E.M.M.

A
Teacher: Florentin
Ariana
Expectativas de logro:

Al finalizar el período escolar se espera que el alumno logre:

● Utilizar un rango de lengua adecuado a su nivel de complejidad

lingüística utilizando el lenguaje específico visto en cada unidad, para
comunicar o/y presentar ideas.
● Comprendan textos específicos relacionados a la materia, localizando
la información emitida por los medios de comunicación; analizando
descripciones; siguiendo instrucciones y procesos simples.
● Redacten textos narrativos breves en los que expresen la información
vista y sean capaces de analizar y conectar esos conceptos con la vida
real.
● Reconozcan y utilicen en forma oral y escrita el vocabulario básico
relacionado con cada unidad.
● Participen y se comprometan con la interacción grupal y las prácticas
comunicativas que facilitan el aprendizaje.
● Evidenciar respeto, cooperativismo y responsabilidad en su accionar
cotidiano.
● Demostrar valoración por la propia identidad cultural y la provista
por la lengua extranjera.
● Evidenciar responsabilidad por su propio aprendizaje a través de
hábitos de estudio, cumplimiento y participación.

Evaluación:

● Expresión oral y escrita clara y coherente de las ideas y contenidos

desarrollados durante el año, utilizando vocabulario específico.
● Asistencia continua a clases.
● Mantener comportamientos y conductas adecuadas en clase.
● Evaluaciones escritas y orales.
● Trabajos prácticos, de investigación o relación. Grupales o
individuales.
● Presentaciones audiovisuales.
● Participación activa en clase.
● Mantener una relación de respeto con todos dentro del aula.
● Respetar ideas y opiniones diferentes a las nuestras.
● Queda terminantemente prohibido el uso del celular dentro del
aula sin autorización del docente. La misma será penalizada con un
1 (uno) dentro de las notas de la materia.

1
UNIT 1:
REVOLUTION, What is it?
VIDEO:https://www.julie-ingles.com/copy-of-3-1-revolutions
VIDEO: The Industrial Revolution (18-19th Century)

A fundamental change in political organization. especially : the overthrow or

renunciation of one government or ruler and the substitution of another by the
governed. c. : activity or movement designed to effect fundamental changes in the
socioeconomic situation.
Typically, revolutions take the form of organized movements aimed at effecting
change—economic change, technological change, political change, or social
change or even getting their own independence. The people who start revolutions
have determined the institutions currently in place in society have failed or no
longer serve their intended purpose.

A picture portraying the French revolution.

Before the 1600s revolution was viewed as a destructive force. From the time of
ancient Greece to the Middle Ages, it was thought that revolution tore apart
society without making it better. However, that view changed during a period
called the Enlightenment. The Enlightenment started in the 1700s in Europe.
People began to believe that everyone was created equal and that everyone should
be entitled to all the same rights. During this time, revolution began to be seen as
a way for people to make their government equal and fair. These beliefs were the
basis for many revolutions, including the American and French revolutions.

2
The American Revolution began in 1775. Before 1775 the American colonies were
controlled by the British government. The colonists were unhappy because the
British imposed taxes and laws that the colonists felt were very unfair. Eventually
the colonists felt they had no choice but to launch a revolution.

The French Revolution began in 1789. At the time, France was ruled by a king.
There were many groups of French people who wanted the government to change.
One group was a new class of wealthy city people. They wanted more political
power. Another group was the farmers and peasants. They were upset that they
had to pay taxes that the nobility did not have to pay. For these reasons and many
others, the people overthrew the king and formed a republic, or a government
ruled by the people.

The Russian Revolution of 1917 took place in two stages: in February and in
October. During the February Revolution many people protested because there
was not enough food or fuel. The leader of Russia was called the tsar. Tsar
Nicholas II was forced to resign. In October a group called the Bolsheviks took
over the government. The October Revolution is also known as the Bolshevik
Revolution.

INDUSTRIAL REVOLUTION IN BRITAIN

Farmers and machines coexisting at the same time

3
The Industrial Revolution was a period of rapid technological change that took
place from around 1750 to 1914. It began in Great Britain before quickly
spreading to Europe and other parts of the world. Huge developments in farming
and manufacturing changed not only the way things were produced and sold, but
also how people lived and where they worked. The changes were so significant
that they revolutionized many societies. The RMS Titanic was one of the most
important achievements of the Industrial Revolution. On 10 April 1912 after
more than a century of industrial development, she set out from England on her
maiden voyage to New York. The night the Titanic sank, over 1500 people died.
Like the Industrial Revolution itself, the Titanic was an immense achievement
and a triumph of technology. For many though, it was also a disaster.

Britain before 1750

Before 1750, Britain was an agricultural society. Around 80 percent of people at

the time lived and worked on small farms in rural areas. Most farms harvested
small crops each year and raised small herds of livestock (such as sheep and cattle).
Despite the small scale of most English farms, agriculture was still the main
economic activity in Britain. By comparison, manufacturing, mining and trade
employed relatively few people in Britain. For the most part, manufacturing was
small and localized. Tools used in the manufacture of most goods (such as carts,
mills and looms) were basic and powered by people, animals or water wheels that
harnessed the power of fast-flowing rivers and streams.

Towns and villages at the time were small and self-contained. Roads linking
villages were poor and most people travelled on foot or by horse. In fact, Britain’s

4
road system had not improved much since the fall of the Roman Empire, around
1300 years earlier. As a result, most people rarely travelled far from the places
where they lived and worked. In most cases, the working day began at sunrise and
ended at sunset. People’s diets were inadequate and average life expectancy was
short. Illness was common because of poor hygiene, bad or non-existent sewage
systems, and polluted water supplies. British society was divided into strict social
classes according to wealth and position based on birth. The aristocratic (noble)
families made up only one per cent of the population but controlled about 15
percent of Britain’s wealth. Noble gentlemen did not involve themselves in
farming, trades or professions. Instead, they invested much of their wealth in
land. There is no single event that marks the beginning of the Industrial
Revolution in Britain, but the industries that first experienced it were connected
with the production of iron, coal, cotton and wool.

The Industrial Revolution begins

During the Industrial Revolution, Britain’s population quadrupled from an

estimated 6.5 million people in 1750 to around 32.5 million in 1900. This
increase was mainly a result of improved living standards and declining death
rates. The population of Britain moved from rural to urban communities, and
Britain was transformed through the development of:
• factories and textile mills – the Industrial Revolution led to thousands of new
factories and mills being built across Britain. These factories relied on large

5
numbers of workers and machinery to manufacture massive quantities of goods in
one place. The growth of factories and textile mills transformed Britain’s
economy and society.
• modern towns and cities – great industrial and commercial cities like London
and Manchester grew as people moved to towns and cities to work at the
new factories, mills and metal foundries. Before the Industrial Revolution, 80
percent of the population lived in the countryside and only 20 per cent in
cities. Industrialisation reversed this pattern. By 1850, 80 percent of people in
Britain were living in a major city or town and only 20 per cent
remained on the land.
• new sources of power – the development of steam power and electricity
transformed the manufacturing, agricultural transport and communications
industries,having a major impact on people’s everyday lives.
Supplies of coal became vital to fuel steam engines and, later, electrical power
stations.
• improved transport and
communications – as the population grew, towns became linked by new canals,
roads and railway lines. New modes of transport were also invented to replace
horse-drawn carriages. As travelling conditions improved, people travelled more
and lived less isolated lives. Later, new communication technologies like telegraph
and telephone systems were also introduced.
The growth of cities and industries also saw the emergence of a new social class
that became known as the ‘middle class’. This new group of people came from a
broad range of backgrounds and were neither wealthy aristocratic landowners
nor impoverished factory workers. Instead, they included wealthy industrialists
and merchants, as well as bankers, shopkeepers, teachers, doctors, lawyers, and the
increasing number of managers, clerks and government officials. People earning
middle class salaries could afford fine clothing, furniture, ceramics and other
household items. It was this class of people that drove the demand for
mass-produced consumer goods. They also drove the need for more schools,
universities and libraries. The political power of the British middle class
increased throughout the 1800s.

Why the Industrial Revolution began in

Britain
One of the key factors that led to the start of the Industrial Revolution in Britain
was its authority and wealth as an empire.

Rise of the British Empire

The expansion of the British Empire took place in two phases:

6
• The first phase was the establishment of the earliest British colonies in North
America in the 1600s. Over the next 200 years Britain, France,
Spain, the Dutch and Portuguese all laid claims to new territories around the
world, including the Americas, Asia, Africa and the Pacific.
• The second phase was linked to a series of wars fought between the European
powers in the 18th century and early part of the 19th century. Britain’s superior
naval strength ensured that it succeeded in becoming the dominant imperial
power, despite the loss of many of its American colonies in the

American War of Independence in 1865. By 1900, the British Empire had

expanded to cover around a quarter of the Earth’s surface and ruled over a
quarter of the world’s population (see Source 1). Many of Britain’s colonies
provided the raw materials, workforce (in the form of slaves) and customers
needed to drive the Industrial Revolution. Britain controlled more colonies,
and therefore had access to more raw materials than any other country, including
sugar from Australia and the West Indies, wool from Australia and New Zealand,
cotton and tea from India, rubber from Malaya, gold from Australia and South
Africa, coffee from Jamaica and Africa, wheat from Australia and Canada, and
timber from the vast pine forests of Canada.

The Era of Developments

From the mid-1600s, changes in farming and agriculture across Britain paved
the way for the Industrial Revolution. Many historians believe that without these
changes industrialisation would not have been possible from 1750 onwards. The
changes that took place in agriculture were brought about by demands for more
food to support Britain’s growing population. Collectively, these changes are
referred to as the Agricultural Revolution. During the Agricultural Revolution,
forests were cleared, grazing pastures were turned over to crop growing, and
low-lying marshes were drained to grow even more crops. Small plots of farmland
were consolidated into larger, more efficient fields under the enclosures.
For the first time, agriculture became a business. Instead of just growing food to
eat, farms began producing surplus amounts of food with the goal of selling it for
profit.

The enclosures
More than 4000 Enclosure Acts (laws) were passed by
the British Parliament during the Agricultural
Revolution. These Acts transferred areas
of common land that had previously been worked by
small groups of local farmers

7
into the hands of private landowners. These smaller areas of land were then
joined together to create large farms that were enclosed by hedges or stone walls.
This meant that local farmers could no longer graze their animals or farm the
land.

The factory system

Before the introduction of the factory
system, manufacturing often took place in
small workshops or in local workers’
cottages (hence the term ‘cottage
industries’). Local trades and crafts people
such as blacksmiths, wheelwrights (wheel
makers), cartwrights (cart makers), potters,
millers and weavers used their skills, muscle
power or water power to largely
hand-make items. In contrast, the factory
system brought together large numbers of
workers in a single site or factory. Few of
these workers were skilled because most of the manufacturing was done by
machines. Instead, the many workers performed tasks that were repetitive and
required little skill. The machines were
powered at first by water with
waterwheels, then by steam and next by
electricity. The factory system itself was
made possible by a combination of the
technological innovations and
knowledge that emerged during this
period.
Cotton and wool production The first
factories of the Industrial Revolution
were cotton mills. Inventions such as
the flying shuttle, spinning jenny, water frame (Source 1) and Crompton’s mule
(Source 2) in Britain paved the way for the mass production of cotton and wool.

Developments in transport
At the start of the Industrial Revolution, transport in Britain was slow and costly,
regardless of whether people travelled by road, river or sea. From 1750 onwards,
growing numbers of wealthy merchants and industrialists started demanding
quicker and cheaper forms of transport to move coal to their factories, ship their

8
products to markets and speed up travel between cities. As a result, a number of
new inventions and improvements were made in the area of transport.

New inventions
Steam locomotives
The first steam locomotive was
built by English engineer Richard
Trevithick in 1801. Unlike
modern locomotives, it was driven
on roads rather than rails. In
1804, Trevithick was the first
person to drive a steam
locomotive on the rails of a
tramway. The first locomotive
built and used for commercial
purposes was known as the
Stephenson’s Rocket. It was
invented by George Stephenson (see Source 1)
in 1829 and remains one of the most famous steam locomotives.
Steamships

The first
commercial
steamship was
developed by an
American
named Robert
Fulton in 1807.
Like the steam
locomotive, the
steamship went
through many
different designs
and
improvements
over the next
100 years.

9
 Working conditions
for children during
the Industrial
Revolution
Many of the early textile factory owners
employed large numbers of children. Children
were seen as good workers because they
were paid less, and were small enough to
crawl under the machines to repair broken
threads. They were often forced to do this
when the machines were operating, and
many children were injured as a result. The
factory owners paid overseers to make sure
the children worked as hard as they could.
The more work the children did, the more the overseers were paid.

Emergence of trade unions

Over time, workers found ways of banding together to protect their interests.
Skilled workers realized that they needed to protect their jobs and incomes (in
case of illness or injury) so they would not become victims of the Poor Laws. As a
result, many formed Friendly Societies. Workers each paid a weekly subscription
to their Friendly Society that would provide them with a small income during
illness, an old-age pension, or money for a funeral when they died.
After protests and debate, trade unions were legalized in 1825, swiftly leading to
the establishment of groups such as the National Association for the Protection of
Labour, with over 100000 members. The largest union was the Grand National
Consolidated Trades Union, established in 1833 by a mill owner, Robert Owen.
Unlike many other mill owners, Owen supported the welfare of his workers. He
abolished child labour in his mills (for those under the age of 10), provided
schooling and good housing. He also paid good wages, including sick pay.

10
UNIT 2:
COLONIALISM
This famous poem was written by an African child, and was nominated for the Best
Poem of 2008. The title of the poem is "Color" which is a "speak back" attitude to the
white:

When I born, I black;

When I grow up, I black;
When I go in sun, I black;
When I scared, I black;
When I sick, I black;
And when I die, I black;
And you white fellows;
When you born, you pink,
When you grow up, you white,
When you go in sun, you red,
When you cold, you blue;
When you scared, you yellow;
When you sick, you green;
When you die, you grey;
And you call me coloured.

● Read the information and analyze the poem

11
 Colonialism is the practice of acquiring
partial or full control over another
country and exploiting it economically.
Colonialism results in a set of unequal
relationships between the colonizers and
the colonized (natives of the colony) and
between the colonial power and the
colony.

If we take a look at instances of colonialism in history, several European countries

such as Great Britain, France, Spain, Portuguese, and Netherlands established
colonies in Asia, Africa and the Americas during the period from 16th century to
the mid-20th century.

Types of Colonialism
Colonialism too can be categorized into two main types known as settler colonies
and dependencies.

Settler colonies involve foreign people moving to a new region. This is large-scale
immigration, motivated by economic, political or economic reasons. Europeans
moving to the Americas, Australia, and New Zealand is an example of settler
colonialism. The original residents of these regions are often forced to move to

12
other regions or exterminated. Dependencies are colonies where a small number
of colonizers act as the administrators over the native population. This does not
involve large-scale immigration. Egypt, British Raj (where British controlled
India), and Dutch East Indies (where Netherlands controlled a part of the East
Indies) are examples of dependencies.

Impact of Colonialism
VIDEO: The Impacts of Colonisation - Aboriginal Perspectives - History For Kids - Les…
Colonialism has both negative and positive impacts. Some of the negative impacts
of colonialism include

● Creation of unequal social relations

● Economic exploitation of a country
● Spread of virulent diseases
● Enslavement and exploitation of the native population
● Endangerment and obliteration of culture, religions, literature of
native people

Positive impacts of colonialism include,

● Medical advances
● Improved infrastructure
● Abolishment of oppressive cultural practices
● Technological progress

History of colonialism
In antiquity, colonialism was practiced by empires such as Ancient Greece,
Ancient Rome, Ancient Egypt, and Phoenicia. These civilizations all extended
their borders into surrounding and non-contiguous areas from about 1550 B.C.
onward, and established colonies that used the physical and population resources
of the people they conquered to increase their own power. In Ancient Greece, for
example, city-states often established colonies in search of both extra living space
and economic gain. After consulting an oracle, members of the city-state would
send a select group of its inhabitants to establish a new colony. To seal the
association between colony and city, its founding members would light a fire with
a flame taken from the original city’s central hearth and engage in other rituals

13
laying claim to the new location. Colonial governments invested in infrastructure
and trade and disseminated medical and technological knowledge. In some cases,
they encouraged literacy, the adoption of Western human rights standards, and
sowed the seeds for democratic institutions and systems of government. Some
former colonies, like Ghana, experienced a rise in nutrition and health with
colonial rule, and colonial European settlement has been linked to some
development gains. However, coercion and forced assimilation often accompanied
those gains, and scholars still debate colonialism’s many legacies. Colonialism’s
impacts include environmental degradation, the spread of disease, economic
instability, ethnic rivalries, and human rights violations—issues that can long
outlast one group’s colonial rule.

● HOW CAN YOU CONNECT THIS SHORT STORY WITH

COLONIALISM?

No Speak English
By Sandra Cisneros from House on Mango Street

Mamacita is the big mama of the man across the street, third-floor front. Rachel
says her name ought to be Mamasota, but I think that´s mean.
The man saved his money to bring her here. He saved and saved because she
was alone with the baby boy in that country. He worked two jobs. He came
home late and he left early. Every day.
Then one day Mamacita and the baby boy arrived in a yellow taxi. The taxi door
opened like a waiter's arm. Out stepped a tiny pinky shoe, a foot soft as rabbit's
ear, then the thick ankle, a flutter of hips, fuchsia roses and green perfume. The
man had to pull her, the taxicab driver had to push. Push, pull. Push, pull. Poof!
All at once she bloomed. Huge, enormous, beautiful to look at from the
salmon-pink feather on the tip of her hat down to the little rosebuds of her toes.
I couldn't take my eyes off her tiny shoes.
Up, up, up the stairs she went with the baby boy in a blue blanket, the man
carrying her suitcases, her lavender hat boxes, a dozen boxes of satin high heels.
Then we didn't see her.
Somebody said because she's too fat, somebody because of the three flights of
stairs, but I believe she doesn’t come out because she is afraid to speak English,
and maybe this is so since she only knows eight words. She knows to say: He not
here for when the landlord comes, No speak English if anybody else comes, and
Holy smokes. I don’t know where she learned this, but I heard her say it one time
and it surprised me.

14
My father says when he came to this country he ate hamandeggs for three
months. Breakfast, lunch, and dinner. Hamandeggs. That was the only word he
knew. He doesn’t eat hamandeggs anymore.
Whatever her reasons, whether she is fat, or can’t climb the stairs, or is afraid of
English, she won’t come down. She sits all day by the window and plays the
Spanish radio show and sings all the homesick songs about her country in a
voice that sounds like a seagull.
Home. Home. Home is a house in a photograph, a pink house, pink as
hollyhocks with lots of startled light. The man paints the walls of the apartment
pink, but it’s not the same, you know. She still sighs for her pink house, and then
I think she cries. I would.
Sometimes the man gets disgusted. He starts screaming and you can hear it all
the way down the street.
Ay, she says, she is sad.
Oh, he says. Not again.
¿Cuándo, cuándo, cuándo? she asks.
¡Ay caray! We are home. This is home. Here I am and here I stay. Speak English.
Speak English. Christ!
¡Ay! Mamacita, who does not belong, every once in a while lets out a cry,
hysterical, high, as if he had torn the only skinny thread that kept her alive, the
only road out of that country.
And then to break her heart forever, the baby boy, who has begun to talk, starts
to sing the Pepsi commercial he heard on T.V.
No speak English, she says to the child who is singing in the language that
sounds like tin. No speak English, no speak English, and bubbles into tears. No,
no, no, as if she can’t believe her ears.

UNIT 3:
FRENCH REVOLUTION
Video: What caused the French Revolution? - Tom Mullaney
● Try to define with your own words the concept of revolution we
saw in unit 1
● Watch the video and summarize the main events in a mind map
● According to the video, what caused the revolution?

The French Revolution was a period of radical social and political disorder
in France and Europe. French society underwent massive changes as
feudal, aristocratic, and religious privileges ceased to exist. The monarchy
was abolished, and old ideas about hierarchy and tradition gave in to new
Enlightenment principles of citizenship and inalienable rights. The French

15
Revolution changed the world and even today the French people celebrate
the Storming of the Bastille on July 14th 1789 as their national holiday.

FRENCH REVOLUTION VOCABULARY

16
17
 On the morning of 14
July 1789, the city of
Paris was in a state of
alarm. The king had
commanded troops to
move into the city.
Rumors
spread that he would
soon order the army to
open fire upon the
citizens.
Some 7,000 men and
women gathered in
front of the town hall
and
decided to form a
peoples’ militia. They broke into a number of government buildings in search of
arms. Finally, a group of several hundred people marched towards the eastern
part of the city and stormed the fortress-prison, the Bastille, where they hoped to
find hoarded ammunition. In the armed fight that followed, the commander of the
Bastille was killed and the prisoners released – though there were only seven of
them. Yet the Bastille was hated by all, because it stood for the despotic power of
the king. The fortress was demolished and its stone fragments were sold in the
markets to all those who wished to keep a souvenir of its destruction.
The days that followed saw more rioting both in Paris and the countryside. Most
people were protesting against the high price of bread.
Much later, when historians looked back upon this time, they saw it as the
beginning of a chain of events that ultimately led to the execution of the king in
France, though most people at the time did not anticipate this outcome.
How and why did this happen?

The causes of the French Revolution are two sides of the same coin; one
side were the long-ranging problems, such as the condition of French
society. Since the Middle Ages the French population had been divided
into three orders or estates which enjoyed different rights.

18
THE THREE STATES

The First Estate was the clergy whose members did not have to pay France’s
main tax, the taille*, and who owned about ten per cent of the land. However,
the clergy was not a homogenous group: the higher clergy were often the
younger sons of the most important noble families, and the lower clergy were
often poor parish priests who were overworked and whose interests lay with the
common people.
The Second Estate of the Ancien Régime* was the nobility. Just as the First
Estate, its members possessed several privileges and were exempt from taxes,
especially the taille*. The nobles held the best jobs in the army and the
government. Nevertheless, some of the nobles had debts because of their
expensive lifestyle. Therefore, they tried to raise the dues paid by the peasants.
Although the nobles enjoyed their economic advantages, they tried to expand
their power at the expense of the monarchy while keeping their central
positions in the military,
the church, courts, and administration.
The overwhelming majority of the French
belonged to the Third Estate, or the commoners
of society. These commoners were divided by
major differences in occupation, education, and
wealth. The peasants constituted the largest
segment of this order , owning about 40 per cent

19
of the land. They had to give dues to their local landlords as well as the tithe* to
the clergy. They also had to work for the lord, especially at harvest time. The
peasants’ crops were often ruined when the nobles went hunting which was one
of the nobles’ privileges.
But not all common people were poor peasants. Although the majority of the
people lived in the country, the people in the towns and cities, especially in
Paris, played a crucial role in the French Revolution. Among them were workers
whose living conditions were very harsh. They often had insecure jobs in
workshops or factories or worked at home. In times of economic trouble, they
were often hungry and desperately poor as prices rose faster than wages. The
streets they lived in were dirty and unhealthy. Other commoners in the cities
were better off. Some members of the Third Estate became rich as bankers,
manufacturers, or merchants. Others went to university and became lawyers or
university teachers, often criticizing absolutism and the privileges of the First
and Second Estate.
Although they were different in many aspects, all the members of the Third
Estate had something in common: they were the ones who had to pay for their
country, they did not have a voice in politics, and they did
not have any access to higher government posts.
Another long-term cause of the French Revolution was the Enlightenment . A
European intellectual movement of the late 17th and 18th centuries emphasizing
reason and individualism rather than tradition. It was heavily influenced by
17th-century philosophers such as Descartes, Locke, and Newton, and its
prominent figures included Kant, Goethe, Voltaire, Rousseau, and Adam Smith.
The American War of Independence also paved the way for revolutionary
ideas, for example that everyone is born equal or has the right to resistance
against an unjust ruler. But many of these ideas and social injustice had existed
for a long time before the outbreak of the French Revolution. Something must
have changed in a relatively small period of time which led to violent protests
and finally to revolution. These changes were the immediate causes of the
French Revolution.
One of these causes was the economic crisis of the late 1780s. The beginning of a
manufacturing depression and bad weather led to serious problems. The
number of unemployed workers rose as well as the
price for bread after a series of bad harvests in 1787 and 1788. As a result, the
poor were likely to suffer from malnutrition and diseases, some even starved to
death. In July 1789, those urban workers who still had their jobs
had to spend 75 per cent of their wages on food. Peasants and townspeople even
rioted and attacked the nobles’ castles since they could not bear the situation
any longer. Another cause was the king’s financial situation. Louis XVI was in
dire financial straits because of France’s involvement in the American War of
Independence (the French supported the Americans against England) and due
to other wars that had been fought less successfully, increasing the national debt.

20
Art analysis

21