Activities for next week

Industrial Manchester from Kersal Moor, painting by William Wylde (1851)

Source: http://www.uncp.edu/home/rwb/manchester.jpg

Here you have the work you will have to do next week: 

MONDAY, 23RD

- Student in charge of the journal: Laura Bustamante 

- Answer the following questions, which correspond to point 1B2 of the outline of the unit (Development of the First Industrial Revolution): 

1.      Explain what the main energy sources used during the First Industrial Revolution were.

2.      What was the factory system?

3.      What industries developed during the First Industrial Revolution?

4.  Explain the main inventions that allowed the development of textile industry. What were the consequences of these inventions?

5.    Explain the main innovations inventions that allowed the development of iron and steel industry. What were the consequences of these inventions?

6.   Explain the main improvements made in transport. Why were these changes considered to be revolutionary?

- For homework, read section "Development of industrial capitalism" on page 27 and do activities 4,5 and 6 on page 31.

WEDNESDAY, 25TH

Remember that the students who didn´t pass the first term will have to do the make-up exam on this day. 

- Student in charge of the journal: Alejandro Torrillas

- Read point E on page 27 ("The Second Industrial Revolution"), which corresponds to section 1C of the outline of the unit, and do exercises 7 and 8 on page 31.

- Read point 2 on page 28 ("The new class-based society"), which corresponds to section 2 of the outline of the unit, and do exercise 9 on page 31. 

THURSDAY, 26TH

- Student in charge of the journal: Ana Isabel Lucas

- Check with Cristina Blanco the activities you did on Monday and Wednesday. She will use a PowerPoint presentation to show you images and schemes to help you complete the information of the activities. You will have the PowerPoint presentation available on the blog in the following days. 

- For homework, read section 3 A ("The first workers associations") on pages 28 and 29 and do activities 10,11 and 12 on page 31. 

If you have any questions or doubts, please use the blog to ask. I´ll include some extra explanations here and I hope you read them and complete your notes. Cristina Blanco will be with you on Wednesday and Thursday and she will make her best to help you. Please, help her doing your work and having a good behaviour. Have a good week. 

2011-2012 Challenges. Number 16

Sorry for the delay. This week´s questions are related to some of the inventions which contributed to the First Industrial Revolution. 

James Watt´s first steam engine (1776)

Source: http://library.thinkquest.org/C006011/english/sites/steam_james_watt.php3?f=2&b=50&j=1&fl=1&v=2

QUESTION 1

James Watt is considered to be the inventor of the steam engine. In fact, he improved some pre-existing engines, such as Thomas Savery´s water pump or Thomas Newcomen´s atmospheric engine. In 1606, at the beginning of  the 17th century a Navarrese military man, musician and cosmographer patented the first machine to use steam power. He also invented a diving suit, which was tested in the Pisuerga River. Who was this Hispanic inventor?

QUESTION 2

James Watt drew also inspiration from Denis Papin´s inventions. What was the most important contribution of this French inventor?

QUESTION 3

The Spinning Jenny was one of the most important inventions that contributed to the mechanization of textile industry. Who invented it? Why was this machine called Jenny?

Spinning Jenny

Source: http://www.spartacus.schoolnet.co.uk/TEXjenny.htm

QUESTION 4

When and where did the factory system appear?

QUESTION 5

What were the Rainhill Trials? What was the realtion of this event with the history of transport?

19th of January, 2012

Source: http://www.rhsroughriders.org/ourpages/auto/2009/5/18/29811511/Teacher-Class.jpg

Today, Paqui hasn't come to the high school because of her sprain on her foot. Some people have thought that this event meant no Social Sciences lessons, and they have gone away. But then, Cristina has come into the classroom and she has said she's going to teach us this subject until Paqui arrives. She has been surprised because of the few people there were in the class. She has asked the date of the make-up exam to Andrea and Juan Carlos and they have decided to do it on Wednesday 25th. Later, Cristina has talked about Paqui's accident and about the homework she has prepared us to do while she's absent. Then, she has tried to show us the powerpoint we had to continue watching but there wasn't Internet connexion and she didn't have the powerpoint saved on her computer. Cristina has gone out of the class for a while and we have been doing the summaries of points B, C and D (the first part) about The Demographic Revolution, The Agricultural Revolution and The First Industrial Revolution. This last point is about the inventions, innovations and the new organization of work during the 18th century due to high demands for all kind of products. Afterwards, Cristina has told us that she might be with us on Wednesday and she's going to check if we have done the summaries. She has also told us that we have to pay attention to the blog (specially on Sundays) because she's going to write the classwork and homework we have to do during the week.

That's all. Bye!

18th January 2012

Today in Social Sciences at the beginning of the class some of us have asked Paqui about her foot and she has said to us: "I am"

Then Paqui has said to us that she has left some homework for us on Monday but the guardia teacher hasn't given anything to us.

Later Alejandro has read about the demographic revolution and some of the causes were less wars, hygiene and medicine improved, people were better fed, reduction of mortality rates, a strong population growth and this caused a high demand for all kind of products.

Paqui has explained us the origin of vaccines that consists of taking the liquid of a bubo and this liquid was introduced in some children and these children become inmunes.This vaccine was discovered by Edward Jenner.

Then Paqui has a shown us a graphic the birth and mortality rates and we have been talking about the life expentacy and Paqui has said us that the life expectancy of Spain is about 84 years.

After that Mª Luz has read about agricultural revolution that consists of innovations to produce more, some of them were:

- Many communal lands were enclosed, to explain this Paqui has used Rebeca and Silvia

- Introduction of the Norfolk four-field system crop rotation that was a system that didn't leave any part fallow.Every year the position of the crops change, and rotate. In one part they cultivated clover in other wheat, in other barley and in the other turnips.

- Selective breeding

All these changes led to an increase of production and a surplus of farmers.

http://teams.kipr.org/2007/07-0071/research/history%20of%20agricultural%20robotics.html

Some new words that we have learned today have been:

-smallpox that means viruela

-bubo that means ampolla

-enclosure that means cercamiento

-graze that means pastar

-manure that means estiercol

-straw that means paja

-flour that means harina

-iron plough that means arado de hierro

-seed drill that means sembradora mecánica

-thresing machine that means trilladora

-clover that means trébol

-turnip that means nabo

-barley that means cebada

-milkmade that means lechera

-antibody that means anticuerpo

Finally a fire alarm has rung and we have to go out of the high school because it was a fire drill.

That was all for today bye see you tomorrow

Mistakes on the crossword

 Source: http://xnet.kp.org/permanentejournal/spring06/crossword.html

There are some mistakes on the crossword I gave you for homework (page 24). There are some definitions missing and the order of the  rest of the definitions is wrong. Here you have the corrections: 

ACROSS: 

-You have to add the definition to complete number 7: Those who supported Carlos Mª Isidro during the First Carlist War. 

- You have to change the order of the rest of the definitions: definition number 7 refers to number 8 squares, definition number 8 corresponds to number 9 squares and so on.

DOWN:

- You have to add the definition to complete number 3:  Charles IV´s prime minister, who reached power due to his special friendship with the queen.

- You have to change the order of the rest of the definitions: definition number 3 refers to number 4 squares, definition number 4 corresponds to number 5 squares and so on.


I hope everything fits now.

16 January 2012

Today, we haven't had lesson because Paqui has had a sprain on one of her feet. WHAT A PITY! Mª Ángeles has been with us. She thought some people had to do the make up exam, but they didn't. Paqui sent an e-mail to Yolanda Abad and she told her that they would fix the date of the exam next day. So we have done some exercises of different subjects that we had for homework, and Mª Ángeles has helped some people with Maths exercises because we are having the exam on Wednesday.




SOURCE: www.reencuentrobaloncesto.blogspot.com/2010/05/esguinces-2-reencuentro-0.html
We hope Paqui gets well soon!:)

2011-2012 Challenges. Number 15

These are this week´s questions. They are related to the causes of the Industrial Revolution. We´ll study some of the contents of this challenge next week. You should participate.

QUESTION 1
One of the causes of the changes in the way of manufacturing products was population growth. In the 18th century population increased considerably due to different factors, such as medical improvements. What was the most important advance in medicine during the 18th century? What doctor was the responsible for this important discovery?


QUESTION 2

What relation to Question 1´s discovery did the Spanish doctors Francisco Xavier Balmis and José Salvany have? Why are they so important in the history of world medicine?

Doctor Xavier Balmis

QUESTION 3

The picture below shows a turnip. Why was Viscount Charles Thownsend called "Turnip" Thownsend? What was his role in the 18th century British Agricultural Revolution?

Source: http://www.foodsubs.com/Roots.html

QUESTION 4

What was Joseph Foljambe´s role in the agricultural innovations that contributed to the increase of production?

QUESTION 5

A famous music band of the 70´s got its name from an important 18th-century British agriculturist. Some of their albums are Aqualung and Too Old to Rock´n Roll: Too Young to die. What is the name of this band? What were the main contributions to agriculture of the man who gave name to this group?

QUESTION 6

What was Robert Bakewell and Thomas Coke contribution to stockbreeding?

P.S: I´ll include the source of the first picture when you solve the challenge.

12TH THURSDAY, JANUARY OF 2012

Source:http://www.fdomingor.jazztel.es/objetos/fco%20de%20asis%202.jpg

Today in social sciences Paqui has started with the explanation of the decrees of dissolution of the Cortes. She has explained this with people of the class, for example Ana is Isabella II and Javi is Narváez and with a powerpoint. Then Paqui has done a scheme about Isabella II´s reign, in this scheme we could see the three stages of Isabella´s reign:

• Moderate Decade (1844-1854).


• Progressive Biennium (1854-1856).


• Alternation between moderates and the liberal Union (1856-1868).

Also Paqui has explained that Narváez was angry with Isabella because she could be more discreet with her lovers.(The person of the picture, above this text, is Francisco de Asis of Borbon, Isabella's). Yolanda R. has participated giving us her opinion about this.

Later, Andrea has checked exercise 25 of unit 3 about the Moderate Decade.

For homework we have to do the crossword that Silvia has given us and we have finished unit 3.

After this, Paqui has given us a small sheet with the introduction of the new unit: unit 4. This unit is about the Industrial Revolution and the Labour Movement.

Mari Luz has read the first part of point 1 of the book and Paqui has given us more homework, we have to do a small scheme about this.

DEFINITIONS

Concordat: Agreement signed between a State and the Holy See and it regulates religious relationships between them.

Industrial Revolution: a deep change in the way of producing products, which led to important changes in economy and society..

NEW WORDS

Income Tax Return._IRPF

To trust._confiar

To mumble._ murmurar

Discreet._discreto

Outdated._desfasado, anticuado, caducado

Shared sovereignity._ soberanía compartida.

Holy See._ Santa Sede

WEDNESDAY, JANUARY 11, 2012

Today in social sciences class, at first it was Enrique´s birthday so we have sung the classic Happy Birthday to him, then Paqui has started to explain the unit with a powerpoint. Silvia has gone to the althia room to get her pendrive, but it wasn´t there, so Paqui has explained the eclesiastical confiscations, made by the liberals |Mendizábal (1835-1836)|, in which the properties of the Church were nationalized and sold at auction to get money to finance the Carlist War. Paqui has told us this with an example with people in the class, after she has told us that the lands were bought by the bourgeois because the peasants couldn´t have access to them, because most of them were illiterate, so they couldn´t read the posters in which it was. What the Church did against it was to excommunicate all the people who bought the lands that the bourgeois got.

Other things that the Liberal Revolution changed was the suppression of seigneurial rights and feudalism , guilds and interior customs, Promotion of free trade and industry, and in 1837 a new constitution was written, but it was less advanced than the one of 1812, because it had census suffrage, and the king got the suspensive veto.

General Espartero was proclaimed the regent of Spain in 1840, but his post lasted only three years until 1843, because he was very authoritarian. So in 1843 he resigned and the Cortes decided to give the power to Isabella, who was 13 years old, was of age and she was proclaimed queen.

Isabella II reingned between 1844 and 1868. She always preferred the moderates to rule and she called them to govermment in 1844. This consolidated Spain as a liberal State.

Ana and Javi have performed a scene about it where Ana was Isabella II and Javi was her prime minister, Olózaga, who was progressive and he wanted a constituional monarchy but the bell rang and we haven't had time to explain it well.

Some words that we didn´t understand were:

- Communicate: Comulgar, Excommunicate: Excomulgar.

- Morganatic marriage: Matrimonio monagático.

- Tariffs: Araceles.

So that´s all we have done in the lesson, so see you!

Here you can see Isabel II of Spain. Here you have the link of the image:

http://upload.wikimedia.org/wikipedia/commons/f/ff/IsabellaII.png

CARLIST WAR AND VERGARA AGREEMENT

Today, it has been a really cold day. We've started the lesson with Paqui who has reminded us the homework which she had given us for homework at Christmas.

We've started talking about Mª Cristina's Regency (1833-1840)

And we've copied a scheme about the regencies divided in Mª Cristina's Regency and Espartero's Regency.

After the scheme, we've checked exercise 22, but later Paqui's said: "Who wants to check?" And Enrique has checked it.

Then, we've reminded that in the Carlist War, Carlists fought against Isabelinos or Cristinos.

Paqui has told us which territories the Carlists occupied and General Gómez tried to spread it to the South of Spain.

The Carlists controlled some rural areas in the Basque Provinces, Navarre, Catalonia, Aragón and Valencia, but they couldn't take any important city or extend the war to the rest of Spain.

The war finished with the Vergara Agreement (1839) signed by Espartero (liberal) and Maroto (carlist).

In 1840 General Cabrera escaped to France from Spain.

Vergara Agreement

-The war finished.

-The Carlists got:

• The fueros of Nagvarre and the Basque Provinces were preserved.
• The Carlists' soldiers could join the liberal army with the same rank.

Then, Yolanda Rubio has checked exercise 23.

After this, Paqui has explained us the differences between moderates and progressives: both of them were liberals.

• Moderates wanted to enlarge moncharchs' powers and reduce citizens' rights. They were always supported by monarchs.
• Progressives wanted to reduce monarchs' powers and enlarge citizens' rights.They always reached power after popular uprisings and military uprisings because they didn't have monarchs' support.

Then Silvia has checked exercise 24 which was about the Liberal Revolution in Spain.

Paqui has explained us the causes of the progressives' uprisings were the same: bad harvests, high prices of food...

Led by the progressive party. They reached power after several popular uprisings in the summer of 1835.

Paqui has reminded us wars and uprisings always started in summer because with the heat, people is more irritable.

Reforms:

• Main goal: End with the Ancien Régime.
• Suppression of:Seigneurial rights

Feudalism

Interior customs

Guilds

Inquisition

Afterwards, Paqui has explained us that if a noble had debts, he had to tie his lands in the future to the people who had lent him the money; but if a bourgeois was in the same situation, the people who had lent the money, confiscated his lands, or part of them. This privilege was abolished during the Liberal Revolution and this was called untying.

• Eclesiastical confiscation of Mendizábal.Government needed money and they confiscated his lands.

Vocabulary:

• It's worth it- vale la pena
• Hug- abrazo
• Camarades in arms- Compañeros de armas
• Untying- Desvinculación
• Tying- Ligar/Unir algo
• To Confiscate- Expropiar/Confiscar
• Eclesiastical confiscation- Desamortización eclesiástica
• Nun- monja

Well, and the bell's rang. So the lesson has finished and the break has started.

Espartero
http://www.terra.es/personal2/juanjeda/asocia_h_3_r.html

Maroto
http://documentacionhistoriabachillerato.blogspot.com/2011/03/imagen-el-general-maroto_13.html