martes, 28 de enero de 2014

Unit 5: Spain in 19th century

3. The reign of Ferdinand VII: The resistance to the change.
Click on the image

https://docs.google.com/file/d/0Bx5mEui3ZRDkbjBUVDhKWEE1ZHM/edit?usp=drive_web
 
Fernando VII.
Francisco de Goya, 1814. Museo del Prado

4. Isabella II: the construction of a liberal State:
Click on the image
https://docs.google.com/file/d/0Bx5mEui3ZRDkUUdoTzhfQWlEazA/edit?usp=drive_web
Detalle del retrato de Isabel II
de Franz Xavier Winterhalter (Palacio Real).

COMENTARIO DE UN TEXTO HISTÓRICO

En el siguiente enlace encontrarás los pasos básicos para realizar un comentario de texto histórico. Intenta seguirlos comentando el fragmento del Manifiesto de los Persas que se reproduce a continuación:
http://www.claseshistoria.com/general/comentariotextos.htm

SEÑOR:
Era costumbre de los antiguos persas pasar cinco días de anarquía después del fallecimiento de su rey, a fin de que la experiencia de los asesinatos, robos y otras desgracias les obligase a ser más fieles a su sucesor. Para serlo España a V.M. no necesitaba igual ensayo en los seis años de su cautividad. Del número de los españoles que se complacen al ver restiuido a V.M. al trono de sus mayores, son los que firman esta reverente exposición con el carácter de rpresentantes de España (…).

La monarquía absoluta (…) es una obra de la razón y de la inteligencia: está subordinada a la ley divina, a la justicia y a las reglas fundamentales del estado: fue establecida por derecho de conquista, o por la sumisión voluntaria de los primeros hombres que eligieron sus Reyes. Así que el Soberano absoluto no tiene facultad de usar sin razón de su autoridad (derecho que no quiso tener el mismo Dios): por esto ha sido necesario que el poder soberano fuese absoluto, para prescribir a los súbditos todo lo que mira al interés común, y obliga a la obediencia a los que se niegan a ella. (…)

El (remedio) que debemos pedir, trasladando al papel nuestros votos, y el de nuestras provincias, es con arreglo a las leyes, fueros, usos y costumbres de España. Ojalá no hubiera materia harto cumplida para que V.M. repita al reino el decreto que dictó en Bayona, y manifieste (…) la necesidad de remediar lo actuado en Cádiz, que a este fin se proceda a celebrar Cortes con la solemnidad, y en la forma en que se celebraron las antiguas: que entre tanto se mantenga ilesa la Constitución española observada por tantos siglos, y las leyes y fueros que a su virtud se acordaron: que se suspendan los efectos de la Constitución, y decretos dictados en Cádiz, y que las nuevas Cortes tomen en consideración su nulidad, su injusticia y sus inconvenientes (…)” Madrid, 12 de abril de 1814.



En cualquier caso aquí indico de forma abreviada los puntos principales:
  1. Lectura comprensiva del texto. Se deberá hacer repetidas veces para una mejor comprensión. Este es el momento para aclarar conceptos y buscar aquellas palabras cuyo significado no conocemos.
  2. Clasificación del texto. Recuerda: tipo de texto, fecha, lugar y autor.
  3. Analisis. Se puede comenzar resumiendo brevemente la idea general y a partir de ahí establecer las diferentes partes o ideas secundarias que aparezcan en el mismo
  4. Comentario propiamente dicho. Es el momento de explicar con mayor amplitud las ideas que aparecen en el texto dentro del contexto histórico en el que se escribe o al que se refiere. Es decrir, el comentario me da pie para hablar de aspectos relacionados con el acontecimiento que describe, pero que no están expresamente escritos en el documento.
  5. Conclusión. Se recoge nuevamente la idea general y se puede introducir una opinión o visión personal.

Si tienes alguna duda sobre cómo clasificar el texto (tipo de texto) investiga en el siguiente enlace:

http://apruebohistoria.blogspot.com.es/2010/01/tipo-de-texto-cuestion-1-de-la-pau.html

miércoles, 15 de enero de 2014

Tema 4 Naciones e Imperios

The Imperialism:
European imperialism in Africa




EUROPEAN IMPERIALISM IN AFRICA.   (transcript)

In the late 1800 imperialist European nations gained control over much of Africa.
Imperialism is the domination of one country’s political, economic and cultural life by another. European countries had been establishing colonies and building empires since the late 1400. Imperialism brought wealth and power to Europeans, but the people living in colonies were often oppressed, abused and in some cases even killed.

"In fourteen years Europe gobbled up virtually all of Africa south of the Sahara with tremendous brutality. The purpose of this conquest, like most conquest in History, was to make money for the conquerors and they did so hand over fist and killed millions of people in the process”

Most European thought colonization was essentially a noble undertaking. After all, they said Europeans had strong economies, well – organized governments and powerful armies and navies, meanwhile African nations were troubled by economic weakness and political divisions.
The transatlantic slave trade which did not end until the end of 1800 had drastically reduced the population of African societies. The slave trade had also contributed to enter – tribal warfare.
European powers were fueled by technology and the Industrial Revolution.
New weapons and steam powered locomotives and ships gave European the ability to move quickly and fight wars with proven efficiency. European manufactories wanted to access to natural resources such as rubber and petroleum.
African colonies could also service vital ports for European merchants and naval ships.
European missionaries urged Africans to give up their traditional beliefs and accept western ways of religion.
Missionaries opened hospitals and schools throughout the colonies.
Sometimes, they also furthered the political and economic goals of imperialist nations.
Many Europeans exploited and oppressed native Africans. Some of the worst oppression occurred in the Congo. King Leopold and other wealthy Belgians exploited the land and people in the Congo. African labours were forced to harvest ivory and roebuck. Conditions were so horrible that the population in some areas declined drastically. Belgian exploitation of the Congo set off a scrambled for colonies. Britain, France and Germany rush to make claims in the region.
But Joseph Conrad, a British seaman, witnessed the hurts of imperialism in Africa and was moved to write a novel about the dark side of imperialism. Conrad’s novel:  “Heart of darkness” is a story of a journey up a great river, deep into the Belgian Congo. A businessman named Marlow is sent into the Congo to discover what has happened to a riverboat station chief named Kurtz. When Marlow finally finds Kurtz, he is horrified by what he sees. Kurtz has gone insane. He has set himself up as a kind of pagan god. He demands total obedience and his rain brings death to the jungle.
Conrad’s novel brought the horrors of the imperialism into light for the European readers, but it did not unscramble for colonies.
By the early 1900 only Liberia and Ethiopia had resisted the European colonization. For the rest of Africa, there lay ahead a long and difficult struggle for independence.

martes, 14 de enero de 2014

UNIDAD 4: Naciones e Imperios

Effects of the imperialism
 
The effects of the imperialism were very intense in the colonies and we can say that the world still notes its consequences today
 
Click here to open the worksheet
 
 
 

Mapa sobre el reparto de África

Actividad interactiva de repaso

Otra actividad interactiva de repaso

domingo, 1 de diciembre de 2013

Labour movement

https://docs.google.com/file/d/0Bx5mEui3ZRDkVXNpTi1TQzRfM2M/edit?usp=drive_web
 
Labour movent: set of actions undertaken by workers in order to defend their rights and improve their working conditions

domingo, 17 de noviembre de 2013

UNIT THREE: The Industrial Revolution

3. The Transport Revolution:

Click here to open the worksheet

SOURCE 1. Canals
https://docs.google.com/file/d/0Bx5mEui3ZRDkc0Q2clJSVDlsc2M/edit?usp=drive_webOne of the biggest problems of the early Industrial Revolution was how to transport huge quantities of goods. Water had been one route before, through rivers and coasts. There were many navigable rivers in Britain, but they did not go where industry needed them to. In 1761, the first modern canal in Britain was built: the Bridgewater Canal to deliver coal from mines in Worsley to industrial Manchester. It was extended later to Liverpool to carry cotton. Later on, hundreds of miles of canals were built to link major rivers and major cities.
Although coal could be transported easily and was cheap, it was very slow.
Canals were expensive and difficult to build. Building canals in agricultural areas was problematic.
 

SOURCE 2. Railways
A. The building of the railways had a big impact on Britain.
It created jobs, made goods cheaper, spread information faster (post and news) and changed the landscape in the countryside. In Britain in the 19th century:
  1. People were able to travel greater distances for leisure and for wor
  2. Canals and stage-coach companies could not compete with the speed of the railways.
  3. Townspeople were able to receive fresh meat, fish, milk and vegetables brought in by the railway
  4. The railways made cheap day trips possible and coastal areas developed.
  5. Industry grew as the railways needed coal and iron. Railways, in turn, allowed factories to transport their goods to market more quickly.
  6. Newspapers could be sent from London all over the country.
  7. The post became faster.
  8. The railways provided work and created more jobs.
  9. Railway engineering towns developed.

B. The railways created jobs in the railway industry. They also created jobs in the coal and iron industries.
They also helped to reduce the cost of transporting or moving goods from one place to another. This in turn meant that the people who made these goods could sell them cheaper.
Once these goods became cheaper, more people could buy them so the people who made them had to make more of them, which created even more jobs.
The railways did not just change the way goods were transported. They changed the way people travelled about the country. Instead of travelling on mail coaches people started to travel by train, which was not only cheaper but also faster.

Information from Alberto de los Ríos Sánchez
Secuencias Didácticas AICLE:
The Industrial Revolution in Britain.