even the most famous youtubers play this game!!! Look:

Follow the Leader!

Learning about the different political regimes of the World, let's stop for a moment and take a look at the less transparent one. The Kim Jong dynasty has spread North Korea with lies and fear. We are lucky to have some documentaries from the few visitors that can enter the country every year. See also how the population cried over the death of the previous leader:

Introduction to Political Geography

Read the following text and answer a few questions:

• Explain the difference between "State" and "Nations". Give examples in the World.
• Which elements constitute a State? 
• Why is the European Union not a State like Spain?

Who is Adam Smith?

Adam Smith (1723-1790) was a Scottish philosopher and pioneer of political economy who set the rules and the theory of what is today capitalism.



In his work "The Wealth of Nations" he goes deep along 6 books through the concepts of:

- The Division of Labour,
- The term Productivity,
- and Free Market.

How are these term related to capitalism and explain the quotes below:

Why the United Kingdom? A Peel speech:

“Examine our situation; consider the advantages that God and nature have given to us. We are in the extreme of Western Europe, the most important place between the Old and the New World (...). We have a great extension of coasts, bigger than the one of any other nations, which assure us hegemony and superiority in the sea trade. The production of coal and iron provide us great advantages over our competitors. Our capital exceeds the one they have (...). Our national character, the free institutions that govern us, our freedom of speech, action and press, which spreads all the discoveries and all the scientific advances, together with the natural and physical advantages, give us the first position over the rest of nations, which benefit themselves from the free trade.”

Sir Robert Peel in Parliament, 1846.

• What do you think it would be an appropriate title for the text?

• According to the author, which physical and human factors favoured the industrial revolution?

Chaplin, a genius of his times

Physical Blank Map of Spain

Please, download the scanned physical map of Spain here to practice:

DOWNLOAD HERE

How to comment a historical text

Texts are the main historical sources that we are going to use in class. It is important to read and understand them well because they are plenty of valuable information. Read carefully and underline key words or sentences that will help you writing your commentary. Here are the main guidelines to make the most of your work with them:

1/ INTRODUCTION AND CLASSIFICATION

Try not to start writing from the middle of the historical process or facts. Introduce what you are going to do and distribute your ideas properly. Remember, a good start can get the attention of your teacher in a positive way!

In this section you should mention the following points:

SOURCE: we have two options, PRIMARY OR SECONDARY,

o   PRIMARY SOURCE: What is a primary source? Primary sources are materials directly related to a topic by time or participation. These materials include letters, speeches, diaries, newspaper articles from the time, oral history interviews, documents, photographs, artefacts, or anything else that provides firsthand accounts about a person or event. For example, a newspaper article about D-Day (which was June 6, 1944) written in June 1944 was likely written by a participant or eyewitness and would be a primary source.

o   SECONDARY SOURCE: Secondary sources are works of synthesis and interpretation based upon primary sources and the work of other authors. They may take a variety of forms. The authors of secondary sources develop their interpretations and narratives of events based on primary sources. An article about D-Day written in June 2001 probably was not written by an eyewitness or participant and would not be a primary source, but a secondary one, like any extract from your text book.

THEME: It represents the nature of the text. There is a wide variety of themes, and you can even combine them.

o   DIFFERENT THEMES: The most common ones are Social or Political themes. We can also find Religious, Economical, Literary, Legal, and many others although they more difficult to find.

AUTHOR AND DATE: you can find this two features stated, so lucky you. But, if not, you can still know these facts by everything you have studied. For example, if you are reading some article of the Treaty of Utrecht, you should know it was written in 1713. And if the text talks about the separation of powers it may have been written by Montesquieu, right?

2/ ANALYSIS

Now you have to go across the document extracting the important issues you may find. Before heading to the ideas, give your text a historical frame and place it in the right moment in history. And now, the ideas:

MAIN IDEA: This is the message of the text. It may be written or not, it is the sentence which summarizes all the information.

SECONDARY IDEAS: find important information which complements the main idea. Follow the text structure and give some meaning to these ideas. They may be important for explaining what is going on in the next section.

3/ EXPLANATION – HISTORICAL CONTEXT

Here is where you prove that you have studied History. Here is where historical facts help us understand what the text says. In chronological order:

CAUSES – BEFORE: What has happened in history before this source that made it happen. In every unit you will be plenty of different causes for many facts, so be accurate.

CONSEQUENCES – AFTER: our source can be so important that can represent a big change in history. So, now is the moment in which we analyse everything our source leads to.

4/ CONCLUSIONS

In this section, we are going to close our commentary talking about the relevance of the analysed source, in two different moments:

IMPORTANCE THEN: What did these facts changed and how important were they in that moment in history.

IMPORTANCE FOR TODAY: Whatever we have seen in the text may still have importance now. Following the same example of the Treaty of Utrecht, Gibraltar is still British territory. Remember, we study history to explain why the things are like they are today.

AVOID

•           Repeating or copying exactly what is written in the text.
•           Going back hundreds of years in time looking for causes.
•           Explaining something you have studied only because you know that very well.

Montesquieu: The Spirit of Laws

Text: Montesquieu: The spirit of the laws, 1748

“In each state there are three sorts of powers: legislative power, executive power over the things depending on the right of nations, and executive power over the things depending on civil right.

By the first, the prince or the magistrate makes laws for a time or for always and corrects or abrogates those that have been made. By the second, he makes peace or war, sends or receives embassies, establishes security, and prevents invasions. By the third, he punishes crimes or judges disputes between the individuals. The last will be called the power of judging, and the former simply the executive power of the state.

When legislative power is united with executive power in a single person or in a single body of the magistracy, there is no liberty, because one can fear that the same monarch or senate that makes tyrannical laws will execute them tyrannically.

Nor is there liberty if the power of judging is not separate from legislative power and from executive power. If it were joined to legislative power, the power over the life and liberty of the citizens would be arbitrary, for the judge would be the legislator. If it were joined to executive power, the judge could have the force of an oppressor.

All would be lost if the same man or the same body of principal men, either of nobles, or of the people, exercised these three powers: that of making laws, that of executing public resolutions, and that of judging the crimes or the disputes of individuals.”

Activities:

1) Classify the text following the instructions we have worked on class (nature of the text, location, author, etc.)

2) Analyse the text (topic, main ideas, secondary ideas).

3) Historical context and conclusion (period, backgrounds and consequences, assessment of the text, and final summary).

4) Who represents each of these powers in a democratic regimen?

5) Extension activity: make a mind map with the app Popplet (popplet.com) with the current organization of the three powers mentioned by Montesquieu in the Spanish state.

Notes for "Changes in Ancient Régime"

These are your teacher Maria Delgado's notes about the unit we have just studied. Use it for personal study, together with your class notes and every activity we have done, and all the resources of this blog.

Maria Delgado: Changes in Ancient Regime

Review of Unit 1: Natural Landscapes

You can revise this unit by using our socrative.com test, with the following details:

IMPORT TEACHER CODE: SOC-21193485

Download the quiz in PDF here: DOWNLOAD