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
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