Presentation used to study Unit 6

This is the presentation we have used to study Unit 6:

Video project about the Industrial Revolution and the Labour Movement

This is the 4th students project about this topic. They chose o explain the contents with some interviews:

Differences between Marxism and anarchism

Mijail Bakunin and Karl Marx

Source: http://www.socialistpartyaustralia.org/archives/1183

Here you have some schemes with the main differences between Marxism and anarchism:

Source: https://libcom.org/forums/theory/marxism-anarchism-30032008

 


Source: https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhU7KoVY2f870ew_vkComVYwFrVK0yfztTPlMhp0xhrNtaun8at2IvC4eDlFYZI3k6K1JlEEbKY6URxy2f59N6ChgYmQtrLUELzd1hzWSUJJs65i8ri9NkCiGO5VQGP_2f6nDttLIAW3T0/s1600/Presentaci%C3%B3n1.gif

Some videos to learn more about Marxism and anarchism

They are short, explain the concepts very well and they are easy to understand:

 

Monday, 29th February

Hi classmates!
Today in Social Sciences class we have reviewed the topic of new class-based society, which we learnt on Thursday. After that Paqui has introduced the topic about the Labour Movement with some pictures about the bad living conditions of workers.

LABOUR MOVEMENT

• FIRST WORKERS' PROTESTS: Protests against the bad living conditions of workers were the consequences of the labour movement. LUDDISM: workers destroyed the machines because they considered them responsible for their bad working conditions. Not organized protest. The workers discovered were executed.
• CLASS CONSCIOUSNESS: Living and working together made the workers become aware of their situation and start organize to improve.
• FIRST WORKERS' ASSOCIATIONS: Mutual benefit societies (associations of workers who paid a monthly fee to help other workers in case of illness) and Trade unions (associations of workers to fight for the improvements of their conditions. At the beggining they were forbidden)
• FIRST ATTEMPTS TO INTERVENE IN POLITICS: CHARTISM (Political movement that demanded political rights for the workers. They presented a chart to the Parliament with their demands. They didn't get what they wanted

LABOUR MOVEMENT IDEOLOGIES

• SOCIALISM
• DEFINITION: ideology that aspires to build a society in which the the means of production are collective 
• BRANCHES: Propositions based on collective property and the idea that humans are good by nature and willing to cooperate. All these propositions failed.
• ROBERT OWEN: He owned a cotton fabric factory, he worried about his workers and created a model community called New Lanarck. He tried to extend this to the USA, but the experience failed.
• COUNT OF SAINT SIMON: He considered the kings, nobles and clergy to be useless and parasitical groups. He promoted the abolition of inheritance.
  
  
  
  
  
  GLOSSARY:
  
  1. LUDDISM: luddismo
  2. LUDDITE: luddita
  3. WARNING LETTER: carta de aviso
  4. CLASS CONSCIOUSNESS: conciencia de clase
  5. MONTHLY FEE: cuota mensual
  6. MUTUAL BENEFIT SOCIETY: sociedad de socorros mutuos
  7. TRADE UNION: sindicato
  8. DECK: puerto
  9. POSH: pijo
  10. CHARTIST MOVEMENT: movimiento cartista
  11. BALLOT BOX: urna
  12. CONSTITUENCY: distrito electoral
  13. UTOPIAN: utópico
  14. COMMITTED: comprometido
  15. PARTNER: socio

Presentation of Unit 4 and new project suggestion

This is the presentation we are going to use for this unit:

My suggestion for a new project is the following: 

Write a small book with the story of a family of workers who live the industrial revolutions, the development of industrial capitalism, the new class-based society and the origins of the labour movement. Here you have some guidelines: 

- The members of the family must be at least three: one who lived at the end of the 18th century, one who lived in the first half of the 19th century and one who lived in the 2nd half of the 19th century: 

• The first character should live the 1st Industrial Revolution: the demographic and agricultural revolution, migration to cities, the beginning of factory system, the development of the textile and iron and steel industries, the first innovations of transport revolution, the first workers' protests (Luddism, the appearance of class consciousness, mutual benefit societies and the first trade unions).
• The second character should live the changes which led to the 2nd Industrial Revolution and explain the following content: the development of industrial capitalism, the new industries and new ways of organizing work and the new industrial concentrations and the development of the class-based society. As for the labour movement, this character should read about Utopian socialism or participate in New Lanark, New Harmony or the phalanstères and participate in the Chartist movement.  
• The third character should tell about the consequences of the industrial revolutions, learn about the Marxist and anarchist ideas, choose one of these alternatives, take active part in the fight of the improvement of workers conditions and explain about International Workingmen's Association and its two stages.  

- The story should start in the countryside in Great Britain. Later your characters can travel or settle down in different places, but you have to be careful and keep historical accuracy. Here you have some timelines to keep historical accuracy in what you write: 

History of the Trade Unions in the United Kingdom: a very complete website. If you click on the different parts of the timeline, you will get a lot of information about strilkes, campaigns, workers' demands...:  

http://www.unionhistory.info/timeline/timeline.php

Timeline on Labour: it includes information of both the United Kingdom and the USA: 

http://timelines.ws/subjects/Labor.HTML

A beginners' guide to the history of the British trade union and working class movements: It includes a summary of the most important keystones of the British labour movement: 

http://www.grahamstevenson.me.uk/index.php?option=com_content&view=article&id=690&Itemid=52

History of the socialist movement in  the United Kingdom: an article from the British Wikipedia

https://en.wikipedia.org/wiki/History_of_the_socialist_movement_in_the_United_Kingdom

- As the story has to take place in the United Kingdom, here you have some maps to locate your story: 

Source: http://websupport1.citytech.cuny.edu/faculty/pcatapano/WC2/wc2maps/16e_Map_19.01.jpg

Source: http://www.mrbevan.com/06-the-industrial-revolution.html

Source: http://websupport1.citytech.cuny.edu/faculty/pcatapano/WC2/wc2maps/16e_Map_19.02.jpg

As a suggestion, your first character could emigrate from the countryside to Manchester, to work in a textile factory, or Sheffield, to work in an iron and steel factory. Your third character could work in  a metalworking  factory in Sheffield or emigrate to Liverpool and work in the shipyards. 

- As the story will have to be written on a family book during the 19th century, remember that the sheets of your book should look old. Here you have a video that explains how to age the paper: 

- And here you have some videos about how to make a book: 

- The project should include drawings or pictures of what you are explaining. Drawings are more original, but as photography was invented in the 19th century, you can include some pictures in the last part of the story. 

The deadline for this project will be the 7th of March.  Those who fail the project or prefer to take the exam will do it during that week. 

20th of February (friday)

Hello everybody:
 Today in social sciences lesson we have learnt about the Labour Movement:
This refers to all the actions the workers prepared to improve their working and living condition, which had got worse with the Industrial revolution

 • The first workers protests were not well organized. Workers destroyed the machines because they considered them to be responsible for their bad working conditions. This process was called Luddism. They sent letters to the owners of the factories to threaten them and an imaginary figure signed the letter: Ned Ludd The workers who were discovered destroying the machines were sentenced to death

.

Ludism
source:churchandempire.blogspot.com






                                    Capitain Ned Ludd
                                                                                  source:www.guardian.co.uk

• Workers became aware of their situation and the need for organizing themselves and they created the Mutual Benefit Societies to improve their working conditions.


 •  They were associations who helped workers in case of illness or unemployment, but only those who were well paid could afford themit.

Mutual Benefit society

source:www.kilduffs.com

 •  The next step was creating trade unions: associations of workers to defend their rights and improve their working conditions. They were illegal in the UK until 1824. There was also an attempt of creating a union of unions.

• The Chartist movement it was a political movement that demanded political rights for the workers. They presented a charter to the Parliament with their demands but they didn’t get what they wanted Then we have spoken about the utopian socialism and about the political ideologies and we have to make a scheme with this information.

Chartist demostration

Source:ww.phoenixmasonry.org

We have also copied some vocabulary:
-Ballot box. urna de votación
-to unionize: apuntarse a un sindicato
-mutual benefit society: sociedad de socorros mutuos
-charter: carta de peticiones

At the end of the Lesson Paqui has told us that we have two more days for the project and even if she has told us that we  are so lazy, we are happy.

That was all, see you next week!

Workers' days

Source: http://www.crimsonhexagon.com/blog/current-events/social-intelligence-may-day-occupied-social-media-channels

The celebration of the Workers' Day and the International Working Women's Day is closely related to the labour movement and the fight of the workers for the improvement of their working and living conditions. Here you have the history of these two commemorations: 

WORKERS' DAY

The 1st of May was established as the Workers' Day to remember the Haymarket Affair in Chicago in 1886. On the 1st of May of that year Chicago workers went on strike demanding  "Eight-hour day with no cut in pay." On the 3rd May two workers were killed by the police during a demonstration. On the 4th May the workers met pacifically to protest at Haymarket Square, a bomb was thrown and 4 workers and 7 policemen were killed. Many workers were arrested and several anarchists were considered to be responsible. Eight of them were sentenced: five of them were executed to be hung at the gallows and three were sent to jail. The workers were accused not because there were evidences against them, but for their political ideas. In 1891 the International Workingmen's Association established the Workers' Day to remember the Haymarket martyrs. 

Source: http://www.eskimo.com/~recall/bleed/0501.htm

WORKING WOMEN's DAY

This day is celebrated on the 8th of March to remeber the women's fight for the improvement of their working conditions, especially the  protests of the women who worked in textile industries. The fire in the Triangle Shirtwaist Factory in New York on the 25 March 1911 was decisive. 146 women died and 76 were injured because the owners of the factory had locked all the doors to avoid their workers to take a break or steal products. The memory of these women was commemorated in several dates during the 1910s decade. After the Russian revolution the Working Women's Day was finally set on the 8th March. 

Triangle Shirtwaist Factory fire

Source: http://en.wikipedia.org/wiki/Triangle_Shirtwaist_Factory_fire

Women celebrating the Working Women's Day

Source: http://fightback.org.nz/2014/07/01/they-will-never-crush-out-the-union-the-role-of-women-in-the-1890-maritime-strike/

Presentation of Unit 4

This is the presentation of Unit 4, whose contents are the Industrial Revolution and the Labour Movement. As always, use it to complete your notes and activities:

 

Tuesday, 20th January 2015

Hi there!

Today in Social Sciences we've argued about the date of the exam of this unit and finally, Paqui has won the battle. We have it on the 5th of January.
Then we've started the lesson. We have started the new unit: The Intustrial Revovlution and labour movement. Paqui has told us that we had to complete the first point, definition of the industrial revolution and its stages, and the first part of the 2nd point (The demographic and agrarian revolution), so we have done this almost until the end of the lesson. I haven't finished it yet. The definition of Industrial Revolution is that it was a deep charge in the way of producing products due to the increase of the population, and it led to important charges in economy and society. It had two stages: the first and the second industrial revolutions.

Then, we have seen some videos about how to do the project. I like the idea of this project, it seems interesting.

It was an interesting lesson today, but we haven't copied almost any word in our glossaries.
Labour movement: Movimiento obrero
Utopian: utópico.

(source: http://upload.wikimedia.org/wikipedia/commons/4/42/Philipp_Jakob_Loutherbourg_d._J._002.jpg )

A quote to think about

Source: http://vi.sualize.us/eugene_v_debs_street_art_quote_activism_humor_picture_2V4e.html

This is a quote to make you think in these depressing and conformist times. His author was Eugene Debs, a USA activist who fought to improve the lives of the group he belonged to: workers. 

If you want to learn more about this extraordinary man, here you have a link to a post I wrote last year:

http://todayinsocialsciences.blogspot.com.es/2012/02/eugene-debs.html

Presentation for Unit 4

This is the presentation about the Industrial Revolution and the Labour Movement. As I have told you, one of the images of the cover is the painting called The Fourth Estate, painted by the Italian painter Giuseppe Pellizza da Volpedo in 1901. The name of the painting refers to the proletariat, the new estate appeared after the end of the Ancien Régime, according to the painter.

2011-2012 Challenges. Number 19

Source: http://www.unionhistory.info/timeline/Tl_Display.php?irn=3000060&QueryPage=..%2FAdvSearch.php

This week´s challenge will be useful for you to prepare the exam. The questions are related to the contents you have to study this weekend:

QUESTION 1

What was the Manifesto of the Persians? Whay was it called this way?What influence did this document have in Ferdinand VII´s rule?

QUESTION 2

Who was Juan Álvarez Méndez? What political party did he belong to? What  was its main decision?

QUESTION 3

Who were Alejandro Mon and Ramón de Santillán? What role did they have during the Moderate Decade?

QUESTION 4

Who wrote The Wealth of Nations? Why is this book so important in the history of economics?

QUESTION 5

What were the Gotha Program and the Eurfurt Program?

QUESTION 6

What thinker is considered to be the first to define himself as anarchist?

QUESTION 7

What do the following verses belong to?

Let no one build walls to divide us,
Walls of hatred nor walls of stone.
Come greet the dawn and stand beside us,
We'll live together or we'll die alone

2011-2012 Challenges. Number 18

This week´s questions will refer to the International Workingmen´s Association and anarchism in Spain:

The first members of the IWA in Madrid

Source: http://platea.pntic.mec.es/~macruz/regenta/XIX.html

QUESTION 1

After the 1868 Glorious Revolution in Spain, the International Workingmen´s Association sent some propagandists to Spain spread the ideas of workers´ union. Who were the Marxist and Anarchist IWA propagandists who came to Spain? Which of them got more success?

QUESTION 2

After the failure of the Commune of Paris, there was a strong repression against the Anarchists and some of them oriented to the so-called "propaganda by the deed" and used terrorism as a way of destroying the institutions that repressed them. In Spain three prime ministers were assassinated by Anarchist gunmen in the last decade of the 19th century and the first decades of the 20th century. Who were these three prime ministers ? What were the names of their killers?

QUESTION 3

One of the consequences of the Tragic Week of Barcelona in 1909 was the execution of a famous Anarchist pedagogue. There was an international protest campaign against this execution. Who was this man?

Tragic Week of Barcelona, 1909

Source: http://www.fdomingor.jazztel.es/semana%20tragica.html

QUESTION 4

In 1910 an Anarchist union was created in Spain. What was its name? How many members did this union have before the Spanish Civil War?

QUESTION 5

Although the Anarchists declared themselves apolitical, during the Spanish Civil War four Anarchists became members of the government of the 2nd Republic. Who were these four ministers?

Activities for this week

Source: http://globetribune.info/2011/09/05/labor-day-vs-may-day/

This is the work you will have to do this week in the classroom and at home: 


MONDAY, 30th

- Student in charge of the journal: Ana de la Fuente.

- Read point 3 ("Socialism and anarchism") on pages 29 and 30 and do activities 13, 14 and 15 of page 31

WEDNESDAY, 1st FEBRUARY

- Student in charge of the journal: Juan Carlos Huertas

- Check with Cristina Blanco the activities you did at home and on Monday. She will use the PowerPoint presentation to show you images and schemes to help you complete the information of the activities.

- Read the point "The International Workingmen´s Association" on page 30 and do exercise 16 of page 31. If you don´t have time during the lesson, do this exercise for homework. 

THURSDAY, 2nd FEBRUARY

- Student in charge of the journal: Mari Luz Ortiz

- Check the exercises left.

- Do the crossword of page 32 to review the unit. Don´t check your notes or the book. Try to do it with what you remember about the unit. When you finish it, check it with Cristina.

You should also start thinking about a date to do the exam of this unit and the last contents of Unit 3 (Restoration, Ferdinand VII´s reign, the Regencies and the Moderate Decade in Spain). 

PowerPoint presentation for Unit 4

Here you have the PowerPoint presentation to complete your notes about Unit 4. It includes all the contents about the Demographic and the Agricultural Revolution, the two stages of the Industrial Revolution and their consequences, the new class society, the history of the Labour Movement and the political ideologies that appeared with the objective of improving the workers´conditions. Have a look on the presentation. Cristina will use it in the classroom to check the exercises and show you some interesting things.