History S E C O N D A R Y 4 This book is a collective work , conceived, designed and created by the Editorial depar tment at Santillana , under the super vision of Teresa Grence. WRITERS José Manuel Fernández Sally Frazer Vicente León Germán Ramírez Heather Sutton EDITORS María Ángeles Fernández Joseph Hopkins Ruth Mar tín Francisco Javier Zabaleta EDITORIAL MANAGER David Ramírez PROJECT DIRECTOR Lourdes Et xebarria BILINGUAL PROJECT DIRECTOR Margarita España Do not write in this book. Do all the activities in your notebook.
Un i t Let ' s get star ted: LEARNING SITUATION Bui ld your understanding ESSENTIAL KNOWLEDGE BE A HISTORIAN Introduction to History 8 1 The crisis of the Old Regime. The origin of the contemporary world 12 How does education contribute to the development of society? 1. The society and economy of the Old Regime 2. Different political systems 3. The Enlightenment, the seed of contemporary political thought 4. Borbón absolutism in Spain 5. Enlightened despotism in Spain Compare absolutism and parliamentarism using historical texts 2 L i b e ra l re v o l u t i o n s . The conquest of individual and collective rights 32 Why are constitutions one of the foundations of democracy? 1. The American Revolution 2. The outbreak of the French Revolution 3. The radicalisation of the French Revolution 4. Europe under Napoleon 5. Back to the Old Regime: the Conservative Order 6. New revolutionary waves (1820-1848) 7. Nationalism. The unification of Italy 8. The unification of Germany Analyse the Congress of Vienna with a map of Europe Interpret a painting of a historical event 3 The Industrial Revolution and imperialism. Dividing up the world 56 How do technological advances change everyday life? 1. Great Britain: the start of the Industrial Revolution 2. The first pioneering industries 3. The impact of the transport revolution 4. The Second Industrial Revolution 5. The spread of the Industrial Revolution 6. Population and cities in times of industrialisation 7. The class system 8. The birth of the labour movement 9. Imperialism 10. Colonial empires 11. The organisation of the colonies and its effects Get information from a historical recreation Compare the Marxist and anarchist ideologies Interpret the cover of a newspaper 4 The transformation of Spain in the 19th century. The liberal revolution 88 How did Spanish society change at the beginning of the Contemporary Age? 1. The War of Independence and the Parliament of Cádiz 2. Fernando VII, the return to absolutism 3. The independence of the Spanish-American colonies 4. Isabel II and the construction of a liberal state 5. The Sexenio Democrático 6. The Restoration 7. The delay of the Industrial Revolution 8. A new society. The workers' movement Interpret a caricature 5 A tough start to the 20th century. The First World War 112 Why is maintaining peace key to reducing inequalities? 1. How did World War I start? 2. The outbreak of World War I 3. How did the war unfold? 4. Life during World War I 5. Peace and the consequences of World War I 6. 1905, the start of the Russian Revolution 7. From the 1917 revolutions to the civil war Analyse border organisation after World War I using different documents Write Lenin's biography 6 The interwar years: economic crisis and totalitarianism 136 Why is cooperation necessary to preserve democracy? 1. The fragile economic recovery of the 1920s 2. The crash of 1929 and the Great Depression 3. Democracies in crisis 4. Fascist Italy 5. The road to Nazism in Germany 6. Nazi Germany 7. The creation of the USSR 8. The USSR under Stalin's dictatorship Analyse a graph on the post-war crisis Create a timeline from a map Interpret an organisation chart showing the USSR's political system Contents 2
Pract i se your sk i l l s Take act i on CHALLENGE EXPLORE HISTORY IN MY LIFE USE INFORMATION RESPONSIBLY OTHER POINTS OF VIEW The Encyclopaedia, the great work of the Enlightenment The role of women in the Enlightenment Describe the ideology of a historical figure from the Spanish Enlightenment Enlightenment ideas, the basis of our political system Write an article to include in an encyclopaedia (Evaluate accuracy in work and respect intellectual property) Critical thinking: true or false? Were Enlightenment ideas and enlightened despotism compatible? From the first daily newspapers to the online press Create an informative magazine to spread the scientific advances of the 18th century The revolutionary calendar Human rights, a common ideal for all peoples and nations Write a report on the outbreak of the Cadet Revolution (Evaluate the importance of objectivity in historical work) Critical thinking: true or false? Did the French Revolution seek rights for everyone? The French Revolution, from revolutionary ideals to institutionalised terror Write a constitution for the classroom Economic liberalism and capitalism The fight for women's rights Write the introduction to a historical novel (Understand literary genres) Critical thinking: true or false? Was the Luddite movement in favour of the class struggle? From the Belgian Congo to the Democratic Republic of the Congo Make a display of inventions from the Industrial Revolution Women and work in 19th-century Spain Public, universal and free education Make a documentary about a historical figure (Use different types of media to transmit information) Critical thinking: true or false? Was the War of Independence a success? A look at the origin of Spanish constitutionalism Present Spanish society through the paintings of Francisco de Goya Modern and more lethal weapons What the trenches were like A world of contrasts: peasantry and nobility in the Russian Empire Which World War I legacies are still used today? Interpret a propaganda poster from the war (Analyse early 20th-century propaganda) Critical thinking: true or false? Is fake news a modern invention? The First World War through the eyes of a soldier Recreate a peace conference Women in the interwar period Women in the USSR Was mass culture born during the interwar period? Choose a photograph that represents the interwar period (Evaluate photography as a historical source) Critical thinking: true or false? Do photographs lie? Crises yesterday and today Prepare a speech: What does living in a democracy mean to me? 3
Un i t Let ' s get star ted: LEARNING SITUATION Bui ld your understanding ESSENTIAL KNOWLEDGE BE A HISTORIAN 7 World War II. The world on the verge of destruction 162 Why does remembering the horrors of the past help to prevent them from happening again? 1. The causes of World War II 2. The German offensive 3. The Allied counter-attack 4. The Holocaust 5. The occupied countries: collaboration or resistance? 6. The end of the war and territorial changes 7. Other consequences of the war Analyse the Fascist and Nazi expansion Analyse the war in the Pacific regions 8 Spain: from the crisis of 1898 to the Civil War 188 How did gender equality advance in Spain in the first third of the 20th century? 1. The decline in the reputation of the Restoration's political system 2. The proclamation of the Second Republic 3. A time of reforms (1931-1933) 4. The crisis of the Republic (1933-1936) 5. The beginning of the Civil War 6. The development of the Civil War 7. Life during the Civil War 8. Consequences of the war Analyse historical press Compare election graphs Analyse Civil War propaganda 9 The Cold War. A period that rocked the world 212 What technological legacy did the Cold War leave? 1. What was the Cold War? 2. The Cold War blocs 3. Hostility between the two great powers (1948-1953) 4. The years of peaceful coexistence (1953-1962) 5. The return to maximum tension (1963-1973) 6. The road to the end of the Cold War (1973-1991) Interpret a historical photograph 10 Decolonisation of the world 234 How can we help to ensure that people's rights are not violated? 1. Causes of decolonisation 2. The independence of India and Pakistan 3. Decolonisation of Southeast Asia and Oceania 4. Decolonisation of the Middle East and the Maghreb 5. The independence of Sub-Saharan Africa 6. Independence and economic development Analyse a conflict using maps Prepare a speech for an independence leader of an African country Analyse a country's statistical data 11 The world's major changes since 1945. Tensions and challenges 254 How can volunteering improve the world? 1. Economy and society in the Western world 2. The evolution of Western Europe 3. The United States of America, the great power of the Western world 4. Latin America: dictatorships, revolutions and indigenous peoples 5. From the USSR to the Russian Federation 6. The evolution of Eastern Europe 7. China, a major world power 8. Other Asian areas 9. Africa after the Cold War 10. The Islamic world Analyse graphs on China's exports 12 Spain: from dictatorship to democracy 282 How did Spain go from a dictatorship to a democracy? 1. What was Franco's ideology? 2. The autarchy era 3. The era of development 4. The end of the dictatorship 5. The start of the Transition 6. The final years of the Transition 7. Democratic Spain 8. Economy and society in democratic Spain Analyse graphs about the Spanish economy Analyse the 1978 Constitution REPORT. An overview of the world we live in 310 What challenges are we facing? • We are 8,000,000,000 people! • Migration is increasing • An ageing world • An increasingly urban world Glossary, Historical text bank, Basic maps Contents 4
Pract i se your sk i l l s Take act i on CHALLENGE EXPLORE HISTORY IN MY LIFE USE INFORMATION RESPONSIBLY OTHER POINTS OF VIEW Women and World War II Life in the Warsaw ghetto A cooperation case: Vichy France International humanitarian law. The Nuremberg Trials Displaced people and refugees caused by wars Look for information about people who helped others flee the Holocaust (Investigate people who helped to improve the world) Critical thinking: true or false? Was the launch of atomic bombs justified? The Holocaust through survivors' eyes Film a video on World War II memorial sites Objective: Eradicate illiteracy Women during the war Going into exile Labour legislation of the Second Republic Write a news article about the Civil War (Become familiar with journalistic language) Critical thinking: true or false? Factious radio stations confirm Franco's assassination (ABC, 4th October 1936) Intellectuals' views on the war Create a social networking page about prominent women of the 1930s The fight for peace during the Cold War Do you like superhero comics? Recreate a conversation between Kennedy and Khrushchev (Learn to have a debate on opposing sides) Critical thinking: true or false? Is the internet an invention of our times? The Cold War, a fight for individual freedoms or for an equal society? Create an illustrated timeline of the space race Gandhi and no to violence Migration after decolonisation: the French pieds noirs Interpret urban artwork (Analyse a historical event through art) Critical thinking: true or false? Colonies do not currently exist Are land acquisitions in developing countries a new form of neo-colonialism? Present a talk on human rights May '68, the failed revolution The fall of the Berlin Wall Conflicts and pandemics in Africa Afghanistan and the Taliban regime The struggle for women's equality since 1945 Create a historical podcast (Use different media formats to convey historical information) Critical thinking: true or false? In popular democracies there were no social classes Racial issues yesterday and today Propose a volunteer project Women and the end of the Francoist era Culture and society in democratic Spain The welfare state in Spain Interpret a propaganda documentary: the NO-DO (Analyse Francoist propaganda) Critical thinking: true or false? Does completely independent press exist in democracies? Compare daily life in the 1960s with today Interview people who lived through the Transition • Demographic challenges in Spain • We are immersed in globalisation • Conflict, war and terrorism • Tackling inequalities • Multicultural societies • Protecting the planet • Making good use of technology 5
Education is a long road that lasts a lifetime. Follow the WORLD MAKERS learning path to create a more equal, fair and sustainable world. Learning path The crisis of the Old Regime. The origin of the contemporary world 1 The Reading from Molière, by Jean-François de Troy L E A R N I N G S I T UAT I O N The 18th centur y has been considered the moment when people started to see reason and knowledge as more important than superstition and dogmatism. Reason and science became the truths upon which the progress of humanity was based . This implied a new attitude, that of daring to know. In this period , enlightened thinkers forcefully defended freedom, social criticism and the struggle against ignorance. In the Western world , these ideas shook the foundations of the Old Regime. The ideas spread rapidly, making the 18th centur y the Age of Enlightenment and the basis of the Contemporar y Age. L E T ' S G E T S TA R T E D What does the term "Age of Enlightenment" suggest to you? Look at the illustration. Through what means did Enlightenment knowledge and thought spread in the 18th century? How would they spread today? Do you think there is a link between access to knowledge and the advancement of society? Why or why not? 12 Are knowledge and education key to escaping poverty? Education is a basic human right and is essential for development. Promoting learning opportunities helps to spread knowledge and generate opportunities for the future. A good way to do this is through an informative magazine. CHALLE NGE I N T H I S U N I T… You will learn about the society, economy and politics of the Old Regime. You will understand the relevance of Enlightenment thought to contemporary society. You will understand what Spain was like under the Old Regime. You will take action. You will share knowledge through a magazine. ACADEMIES Academies brought together scientists and artists from different places to share knowledge. SALONS Salons were places where ideas and opinions were exchanged. Many salons were promoted by women of high social standing. THE ENCYCLOPAEDIA The Encyclopaedia was a compilation of the knowledge of the time under the "light" of reason. It was aimed at the general public. The press helped it reach a wide readership. BOTANICAL GARDENS Plants collected when exploring other places were studied in botanical gardens. THE PRESS The press helped very diverse people to share news, opinions and discoveries. The spread of knowledge 13 Absolute monarchy In the 18th centur y, absolutism was the form of government in most parts of Europe. Its main feature was that the king or queen was an absolute monarch , meaning they held all the powers of the state: They wrote and enacted laws. They governed . They appointed judges. To exercise their powers, monarchs made use of powerful armies and numerous of ficials. Absolute monarchs considered themselves above the law. They believed that their power came from God and that they were representatives of God on Earth. (4 and 5) However, setting new taxes or passing certain laws had to be approved by representative assemblies. These assemblies had dif ferent names in dif ferent countries: the Estates-General in France or the Cortes in Spain . These institutions represented the powerful groups: the nobility, the clergy and the high bourgeoisie of the most important cities. Absolute monarchs applied mercantilism. According to this economic theory, a country's wealth was based on the amount of gold and silver it possessed. To increase wealth, they encouraged the growth of national industries, promoted exports and restricted imports. 2. Different political systems Classify the texts. Are they legal texts, personal texts, memoirs, etc.? Who wrote them and when? Identify the main ideas in each text and compare one with the other. Relate these to the systems of government that existed at the time. Describe the effects that each document had. How to do it Compare absolutism and parliamentarism using historical texts B E A H I S T O R I A N Speech by Louis XV to the Paris Parliament (3rd March 1766) Sovereign power resides in my person only […]; my courts derive their existence and their authority from me alone, and the discharge of that authority, which they exercise in my name only, always remains with me and can never be employed against me. Independent and undivided legislative power belongs to me alone. It is only by my authority that the of ficers of my courts proceed , […] in the registration , publication and execution of laws. Public order emanates from me, and the rights and interests of the nation […] rest only in my hands. (Adapted) 4. Empress Catherine the Great of Russia was one of the great absolute monarchs of Europe in the 18th century. 5. Louis XV, king of France 16 1 Indicate what kind of texts they are, their author and the date they were written. Explain these terms: legislative power, Lords, House of Commons, Parliament. Write down the main ideas of each text. Think. In what parts of his speech does Louis XV justify his absolute power? Which powers of the monarch are limited in the 1689 Bill of Rights? Compare the French monarchy and the English monarchy. Think. Are these texts significant? Why? Your turn English Bill of Rights (1689) The Lords and the members of the House of Commons declare: That the pretended power of suspending the laws or the execution of laws by regal authority without consent of Parliament is illegal . That levying taxes for the use of the Crown without grant of Parliament is illegal . That election of members of Parliament ought to be free. That the freedom of speech and debates or proceedings in Parliament ought not to be questioned in any court or place out of Parliament. 6. House of Commons in the Palace of Westminster, London What was the main form of government in Europe in the 18th century? Describe its features. What other political systems developed from the second half of the 17th century? Explain what they involved. Were they democratic systems? K E Y Q U E S T I O N S English parliamentarism During the 17th centur y, the monarchs of the Stuart dynasty tried to rule the territories of Great Britain and Ireland as absolute monarchs. However, they met with firm opposition from the bourgeoisie, who controlled the Parliament. The conf lict led to the English Civil Wars (1642–1651) and the Glorious Revolution (1688). This ended with the deposition of the Stuart dynasty and the triumph of the parliamentar y monarchy. (6) In this new political system, the law was supreme and the monarch was no longer above the law. In 1689, the monarch had to sign a Bill of Rights. This guaranteed a range of rights and liberties, and established that the monarch could not pass laws, create new taxes or collect them without the approval of Parliament. The foundations of the separation of powers were established . Parliamentarism in the Republic of the United Provinces When the United Provinces became independent from Spain in the 17th centur y, they established a non-absolutist system of government. They became a republic in which the bourgeoisie held political power. The bourgeoisie increased its economic and political power. The Dutch Republic consisted of seven provinces, each with its own parliament. Representatives of all the provinces met in the Estates General to make decisions together. 17 3 Define the terms: bourgeoisie mortmain (manos muertas) mercantilism expropriation Economic Societies of Friends of the Country Nueva Planta decrees Enlightenment thought triangular trade 4 Make connections. How would you relate the terms from the previous activity to the crisis of the Old Regime in the 18th century? A P P LY Y O U R K N O W L E D G E O R G A N I S E Y O U R I D E A S 1 Summarise the main features of the Old Regime. Copy and complete the diagram in your notebook. 2 Summarise the ideas about the Enlightenment. Copy and complete the table in your notebook. ENLIGHTENMENT ENLIGHTENED DESPOTISM Ideology … Measures … Key figures … Po l i t i cs … Two systems of government … The Old Reg ime Privileged estates Peasantry … … … Soc i ety Commoners Characteristics Characteristics Two production systems Agriculture Crafts Trade Economy … … … … 5 Explain the graphic. What does it show? THE POWERS OF THE K I NG A l l powe r s o f t he s t a t e we r e concen t r a t ed i n t he k i ng L EG I S LAT I VE POWER EXECUT I VE POWER JUD I C I AL POWER He e n a c t e d t h e l aws a n d a p p l i e d t h em t h r o u g h o r d i n a n c e s a n d e d i c t s. He l e d t h e g o v e r nme n t a n d wa s t h e s u p r eme c omma n d e r o f t h e m i l i t a r y. He wa s t h e ma x i mum j u d i c i a l a u t h o r i t y. J u s t i c e wa s e x e r c i s e d i n h i s n ame. 288778_09_p254_absolutismo_frances C H E C K Y O U R P R O G R E S S Use the STUDY NOTES to review the content of this unit. 26 6 Compare these concepts and explain the difference between them. absolutism and enlightened despotism guilds and the domestic system absolutism and parliamentarism 7 Analyse the text. The work that we begin (and that we wish to finish) has two objectives. As an Encyclopaedia, it must explain , as well as possible, the order and connection of the parts of human knowledge. As a Systematic Dictionar y of the Sciences, Arts, and Crafts, it must contain the general principles that form the basis of each science and each art, liberal or manual , and the most essential details that make up the body and substance of each . Jean le Rond d'Alembert, "Preliminar y Discourse" from the Encyclopaedia, 1751 (Adapted) Who is the author? What was his relationship with the Encyclopaedia? What two objectives did this work have, according to the author of the text? 8 Establish cause-and-effect relationships between the War of the Spanish Succession and the loss of the charters in the territories of the Corona de Aragón. 9 Describe the process that led England to establish a political system that was different to absolutism. 11 Look at and interpret the painting. What estate do you think this family belonged to? Within the estate, which social group were they? Explain what you base your opinion on. Did this group have economic power? And political power? Do you think they were happy with their situation? Why or why not? 12 Write the date of these events and put them in chronological order on a timeline. abdication of Carlos IV Esquilache Riots the War of the Spanish Succession begins Battle of Trafalgar Treaty of Utrecht 13 Explain what the reforms carried out by the Spanish Borbón monarchs involved. Give examples to support your answer. 1 W H A T D I D I L E A R N ? Ask your partner five questions about the content of this unit. Evaluate their answers. Compare. What did you know about the Old Regime and the Enlightenment before you began the unit? What have you learnt? In your notebook, write a word, an idea and a sentence that describe the crisis of the Old Regime. Choose five concepts that you consider key to understanding the contents of this unit. Why do you think they are so important? List the things you found most difficult. How did you overcome the difficulties? 10 THINK AND SHARE IN PAIRS Analyse what aspects changed during the 18th century in terms of society, the economy and politics. Assess which aspects, on the contrary, remained unchanged. Think about whether Enlightenment ideas influenced the changes. Give reasons to support your answer. Exchange your answers with your partner and explain your opinion. Are your answers similar to those of your partner? 27 E X P L O R E The role of women in the Enlightenment Enlightenment thinkers defended equality for all human beings and rejected slaver y. However, with a few exceptions, they were not in favour of equality between men and women . Most thinkers agreed that women had to stay at home, governed by their fathers or husbands. It was felt that women only needed the basic instruction necessar y to perform the role of wife and mother. Despite this, many Enlightenment thinkers who did not support equality went to salons (11) that were organised by women such as Madame de Lambert, Madame Geof frin , Madame d 'Épinay and Madame Necker. These were spaces for discussion about politics, literature, finance, philosophy, art, music, science, etc. In these gatherings, women were treated as intellectual equals. The scientific work of Madame du Châtelet (1706 – 1749) Émilie du Châtelet was a mathematician and physicist, and one of the most outstanding women of the Enlightenment. She received an excellent education, which was unusual in her time. In 1737 she wrote Dissertation on the Nature and Propagation of Fire. In 1740 she wrote Foundations of Physics, where she explained concepts of differential calculus. She also translated Isaac Newton's masterpiece, Mathematical Principles of Natural Philosophy from Latin into French, and wrote a commentary on it. 10. Madame du Châtelet 11. Reading of Voltaire's tragedy The Orphan of China in the salon of Madame Geoffrin, by Lemonnier. (A) Madame Geoffrin. (B) d'Alembert. (C ) Diderot. (D) Bust of Voltaire. (E ) Rousseau. (F ) Montesquieu. (G) Duchess d'Anville. (H) Count of Buffon. (I) Mademoiselle Clairon. (J) Soufflot. A B C D E F G H I J 20 Investigate Analyse and compare the texts. Who are the authors? What are the main ideas of each text? What conclusions can you draw? Think. Why did many Enlightenment thinkers assign women a traditional role in society? DISCUSS. Why did Enlightenment women attach such importance to women's education? Today, more than 120 million children worldwide do not attend school; more than half of them are girls. What effects will this have on their adult life? Women of the Enlightenment in Spain Enlightenment ideas also spread amongst some of the Spanish noblewomen . The Countess-Duchess of Benavente (13) organised gatherings in which the guests discussed new literature from France. She was also one of the presidents of the Junta de Damas, a section of the Real Sociedad Económica Matritense de Amigos del País. The society organised training for female prisoners and women of the disadvantaged groups so they could learn a trade, such as spinning or weaving. Josefa Amar y Borbón also belonged to this society. She advocated equality between men and women , and an education system for women that included languages, histor y, drawing, music and crafts. Josefa de Jovellanos, (12) wrote poems in Asturian (Bable) and sponsored a school for girls from poor families in Gijón . María Isidra de Guzmán, (14) is known as "the doctor of Alcalá" because she was the first woman to obtain a degree from that university. 12. Josefa de Jovellanos 13. The Countess-Duchess of Benavente 14. María Isidra de Guzmán The state, parents and , what is more, even the women themselves, have an indifferent attitude towards learning things, or do not learn anything. […] What do men gain from women's ignorance? Because when it comes to married life, there might not be harmony between an educated man and an ignorant woman . Women are just as subject to the obligations common to ever y individual as men are. […] There is no difference between the two sexes and therefore both need competent instruction . Josefa Amar y Borbón, Discurso sobre la educación física y moral de las mujeres, 1790 (Adapted) The whole education of women ought to be relative to men . To please them, to be useful to them, to make themselves loved and honoured by them, to educate them when young, to care for them when grown , to council them, to console them, and to make life agreeable and sweet to them – these are the duties of women at all times, and should be taught to them from their infancy. Therefore, to cultivate in women the qualities of the men and to neglect those that are their own is, then , obviously to work to their detriment. Jean-Jacques Rousseau, Emile, 1762 (Adapted) 21 1 ESSENTIAL KNOWLEDGE 2 CHECK YOUR PROGRESS 3 Think about a real or imaginary situation from daily life with the SUSTAINABLE DEVELOPMENT GOALS in mind, in order to begin the learning process. Contribute to the achievement of one or several of the targets by doing the challenge. Take the Challenge! Go further and investigate. EXPLORE cases, characters and other interesting aspects that will expand your knowledge of the world. To do this, look for reliable information, organise it carefully and draw your conclusions. WHAT HAVE YOU LEARNT? Evaluate: think about what you have learnt and how you constructed your knowledge. Organise your ideas and apply your knowledge to different contexts and situations in the CHECK YOUR PROGRESS activities. Think, make connections and communicate critically by doing the ACTIVITIES throughout the book. Work like a specialist. With the help of the BE A GEOGRAPHER and BE A HISTORIAN sections you can practise what you learn. Exercise your mind. Practise THINKING TECHNIQUES that will enhance your powers of reflection and thinking. Use the KEY QUESTIONS to review and ensure you have understood the content. Acquire essential knowledge from the clearly explained content and strong visual language: drawings, maps, timelines, etc. LEARNING SITUATION 6
THE CHALLENGE 5 Make connections with your life, your interests, and the world around you. Find the link between what you've learnt and the world in which you live with GEOGRAPHY and HISTORY IN MY LIFE. Critical thinking. In the USE INFORMATION RESPONSIBLY and TRUE OR FALSE? section you will find suggestions for learning how to create truthful content and for deconstructing fake news and myths. Open your mind. Analyse and contrast OTHER POINTS OF VIEW. This will help you understand the diversity of the world in which you live. In addition, there is helpful support material available: With the STUDY NOTES you can revise the key concepts of each unit and check your progress. With the ART IN THE CONTEMPORARY WORLD you will learn about the main artistic styles of the period studied in the book. TAKE ACTION and complete the CHALLENGE to create a more equal, fair and sustainable world. CORE SKILLS 4 Enlightenment ideas, the basis of our political system What would your life be like if freedom or equality were not recognised as fundamental rights for ever yone? What if rulers held all the powers of the state? Freedom, equality before the law and the separation of powers are the foundations of many of today's political systems. 14 Analyse the texts. What powers does Montesquieu recognise in a state? Why should they be separated? How does the separation of powers relate to liberty? What relationship between liberty and equality does Rousseau establish? Do you think these thinkers' ideas were revolutionary in their time? Why or why not? Do you feel these ideas apply today? Give examples. 15 Remember what the terms dictatorship and democracy mean. How are the powers of the state divided in each case? How is freedom understood in each case? 16 MAKE CONNECTIONS. Think about the text of the Spanish Constitution. What are the articles about? Are they based on Enlightenment ideas? What do freedom and equality mean to you? How important are they? Are they important in achieving the SDGs? Spanish Constitution of 1978 Article 1 1. Spain is hereby established as a social and democratic state, subject to the rule of law, which advocates freedom, justice, equality and political pluralism as the highest values of its legal system. 2. National sovereignty belongs to the Spanish people, from whom all state powers emanate. Article 14 Spaniards are equal before the law and may not in any way be discriminated against on account of birth , race, sex, religion , opinion or any other personal or social condition or circumstance. Article 17 Ever y person has the right to freedom and security. No one may be deprived of his or her freedom. […] The separation of powers In every state there are three branches of power : the legislative; the executive […] and the executive in regard to matters that depend on civil law. By virtue of the legislative power, the prince or magistrate enacts […] laws, and amends or repeals the existing laws. By the second power, he makes peace or war, sends or receives ambassadors, establishes the public security, and provides against invasions. By the third , he punishes criminals, or judges the disputes between individuals. The latter we shall call the judiciar y power. […] When one person or corporation holds both legislative and executive power, there is no freedom, because it is to be feared that tyrannical laws will be made and enforced tyrannically. Montesquieu, The Spirit of Laws, 1748 (Adapted) Equality If we ask what the most valuable possession of all is, which must be the subject of any legislation , we find that ever ything can be reduced to two main issues: liberty and equality, without which liberty cannot exist. To renounce liberty is to renounce being human ; to renounce the rights and obligations of humanity. True equality does not mean that ever yone must have exactly the same amount of wealth . It means that no one is so wealthy that they can buy someone else, and that no one is so poor that they are forced to sell themselves. Some say that this type of equality cannot exist in practice. […] Precisely because natural forces tend to destroy equality, we must make the force of legislation tend to maintain it. Rousseau, The Social Contract, 1762 (Adapted) H I S T O R Y I N M Y L I F E 28 S TA R T I N G P O I N T 1. Decide whether to create a printed or a digital magazine. Analyse the advantages and disadvantages of each type. 2. Share the tasks among the group. For example, you can have: A scientific committee, which will decide on the topics to be covered. A graphic design team, which will take care of the look of the magazine. A group who will research biographies, inventions, scientific societies, etc. 3. Choose a title for your publication. P R E PA R E YO U R P R OJ E C T 4. Search for information about men and women who promoted scientific development in the 18th century, or information about 18th-century inventions. 5. Think about the sections that the magazine will include: Biographies and inventions Science fun facts Places of scientific importance 6. Decide on the content of the first issue of the publication and organise the work: Who will do the research? Who will write? Who will illustrate the texts? 7. Create the first issue. S H A R E YO U R P R OJ E C T 8. Present your magazine in class and explain it to your classmates. 9. Evaluate what you have learnt during this project. What difficulties have you faced? 10. As a group, discuss which scientific advances of the 18th century you think have influenced people's lives most. 1 TA K E AC T I O N In the 18th century, the Enlightenment encouraged the continuation of the scientific revolution that had begun during the Renaissance. Various institutions, such as scientific societies, the Academies of Sciences, the planetariums, etc., all helped to spread scientific knowledge. Create an informative magazine, in paper or digital format, to teach the students at your school about the scientific advances that took place and the techniques that were discovered during the Enlightenment. This will allow you to contribute to the sharing of knowledge and to science education. You will also be able to reflect on the role of science in the development of societies. Create an informative magazine to spread the scientific advances of the 18th century Plautilla Nelli Maria Sibylla Merian Caroline Herschel Alessandro Volta Isaac Newton Carl Linnaeus Benjamin Franklin Anders Celsius James Cook Maria Gaetana Agnesi Daniel Gabriel Farenheit Montgolfier brothers CHALLE NGE 31 PAY ATTENTION Write your own text. Do not plagiarise; that is, do not copy ideas that other people have written as if they were yours. If you use texts by other authors, include their name and the work, text, article, etc. where you found them. Scientific rigour and intellectual honesty are fundamental, because the aim is to convey the content in the truest and most impartial way possible. Therefore: 1 An encyclopaedia is a work in which all human knowledge is collected . The information is usually presented in articles in alphabetical order. Therefore, it deals with ver y diverse subjects, such as science, art, music and literature. Write an article to include in an encyclopaedia 17 Imagine you are helping to make an encyclopaedia in either digital or paper format. You have to write an expository text to explain one of the terms. Choose a term to write about. Look for current information and note down the sources where you find it. Give your reasons for choosing these sources. Write down the ideas you want to include in your article. Put them in order and prepare an outline or rough draft of how you want to organise them. Write the text. Make sure you check for spelling mistakes once you have finished. 18 Think about scientific rigour. Which was the hardest part of this task for you? Why? Why is scientific rigour important in this type of project? How can it be achieved? C R I T I C A L T H I N K I N G Were Enlightenment ideas and enlightened despotism compatible? 19 INVESTIGATE Find out whether enlightened despotism was practised by absolute monarchs. If this was the case, give an example. Measures were adopted to extend education, renew society, and transform the economy. Were these measures aimed at providing prosperity and happiness for the population, or at increasing the monarch's income? 20 CONTRAST Did the ideological foundations of absolutism fit well with Enlightenment thought? Why? 21 DECIDE Do you think the expression: "Everything for the people, but without the people" defines enlightened despotism well? For what reasons? Explain them to your partner. In your opinion, were Enlightenment ideas and enlightened despotism compatible? Give examples to support your answer. Always search for information from reliable and safe sources. Contrast data and information from different sources. In this type of text, distinguish between facts and opinions. 22. Carlos III U S E I N F O R M A T I O N R E S P O N S I B LY OR FALSE ? T R U E 29 2 Write a constitution for the classroom TA K E AC T I O N If we want to live in a fair and peaceful society, we need to learn to respect the rights of other people and to fulfil our own obligations. Furthermore, if we want our society to be inclusive, we must be able to enact and defend rights and liberties that benefit everyone and not just a minority. Having respectful discussions to reach peaceful agreements is an indispensable life skill in a democracy. For this reason, you are going to implement these mechanisms and write a constitution for the classroom. S TA R T I N G P O I N T 1. Before you begin, set up committees or working groups to organise your tasks better. Here are some suggestions: Wr i t ing commi t tee Ri ght s work ing group Dut i es and obl i gat i ons commi t tee Preambl e work ing group P R E PA R E YO U R P R OJ E C T 2. Think about the number of sections you are going to include in your constitution. For example: An introduction to explain the purpose of the document. A section about the rights and liberties of all the people who are part of the classroom: students and teachers. A section about the duties of the people who share the class. A section about aspects related to the organisation of the work that takes place within the classroom. 3. Each committee will produce the work that they are responsible for. 4. Share your proposals and democratically choose those you want to include in the document. Choose a moderator for the debate. Respect people's turns to speak. S H A R E YO U R P R OJ E C T 5. Write the text of the constitution. The writing committee can supervise the process to ensure that the grammar and spelling are correct. The design committee can come up with several ideas to decide how best to present it. 6. Display your constitution in a visible place in the classroom so that everyone can read it. 7. Evaluate the work you have done. To do this, ask questions such as: Does this project help to improve coexistence in the classroom? What difficulties have we encountered? How have we managed to overcome them? Have we taken into account everyone's interests? CHALLE NGE 55 The first newspapers appeared in the 16th centur y, but they were only simple sheets of paper containing commercial news. Later, gazettes appeared , with political content. They were controlled by the monarchs. In the 18th centur y, daily newspapers were created , distributed by town criers and sold on the street. The first newspaper of this type, The Daily Courant, was published in 1702. Many others followed , such as The Spectator (1711), Diario curioso, erudito y comercial (1758), (23) The Morning Post (1772), Le Journal de Paris (1777), El censor (1781), The Times (1785) and The Obser ver (1791). (24) The daily press played a decisive role in the Enlightenment as it ser ved to spread new ideas. It allowed people from dif ferent places to share and express opinions and news of all types. In part, the increase in literacy among the population , advocated by enlightened thinkers, favoured the circulation of newspapers. All of this changed reading habits and allowed public opinion to form. From the first daily newspapers to online press 22 Compare the press of the past and of today. What role did the press play in the 18th century? Is it the same role as today? Explain how the press contributed to spreading the new ideas of the Enlightenment. Does the press have as much power today to spread new ideas? Look at the photos. What were the newspapers like then? Are they similar to today's newspapers? 23 Find out whether the newspapers mentioned in the text still exist today. 24 UNDERSTAND OTHERS Do you think that in the 18th century the press was affordable for all people? Why do you think this? Do you read newspapers often? If you had lived in the 18th century, would you have read the press? Why or why not? What media do you use to find information about what is happening in the world? 25 DISCUSS. The press includes, excludes and prioritises events. Does that influence collective thinking? O T H E R P O I N T S O F V I E W The Diario curioso, erudito y comercial was Spain's first daily newspaper. Fernando VI granted it Royal Privilege. News and opinions were separated in the newspaper, and the content was quite varied: economic news, moral discourse, sales and rental announcements, job offers, etc. It was the first newspaper to publish letters from its readers. (23) 23. The first daily newspaper published in Spain 24. Press that appeared in the 18th century 30 3 Make a display of inventions from the Industrial Revolution TA K E AC T I O N The electric light bulb, the hairdryer, the electric vacuum cleaner, photography, the phonograph, cinema, radio, the telephone, the underground, the car and the aeroplane are just a few of the many things that were invented during the 19th century. They affected homes, transport, telecommunications, cities and businesses, among other things. Their number, variety and impact on our lives make it important to remember them. You are going to make a large display of the discoveries and inventions from that period in history. S TA R T I N G P O I N T 1. You can organise your display in different ways. 2. Decide where you will put the display. Make sure it is big enough to contain the necessary information. For exampl e , according to the di f ferent inventors invo l ved. If you prefer to organi se your di spl ay by sector, you wi l l be abl e to see a l l the f i e lds the Indust r i a l Revo lut i on reached . A t ime l ine would he lp to show how techno l ogy evo l ved over t ime . P R E PA R E YO U R P R OJ E C T 3. Look for information both in the unit and in other sources and draw up a list of discoveries and inventions that have been made from the end of the 18th century until about 1914. Add the date and the name of the person involved in each one. Put your chosen discoveries and inventions in chronological order. 4. Find out the original purpose of each one. 5. Look for photographs or do drawings to help explain each discovery or invention. 6. Use your imagination to make your display as attractive and interesting as possible. S H A R E YO U R P R OJ E C T 7. Present your display to the rest of the class and discuss these aspects: Select the five inventions that have made the greatest contribution to improving people's lives. Which modern inventions have had such a big impact? Were the inventions available to everyone at that time? What about now? What modern-day machines or devices have replaced those early inventions? Has there ever been another period in human history when inventions and discoveries transformed people's lives so much? 39. (A) 19th-century tram and (B) a modern tram A B CHALLE NGE 87 Art in Contemporary History S E C O N D A R Y 4 The best of both worlds Art in Contemporary History S E C O N D A R Y 4 At Santillana we take our environmental responsibility seriously. For that reason, we use: Paper from sustainable forests Certified printing companies with good environmental and energy management 100 % recyclable plastic Study notes The best of both worlds At Santillana we take our environmental responsibility seriously. For that reason, we use: Paper from sustainable forests Certified printing companies with good environmental and energy management 100 % recyclable plastic S E C O N D A R Y 4 S E C O N D A R Y 4 History DISCOVER History D I S C OV E R 7
The crisis of the Old Regime. The origin of the contemporary world 1 The Reading from Molière, by Jean-François de Troy L E A R N I N G S I T UAT I O N The 18th centur y has been considered the moment when people started to see reason and knowledge as more important than superstition and dogmatism. Reason and science became the truths upon which the progress of humanity was based . This implied a new attitude, that of daring to know. In this period , enlightened thinkers forcefully defended freedom, social criticism and the struggle against ignorance. In the Western world , these ideas shook the foundations of the Old Regime. The ideas spread rapidly, making the 18th centur y the Age of Enlightenment and the basis of the Contemporar y Age. L E T ' S G E T S TA R T E D What does the term "Age of Enlightenment" suggest to you? Look at the illustration. Through what means did Enlightenment knowledge and thought spread in the 18th century? How would they spread today? Do you think there is a link between access to knowledge and the advancement of society? Why or why not? 12
Are knowledge and education key to escaping poverty? Education is a basic human right and is essential for development. Promoting learning opportunities helps to spread knowledge and generate opportunities for the future. A good way to do this is through an informative magazine. CHALLE NGE I N T H I S U N I T… You will learn about the society, economy and politics of the Old Regime. You will understand the relevance of Enlightenment thought to contemporary society. You will understand what Spain was like under the Old Regime. You will take action. You will share knowledge through a magazine. ACADEMIES Academies brought together scientists and artists from different places to share knowledge. SALONS Salons were places where ideas and opinions were exchanged. Many salons were promoted by women of high social standing. THE ENCYCLOPAEDIA The Encyclopaedia was a compilation of the knowledge of the time under the "light" of reason. It was aimed at the general public. The press helped it reach a wide readership. BOTANICAL GARDENS Plants collected when exploring other places were studied in botanical gardens. THE PRESS The press helped very diverse people to share news, opinions and discoveries. The spread of knowledge 13
The society of estates The European population grew considerably throughout the 18th centur y, especial ly in the second hal f. The bir th rat e was sti l l ver y high , but the death rat e declined because there were fewer epidemics and crop fai lures, people's diets improved , and fewer people died in wars. The society of estat es was based on the exi st ence of priv i leges. Society was div ided into three estat es. The nobi lity and the clerg y were the two privi leged estat es. They enjoyed major advantages, such as being judged by special cour ts and not paying taxes. The commoners, or Third Estat e, did not have these priv i leges. People were born into a cer tain estat e (except the clerg y) and remained there al l their lives. Thi s made it ver y di f f icult to move up in society. A fundamentally agrarian economy Crop agriculture and livestock farming were the main economic activities. In most of Europe, peasants practised subsistence farming. They grew grains using ver y basic tools. (2) Crops depended on the climate and were lost in times of drought or f looding. When this happened , food became scarce, prices rose, and there was famine. Most of the land belonged to the nobility and the clergy. A noble's land could not be divided because the law required the entire plot of land to be inherited by the eldest son . Much of the clergy's land could not be sold because the laws prohibited it. The term used for this situation was mortmain (manos muertas). There was also communal land, such as forests and pastures. The village inhabitants exploited these lands. 1. The society and economy of the Old Regime 1. The nobility led a luxurious life. 2. The wheat harvest The peasantr y was the largest group in society. They paid taxes to the Crown and the nobles. In return , peasants could work on the land and use the mills and bridges. They also paid a tithe to the Church . A few had their own land , but most worked on the land of nobles or the Church as tenants, day labourers or serfs. (2) Serfs needed their lord 's permission to leave the property. The bourgeoisie was made up of merchants, doctors, workshop owners, etc. Some were ver y wealthy. However, their political power was limited to city government. For this reason , they demanded greater participation in government and equality before the law, but the nobility resisted these demands. Third Estate The high nobility, or aristocracy, occupied the high positions in government and the militar y and owned large amounts of property. They levied taxes and had rights over those who worked their land . (1) The low nobility had less money, and often aimed to marr y into wealthy bourgeois families. Nobility The high clergy, which included bishops, archbishops and cardinals, were often the younger sons of noble families. The low clergy (priests, friars, nuns, etc.) was made up of people from commoner families. Clergy 14
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