F OURTH COURSE

Unit 01
The 18th Century: The Ancien Régime in crisis

DIDACTIC GUIDE

• Didactic orientation

• Solutions

• Key Competences

• Diversity attention
– Reinforcement activities
– Extension activities

• Didactic Resources
– Navigate using Tiching

• Digital book

• Education in values

METHODOLOGY 1-1
 1 THE ANCIEN RÉGIME IN CRISIS
P. 2 and 3
DIDACTIC GUIDE AND ANSWER KEY
LET’S PREPARE THE UNIT
What are we going to learn?
■ In this unit, pupils are going to study the following
concepts:
− The crisis of the Ancien Régime in the 18th
century.
− Growth of the economy and the bourgeoisie.
− The parliamentary systems: Britain and the United
States.
− Enlightenment versus the Ancien Régime.
− The Encyclopédie.
− The Bourbon monarchy in Spain.
− Jovellanos, a Spanish Enlightenment thinker.
− From Rococo grace to Neoclassical rationalism.
Let’s start the unit
■ First, we will start the unit by asking pupils the first
and third questions in the section What do we know?
in order to assess their actual knowledge about the
contents to develop.
Then, we will read the introductory text and write
down the main ideas on the board:
− The 18th century was a period of transition in
1-2 METHODOLOGY
which the characteristics of the Ancien Régime
were maintained.
− At the same time, demographic growth, the
emerging bourgeoisie, the examples of England’s
parliamentary monarchy and American Republic,
along with new Enlightenment ideas, led to a crisis
that would cause the collapse of the Ancien
Régime.
− In Spain, the 18th century meant the enthronement
of the Bourbon dynasty, who were ruling in France
at that moment. They introduced the French
system of absolute monarchy.
− In the middle of the 18th century, King Charles III,
influenced by the Enlightenment ideals applied
some reformist principles of the Enlightened
despotism.
After that, focus the pupils' attention on the illustration
of Luis Paret, Charles III Eating Before His…, and ask
them to interpret the scene and identify the main
characters.
Then, we will look at the timeline and ask pupils to
ask question number four in the section: What do we
know?
Finally, look at the map and answer question number
two in the section What do we know?
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Text page. 3. Read and understand the contents on
this page in order to answer the suggested questions
correctly.
■ Act. 1, 2 and 3. What do we know? Use the
appropriate vocabulary to describe the political and social
situation in the 18th century.
LEARNING TO LEARN
■ Act. 1 What do we know? Identify and describe the
characteristics of the Ancien Régime.
■ Act. 4 What do we know? Observe and analyze the
information represented in the timeline in order to answer
the related question.
CULTURAL AWARENESS AND EXPRESSION
■ Act. 3 What do we know? Recognize and understand
the situation before and during the beginning of the 18th
century and explain why is it considered a period of
transition.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Act. 1, 2, 3 and 4 What do we know? Show initiative
when answering the different activities correctly and on
your own.
Values in Education
We reject racism
■ The eighteenth century saw triangular traffic which had
African slaves as an important part of this trade and the
emergence of Enlightened thought.
Highlight the contribution of the Enlightenment to our
values and contempt towards the racism that justified
slavery by asking the following questions::
− ¿ What was the slave trade?
− Why do you think Africans were moved to work in
America rather than the Europeans occupying these
jobs?
− Are Human Rights and the slave trade compatible?
Why did slavery continued after the Declaration of
Human Rights?
■ Then we can start a debate centered on whether
slavery still exists today and in what forms it occurs and in
what countries.
Libro digital
■ Self-correcting activities that students can solve
individually and check the solutions. Open activities that
students can solve with the teacher and then get
corrected subsequently.
RESOURCE MATERIALS 1
Let’s surf Tiching
− Pupils can learn more about the intellectual
P. 2 and 3
movement called the Enlightenment in the following
link:
http://www.tiching.com/752378
Once they have read the text we will ask them to
answer the following questions:
• What was the Enlightenment?
• What were the main features of this movement?
DIDACTIC GUIDE AND ANSWER KEY
When did it take place?
• What was Enlightened absolutism?
• What venues did philosophers use to disseminate
their ideas?
• Can you name some intellectuals representative
of this era?
SOLUTIONS TO THE ACTIVITIES
Page 3
• Society in the Ancien Régime was stratified and based
on privileges. It was divided into three orders or
estates: the clergy, the nobility and the Third Estate,
which included diverse groups such as the peasantry,
the bourgeoisie and the urban working classes.
The main characteristic of this society was civic
inequality among estates. The nobility and clergy
were the privileged and the rest of society as well as
not having privileges had to pay excessive taxes to the
state.
• Four political systems are shown in the map:
– Parliamentary monarchy: England
– Absolute monarchy: Europe
– Enlightened Despotism: Prussia, Austria, Russia,
Sweden and Spain
– Constitutional Republic. United Status of America
• The 18th century was a period of transition between
the old declining aristocratic world and the new
emerging bourgeois world. The end of an era and the
beginning of the late modern period was marked by
this conflict of ideologies and interests.
(Continued on page 1-26)
METHODOLOGY 1-3
 1 THE ANCIEN RÉGIME IN CRISIS
P. 4 and 5
DIDACTIC GUIDE AND ANSWER KEY

1. WHAT CAUSED A CRISIS IN THE ANCIEN...?

A. An agrarian and manorial economy
■ First, we will read the introductory text and remember
the major social, economic and political characteristics of
the Ancien Régime.
Then we will ask pupils the following questions:
− What social class was emerging?
− What were their demands?
Then, we will read the text and ask pupils the following
questions:
− What were economics of the Ancien Régime like?
What were the effects of long distance maritime
trade?
After that, answer question a.
Then, look at the French engraving The Village
Peasant… and ask pupils to describe the character
depicted.
B. Society based on privileges
■ Read the text and ask pupils the following related
questions, answer question b and complete Activity 1:
− How was the stratified society organised? What was
its main feature?
Then, we will look at the image Engraving that depicts...,
interpret its meaning and consult the web page at @ Find
out more...
C. A monarch by divine right
■ After that, read the text, write down the key ideas on
the board and answer question c:
− The predominant form of government was absolute
monarchy by divine right
− The king concentrated all powers, limited only by the
divine law and the fundamental laws of the kingdom,
which he had to accept at his coronation.
Then, we will analyse the map: European States... and
observe which was the predominant political system in
the 18th century Europe.
D. Factors for change
■ Read the text, write down the key ideas and answer
question d:
− The aspirations of the Third Estate, especially the
bourgeoisie, were the main forces of change.
− A group of Enlightenment thinkers began to challenge
the ideological foundations of the Ancien Régime.
Then, we look at Lepicé’s painting The Leroy Family and
ask pupils to interpret it.

1-4 METHODOLOGY
 KEY COMPETENCES
LEARNING TO LEARN
■ Act. 1. Understand and organise the information in
order to complete a table.
■ Act. 2. Understand the information and terminology
presented in this section in order to provide a convenient
definition.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. 2. Look up the words in a dictionary and other
sources in order to write down the definitions.
LINGUISTIC COMMUNICATION
■ Act. 3. Use your writing skills to answer the proposed
question correctly.
■ Act. 3. After having learnt the concepts, provide a
reasoned answer to the question.
RESOURCE MATERIAL OF THE GUIDE
 Reinforcement Activity 2 will allow pupils to identify
the main characteristics of Enlightenment thinking and
understand its influence on the crisis of the Ancien
Régime.
SOLUTIONS TO THE ACTIVITIES
Pages 4 and 5
a. The lords had the power to issue orders and impart
justice.
b. Society was divided into three estates: the clergy, the
nobility and ordinary people, which included peasants,
the urban working classes and the bourgeoisie.
c. Absolute monarchy is a form of government in which
the king had absolute power over his people, he was not
subjected to any control and did not share his authority
with anyone.
d. In the late 18th century, most members of the non-
privileged society wanted to end the Ancien Régime and
finish with the dominance of the privileged classes and a
monarchy that had no interest in them. The economic
growth and the aspirations of the bourgeoisie were the
main forces of change
1. The table should be completed as follows:
Privileged
Who they were: Nobility and clergy.
What they did: Lords received manorial rents and taxes.
The privileged controlled the army and didn’t pay taxes.
Non-privileged
Who they were: peasants, urban working class and
RESOURCE MATERIALS 1
Let’s surf Tiching
− Pupils will be able to learn more about politics and
P. 4 and 5
society during the 18th century in the following link:
http://www.tiching.com/752380
Once they have finished reading, we will ask them to
answer the following questions:
• How was the idea of the Enlightenment seen by
most of rulers?
• Why was the government of Frederick II of Prussia
DIDACTIC GUIDE AND ANSWER KEY
an exception?
• What social class did the enlightenment thinkers
belong to? How did they see the peasantry?
• What factors influenced the increase in population
rates at the beginning of the 18th century?
• What were the lives of peasants based on?
bourgeoisie.
What they did: worked the land and had to pay taxes to
the nobility and the Church
2. Concepts are defined as follows:
entailed land: A land which could not be bought or sold.
manorialism: Economic and social structure in which
peasants were dependent on their lord and their land.
stratified society: Is a society divided into different
classes or social layers.
subsistence farming: In subsistence farming, farmers
produce food to eat themselves rather than to sell.
The Third Estate: Social order comprising the urban and
rural non-privileged classes: bourgeoisie, working
classes and peasants.
3. Economic growth and aspirations of change of the Third
Estate, led by the bourgeoisie, laid the foundations that
would cause the collapse of the Ancien Régime.
The bourgeoisie aspired to participate in the government
and demanded that social recognition should be based
on individual merit and not on inheritance. Peasants
opposed the manorial system and the heavy taxes. Urban
workers were increasingly poor.
It is in that context that a group of Enlightenment
thinkers proposed a new social and political model for
society.
METHODOLOGY 1-5
 1 THE ANCIEN RÉGIME IN CRISIS
P. 6 and 7
DIDACTIC GUIDE AND ANSWER KEY
2. GROWTH OF THE ECONOMY AND THE…
Population growth
■ To start with, read the introductory text and remember
th
the unstable situation during the 17 century, compared
with the period of peace that began in the 18th century.
Then, we will read the text, ask the pupils the following
questions and answer question a:
− What demographic changes took place?
− What were the consequences?
After that, we will observe the chart Population growth
and will complete Activities 1 and 2.
The development of agriculture and…
■ Then, after having read the text, we will write the main
ideas on the board and will answer question b:
− The increase in demand stimulated the clearing of
new land, the introduction of new crops and
techniques.
− Craft production increased with the new domestic
system and factories.
− Profits also increased by selling in urban markets and
specially through international colonial trade.
Alter that, look at the image A weaver working… and ask
pupils to interpret the model of work organization it
reflects.
1-6 METHODOLOGY
An increase in capital and the prospering…
■ Following that, read the text, write down the main idea
and answer question c and Activity 4:
− The bourgeoisie became wealthier investing in
businesses, while the nobility was impoverished by
the decrease in manorial rents profits.
− The fall of an economic and social system based on
land ownership as a source of wealth and privilege led
to the crisis of the Ancient Régime.
Then, read the short text In praise of the bourgeoisie, by
Voltaire, and answer Activity 3.
■ After that, read the section What was triangular
trade?, write down the key ideas on the blackboard and
ask question d:
− The colonial trade, which was based on triangular
trade, had a great importance in the 18th century.
Atlantic slave trade was an essential element.
− The extremely high financial benefits favoured the
development of banks and commercial companies.
Then, we will observe the map Trade routes in the…, and
talk about the main trading routes and the goods that
were exchanged.
Look up at @Find out more…, and finally, listen to
Activity 5 and answer the related question.
 KEY COMPETENCES
MATHEMATICAL COMPETENCE AND BASIC…
■ Act. 1 and 2. Understand and be able to interpret a
comparative table with data on population growth during
the 17th and 18th centuries.
LINGUISTIC COMMUNICATION
■ Act. 3. Read and understand a text on the bourgeoisie
and nobility to correctly answer the question.
■ Act. 5. Listen and understand a short text about the
slave trade in order to answer the questions.
LEARNING TO LEARN
■ Act. 4. Identify the main demographic and economic
changes that took place in the 18th century.
■ Act. 1 and 2. Observe and interpret the data
represented in tables to individually answer the related
questions.
RESOURCE MATERIAL OF THE GUIDE
 In Reinforcement Activity 1 pupils will define a series
of words related with the economy during the 18th
century.
 Extension Activity 2 will allow pupils to analyse the
impact of slavery in Africa in detail.
SOLUTIONS TO THE ACTIVITIES
Pages 6 and 7
a. The population increase in the 18th century was caused
by a greater agricultural production, a general economic
growth and fewer important epidemics. The result of this
was a lower death rate and an increase in the birth rate.
1. The countries where populations grew the most during
the 18th century were Russia, Great Britain, France and
present-day Germany.
2. The most populated countries were France and Russia.
th
b. In the 18 century two new systems of production were
introduced:
– the domestic system, in which materials and tools
were made in the peasants’ workshops.
– factories, where specific products were produced.
These two new systems were introduced in order to
produce more craft products and escape the guild’s
control over the manufacture and sale of items.
c. The Ancien Régime’s source of wealth was based on
land ownership, but the development of new forms of
production and the expansion of trade caused manorial
rents to lose economic importance.
3. Voltaire calls into question the usefulness of the
RESOURCE MATERIALS 1
Let’s surf Tiching
− Pupils will be able to learn more about the slave trade
P. 6 and 7
in the 18th century in the following link:
http://www.tiching.com/752416
Once they finished reading all the information, they
will be asked to individually answer the following
questions:
• What was the triangular trade?
• Why were slaves transported from Africa to
DIDACTIC GUIDE AND ANSWER KEY
America?
• How were they transported? What were their
conditions like ?
• What happened to slaves once they reached the
West Indies?
• What was the selling price of a slave?
• Is there any similar situation nowadays? Search
on the Internet and make a poster with the
information collected.
nobility, while clearly praises the bourgeoisie, who
enriches the country with their businesses and
contributes to the welfare of the world.
d. The slave trade was the business of transporting and
selling slaves, who were taken from Africa to the
Americas to be sold and forced to work in appalling
conditions on agricultural plantations, which were
mostly located in the Caribbean islands, Brazil and the
British colonies in North America.
4. The table has been completed as follows, as a guide:
Demographic: considerable population growth in
Europe / fewer major epidemics /lower death rate /
higher birth rate
Economic: greater agricultural production/ more land
cleared for cultivation / increase in demand for
production / general economic growth / Agricultural
Revolution / development of new forms of production /
growing urban markets / international colonial trade
5. Answers to the questions are:
a) The slave trade was abolished in the USA between
1830 and 1888. In Cuba, abolition of slavery and
slave trade took place in 1886.
b) Between the 16th and 18th centuries, some 20 million
men and women were captured in Africa and sold as
slaves.
METHODOLOGY 1-7
 1 THE ANCIEN RÉGIME IN CRISIS
P. 8 and 9
DIDACTIC GUIDE AND ANSWER KEY
3. THE FIRST PARLIAMENTARY SYSTEMS...
A. The parliamentary monarchy in England
■ To start with, we will read the introductory text and ask
pupils:
− What happened in Britain in the 18th century? And in
the United States?
− What influence did they have in Europe?
Then, read the first paragraph and ask the following
question:
− What characterized royal power in England since the
Middle Ages?
■ After that, read the section The revolutions of the 17th
century, look at the images The House of Commons…
and The execution..., write down the key facts on the
board and answer questions a and b:
− The aspirations of the Stuart dynasty to rule without
Parliament led to a conflict that ended with the
execution of King Charles I and the proclamation of a
republic under the leadership of Oliver Cromwell.
− In 1660 the monarchy was restored and Charles II
accepted the control of Parliament, which approved
Habeas Corpus.
− James II ruled with an absolutist policy; and this
caused a second revolutionary outbreak in 1689.
1-8 METHODOLOGY
− Parliament offered the crown to William of Orange,
who accepted the Bill of Rights.
■ Then, we will read the section A monarchy with limited
rights, ask pupils the following question and answer
question c:
− How did the powers of Parliament before the
monarchy evolve?
Alter that, read the text Declaration of Rights and talk
about the four issues it points out.
B. The independence of the United States
■ We will first read the text, write down the main ideas
and answer question d:
− The 13 British colonies on the east coast of North
America stated in the Declaration of Independence the
duty of government to respect the inalienable rights of
its people.
− After the recognition of independence, they drafted a
constitution and named George Washington the first
president of the United States.
Then look at the map The 13 North… and name the 13
colonies. After that, answer Activity 2.
Read the section The United States… and look at the
chart below in order to answer Activities 1 and 3.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. 1. After reading and understanding the
documents, pupils are encouraged to use their oral skills
to talk and argue about their points of view.
LEARNING TO LEARN
■ Acts 1, 2 and 3. Interpret the information presented in
texts, websites and other resources in order to answer the
questions.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. 2. Uses digital resource provided to obtain more
information on the Declaration of Independence in order
to complete the activity.
■ Act. 3. Find information on the Internet about how the
poor, women, Native Americans and other non-white
people were able to obtain the right to vote.
RESOURCE MATERIAL OF THE GUIDE
 In Extension Activity 1 students will have to answer
some questions about the beginning of independence in
the United States.
SOLUTIONS TO THE ACTIVITIES
Pages 8 and 9
a. The Stuart dynasty wanted to govern on their own,
without Parliament, and their opponents were arrested
and executed. This situation led to a conflict between the
parliamentary supporters and the monarchy.
b. As a result of this conflict, in 1649 King Charles I was
executed and Oliver Cromwell led a new republic, that
lasted until the restoration of the monarchy in 1660.
There was a second revolution in 1689 caused by the
absolutist policies of King James II. Parliament offered
the crown to a Dutch Prince, William of Orange.
c. Only a minority of the population had the right to vote,
mainly large landowners and bourgeoisie.
d. Britain did not allow the British colonies in the east
coast of North America to send representatives to
Parliament, and this aroused discontent among them.
The British were also imposing commercial monopolies
and taxes.
The first rebellion took place when Britain granted a
monopoly on the sale of tea to a British company.
American colonists decided not to obey the orders
imposed from Britain and in 1776 they drafted the
United States declaration of Independence, which
caused a long war.
RESOURCE MATERIALS 1
Let’s surf Tiching
− Students will be able to find more information on
P. 8 and 9
America’s Independence on the following link:
http://www.tiching.com/ 752417
Once they finished watching the video they should
answer the following questions:
• Who led the militia that battled with British troops
in Massachusetts? What was the result of the
Battle of Bunker Hill?
DIDACTIC GUIDE AND ANSWER KEY
• What country did the colonies ask for help from?
• What happened on July 4th of 1776? What
colonies were liberated?
• What happened on Christmas night in the town of
New Jersey?
• Who took part in the peace negotiations of April
1782?
• What marks the end of the American Revolution?
• Look up information about who was the first
president of the United States and explain it to
your classmates.
1. Pair activity.
Pupils must read the details of the 1689 Bill of Rights in
Britain and the US Constitution and talk about how
these changes affected these countries and their
population.
In the case of Britain, discuss about the role of both the
monarchy and Parliament, and in the case of the United
States comment on how the different powers were
separated and what rights were guaranteed under the
declaration.
2. A few examples of the reasons are:
– The king’s refusal to assent a number of wholesome
and necessary laws.
– He has maintained standing armies without the
consent of their legislatures.
– He has imposed taxes without their consent.
– He has erected a multitude of new offices and sent
officers to harass their people.
3. The Voting Rights Act of 1965 prohibits racial
discrimination in voting and allowed the vote to African
American population and other non-white people.
In 1920 women obtained voting rights, and it was
extended to Native American (American Indians) in
1924.
METHODOLOGY 1-9
 1 THE ANCIEN RÉGIME IN CRISIS
P. 10 and 11
DIDACTIC GUIDE AND ANSWER KEY
4. ENLIGHTENMENT VERSUS THE ANCIENT...
Enlightenment thinkers
■ We will first read the introductory text, write down the
key features and answer question a:
− The Enlightenment was an intellectual movement
developed in the 18th century which questioned the
authority of the Ancient Régime
− The rising new bourgeoisie adopted these ideas and
made them into a revolutionary programme to bring an
end to absolutism.
Then, read the text, write the main ideas and answer
question b and Activity 4:
− Reason was the only way to understand and explain
the world for the Enlightenment thinkers.
− They rejected the superiority of any religion, in favour
of the freedom of thought and tolerance.
− Their optimistic view of nature and of humans in
addition to their confidence in the idea of progress
characterised the Enlightenment thought.
After that, we will look at the painting Émilie du
Châtelet…, read the text Tolerance, and ask Activity 1.
Enlightened despotism
■ We will read the text, write down the main points on
the board and solve question c
1-10 METHODOLOGY
− Some European sovereigns undertook reforms that
linked their absolutist conception with the
Enlightenment ideas about progress.
− Fredrick the Great of Prussia, Maria Theresa of
Austria, Catherine the Great of Russia, Gustav III of
Sweden and Charles III of Spain were all enlightened
despots.
We will then observe the painting of Adolf von Menzel
and describe what you see.
■ Read the section What new ideas...?, write down the
key ideas on the board and complete Activity 2:
− The Enlightenment thinkers helped by creating a new
model of political and social organisation which was
the basis of political liberalism and the 19th century
liberal revolutions.
− They opposed stratified society, mercantilism and
defended the separation of powers, popular
sovereignty and the need of a parliament were some
of their many proposals.
Then, look at the image Allegory of stratified society…
and ask pupils to give their own interpretation.
Read the information in the chart: The liberal political…
and do Activity 3
Finally, read the text Popular sovereignty and explain the
main ideas.
 KEY COMPETENCES RESOURCE MATERIALS 1
LINGUISTIC COMMUNICATION Let’s surf Tiching

■ Act. 1 and 3. Use the appropriate vocabulary to be − Students will expand their knowledge about the

P. 10 and 11
able to define and explain different terms related with this Enlightenment period at the following link:
unit.
http://www.tiching.com/752418
■ Act. 2. Use your writing skills to describe the new
social, economic and political changes proposed by the Once they finish watching the resource, ask them to
Enlightenment philosophers answer the following questions individually:
• What are the seven points that define
LEARNING TO LEARN Enlightenment?
• Can you name some of the philosophers and
■ Act 2. Identify the new Enlightenment ideas spread by

DIDACTIC GUIDE AND ANSWER KEY

writers of this period and some of their works?
philosophers and thinkers at that time.
• Why was there a conflict between the
■ Act. 4. Observe the data shown in a chart and analyze Enlightenment thinkers and the Church?
them to be able to complete it. • What criticism of the State did enlightened
thinkers make?
CULTURAL AWARENESS AND EXPRESSION
■ Act 4. Recognize and understand some aspects of the
Enlightenment ideas and give your opinion.

RESOURCE MATERIAL OF THE GUIDE

 In Reinforcement Activity 2, pupils will review the
characteristics of Enlightenment thinking.

SOLUTIONS TO THE ACTIVITIES

that people are born free and equal.
Pages 10 and 11 Regarding economy, they defended physiocracy and
economic liberalism against mercantilism and state
a. The Enlightenment was an intellectual movement
regulations.
developed in Europe during the 18th century, which
And in politics, they defended the separation of powers
questioned the authority of the Ancien Régime and
and popular sovereignty against despotism and the
proposed a new way of organization of society.
arbitrariness of absolutism.
b. Enlightenment thinkers believed reason was the only 3. Pair activity.
way to understand and explain the world. They rejected
the superiority of one religion over others and 4. Personal activity.
condemned religious intolerance. They had an optimistic Consider whether you share the Enlightenment ideas
view of nature and of humans, believed in progress about humans. Enlightenment thinkers relied on the idea
thought that reason and human determination could of human progress based on reason and the human will
transform society. to improve society.
c. Enlightened despotism tried to introduce Enlightenment
ideas about progress (in administration, economy,
education, agriculture, etc.) but keeping their absolute
power intact.
1.. Tolerance, according to Voltaire, is the only remedy for
discord, and freedom of thought allows to freely practice
all religious beliefs.
Voltaire defends both concepts because he considers
they contribute to the social and economic welfare.
2. From a social point of view, the Enlightenment
philosophers opposed stratified society and defended

METHODOLOGY 1-11
 1 THE ANCIEN RÉGIME IN CRISIS
P. 12 and 13
DIDACTIC GUIDE AND ANSWER KEY
5. SPREADING THE NEW IDEAS OF THE...
A. Scientific and technological progress
■ To start with, we will read the introductory text and ask
the following questions:
− What major advances took place in science in the 17th
century?
− How did Enlightenment contribute to these
developments?
Then, we will look at the image of an Encyclopédie next
to the text and talk about it.
■ We will read the text, write the key points on the board
and ask question a and Activity 3
− In the 18th century the idea that science and
technology should work together to help society to
progress prevailed.
− This union produced great advances in medicine,
transport and in the construction of fortifications,
roads, bridges, power systems, etc.
After that, we will keep our attention on the images
representing a hot air balloon and a scientific cabinet.
B. Spread of knowledge / C. Making the…
■ Read the text, write down the main ideas and ask
pupils to answer question b:
1-12 METHODOLOGY
− The flow of ideas and knowledge characterised the
18th century. In major European cities, universities and
academies were created.
− Coffee houses and literary salons, where new ideas
were presented, became more widespread.
− Improvements in literacy also allowed newspapers
and books to flourish.
■ We will write the main points on the board and answer
question c:
− In the second half of the 18th century, philosophers
and scientists collaborated on the development of the
Encyclopédie, promoted by Diderot and D’Alembert.
− Its aim was to bring together the knowledge of the
time and share it with all who could read.
− They also wanted to present critical ideas from
Enlightenment philosophers.
Then, read the text: Diderot… and answer Activity 1.
After that we will look at the image showing an illustration
in the Encyclopédia and will ask pupils to value how they
contributed to the spread of knowledge.
Read the text The monarchy against... and answer
Activity 2
■ Finally, and as the final thoughts on the subject, we
will answer Activities 4 and 5.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. 3. Use the appropriate vocabulary to correctly
define the terms.
■ Act. 2. Explain with the appropriate language what was
the Encyclopédie and what were its main objectives.
CULTURAL AWARENESS AND EXPRESSION
■ Acts. 2 and 3. Describe the main objectives of the
Encyclopédia and the main technological inventions at
that time.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Acts. 1 and 5. Use the teaching resources provided to
answer the questions from these activities.
■ Act. 4. Find information on the Internet about the best-
known online encyclopaedia.
RESOURCE MATERIAL OF THE GUIDE
 In Reinforcement Activity 2, pupils will review the
characteristics of Enlightenment thinking.
SOLUTIONS TO THE ACTIVITIES
Pages 12 and 13
a. Monarchs and cultural elites believed that science and
technology should work together in order to help society
progress and to make the country richer.
b. Universities and academies were created in Paris,
London and other major European cities. People of
science and thinkers gathered in literary salons and
coffee houses as well to debate ideas.
c. The aims of the people who published the Encyclopédie
were to bring together the knowledge of the time and
share it to all readers. They also wanted to present
critical ideas from Enlightenment philosophers on
stratified society and absolutism.
1. Personal activity.
2. According to Diderot, the Encyclopédie was a work that
aimed to bring together all the knowledge of the time,
based on reason and observation of nature, and make it
available to all readers. In addition, it should be a
collective work that put together the knowledge
disseminated around the world.
The monarchy receives the Encyclopédie as a danger to
royal authority and promotes a spirit of independence
and revolt. In addition to encourage corruption of morals
and religious disbelief.
RESOURCE MATERIALS 1
Let’s surf Tiching
− For more information about Diderot and the
P. 12 and 13
development of the Encyclopédie, pupils can look up
at the following link:
http://www.tiching.com/ 752421
Once they finish watching the video we will ask them
to answer the following questions:
• Who was Diderot? What did he study? What was
his profession?
DIDACTIC GUIDE AND ANSWER KEY
• What happened to his first written work? Why?
• Who did he work with in the writing of the
Encyclopédie?
• What was one of Diderot’s main objectives with
this project?
• How many volumes of the Encyclopédie were
published in all?
3. Group activity. The following difference has been
provided as an example:
– While science develops knowledge on a theoretical
level, technology develops its practical applications.
(…)
This union produced great advances in medicine,
transportation, construction of fortifications, improved
roads and bridges, power systems, etc.
4. The most famous and best-known encyclopaedia on the
Internet is Wikipedia. It is based on a model of openly
editable content, which means that anyone can edit any
unprotected page and improve articles.
The main advantage is that it is a work of free
consultation for all. The main disadvantage is that the
user needs to have Internet, a service that is not free and
not everyone can access.
5. The term digital divide refers to the gap between those
who use the technologies of information and
communication in their daily lives (radio, computers,
TV and mobile phones) and those who do not have
access to them, and even if they had access they
wouldn’t know how to use them.
There are some initiatives that can be implemented to
bridge the gap in the digital divide.
(Continued on page 1-26)
METHODOLOGY 1-13
 1 THE ANCIEN RÉGIME IN CRISIS
P. 14 and 15
DIDACTIC GUIDE AND ANSWER KEY
6. THE BOURBON MONARCHY IN SPAIN
A new dynasty rules Spain
■ Read the text and answer the following questions
together with question a:
− How did the War of Succession start?
− What consequences did it have for Spanish foreign
policy during the 18th century?
− What political model did Philip V and Fernando VI
implement? How did Enlightenment influence their
successors?
Then, we will look at the picture The Royal Palace..., and
will talk about the style of building.
After that, observe the chart regarding The Kings of
Spain… in order to learn the names of the monarchs at
that time.
Territorial uniformity
■ Later, we will read the text, write down the main points
on the board and answer question b and Activity 5:
− The Nueva Planta decrees abolished the privileges
and institutions of the territories of the Crown of
Aragón and imposed the Castilian administrative
system.
− The territory was divided into provinces governed by a
captain general with military and administrative power.
1-14 METHODOLOGY
Then, read the text The Nueva Planta decrees, on page
15, and answer Activity 1.
Administrative reorganisation
■ We will read the text and ask the following questions
together with question c:
− What was the first Bourbons objective when they
reformed the structure of the state?
− How were the power and the tasks of government
organised?
Look at the chart The Institutions… and talk about how
the monarchy organised.
■ Then, read the section Who fought in the war...?, write
down the key points and complete Activity 2:
− The confrontation between Philip of Bourbon and
Charles of the Habsburgs for the throne of Spain led
to the War of Succession.
− Castile and France supported Philip V while European
powers such as Britain and the territories of the Crown
of Aragón, supported Charles of the Habsburgs.
− The international conflict ended with the Treaty of
Utrecht.
Look at the map The Treaty… and ask Activity 3. To
finalize the section, complete Activity 4.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. 1. Read a text about the Nueva Planta decrees
and answer the questions using the appropriate
vocabulary.
■ Act. 4. Look up at the different terms in a dictionary
and find the most appropriate definition.
LEARNING TO LEARN
■ Act. 2. Create a timeline to explain the events of the
War of Succession.
■ Act. 3. Analyze the information showed on a map and
answer the related questions.
■ Act. 5. After reading the related content, give your
opinion about the unification of the old kingdoms of
Aragón and Castile.
RESOURCE MATERIAL OF THE GUIDE
 In Reinforcement Activity 3 they will review the
differences and similarities between the English and
the Bourbon models of state.
SOLUTIONS TO THE ACTIVITIES
Pages 14 and 15
a. The result of the war was the victory of the French
Prince Philip of Bourbon and his recognition as king of
Spain. An international alliance of two families ruled
France and Spain.
b. The Nueva Planta decrees enacted by the Bourbons
abolished the privileges and institutions of the different
territories of the Crown of Aragón and imposed the
Castilian administrative system.
c. Councils and the Cortes disappeared, except in Castile.
1. The Royal Decree of 1707 establishes the abolition and
repeal of fueros in the kingdoms of Aragón and
Valencia, and the adoption of the laws of Castile by
these kingdoms.
The decree was enacted with the aim to establish
territorial and legislative centralisation.
2. The following information should appear in the timeline:
Causes: 1700: Charles II, last Habsburg king, dies.
Appointment of French Philip V as king of Spain
Progress: 1701: Britain, the Dutch Republic, Portugal
and the Austrian Empire supported the candidature of
RESOURCE MATERIALS 1
Let’s surf Tiching
− For more details about the Spanish War of
P. 14 and 15
Succession, pupils will look at the following link:
http://www.tiching.com/752423
Once they finish watching the resource, they will be
asked the following related questions:
• What two dynasties claimed for the throne of
Spain after the death of Charles II?
• How long did the War last?
DIDACTIC GUIDE AND ANSWER KEY
• Who became the King of Spain?
• What Spanish territories were exchanged as a
result?
Archduke Charles of Habsburg, confronting France and
Castile .
1707: Victory of Almansa. Occupation of Valencia and
Aragón by Philip’s troops.
1711: Charles of Habsburg inherited the German
Empire, losing interest in Spain. European allies wanted
to prevent this possible union of empires.
Consequences: 1713: Treaty of Utrecht. Philip V was
recognised as king in exchange for territory in Europe
and Spain.
1714: Philip’s V troops entered Barcelona.
1715: Philip’s V troops took the city of Mallorca.
3. The Treaty of Utrecht (1713) ended the War of
Succession with the recognition of Philip V as King in
exchange of territories in Europe and in Spain.
Spain ceded Milan, Naples, the Spanish Netherlands and
Sardinia to Charles VI of Habsburg. The House of
Savoy received Sicily, and Britain obtained Menorca
and Gibraltar.
4. The terms could be defined as follows, as a guide:
succession: a line of descent to a title, etc.
Family Compact: one dynastic family ruling two
countries in an international alliance.
(Continued on page 1-26)
METHODOLOGY 1-15
 1 THE ANCIEN RÉGIME IN CRISIS
P. 16 and 17
DIDACTIC GUIDE AND ANSWER KEY
7. JOVELLANOS, A SPANISH ENLIGHTENMENT…
A. The agrarian question in Spain
■ First, we will read the introductory text, write down the
main ideas and answer question a:
− Jovellanos stood out among the group of enlightened
thinkers that emerged in Spain in the 18th century
concerned with modernising Spanish society and the
economy.
− Their ideas influenced the court of Charles III, who
pursued a project of economic modernisation under
the principles of enlightened despotism.
Then pupils will focus their attention on the Portrait of
Jovellanos by Goya.
■ After that, read the text and annotate the main ideas.
Then, look at the map: Land ownership and answer
question b and Activity 1:
th
− At the beginning of the 18 century, Spain remained a
rural society with low agricultural yields and most of
the land in the hands of the privileged.
− The main objectives of the Enlightenment thinkers
were economic growth, social reform, the
improvement of education and the modernisation of
culture.
Read the section Need for land reforms and the text
Report on the Agrarian Law in order to answer Activity 3.
1-16 METHODOLOGY
B. Enlightenment reformism
■ Read the text, write down the main ideas and answer
question c:
− The absence of a large bourgeoisie in Spain,
intellectual conservatism and the widespread
influence of the Catholic Church hindered the reforms
initiated by Charles III.
Then, look at the image Charles III..., read the section
Reforms by... and answer Activity 2 after looking up at
@Find out more.
C. 18th century growth
■ We will read the text and ask pupils the following
questions:
− What was the evolution of the population in Spain in
the 18th century? What were the effects of the
improvements in agriculture?
− What measures were taken regarding manufacturing
and trade?
− What was the main obstacle to the development of the
Spanish economy that remained unresolved?
Finally, we will observe the chart Population growth in
Spain... and will compare the population from 1717 to
1797.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. 1. Name some of the Spanish Enlightenment
thinkers and explain what were their objectives and
proposals were.
■ Act. 3. Pretending you are a Enlightenment thinker,
write a small report with the proposed reforms to improve
agriculture using appropriate vocabulary.
LEARNING TO LEARN
■ Acts. 1 and 3. Observe and analyze what
Enlightenment thinkers thought during the 18 th
century
and be able to explain their different proposals.
■ Act. 2. Learn about the reforms undertaken by the
King at that time.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Act. 3. Show personal initiative and autonomy when
answering the activity.
RESOURCE MATERIAL OF THE GUIDE
 Extension Activity 3 will allow pupils to think about the
contributions and reforms proposed by the Spanish
Enlightenment thinkers.
SOLUTIONS TO THE ACTIVITIES
Pages 16 and 17
a. Gaspar the Jovellanos was an Enlightenment thinker
concerned about how to modernise the country. He
criticised the privileges of the Ancien Régime,
condemned the nobility, opposed the views of the
Church and justified the need of an agrarian reform.
b. At the beginning of the 18th century, Spain was still a
rural society, with low agricultural yields, technically
backward and with most of the land controlled by the
privileged sector.
c. Charles III’s reforms were hindered by the absence of a
large bourgeoisie, conservatism among intellectuals and
the enormous influence of the Catholic Church.
th
d. In the 18 century Spain’s economy increased due to the
following factors: agricultural improvements allowed an
increase in agricultural production and the protection of
manufacturing led to an increase in production and its
overseas expansion.
1. The completed sentences are as follows:
a) Spanish Enlightenment thinkers included Gaspar
Melchor de Jovellanos, Pablo de Olavide, the count
of Aranda, the count of Campomanes and the
Marquis of Ensenada.
RESOURCE MATERIALS 1
Let’s surf Tiching
− Pupils can learn more about Enlightened Despotism
P. 16 and 17
looking at the following link:
http://www.tiching.com/ 752424
Once they finish reading the article, ask them to
answer the following questions:
• What is Enlightened Despotism?
• What are its main characteristics?
• What are the main political reforms that these
DIDACTIC GUIDE AND ANSWER KEY
monarchs introduced in their countries?
• Name some Enlightened despots and the country
they were ruling.
b) Their goals were economic growth, the reform of
society, the improvement of education and
modernisation of culture.
c) They proposed reforms that would lead to better land
distribution and an increase in production, trade and
wealth.
2. As a result of Charles II’s program of improvements, the
city of Madrid underwent the following reforms, among
others:
– installation of a proper sewage system
– installation of streetlights
– construction of the Royal Botanic Gardens, the
fountain on Plaza de Cibeles and el Prado.
3. This is an example of what Jovellano’s speech could be
like:
The economic modernisation of Spain needs land reform
to liberalise the ownership of the land. To make this
possible, it would be necessary to take these measures:
– Abolish mortmain and communal land
– Cultivate communal land and wasteland.
– Dissolve the Mesta and fence off the estates
– Improve farmers' lease contracts
– Limit entailed estates.
METHODOLOGY 1-17
 1 THE ANCIEN RÉGIME IN CRISIS
P. 18 and 19
DIDACTIC GUIDE AND ANSWER KEY

8. FROM ROCOCO GRACE TO NEOCLASSICAL…

A. Ostentatious Rococo Read the section ArtMemo and look at the paintings of
Fragonard and Canaletto to identify the characteristics of
■ We will first read the introductory text and write down Rococo painting.
the key points:
− The Rococo style reflected the refined tastes of the B. The return to Classicism
aristocracy during the 18th century.
■ Following this, read the text and write down the ideas:
− In the early 19th century Neoclassicism spread, which
− Neoclassicism meant the return to sobriety and
had its origin in Enlightenment ideas and the
rationality of classic art.
discovery of important archaeological sites from
ancient Greece and Rome. − The architecture was inspired by the Greek and
Roman styles and rejected the profuse ornamentation
After that, we will look at the image Rococo decoration... of the Rococo.
and will ask pupils what adjectives can best describe
them. Then, answer question b and complete the table in
Activity 1.
■ Read the text, write down the main points on the
Look at the image: The Panthéon… and complete the
board and answer question a:
activities in the ArtFile.
− The Rococo style is characterised by an elegant and
Then, we will focus the pupil’s attention on the painting
refined aesthetic, emphasising sensual beauty and
The Death of., read the related text and answer Activity 3.
visual pleasure.
After looking at Canova’s sculpture, read the
− The predominance of curved lines and asymmetry and
accompanying text and ask pupils to answer the following
profuse ornamentation of interiors characterised the
questions:
decor in palaces.
− What material does he use?
Look at the image of the aristocratic palace and the text
− What do you think the objective of the sculptor is?
next to it. Describe the style and try to imagine the
interiors. Finally, we will answer the questions in Activity 2.

1-18 METHODOLOGY
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. 1. Synthesise in a table the characteristics of
Rococo and Neoclassicism and look for examples.
■ Act. 2. Use the appropriate vocabulary to describe
Canova’s sculpture.
LEARNING TO LEARN
■ Act. 1. After reading and understanding the related
content, be able to synthesise the characteristics of the
two artistic styles.
CULTURAL AWARENESS AND EXPRESSION
■ Act 3. Identify the characteristics of art in the 18th
century and interpret different artistic expressions of this
period.
■ Act 2. Be able to answer the questions about a
Neoclassical sculpture after listening to its description.
SOLUTIONS TO THE ACTIVITIES
In the story,
Pages 18 andthe
19 Trojan prince Paris decides that Venus is
3. more beautiful
The central
marriage and childbirth, and Minerva, the goddess of wisdom belonging to the nobility. In David’s painting the main
a. The Rococo architectural style was elegant and ornate,
and emphasised sensual beauty and visual pleasure.
b. Neoclassical style returned to the sobriety and rationality
of classic art.
1. The table should be completed as follows:
Rococo
– Characteristics: elegance, profuse ornamentation,
sensual beauty, visual pleasure
– Examples: palaces, paintings
Neoclassicism
– Characteristics: sobriety, return to rationality of
classic art
– Examples: libraries, pantheons, gates, museums
2. The answers to the questions are:
a) Paolina was Napoleon’s sister.
b) The sculpture was commissioned by Camillo
Borghese, an Italian prince who married her.
c) The sculpture is based on the story about the goddess
of love and beauty, Venus and her victory in a beauty
competition. In the story, the Trojan prince Paris
decides that Venus is more beautiful than the
RESOURCE MATERIALS 1
Let’s surf Tiching
− Pupils can expand their knowledge about Charles III
P. 18 and 19
of Spain at the following link:
http://www.tiching.com/ 752425
After reading the article, ask them to answer the
following questions:
• What was Charles III’s main mission as king of
Spain?
• Name two of the king’s outstanding advisors.
DIDACTIC GUIDE AND ANSWER KEY
• Why wasn’t his foreign policy successful?
• Why did he confront the church? What was his
aim?
• How did industry and trade change in Spain under
his mandate?
goddesses Juno and Minerva.
than
figure Juno, the goddess
in Fragonard’s painting of
is a woman
figure is Socrates.
Fragonard's work tries to reflect the friendly, refined and
carefree atmosphere of the court, while the work of
David transmits sobriety and rationality, more aligned
with the bourgeoisie mentality.
Open answer.
Three examples of adjectives to Fragonard's work could
be refined, carefree or frivolous, while for David’s work
they could be sober, calm or rational.
ArtFile
a) The Panthéon was built in Paris between 1764 and 1790.
b) The base shape is that of a Greek cross. The building has
elements belonging to classical architecture such as the
Corinthian columns, the pediment sculptural group, the
triple dome, the galleries and the lantern. The dome and
lantern are more characteristic of the Renaissance style.
c) The Pantheon as a public building responds to the
rationalism of the bourgeoisie, while the noble’s palace
shows the glitz and wealth of the aristocrats in the lavish
decoration and design under the dictates of the Baroque
and Rococo.
METHODOLOGY 1-19
 1 THE ANCIEN RÉGIME IN CRISIS
P. 20 and 21
DIDACTIC GUIDE AND ANSWER KEY
KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Page 20, acts 1-5.; p. 21, ... act to learn; p. 22, act. 3.
Use appropriate vocabulary related to this issue to
individually answer the questions that have been asked in
the text.
■ Page 2 act. learn to…; p. 22, act. 3. Use your skills
with written expression to describe, read and understand
the proposed activities.
LEARN TO LEARN
■ Page 21, learn to act .... Observe an allegory and
discuss all of its features and interpret its meaning
correctly.
■ Page 20, acts. 1-5; P. 22, act. 1. Organize the
information contained in this unit in a table to facilitate
understanding.
■ Acts. 2, 4 y 5. Analyze the data collected in tables,
charts and maps individually to answer the questions
posed.
CONSCIENCE AND CULTURAL EXPRESSIONS
■ Page 2, act. learn to…; p. 22, act 2. Use the graphic
sources to describe the political, social and cultural issues
1-20 METHODOLOGY
of this period of time.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Page 22, act. 1-4; Page 23, act. 5. Use images,
graphics, tables and maps to organize the information of
the topic.
■ Page 22, act. 2; Page 22, act. 6. Look for information
on the Internet about the Ancien Régime and the
meaning of the flag of the United States and the War of
Independence.
■ Page 23, act. 7. Use the digital resources that are
available to learn more about the Europe of the Sun King
and answer the questions that have been proposed,
individually.
SENSE OF INITIATIVE AND ENTREPRENEURSHIP
■ Page 21, act. learn to ... Show autonomy in
performing all of the proposed activities in the book,
individually.
■ Page 23, act. 6 y 7. Look for information individually
and showing entrepreneurship in correctly answering the
questions asked.
THE ANCIEN RÉGIME IN CRISIS
FINAL ACTIVITIES
■ Solving Activity 1 Organise information ... allows the
synthesis of the characteristics that differentiate the
Ancien Régime from the Enlightenment.
Then, activity 2 Visual sources ... will fix the attention of
the students in the most criticized aspects of the Ancien
régime.
The activity Learn to... aims to assess the significance of
the contributions of enlightened thought to our present
day ways of life.
Activity 7 Audiovisual sources... will allow us to delve into
the characteristics of the Europe of Louis XIV of France.
The resolution of activity 5 Space and time allows us to
synthesize the geographical and political context of
eighteenth-century Europe..
■ Then activity 6 Find information... will deepen their
understanding of the birth and evolution of the US.
Activities 3 Written sources... and 4 Interpret a graph...
clarify for the students the phenomenon of slavery.
■ Finally, the activities in the Online challenge meet the
aim of consolidating the key concepts.
1
P. 22 and 23
DIDACTIC GUIDE AND ANSWER KEY
SOLUTIONS TO THE ACTIVITIES
Page 20
1. The concept map should be completed as follows,
from top to bottom:
economic / stratified society / United States /
parliamentary monarchy / bill of Rights / bill of Rights /
separation of powers / popular sovereignty
2. Check what you know answering the following:
ANSWER THE QUESTIONS
a) The Ancien Régime became the main economic,
social and political system in Europe in the 18th
century after the decline of medieval feudalism.
The form of government was absolute monarchy,
society was stratified and based on the privileges
of a minority, and agriculture was the basis of the
economy.
Economic growth, the aspirations of the Third
Estate, especially the bourgeoisie and the new
Enlightenment ideas would eventually cause a
collapse of the Ancien Régime.
b) The Enlightenment was an intellectual movement
developed in Europe during the 18th century,
which questioned the basis on which the Ancien
Régime had settled and proposed a new way of
METHODOLOGY 1-21
 organising society.
The Enlightenment thinkers had an optimistic view
of nature, which they considered a source of justice
and goodness. In addition, they believed in the idea
of human progress and that reason and humans will
could improve society.
c) The first states to adopt a parliamentary political
system were Britain and the United States. In the
case of Britain, two revolutions were necessary to
end the absolutism of the Stuart dynasty, which was
replaced by a new monarchy that accepted the
limitation of powers. The United States also
adopted a parliamentary system through a
revolution and a long war against Britain.
Absolutism is based on the concentration of power
in the hands of the king and in God’s name. The
king could issue laws, appoint judges and ministers,
administer justice, command the army and direct
foreign policy. He was not subjected to any control.
On the contrary, the parliamentary system is based
on the separation of powers, so that making laws
and administering justice was independent from the
government.
d) The origin of the War of Succession was the
appointment of the French Prince Philip de Bourbon
as king of Spain after the last Habsburg king,
Charles II died without descendants.
The strengthening of the Bourbons in Europe
marked the beginning of a war. On the one hand,
Britain, Portugal, the Dutch Republic, the Austrian
Empire and the Crown of Aragón supported the
candidature of Archduke Charles of Habsburg,
confronting France and Castile. Philip’s troops
began to occupy the interior of the peninsula,
which, together with the loss of support from the
European allies, gave the final victory to Philip.
The Bourbons implemented a political system
whose model was based on the French centralist
absolutism. The king concentrated all powers and
ruled with the help of advisers or secretaries
appointed by him directly. The Cortes disappeared
and legislative work was in the hands of institutions
controlled by the monarch. In addition, the territory
was unified imposing specific laws and identical
administrations were established with uniform
institutions.
Charles III undertook several economic reforms
characteristic of enlightened despotism such as
limiting the privileges of the Mesta, the promotion of
the free movement of goods and free trade with
America or the liberalisation of the manufacturing
process. In addition, he created primary schools,
reformed universities and imposed royal authority over
the Church.
DEFINE KEY FIGURES
• Charles I of England.. king of England, Scotland,
and Ireland (1625-49). He ruled for 11 years (1629-
40) without parliament, advised by his minister
1-22 METHODOLOGY
Strafford, until rebellion broke out in Scotland.
Conflict with the Long Parliament led to the Civil
War and after his defeat at Naseby (1645) he sought
refuge with the Scots (1646). He was handed over
to the English army under Cromwell (1647) and
executed.
• Charles of Habsburg. Descendant of the Habsburgs
and candidate to the Spanish throne in the War of
Succession. He had the support of most of the
territories of the Crown of Aragón.
• Voltaire. French writer, whose beliefs made him the
embodiment of 18th century Enlightenment.
• Diderot. French writer and philosopher,
representative of Enlightenment thinking, he was
one of the main authors of the Encyclopédie.
DEFINE KEY CONCEPTS
• absolutism. A political system in which unrestricted
power is vested in a monarch.
• separation of powers. It is a system that distributes
power among the institutions that govern a country.
The executive power is in the hands of the King or
President of the Republic; the legislative power is
given to Parliament; and the judicial power, to the
court.
• constitution. The fundamental political principles
on which a state is governed, especially when
considered as embodying the rights of the subjects
of that state.
• liberalism. is the belief that people should have a lot
of political and individual freedom.
• national sovereignty. Is the power that a country has
to govern itself or another country or state.
• Habeas corpus. A text guaranteeing individual
freedoms and preventing the king from using
arbitrary detention.
• mercantilism. Economic doctrine which was based
on the accumulation of precious metals as the main
source of wealth of a country.
• Nueva Planta. A series of decrees enacted by Philip
V, by which the privileges and institutions of the
territories of the Crown of Aragón (Aragón,
Catalonia, Valencia and Mallorca) were abolished.
• triangular trade. Atlantic trading route by which
slaves were taken from Africa to the Americas.
There, they were sold and forced to work in terrible
conditions on agricultural plantations in the
Caribbean, Brazil and the British colonies in North
America.
• Rococo. Artistic style that spread through Europe in
the 18th century which reflected the refined tastes of
the aristocracy.
CREATE A TIMELINE
a) Treaty of Utrecht: 1713
US Independence: 1776
War of Spanish Succession: 1701-1714
 Bill of Rights: 1787
b) Execution of Charles I of England: 1649
US Constitution: 1787
the Encyclopédie: 1751
free trade with the USA: 1778
EXPLAIN THE DIFFERENCE
• House of Lords / House of Commons
House of Lords: the upper chamber of British
Parliament, composed of clergy and nobility.
House of Commons: the lower chamber of
Parliament, occupied by the bourgeoisie.
• absolute monarch / enlightened despot
absolute monarch: The king’s authority comes from
God (divine right monarchy) and he exercises
power on God’s name. The monarch concentrates
all powers and does not share his authority with
anyone.
enlightened despot: A monarch influenced by the
Enlightenment who tries to carry out reforms
introducing ideas about progress but keeping
absolute power intact.
ANSWER THE INITIALQUESTION
The 18th century was a time of transition between the
declining aristocracy of the Ancien Régime and the
new emerging bourgeoisie.
The economy of the Ancien Régime was rural; it had
low agricultural yields and most people practised
subsistence farming. Exchange was rare and trade was
very limited. This society will change in the 18th
century due to a significant population growth. This
growth increased agricultural production which in turn
helped stimulate the economy. The production of
goods, trade and capital became more important than
land ownership
The Ancien Régime’s predominant form of
government was absolute monarchy. The king had
absolute power of divine right and therefore he ruled
over his subjects who did not enjoy any rights. The
society was stratified, one person was born and died in
the same social class and social mobility was existent.
A group of Enlightenment thinkers began to question
the ideological foundations of the Ancien Régime and
proposed a new social and political model for society.
Page 21
LEARN HOW TO... ANALYSE AN ALLEGORY
1. Identification and presentation
• The illustration is taken from the frontispiece of the
Encyclopédie of 1772. The frontispiece is the
decorative illustration facing or preceding a book's
title page.
• The engraving is an artistic discipline in which the
artist draws a design on a hard surface, called
matrix, leaving a print that will fill with ink later
and will be transferred to another surface such as
• 1 a) A young person who represents Truth
2 f) Reason and Philosophy help him remove
the veil.
3 b) Bright light shining from Truth.
4 e) Imagination gives a garland to Truth.
5 d) Geometry
6 c) Different arts and sciences (Astronomy,
Physics, Optics, Botany, Chemistry and
Agriculture) with instruments used in their field.
• The central character is a young person representing
the Truth. This person is located in the upper part.
The other characters are surrounding her.
• The architectural setting is designed with two
classic columns, and the entablature is characteristic
of the principles that define Neoclassicism.
3. Understanding the message
• The artist tries to convey the importance of the
search for truth, as a principle of the Enlightenment.
Therefore, reason, philosophy, imagination and the
various arts and sciences have a fundamental point
of reference.
• The spirit of Enlightenment and its principles is
clearly reflected through the characters, their
position in the illustration and the relationship
established between them. The publication of the
Encyclopédie sought to make the knowledge of the
time available to the readers, but also to present
critical ideas of the time.
4. Your turn
• Open answer.
HISTORICAL THINKING
Change and continuity
Examples of continuity: an agrarian and manorial
economy, absolute monarchy and stratified society.
Examples of changes: Development of ideas based on
Enlightenment, that along with the economic and
population growth and the emerging bourgeoisie, were
the beginning of the road to future liberal revolutions.
Find information
Charles III was called 'the best mayor of Madrid'
because he undertook a series of reforms in the city in
order to improve the services and facilities of the
people. In addition, he also carried out a number of
public works and buildings.
Interpret
The concept of enlightened despotism is summarised in
the expression "all for the people but nothing for the
people". They tried to make improvements for the
people. But this reformism was contradictory, since it
was not possible to undertake economic reforms and
keep a stratified society. In addition, these reforms did
not include political freedom. Despite everything, it
was the starting point of the subsequent liberal
METHODOLOGY 1-23
 revolutions of the 19th century.
Causes
The Enlightenment was an intellectual movement that
questioned the principles of the Ancien Régime. The
enlightenment thinkers believed reason was the only
way to understand the world. They were strong
supporters of education and progress, defended
tolerance and freedom of thought as the basis for
human interaction and condemned religious
intolerance. They favoured the principles of freedom
and equality. Regarding economy, they defended
physiocracy and economic liberalism. And in politics,
they opposed despotism and the arbitrariness of
absolutism, proposed the separation of powers, popular
sovereignty and defended the need for a parliament.
3. Written sources. Slavery
The bourgeoisie led the economic changes at the time.
The bourgeoisie aspired to participate in government,
criticised the privileges of the nobles and clergy and
argued that social recognition should be based on
individual merits and not the family a person was born
into.
Page 22
1. Organise information: Old and new ideas
a) Ancien Régime (from top to bottom): Absolutism /
Rural / Stratified / Justification of power.
Enlightenement (from top to bottom): Parliamentary
system / Liberalism / Equality in front of the law
/ Freedom of religion.
b) The Ancien Régime became the principal
economic, social and political system in most
European societies during the 18th century. The key
features were an economy based on agriculture, a
government based on absolute monarchy and a
Página stratified
85
society.
APRENDE The A...
Enlightenment
COMPARAR defended
DOS...reason as the only way
to understand the world, was in favor of education
Interpretación
and progress, that is, improving the living
El concepto conditions of human Ilustrado
de Despotismo beings, and
se defended
encuentratolerance
bien definido en la expresión “todo para el pueblo pero
as the basis
Pretendieron of human
hacer mejorasrelations. The de
con la idea Enlightenment
actuar en favor del pueblo. Pero este reformismo resultó ser contradictorio,
thinkers criticised the stratified society and
defended that people were born free and equal. In
the economic field, they defended physiocracy and
economic liberalism. And in politics, they proposed
the separation of powers and popular sovereignty.
2. Visual sources: The Ancien Régime
a) French engraving from the late 18th century
showing the hardness of peasant life at that time
(p.4)
Both the drawing and the text indicate this
condition. The title says: “The Village Peasant,
Born to Suffer”.
Engraving from the late 18th century that depicts the
inequality of stratified society” (p.4)
It shows how the payment of taxes fell like a heavy
stone on the Third Estate. The nobility and clergy
1-24 METHODOLOGY
helped to make the burden heavier, since they did
not pay any taxes.
Engraving from the 18th century criticising
stratified society (p.11).
It shows a woman from the Third Estate carrying a
nun and a noble on her back, representing how
these two privileged groups lived at the expense of
the ordinary people.
b) Charles III eating before his Court (p. 1-2)
It shows one of the daily acts of an absolute
monarch. The painting reflects the situation
accurately.
The Leroy family (p. 5)
Collective portrait. Painting depicting bourgeoisie.
a) First it considers that slavery saved prisoners of
wars being massacred by their conquerors;
secondly, it believes that once they arrive at their
destination, they have a better life than in their own
country; as their owners paid a lot of money for
them, they had every interest in treating them well;
and finally it found that blacks were better able to
cope with the climate of the area than white settlers.
Snelgrave defends the interests of slave traders and
planters in the British colonies, they need this work
force to develop their business.
b) Personal answer. Students can develop the
following ideas: men are born free, they are equal to
each other and, from an ethical point of view,
slavery is immoral.
c) The slave trade was also called triangular trade
because it was done between three interrelated
areas: Europe, the Americas and the African
continent. European ships exchanged manufactured
goods for raw materials from the colonies.
Some colonial products, such as sugar, coffee,
tobacco, cotton and cocoa, became commonly used
in Europe. The African continent provided one of
the essential elements of colonial trade:sin el pueblo”.
slaves.
Slaves were taken from Africa to America. There,
they were sold and forced to work in terrible
conditions on agricultural plantations in the
Caribbean, Brazil and the British colonies in North
America.
4. Interpret a graph. The slave trade
a) The countries that took part in slave trade were:
Portugal, Great Britain, Spain, France, Holland and
United States. Spain is in the third position.
b) The sum of the data provided by the table goes up
to 11 million slaves.
c) The regions that received the most numbers of slaves
were British North America and USA, British,
French and Dutch Antilles, Brazil and the territories
of the Spanish Empire.
This is known as “the Atlantic treaty” because the
slave trade was made between the two shores of this
 ocean: between the African Atlantic coast, being the
source of slaves, and the American Atlantic coast,
the destination.
d) Most of the slaves worked in cotton, sugar cane or
coffee plantations. As well as being the domestic
servants of their owners.
Page 23
5. Space and time: Europe in the 18th century
a) A: Atlantic Ocean; B: North Sea; C: Baltic Sea; D:
Mediterranean Sea; E: Black Sea.
b) 1: Great Britain; 2: Denmark; 3: Sweden; 4:
Holland; 5: Prussia; 6: France; 7: Switzerland; 8:
Austrian Empire; 9: Russian Empire; 10: Portugal;
11: Spain
c) 1: Great Britain-London; 2: Denmark-Copenhagen;
3: Sweden-Stockholm; 4: Holland-Amsterdam; 5:
Prussia-Berlin; 6: France-Paris; 7: Switzerland-
Berna 8: Austrian Empire-Vienna; 9: Russian
Empire-Moscow; 10: Portugal-Lisbon; 11: Spain-
Madrid.
d) The great absolute monarchy of Europe was France.
The big Empires were the Russian, Austrian,
German and Ottoman.
e) Spain; Portugal; Austrian Empire; Russian Empire,
Sweden; Denmark-Norway; Prussia; Saxony;
Bavaria.
f) Great Britain
g) Germany and Italy.
6. Find information. The flag of the USA
a) The crosses of St. George and St. Andrew, linking
the colonies of North America with the British
metropolis were replaced by the thirteen stars in
1776 ("Betsy Ross Banner") and was first used in
1777.
b) The current US flag has fifty white stars, for each of
the states that make up the country. It keeps the
thirteen red and white stripes representing the
thirteen original states.
c) When the United States was founded, the flag had
13 stars, one for each state. Each time a new state
was incorporated into the Union a new star was
added to the flag. The expansion of the American
territory will be through purchase, annexation and
war. It can be broadly summarized as follows:
– In 1803 Thomas Jefferson purchases Louisiana
for 15 million dollars.
– In 1819, Spain ceded Florida by the Treaty of
Onis Adams.
– Between 1828 and 1836, President Jackson
forced to move all Indian tribes that occupied
the territories of Kansas, Nebraska and
Oklahoma. Without the Indians, the colonization
of the Midwest, and the long border with
Mexico and Oregon was easier.
– Between 1835 and 1845, there was the
independence and annexation of Texas.
– Between 1846 and 1848, and after the war with
Mexico, California, Arizona, New Mexico,
Utah, Nevada, a part of Colorado and Texas
were incorporated.
– In 1847 the territory of Oregon was annexed. It
included actual Oregon, Washington, Idaho.
– In 1867 the US bought Alaska from the
Russians.
– The war against Spain in 1898 led to US control
over Cuba and the Philippines and the
annexation of Puerto Rico (currently it is not a
member state). Hawaii was also annexed.
The incorporation of States developed as follows:
– In 1777 thirteen states formed the original
nucleus. These states were New Hampshire,
Massachusetts, Rhode Island, Connecticut, New
York, New Jersey, Pennsylvania, Delaware,
Maryland, Virginia, North Carolina, South
Carolina and Georgia.
– Since 1777, new states incorporated. 1795:
Kentucky, Vermont. 1818: Indiana, Louisiana,
Mississippi, Ohio, Tennessee. 1819: Illinois.
1820: Alabama, Maine. 1822: Missouri. 1836:
Arkansas. 1837: Michigan. 1845: Florida. 1846:
Texas. 1847: Iowa. 1848: Wisconsin. 1851:
California. 1858: Minnesota. 1859: Oregon.
1861: Kansas. 1863: West Virginia. 1865:
Nevada. 1867: Nebraska. 1877: Colorado. 1890:
Idaho, Montana, North Dakota, South Dakota,
Washington. 1891: Wyoming. 1896: Utah.
1908: Oklahoma. 1912: Arizona, New Mexico.
1959: Alaska, Hawaii.
d) Personal answer. Comment on some of the links
and in case they have also researched it on
Wikipedia:
Wikipedia is a virtual encyclopedia which aims to
spread culture freely and for free. Therefore, it
seems to be an independent publication because it
does not have advertising. Its texts are prepared by
professionals such as teachers, writers, etc., and can
be criticised.
7. Audiovisual sources: Louis XIV
a) He was determined to take traditional powers away
from nobility. He centralised the legal system and
military. He used French manufacturers and
architects for the construction of Versailles and was
involved in many wars.
He revoked the edict of Nantes, which had permitted
protestants to openly practise their faith, thus
forcing several hundreds protestants to leave
France. This was culturally and economically
devastating for the country.
b) He could be considered as a tragic figure due to the
fact that when he started ruling he was seen as an
influential and respected leader, but he finished his
days generating lots of public hostility for placing
his interests above his country’s, and leaving France
broken, exhausted and bankrupt.
METHODOLOGY 1-25
 c) He financed them creating several additional tax
systems.
d) He promoted the production of luxury goods over
the rest of the economy. France became the new
arbiter of European taste
e) France experienced a slow economic and
demographic recovery in the first decades following
his death.

SOLUTIONS (CONTD.)
politically, but they were at the level of the king, who
(Continued from page 1-3) ruled over each autonomous kingdom according to its
own laws. It has sometimes been considered that the
• In the early 18th century the Bourbon dynasty began to different lands of the Crown of Aragon functioned
reign in Spain. This dynasty came from France. more as a confederation than as a single kingdom.
The Kings of Spain in the 18th century were Philip V The laws and institutions of Castile were chosen to
(1700 1746), Ferdinand VI (1746-1759), Charles III unify the country, abolishing the privileges and
(1759-1788) and Charles IV (1788-1808). institutions of the Crown of Aragón. Identical
(Continued from page 1-13) administrations were established with uniform
institutions, power was centralised and the structure of
One example would be the initiative of CNET state reformed. The king had absolute power. Territory
Network, which, in partnership with the UK charity was divided into provinces (instead of kingdoms)
Computer Aid International, are providing thousands governed by a captain general (instead of being
of schools and community groups with reburbished autonomous). Audiencias were created to administer
PC’s. You can donate your old PC to Computer Aid justice, corregidores governed the municipalities, and
and they will make sure they put it to good use. intendentes collected taxes.
(Continued from page 1-15)
treaty: A formal agreement or contract between two or
more states, such as an alliance or trade arrangement.
abolish: To do away with laws, regulations, customs,
etc.
captain general: military title given to the Spanish
military governor of a province.
5. The Crown of Aragon was a confederation of
individual kingdoms ruled by one king. The
component realms of the Crown were not united

1-26 METHODOLOGY
 WEB PAGE ADDRESSES

TICHING WEBS

http://www.tiching.com/752378 https://en.wikipedia.org/wiki/Age_of_Enlightenment

https://dhthebus90.wordpress.com/2012/03/08/enlightenment-europe-in-18th-century-
http://www.tiching.com/752380
human-nature-and-progress/

http://www.tiching.com/752416 http://www.bbc.co.uk/bitesize/ks3/history/industrial_era/the_slave_trade/revision/1/

http://www.tiching.com/752417 https://www.youtube.com/watch?v=McyeEnkDLKA

http://www.tiching.com/752418 https://www.youtube.com/watch?v=OGBox9kyjfs

http://www.tiching.com/752417 https://www.youtube.com/watch?v=McyeEnkDLKA

http://www.tiching.com/752421 https://es.wikipedia.org/wiki/Bandera_de_los_Estados_Unidos

http://www.tiching.com/752423 https://www.youtube.com/watch?v=YdII98Ct9Gg

http://www.tiching.com/752424 https://en.wikipedia.org/wiki/Enlightened_absolutism

http://www.tiching.com/752425 https://global.britannica.com/biography/Charles-III-king-of-Spain

METHODOLOGY 1-27
1-28 METHODOLOGY
F OURTH COURSE

Unit 02
The age of the liberal revolutions (1789-1871)

TEACHER’S GUIDE

• Didactic Guide

• Answer Key

• Key Competences

• Focus on diversity
– Reinforcement activities
– Extension activities

• Didactic resources
– Let’s surf Tiching

• Digital Book

• Education in values

METHODOLOGY 2-1
 2 THE AGE OF THE LIBERAL REVOLUTIONS (1789-1871)
P. 24 and 25
DIDACTIC GUIDE AND ANSWER KEY

LET’S PREPARE THE UNIT

What are we going to learn?
■ In this unit, we are going to learn about:
− The factors that led to the French Revolution
− The development of the Revolution.
− Olympe de Gouges and women's rights.
− Napoleon rules Europe.
− The legacy of the French Revolution.
− The restoration of absolutism and liberalism.
− New European states.
Let’s start the unit
■ First, we will read the text and write down the
main ideas on the board:
− The French Revolution of 1789 was the model for
the liberal revolutions that spread across Europe
during the first half of the 19th century.
− The liberal revolutions meant the end of
absolutism and the Ancien Régime, and the
building of a society based on equality.
− The new political system was founded based on
popular sovereignty.
− Liberalism defended the people's right to build
their own state. The division of the old empires
allowed new states to emerge.
Then, we will focus our attention on the timeline to
identify periods and historical events showing the age
of the liberal revolutions.
We will then answer the third question in the section
What do we know?
Later on, we will look at the map and ask the students
to identify the countries where liberal and national
revolts occurred, and we will ask the first two
questions in the section What do we know?
Then, we will look at the illustration showing the
uprising in Paris during the 1848 revolution, and ask
the following questions:
− What social classes do you think the different
characters appearing in the image belong to?
− What revolutionary symbols or emblems can we
observe?

2-2 METHODOLOGY
 KEY COMPETENCES
LEARNING TO LEARN
■ Page 25, What do we know? The first activity involves
the analysis and development of an explanatory and
introductory text on the liberal revolutions (1789-1871).
■ Page 25, What do we know? The students must be
able to interpret the final part of an explanatory text on
liberalism derived from the revolutions in Europe between
1789 and 1871
LINGUISTIC COMMUNICATION
■ Page 25, What do we know? The second question
involves researching and presenting the main events of
Napoleon Bonaparte’s biography.
■ Page 25, What do we know? In activity three, students
will answer questions about the reasons for and
consequences of the liberal revolutions.
CULTURAL AWARENESS AND EXPRESSION
■ Pages 24-25. By observing an illustration from that
historical period, students will get to know about the
events of the 1848 revolt in Paris.
Education in values
Liberty, Equality and Fraternity
■ The society in which we live defends these three
principles, which was the motto used at the time of the
French Revolution. We will ask the students:
− How do you think our society would be if we could
not enjoy freedom?
− Do you know any countries where there is no
freedom? How do people live there?
− What is fraternity?
■ Highlight the importance of the idea of freedom, which
is the seed of totalitarian ideologies today:
− Nationalism defends the liberty of a society where a
state and nation merge.
− Political and economic liberalism maintains that
individual freedom is the most important value.
Digital Book
■ Self-correcting activities in which the student can
answer and then check themselves if they are correct.
Open activities that the student can answer and then
afterwards the teacher will correct them
RESOURCE MATERIALS 2
Let's Surf Tiching
− This link shows an article from Wikipedia about the
P. 24 and 25
age of the liberal revolutions in Europe.
http://www.tiching.com/748079
This article serves as a good introduction to the topic.
After reading the article, ask the following questions
about its content:
• "The Age of Revolutions" happened during which
period?
DIDACTIC GUIDE AND ANSWER KEY
• What different revolutions does the article talk
about?
• In your opinion, which revolution was the most
significant? Justify your answer.
SOLUTIONS TO THE ACTIVITIES
Page 25
• France was the centre of the revolutions. From there,
it spread through the entire continent, especially to
countries like Spain, Italy, Belgium, Germany,
Austria, Russia or Hungary
• Napoleon Bonaparte (1769-1821) was a French
military and political leader, Emperor of the French
(Empereur des Français) from 1804 to 1814, and
again in 1815. He was exiled by the British to the
remote island of Saint Helena, where he died at the
age of 51.
Napoleon is considered one of the greatest military
geniuses of history, having led many successful
military campaigns and also some defeats. In addition
to these military achievements, he is also known for
establishing the Napoleonic Code.
• These revolutions meant the end of absolutism and
class privileges, as well as the building of a new
society based on the equality of citizens.
The new political system was based on a Constitution,
the fundamental law of the legal system. It was drawn
up by an assembly chosen by elected suffrage and
legitimized by national sovereignty.
METHODOLOGY 2-3
 2 THE AGE OF THE LIBERAL REVOLUTIONS (1789-1871)
P. 26 and 27
DIDACTIC GUIDE AND ANSWER KEY
1. WHY DID A REVOLUTION BREAK OUT IN...?
A. The impact of the Enlightenment and the...
■ We will read the introductory text, do the audio activity
and discuss the key ideas in the text:
− New Enlightenment ideals, the development of the
bourgeoisie in the 18th century and the American
Revolution stimulated change in Europe.
− The liberal revolutions spread through Europe during
the first half of the 19th century with the aim of ending
absolutism and the Ancien Régime.
Then, we will read the text in this section and answer
question a:
Following that, we will look at the illustration The siege of
Yorktown and answer this question:
− What do you think Marquis de Lafayette’s political
principles were?
B. The social and economic crisis
■ Next, we will read this section and answer question b.
Also, ask the following questions:
− Who was part of the Third Estate? What was the
reason for their discontent?
− What were the causes of the economic and financial
crisis?
2-4 METHODOLOGY
After that, we will read the text The discontent of… and
ask the students what Bouille’s opinion about the situation
of the bourgeoisie was.
Then, we look at the chart on the price of wheat and
answer question 1.
C. 1789: A revolution… / D. Phases of …
■ We will read the section about the year the Revolution
broke out. Then, we will observe the illustration of the
storming of the Bastille and answer question c.
We will read the text and look at the image showing the
chronology of the Revolution. Then, we will explain the
stages:
− The Constitutional Monarchy: Driven by the moderate
bourgeoisie. Moderate liberalism.
− The Social Republic: Driven by the radical bourgeoisie
and working classes. Democracy and equality.
− The Conservative Republic: Driven by the moderate
bourgeoisie. Moderate liberalism.
■ Finally, we will answer questions 2 and 3 at the end of
the page.
 KEY COMPETENCES
LEARNING TO LEARN
■ Act. 1. Students should interpret a chart on the price of
wheat and draw conclusions about its evolution between
1778 and 1790.
■ Act. 2. Through this activity students must show that
they are able to distinguish between the long-term and
short-term causes of the French Revolution.
MATHEMATICAL COMPETENCE AND BASIC COMPETENCES…
■ Act. 1. Students will work on the interpretation of
charts, analyzing one about the price of wheat and its
evolution between 1778 and 1790.
CULTURAL AWARENESS AND EXPRESSION
■ , Act. a. In this activity students should explain the
principles of the Declaration of Independence of the
United States of America.
■ Page 27, Act. 3. Students should be able to explain
the symbolism of the storming of the Bastille for the
people of Paris.
SOLUTIONS TO THE ACTIVITIES
Pages 26 and 27
a. The Declaration of Independence of the United States
defended the inalienable rights of the citizen, the
separation of powers, principles of equality and freedom
and the right to elect the government.
Enlightenment principles spread through Europe and the
example of the American Revolution gave the
bourgeoisie new ideas to confront absolutism and the
stratified society system, and propose new forms of
social organisation and government.
b. There were two crises in 1789: the economic crisis,
which was the result of a series of poor harvests since
1760, and the financial crisis, caused by the monarchy’s
lack of money.
1. The chart shows the fluctuations in the price of wheat
between 1778 and 1790. Prices rose and then peaked
around the year 1789, due to poor harvests. The rise in
the price of bread, the most important food source of the
popular classes, generated great discontent and a spirit
of rebellion among the population.
c. Third Estate representatives left the meeting when the
privileged classes refused to allow them greater
representation and insisted on one vote per estate rather
than one per representative.
RESOURCE MATERIALS 2
Let's Surf Tiching
P. 26 and 27
− The Jeu de Paume was an indoor court where they
played a ball game similar to tennis.
There was one located near the Palace of
Versailles.
Using the Street View option we can see where the
Palace of Versailles and the Jeu de Paume are
situated.
We can also see what the outside of the Palace looks
DIDACTIC GUIDE AND ANSWER KEY
like while we go through its gardens:
http://www.tiching.com/102747
We will also look at this other image to see what the
façade of the Jeu de Paume looks like today:
http://www.tiching.com/102748
d. The Revolution went through three different phases: the
Constitutional Monarchy (1789-1792), the Social
Republic (1792-1794) and the Conservative Republic
(1794-1799).
The most radical phase of the three was the Social
Republic: the radical bourgeoisie, encouraged by the
popular classes, proclaimed the Republic and embarked
on a transformation into a democratic (universal male
suffrage) and equal (social laws) society.
2. The long-term causes of the French Revolution were the
economic and financial crisis of 1789, made worse by
the refusal of the privileged classes to pay taxes. The
short-term cause was their refusal to accept, in the
Estates-General, a greater representation of the Third
Estate and to accept that their vote was per
representative rather than per estate. The Third Estate
representatives abandoned the meeting and a
revolutionary process started. These factors were
specific to France. The Declaration of Independence of
the United States of America and the Enlightenment
principles were external factors.
3. At that time, the Bastille was used as a prison and
symbolised the absolute and arbitrary power of the king.
Its assault by the people of Paris, on July 14, 1789,
represented the end of absolutism. This date has become
a French national holiday.
METHODOLOGY 2-5
 2 THE AGE OF THE LIBERAL REVOLUTIONS (1789-1871)
P. 28 and 29
DIDACTIC GUIDE AND ANSWER KEY

2. THE DEVELOPMENT OF THE FRENCH…

The constitutional monarchy (1789-1792) − The Convention conducted the trial of Louis XVI and
■ To begin, we will read this section and look at the Queen Marie Antoinette, who were convicted of
treason and executed.
diagram about The Constitution... Then, answer question
a and ask the following questions:
The Jacobin Convention
− Which two fundamental texts did the National
Constituent Assembly draw up? ■ We will read the text in this section and ask the
following questions:
− What was the objective of these reforms?
− What principles were recognised in the new
We will then read the text The work... and answer task 1.
Constitution?
We will discuss the diagram Political groups... and look at − What was the purpose of the Law of Suspects and the
the new vocabulary box. social laws?
The social republic (1792-1794) Then, we will read the text Social equality…, and look at
the image of The Jacobin leader. After that, we will
■ We will read the text in this section and highlight the answer question d.
key moments which started the most radical phase of the
Revolution. The Conservative Republic: The Directory…
Then, we will answer question b. ■ We will read the text and ask:
− What were the main differences between the
The Girondin Convention
Constitution of 1793 and the one of 1795?
■ Next, we will read the text in this section and write
Finally, we will answer question e, read the Quick revision
down the most important ideas. After, answer question c:
box and do activities 2, 3 and 4 as a summary and
− The Girondins were the more moderate bourgeoisie. assessment.
− The National Convention was elected by universal
male suffrage.

2-6 METHODOLOGY
 KEY COMPETENCES
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. 2. This activity involves students finding
information about the sans-culottes on the Internet and
from other sources.
LEARNING TO LEARN
■ Act. 4. Students should be able to complete the table
on the French Revolution with the required data.
■ Act. 3. This activity involves the correct interpretation
of a diagram about the organisation of power after the
1791 Constitution.
LINGUISTIC COMMUNICATION
■ Act. 1 and Page 29, Act. 2. These activities will help
students to understand two historical texts written during
the French Revolution.
■ Act. 4. Students will work on their written expression
abilities to describe the political groups that emerged
during the French Revolution.
RESOURCE MATERIAL OF THE GUIDE
 Reinforcement Activity 1 will allow students to review
key aspects of the French Revolution’s successive
phases.
SOLUTIONS TO THE ACTIVITIES
Pages 28 and 29
1. Group activity.
a. During the Constitutional Monarchy, the National
Constituent Assembly abolished the pillars of the
Ancien Régime and set the basis for a new political,
social and economic system:
– Feudalism was abolished (classes, personal servitude,
tithes...) and the Declaration of the Rights of Man
and of the Citizen was approved, which recognised
the rights, individual freedoms and equality of all
citizens in law and taxation (August 1789).
– It enacted a Constitution (1791) based on the
separation of powers, national sovereignty and legal
equality.
b. The sans-culottes stormed the Tuileries Palace when the
king betrayed them and the Austrian army invaded
France. The sans-culottes were the common people of
Paris. Their main demands were price controls,
distribution of land and education for all.
c. Members of the National Convention were elected by
universal male suffrage.
d. The Reign of Terror was imposed to stop conspirators
against the Revolution led by the Jacobins. Freedoms
RESOURCE MATERIALS 2
Let's Surf Tiching
− During the French Revolution, revolutionary political
P. 28 and 29
clubs appeared in Paris and members met in former
churches that had been seized.
The Jacobin Club held their meetings in the former
convent of the Jacobins, in the centre of Paris. We
can see it in this illustration of the time:
http://www.tiching.com/102742
After looking at the illustration, ask some questions
DIDACTIC GUIDE AND ANSWER KEY
about the Jacobins:
• Who were the Jacobins and the Girondins? What
differences were there between the two?
• During what periods did the Jacobins have more
power and influence? And the Girondins?
• What was the reign of terror during the Jacobin
era?
• How did the Jacobin Convention end?
were suspended and people opposed to the government
were imprisoned or executed by guillotine on the orders
of the revolutionary courts.
e. The Directory failed because it faced opposition from
the aristocracy, who wanted to re-establish the
monarchy and recover its privileges, and the common
people too, who supported the return of the Jacobins. In
1799, General Napoleon Bonaparte organised a coup
that ended the Directory.
2. Robespierre advocates that society is obliged to provide
for the subsistence of all its members, by providing them
with work or providing the means of existence to those
who are unable to work. These proposals for social
equality respond to the demands of the working classes
(sans-culottes), who gave their support to Robespierre
and the Jacobins.
3. The Constitution of 1791 was based on the separation of
powers: executive, legislative and judicial. The
legislative and judicial representatives were chosen by
the voters (French men over 25 who paid taxes).
According to the diagram of the political groups in the
Revolution, the Absolutists were the supporters of the
Ancien Régime (nobility and clergy); and the Patriots
were those in favour of a new liberal political system.
(Continued on page 2-26)
METHODOLOGY 2-7
 2 THE AGE OF THE LIBERAL REVOLUTIONS (1789-1871)
P. 30 and 31
DIDACTIC GUIDE AND ANSWER KEY

3. OLYMPE DE GOUGES AND WOMEN’S…

A. The driving force of women in the Revolution
■ To begin, we will read the introductory text and section
A. Then, write down the key points on the board and
answer activity a:
− Women were actively involved in the French
Revolution and some began to demand the same
rights as men.
− Olympe de Gauges wrote the Declaration of the
Rights of Woman and the Female Citizen.
− The development of the French Revolution did not
consider gender equality and denied women most
social and political rights that had been granted to
men.
■ Then, we will read the text boxes Olympe de Gouges
and the Declaration of women’s rights and write down the
main ideas:
− Olympe de Gouges defended the rights of women
during the French Revolution.
− What were the clubs?
− What happened in them?
− Why do you think clubs were banned?
Next, we will look at the image A debate in a women's...
and describe the characters and what is happening in it.
Then we will answer question b and read the text in the
box Should women have the same rights?
C. Women’s revolution
■ We will read the chronology and ask students to
answer the following questions:
− What rights did women demand?
− What actions did they undertake to achieve them?
− What rights were they given?
Then, we will look at the image A patriot in arms and ask
students to describe it and explain if anything surprises
them about it.

− Her Declaration of the Rights of Woman… made men We can obtain additional information about women’s
and women equal in rights. rights at the link in the Find out more...section.
■ Finally, we will do activities 1 to 3.
B. Women’s clubs
■ Next, we will read the text in this section and ask the
following questions:

2-8 METHODOLOGY
 KEY COMPETENCES
LEARNING TO LEARN
■ Act. 1. Students should be able to identify examples of
the involvement of women in the French Revolution
among several historical texts.
■ Act. 2. Students should be able to demonstrate the
ability to empathise with a French woman who lived
through the French Revolution.
LINGUISTIC COMMUNICATION
■ Act. 1. This activity will help students to understand
and allow an analysis of the Declaration of the Rights of
Woman and the Female Citizen.
■ , Act. 3. In this activity students will practise their
speaking abilities on why men and women should enjoy
equal rights.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. 2. Students should look for information on the
Internet about Madame Roland and Charlotte Corday and
write a factsheet.
RESOURCE MATERIAL OF THE GUIDE
 Extension Activity 1 will help students to acquire
further knowledge about the figure of Olympe de
Gouges and her fight for women's rights.
SOLUTIONS TO THE ACTIVITIES
Pages 30 and 31
a. Women marched to Versailles on 5 October 1789 to
meet the king. They protested against the shortage of
bread and demanded the king sign the decree abolishing
feudalism.
b. In women's clubs, Assembly decrees were read and
discussed and criticisms and proposals were presented.
They also collected funding for patriots in need.
1. The French revolution incurred a great contradiction
when addressing women's rights, since the Declaration
of Human Rights and the Constitution of 1791 denied
women many of the rights acquired by men, and turned
them into passive citizens.
Condorcet criticised this situation and explained that the
principle of equal rights was being contravened by
denying citizenship to women, as it discriminated
against half of the population.
On the other hand, Amar, following the accepted
misogyny of that time, argued that the role of women
had to be restricted to domestic duties and postulated
women’s exclusion from having political rights.
2. Personal answer. For example:
Madame Roland (1754-1793) was a great supporter of
RESOURCE MATERIALS 2
Let's Surf Tiching
− The below link provides us with a Wikipedia article
P. 30 and 31
which describes the biography and thinking of
Olympe de Gouges.:
http://www.tiching.com/746004
After reading it, ask students the following questions:
• What different professions and arts did she carry
out throughout her life?
• Why did she write the 'Declaration of the Rights of
DIDACTIC GUIDE AND ANSWER KEY
Women'?
• Why was Olympe de Gouges arrested and
executed?
• Do you think we can describe Olympe as one of
the first prominent feminists in history? Justify your
answer.
the French Revolution and an influential member of the
Girondist faction. Her salon on Guénégaud street
became the rendezvous place for Brissot, Pétion,
Robespierre and other leaders of the popular movement.
However, she started to become unpopular after
Monsieur Roland publicly exposed the worst excesses of
the Revolution. Madame Roland appeared in the
Assembly to deny the falsehoods of her accusers.
Nevertheless, the accusations mounted and she was
arrested for treason and executed by guillotine in 1793.
Charlotte Corday (1768-1793), was an important figure
in the French Revolution. She was also a follower of the
Girondist faction and famous for the assassination of
Jacobin leader Jean-Paul Marat. In 1793, she was
executed by guillotine.
3. Open answer. In their rebuttal, students may argue that
women should have the same rights as men; political or
any other kind of rights. They could talk about the
beliefs of Olympe de Gouges and how she tried to
improve women's rights.
METHODOLOGY 2-9
 2 THE AGE OF THE LIBERAL REVOLUTIONS (1789-1871)
P. 32 and 33
DIDACTIC GUIDE AND ANSWER KEY

4. NAPOLEON RULES EUROPE

The Consulate (1799-1804) question b. Then, ask:

■ We will begin this section by observing the image of
General Napoleon. After reading the first two paragraphs
about his rise to power and subsequent rule, we will do
activity a: Then, we will read the third section and ask the
following questions:
− What were the main characteristics of the Constitution
of 1800?
− Was there progress or regression in the rights and
liberties of citizens?
Then, we will read the remaining sections and highlight
the action taken by Napoleon:
− Reorganisation and centralisation of state
administration, which was run by prefects.
− Exiles were allowed to return if they accepted the new
government and signed an agreement with the church
(a concordat).
− How did Napoleon defeat most European
monarchies? What did the battle of Austerlitz mean for
the French?
− Where was the territorial expansion of the Napoleonic
Empire?
We will continue looking at the map of The Napoleonic
Empire and focus on activity 1.
■ We will read the section Why was Napoleon
defeated? and write down the key ideas about the two
types of reaction in the countries occupied by the French.
Then, we will answer question c:
− His policies had the support of European liberals.
− The army's indiscriminate violence caused strong anti-
French sentiment.
Next, we will read the texts Revolutionary ideals... and
Rejection of the invasion to extend pupils' knowledge.

− A civil code was drawn up for citizens to follow. A
commercial code was established, and the Bank of
France was created.
The Napoleonic Empire
■ We will read the text in this section and answer
Then, we will look at the images The invasion of the
city… and Napoleon, prisoner of…, and ask the students
to describe the scenes depicted.
■ Finally, we will learn more about the topic at the Find
out more… link and we will do activities 2 to 5.

2-10 METHODOLOGY
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. 2. In this activity students will practise their
speaking abilities by describing the figure of Napoleon.
■ Act. 3. This activity will help students to practise their
speaking abilities by explaining the achievements of
Napoleon.
LEARNING TO LEARN
■ Act. 4. Students should be able to identify appropriate
information from two texts in order to answer several
questions.
■ Act. 4. Through this activity students must
demonstrate their ability to synthesize the key ideas of a
text.
■ Act. 1. Students should interpret a historical map in
order to identify the territorial area of the Napoleonic
Empire in Europe.
RESOURCE MATERIAL OF THE GUIDE
 Extension Activity 2 aims to better understand the
figure of Napoleon Bonaparte and the key events in his
biography.
SOLUTIONS TO THE ACTIVITIES
Pages 32 and 33
a. The Consulate was characterized by an autocratic and
authoritarian rule. Its objectives were to put an end to
the political instability of the Revolution, consolidate
some of the revolutionary principles and promote
economic recovery through a government that
represented the interests of the bourgeoisie. This new
political system did not include the separation of powers
or a declaration of rights.
b. Napoleon defeated the monarchies of Russia, Austria,
Naples, the Kingdom of Holland, Prussia, the Duchy of
Warsaw and Spain.
1. Group activity. Students should look at how Europe was
conquered by Napoleon and read the legend carefully
before writing the sentences.
Spain was considered a satellite of France because
Napoleon made his brother, Joseph Bonaparte, ruler of
the country.
c. The liberals supported the fact that during the
Napoleonic military campaigns, absolute monarchies
and manorial rights were abolished.
2. Personal answer. For example:
Napoleon Bonaparte (1769-1821) was a French military
RESOURCE MATERIALS 2
Let's Surf Tiching
− The following website briefly describes some of
P. 32 and 33
Napoleon's main political, social and cultural
contributions:
http://www.tiching.com/741550
After reading it, ask the students the following
questions:
• What is the code Napoleon? Why was this code
so important?
DIDACTIC GUIDE AND ANSWER KEY
• What economic reforms did Napoleon introduce?
What measures did he take to provide religious
freedom?
• What other reform and measures are described in
the text?
• Which of these measures and reforms do you
think were the most significant?
• Would you say that Napoleon has left a legacy for
modern Europe? Describe what it is. Justify your
answer.
and political leader. He was Emperor of the French from
1804 to 1814, and again in 1815. He was exiled by the
British to the island of Saint Helena, where he died.
Napoleon is considered one of the greatest military
geniuses of history, with many successful military
campaigns and also some defeats. In addition to these
military achievements, he is also known for establishing
the Napoleonic Code.
3. Napoleon's most important reforms were: he established
economic liberalism, promoted industry and trade by
creating the Bank of France, allowed exiles to return,
drew up a civil code for all French citizens, reorganised
the state into departments and reformed the Treasury.
The Napoleonic government meant the consolidation of
some of the principles of the Revolution, preventing the
return of absolutism and taking power away from the
more radical sectors.
4. In the letter to Jerôme, Napoleon stated that because of
the invasion people belonging to the lower classes in
Germany would benefit from liberal ideas, the
Napoleonic Code, liberty, well-being and equality.
In contrast, the illustration shows how the Napoleonic
army pillaged the conquered territory, taking works of
art with them.
5. Group activity.
METHODOLOGY 2-11
 2 THE AGE OF THE LIBERAL REVOLUTIONS (1789-1871)
P. 34 and 35
DIDACTIC GUIDE AND ANSWER KEY
5. WHAT WAS THE LEGACY OF THE FRENCH...?
A. The basis of democracy
■ To start, we will read the introductory text, write down
the key ideas on the board and answer the final question
based on the audio:
− The French Revolution marked the beginning of a new
era in history: the late modern period.
− Western societies developed fundamental and basic
human rights, equality and political participation.
We will read section A and answer question a at the end
of the section. Then, ask the following questions:
− What is the meaning of the Declaration of Human
Rights? What guarantees popular sovereignty?
− What are the value and the content of the
Constitution? How is the principle of equality
guaranteed?
After that, we will look at the image of the French National
Assembly.
B. Political life and the press
We will read the text in this section and ask the following
questions:
− What were the precursors of political parties?
− What caused the creation of the press?
2-12 METHODOLOGY
Then, we will answer question b and focus our attention
on the image of the Jacobin Club.
We will comment on the image L’ámi du peuple, as an
example of the political press founded during the
Revolution.
C. Economic liberalisation / D. Public education
■ We will read the text in this section, look at the image
and summarise the measures that were taken to liberalise
the economy. After that, we will answer question c.
We will read the text in this section and write down the
main ideas on the board:
− The Revolution was in favour of the creation of a
secular state, equal compulsory education, and
access to culture for all citizens.
Then, we will read the text Education during…, and
answer question d. Ask the students to describe the
image Inauguration of the Louvre.
■ Finally, we will do activities 1 to 4.
 KEY COMPETENCES
LEARNING TO LEARN
■ Act. 1. Students should identify examples of how the
French Revolution laid the foundations for today's
democratic systems.
■ Act. 4. Students should be able to draw up a list of five
contributions of the French Revolution that still exist
today.
■ Act. 1. This activity involves knowledge of successive
historical periods and the main events that mark the
transition from one to another.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. 2. Students should look for information on the
Internet about the introduction of the metric system and
which countries adopted it.
■ Act. 3. Students should look for information about
current education plans in Spain and France and compare
them to Lepetier's education plan implemented during the
Revolution.
RESOURCE MATERIAL OF THE GUIDE
 Extension Activity 3 will give students cause to choose
and explain an aspect of our culture that has its roots
in the French Revolution.
SOLUTIONS TO THE ACTIVITIES
Pages 34 and 35
a. The French Revolution laid the foundations for the
organisation of states and political systems used in most
western democratic countries:
– Consideration of people as citizens with rights
recognised by the state (Declaration of Human
Rights).
– Popular sovereignty, which means citizens’ right to
vote to choose their representatives, who meet in
Parliament to make laws and choose the government.
– The Constitution as the fundamental law that
establishes the rights and duties of both citizens and
rulers.
– Equality before the law, based on legal codes (civil,
penal, military…) and a justice system independent
from political power.
– The organisation of state administration into
departments (provinces) and town councils.
b. The classification of parties as right or left originated in
the French National Assembly, where more moderate
deputies tended to sit on the seats on the right and the
more radical ones on the left.
c. The liberalisation of the economy led to a number of
RESOURCE MATERIALS 2
Let's Surf Tiching
− The ideals that inspired revolutions defended peoples'
P. 34 and 35
individual freedoms against the tyranny of absolute
power.
This aspiration was reflected in the Declaration of the
Rights of Man - 1789.
Read articles 7, 8, 9 and 10 of the 1789 Declaration:
http://www.tiching.com/93162
Then, ask the students these questions:
DIDACTIC GUIDE AND ANSWER KEY
• What rights do articles 7, 8, 9 and 10 guarantee?
• Are these rights respected in our democratic
society?
• Is it important to respect these rights? Why?
changes that contributed to the development of
capitalism and the bourgeoisie: the guilds were
abolished and freedom of trade and contracts was
implemented, although trade unions were banned;
internal customs were ended and the metric system was
introduced.
d. The state should play a part in providing education and
promoting culture for the entire population. The need for
equal compulsory education was considered, the first
state schools were created and the first public museums
were opened to all citizens.
1. The French Revolution marked the beginning of the late
modern period because it meant the substitution of
principles and values based on respect for the
fundamental and inalienable rights of human beings and
the principle that all citizens have the same rights and
should choose representatives to govern their nation.
2. The metric system was introduced to make trade easier
throughout the whole of the French territory. At the
same time, it was designed to be universal, since most
countries had their own system of measurement.
An example of a country where the metric system has
not been officially adopted is the United Kingdom.
However, it is frequently used in government business,
industries, health, etc.
(Continued on page 2-26)
METHODOLOGY 2-13
 2 THE AGE OF THE LIBERAL REVOLUTIONS (1789-1871)
P. 36 and 37
DIDACTIC GUIDE AND ANSWER KEY
6. BETWEEN ABSOLUTISM AND...
The restoration of absolutism
■ We will read the first two paragraphs and write down
the main ideas on the board
− Between 1814 and 1815, the powers that defeated
Napoleon met at the Congress of Vienna in order to
restore absolutism in Europe.
− Russia, Britain, Prussia and Austria reshaped the
European map to their advantage and France
returned to its borders of 1792.
Then, we will focus the students’ attention on the map
Europe after... and answer question a.
We will continue on to read the third and fourth
paragraphs and then ask the following questions:
− What were the ideological principles set out in the
Congress of Vienna?
− What year was the Holy Alliance created? What were
its objectives?
The revolutionary wave of 1830
■ We will read the text, write down the main ideas on
the board and answer question b:
− Liberalism and nationalism were the two main forces
opposing absolutism in Europe, prompting the
revolutions of 1830 and 1848.
2-14 METHODOLOGY
− The revolutionary movement began in France with the
overthrow of the absolute monarch Charles X and the
advent of Louis Philippe as the new constitutional
monarch.
Then, we will look at the image Liberty Leading… and ask
the students to describe the situation and the people
depicted.
■ Next, we will look at the map The Revolutions of 1848,
which shows where the revolutionary centres were.
After that, we will read the section 1848: The spring
of....The students will answer question c and then ask
them these questions:
− Why was the rise of liberalism accompanied by an
expansion of nationalism?
− What demands characterized the revolutions of 1848?
In what countries did they occur?
Next, we will look at the map Nationalities within... do
activity 2.
Then, we will read the text The new concept of
democracy and look at the image of the Allegory of
universal…
As a brief summary of the topic, we will do activity 1.
 KEY COMPETENCES RESOURCE MATERIALS 2
LEARNING TO LEARN Let's Surf Tiching

■ Act. 2. This activity is based on the interpretation of a − In 1815, during the Congress of Vienna, many social

P. 36 and 37
map in order to draw conclusions about the events were held in Schönbrunn Palace, situated on
consequences of the Congress of Vienna. the south western outskirts of Vienna.
■ Act. 1. By filling the gaps, this activity will help students Look at this webpage to see what the entrance to
to summarise the information in this section. Schönbrunn Palace looks like:
http://www.tiching.com/748080
LINGUISTIC COMMUNICATION
■ Act. 2. This activity will help students to improve their Lastly, take a virtual tour of Schönbrunn Palace to
have a look at all its rooms.
speaking abilities when talking about the main changes

DIDACTIC GUIDE AND ANSWER KEY

that occurred in Europe after the Congress of Vienna. The tour can be found at the following link:

CULTURAL AWARENESS AND EXPRESSION http://www.tiching.com/103165

■ Act. c. This activity helps students to be aware of the

changes that the popular liberal revolutions in France
brought to the country, demonstrating the emergence of
democratic ideals.

RESOURCE MATERIAL OF THE GUIDE

 Reinforcement Activity 2 will allow students to
consolidate their knowledge of the consequences of the
Congress of Vienna from the analysis of a map.

SOLUTIONS TO THE ACTIVITIES

the death penalty.
Pages 36 and 37 2. The Congress of Vienna benefited the victorious powers
of Napoleon: the Russian Empire annexed Bessarabia,
a. Between 1814 and 1815, the powers that defeated
Poland and Finland; Prussia incorporated part of Poland;
Napoleon met at the Congress of Vienna, upon the
Austria won the Lombardo-Venetian kingdom.
proposal of Austrian Chancellor Metternich. The aim of
this congress was to restore the absolute monarchy. To The most affected countries were those that did not
do this, monarchs that had been dismissed by Napoleon achieve their national aspirations, such as Poland, whose
were reinstated on their thrones and the European map revolt of 1831 was brutally suppressed by the Tsarist
was reshaped. France returned to its borders of 1792 and army, or those in which military intervention of the Holy
the Napoleonic Empire was divided up among the Alliance ended aspirations of liberal government.
victors. In addition, the Holy Alliance Treaty was
signed, which stipulated that European monarchs would
unite against any threat of liberal revolution.
b. Liberalist and nationalist groups opposed Absolutism.
c. The Second Republic adopted a number of democratic
measures, such as universal male suffrage, press
freedom, abolition of the death penalty and recognition
of certain rights for workers.
1. The empires that defeated Napoleon met at the Congress
of Vienna to reshape Europe to their advantage. The
Holy Alliance Treaty united the four main powers
against the threat of liberal revolution. The revolution of
1830 was successful, and liberal governments replaced
absolutism. In France, the Second Republic introduced
universal male suffrage and press freedom and abolished

METHODOLOGY 2-15
 2 THE AGE OF THE LIBERAL REVOLUTIONS (1789-1871)
P. 38 and 39
DIDACTIC GUIDE AND ANSWER KEY
7. WHAT NEW STATES WERE CREATED...?
A. Greek and Belgian independence
■ We will begin this section by reading the introductory
paragraph and we will raise the following questions:
− What does nationalism defend?
− What were the main characteristics of the nationalist
movements that spread through Europe in the 19th
century?
We will read the text Greek War of Independence (1821-
1829) and write down the main ideas on the blackboard:
− In 1822, the Greek declaration of independence in
Epidaurus was not recognised by the Turks.
Therefore, the Greeks, who had the support of
European liberals, went to war with the Turks.
− Greek independence was recognized by the Turks in
1829, after they had been defeated with the help of
French and British intervention.
We will then read the text Greek declaration of… and
answer question a. After that, the pupils will observe the
illustration of An allegory of the Greek independence...
Next, we will read the text The Belgian Revolution (1830-
1839) and ask the following questions:
− What happened in Belgium after the Congress of
Vienna?
2-16 METHODOLOGY
− How did the Belgium process of independence start?
When was independence proclaimed?
Then, we will look at the image Insurrection of…, and ask
students to describe it.
Following that, we will analyse the map accompanying
the text and answer question b.
B. Italian and German unifications
■ We will read the introductory text and ask the following
questions:
− What was the situation in Italy in the early 19th
century?
− And in Germany? Which two great Germanic powers
rivalled each other?
After that, we will look at the map Unifications of Italy and
Germany and ask the students to describe the territorial
composition of these two countries.
Next, we will read all the text in this section, look at the
image Meeting between King Victor Manuel II and
Garibaldi… and answer questions c and 1.
■ Finally, activity 2 will allow students to understand
the extent of nationalism in the Russian Empire, the
Ottoman Empire and the Austro-Hungarian Empire.
 KEY COMPETENCES RESOURCE MATERIALS 2
Let's Surf Tiching
LEARNING TO LEARN
− The following link briefly describes key characters and

■ Act. 2. Students should be able to interpret a historical
map of the Russian, Ottoman and Austro-Hungarian
Empires to establish comparisons with the states that
currently occupy these places.
■ Act. 1. This activity will require students to complete a
table with information about the Italian and German
unifications.
INFORMATION HANDLING AND DIGITAL COMPETENCE
P. 38 and 39
figures in the Italian Unification process.
http://www.tiching.com/93158
Firstly, read the texts from the webpage.
Then, split the class into three large groups.
Based on the information from the webpage, ask
each group to investigate one of the following figures:
• Giuseppe Mazzini

DIDACTIC GUIDE AND ANSWER KEY

■ Act. 2. Students should look for information on a • Camillo di Cavour
current map of Europe and be able to compare it with a • Giuseppe Garibaldi
19th century map, naming the present-day states that
made up the three different empires. Finally, they should do an oral presentation about the
person they have chosen.

SOLUTIONS TO THE ACTIVITIES

1. See Figure 1 on page 2-26.

Pages 38 and 39
2. From the Russian Empire: Russia, Finland, Estonia,
a. In 1827, France and Britain carried out a military Latvia, Lithuania, Poland, Belarus, Ukraine, Moldova.
intervention in the country and helped defeat the From the Austrian Empire: Austria, Hungary, Poland,
Ottoman Empire. Greece gained its independence in Czech Republic, Slovakia, Italy, Slovenia, Croatia.
1830.
From the Ottoman Empire: Turkey, Greece, Cyprus,
b. Belgium was made part of the Kingdom of Holland by Albania, Montenegro, Serbia, Bosnia-Herzegovina,
the Congress of Vienna in 1815, which then became the Romania, Bulgaria.
Kingdom of the Netherlands.
c. The unification process of Italy was started by Piedmont
in 1859. At the same time, Garibaldi started a popular
uprising that overthrew the absolute monarchies in
central and southern Italy. In 1861, Victor Manuel II of
Savoy was proclaimed King of Italy. In 1866, Venetia
joined the state, and in 1870, the Papal States were
annexed by Italy.
In the case of Germany, a customs union was created in
1834 by Prussia, uniting the majority of Germanic
states. In 1848, the crown of Germany was offered to the
King of Prussia, who refused it. In 1861, William I
became King of Prussia, and declared war on Austria,
Denmark and France. Prussia was victorious in the three
wars, which made the unification of Germany possible
in 1871.

METHODOLOGY 2-17
 2 THE AGE OF THE LIBERAL REVOLUTIONS (1789-1871)
P. 40 and 41
DIDACTIC GUIDE AND ANSWER KEY

8. THE NEW ART OF THE BURGEOISE

A. Romanticism: An emphasis on emotions − Significant artists included Delacroix, Géricault, Turner

■ We will start by asking a student to read the
introduction and then we will highlight the following:
− The old principles that art was based on were
questioned by the new bourgeois society.
− These changes brought about the beginning of
Contemporary art, with a great diversity of styles as
part of the desire to be original.
Then, we will read the section about Romanticism and
after observing both the picture and the sculpture we will
comment on the following characteristics:
− Romanticism originated as a reaction against
neoclassicism and it expanded throughout Europe.
− It rejects the rationalism of the Enlightenment and
promotes emotions, freedom and the individual.
Next, we will read the text in the ArtMemo box about
romantic painting and we will write the following main
ideas on the blackboard:
− Glorification of the individual, collective freedom and
love for nature.
− Predilection for the exotic and imaginary and an
interest in the cultures of Africa and the east.
− Emphasis on movement and dynamism, new bright
colours and paintings with luminosity.
and Friedrich.
In order to check students’ understanding, ask them to
answer question 2.
B. Realism / C. Modernism
■ Next, we will read this section and ask the students
the following questions:
− When was Romanticism displaced by Realism?
− Why did this happen?
− What are the main characteristics of Realist paintings?
What were the main themes?
Then, tell students to study Courbet’s painting A burial…
and ask them to complete the ArtFile factsheet.
■ Alter that, we will read this section and ask students
the following questions:
− When was Realism displaced by Modernism? What
was the main inspiration source of this movement?
■ Finally, ask students to answer all the questions
from these two pages, in order to check and expand
their knowledge on the new art of the bourgeoisie
during the 19th century.

2-18 METHODOLOGY
 KEY COMPETENCES RESOURCE MATERIALS 2
LINGUISTIC COMMUNICATION Let’s surf Tiching

■ Acts. b, c and 1. In this activity, students will talk about − The students can learn more about Romanticism by

P. 40 and 41
the main differences between Romanticism, Realism and visiting the following tiching link:
Modernism.
http://www.tiching.com/747994
LEARNING TO LEARN
After reading the article, we can ask the following
■ Act. 2 and 4. The students will study several pictures questions:
of works from different artistic movements and analyse • Can Romanticism also be considered an
them. intellectual movement? Why?
■ Act. 3. The students will analyse the different artistic • What are its main characteristics?

DIDACTIC GUIDE AND ANSWER KEY

movements and give their opinion about which is the most
• When did Romanticism start in Spain?
innovative.
• Which Spanish Romantic artists do you know?
CULTURAL AWARENESS AND EXPRESSION • Choose a Romantic author and write a short text
■ Act. 2. They will talk about the characteristics of about them.
Romanticism by analysing a painting by Delacroix.
■ Act. 3. The students will think about which of the three
artistic movements was the most innovative.
■ Act. 4. They will discover different characteristics of
Modernism by analysing a painting by Gustav Klimt.

SOLUTIONS TO THE ACTIVITIES

2. Personal answer. For example, the people are sad,

Pages 40 and 41 desperate, tired, etc. It can be said that it is a Romantic
painting due to its portrayal of the feelings of the people.
a. At the end of the Ancien Régime, artists developed their
own styles in order to be original. This changed all the 3. The most innovative movement was Romanticism since
existing rules and principles of art, bringing about a new it departed from all the old principles that previous
era: Contemporary art. movements were based on.
b. The main features of Romanticism were the celebration 4. The part of the picture by Klimt that is painted in a
of freedom, the glorification of the individual and the realistic way is the face of the woman.
promotion of emotion over rationalism. The rest of the painting has been made using bright
c. Realism differed from Romanticism in several aspects, colours and decorative motifs, with some geometric
for example, in its desire to portray the reality of society. shapes.
Realism reflected daily life and social problems in an It symbolizes the romantic love of a couple through the
impartial way. kiss and hug of the two people it portrays.
d. Modernist artists and architects were inspired by the
forms found in nature.
1. Personal answer. For example, students can say that the
main characteristics of Romanticism were the love of
freedom, the glorification of the individual, and the
promotion of emotions over rationalism.
The main characteristic of Realism was the importance
artists placed on portraying society. In their work, they
painted images of daily life and the problems of society.
The main aim of the modernist artists was to capture
symbolic and conceptual themes.

METHODOLOGY 2-19
 2 THE AGE OF THE LIBERAL REVOLUTIONS (1789-1871)
P. 42 to 45
DIDACTIC GUIDE AND ANSWER KEY
KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Page 42, Learn how to... Students will enhance their
oral comprehension skills through activities 2 and 3 in
which they will analyse and interpret a historical text.
■ Page 43, Act. 2. They will define the meaning of the
word ‘nation’ using their own vocabulary and then check
the formal definition given in the dictionary.
LEARNING TO LEARN
■ Page 43, Act. 1. Pupils will distinguish the differences
between several political systems with the purpose of
completing a diagram.
■ Page 44, Act. 6. This activity involves the
interpretation of a historical map related to the political
situation in Spain in 1815.
CULTURAL AWARENESS AND EXPRESSION
■ Page 43, Act. 4. Students will identify several objects
characteristic of the French revolutionaries and find out
about their symbolism.
■ Page 44, Act. 5. Through this activity, pupils will
analyse an engraving from 1789 by interpreting the
symbols that it contains and establishing connections with
the historical event that it depicts.
2-20 METHODOLOGY
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Page 43. Through this activity, students will show their
capacity to empathise with a French deputy in order to
extract arguments for and against the guilt of King Louis
XVI.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Page 44, Acts. 7 and 8. Pupils will use several digital
resources in order to learn about the causes of the
French Revolution as well as other changes that the
revolutionaries introduced, like the Republican calendar.
SOCIAL AND CIVIC COMPETENCE
■ Page 43, Act. 1. This activity will allow students to
understand how the process of the French Revolution
generated fundamental transformations in the political
system which are still in force today.
MATHEMATICAL COMPETENCE AND BASIC …
■ Page 43, Act. 3. To complete these activities, students
will solve simple arithmetic calculations in order to extract
conclusions concerning the reasons for the outbreak of
the French Revolution.
THE AGE OF THE LIBERAL REVOLUTIONS (1789-1871) 2

P. 42 to 45
DIDACTIC GUIDE AND ANSWER KEY
FINAL ACTIVITIES SOLUTIONS TO THE ACTIVITIES

■ To complete activity 5, Visual sources, and activity 8, Page 42

Watch, students will apply the concepts they have
learned about the social context of the French Revolution 1. Copy and complete the concept map
and further explore the causes of its outbreak. influences... Enlightenment
■ Activity 3, Graphs, will allow them to analyse data causes
related to the voting system of the Estates-General. long term... Third State discontent; opposition to
absolutism, feudalism and class privileges; desire
■ The activity Learn how to... students will have to
to participate in political life and freedom of trade.
analyse the human rights that the Declaration of 1789.
immediate... economic and financial crisis.
■ Through activity 3, Material sources, and activity 7, phases
Find information, students will learn about the aspects of
daily life that became revolutionary symbols. The constitutional monarchy
Dates... 1789-1792
■ Activity 6, Space and time, will help pupils consolidate
their understanding of the geographical context in 1815. Events… abolition of feudalism; Declaration of
the Rights of Man and of the Citizen; Constitution
■ Through activity 2, Written sources, they will further of 1791.
explore the concept of a nation through a primary source.
Political system... constitutional monarchy
■ Activity 1, Organise information, will allow students to The social republic
systematically organise the characteristics of the different
Dates... 1792-1794
political systems studied throughout this unit.
Events… Social laws; war against the counter-
■ Finally, the Summary activities have the purpose of revolution; the Reign of Terror.
helping students consolidate the key concepts of the unit
Political system... republic
and encouraging them to empathise with the historical
phenomenon that is the French Revolution. The conservative republic
Dates... 1794-1799

METHODOLOGY 2-21
 Events… the Directory; return of exiles;
Napoleon’s coup;
Political system... republic
consequences
political… Laying the foundations of democracy;
Popular sovereignty; equality of citizens before
the law; the Constitution; Napoleonic code.
economic… Liberalisation of the economy; freedom
of trade and contract; abolition of trade unions.
social… Compulsory education for all citizens; art
and culture accessible to all citizens.
2. Check what you know
Answer the questions
a) During the French Revolution two models of liberalism
were introduced in France:
– The first was liberalism carried out by the moderate
bourgeoisie that tried to make France a
constitutional and parliamentary monarchy. All the
ideals of liberalism were incorporated in a
Constitution: separation of powers, national
sovereignty and legal equality of all citizens, though
the king reserved the right to veto. A suffrage based
on census was established, which gave the vote to
people with a certain level of wealth.
– The other model was promoted by the radical
bourgeoisie and the popular sectors and aspired to a
more profound transformation of society in a more
democratic and egalitarian sense. Thus the republic
was proclaimed and a Constitution based on social
democracy was enacted: popular sovereignty, uni-
versal male suffrage and the right to social equality.
b) In France, Napoleon aspired to consolidate some of the
revolutionary principles of the Revolution, preventing
the return of absolutism and removing the more radical
sectors from power. So he allowed the return of exiles
if they accepted the new government and signed an
agreement with the Church to restore religious peace.
He also conducted a centralist administrative reform,
drew up a civil code and amended the finance sector
and the education system.
For Europe, Napoleon meant the loss of some absolute
monarchs and the occupation of their territory. In all
the annexed countries liberal ideas were imposed, with
the suppression of manorial rights, the enshrining of
freedom and legal equality and the proclamation of
economic and religious freedom.
The decline of the Napoleonic Empire came after the
failure of his invasion of Russia in 1808 and the 1812
revolt in Spain. In 1815, the imperial armies were
finally defeated in Waterloo by Great Britain and
Prussia, and Napoleon abdicated.
c) The French Revolution started an era in which western
societies began the construction of a future based on
respect for fundamental and basic human rights and the
principle that all citizens had the same rights and
should be able to choose representatives to govern their
nation. The foundations of democracy were established,
2-22 METHODOLOGY
as was the liberalization of the economy. Additionally,
the need for equal and compulsory education for all
citizens and universal access to culture was defended.
d) The Restoration of absolutism was carried out by the
powers who defeated Napoleon. They reinstated the
monarchs deposed by Napoleon and created the Holy
Alliance, a treaty of mutual assistance among
European monarchs against any threat of liberal
revolution.
They met at the Congress of Vienna, and reshaped the
map of Europe to their advantage without considering
the people or their national aspirations. France returned
to its borders of 1792 and the Napoleonic Empire was
divided up among the victors.
e) The great empires dominating Europe were the Russian
Empire, the Austrian Empire and the Ottoman Empire.
f) Between 1829 and 1871 the following states appeared:
– Greece gained its independence in 1829 after a war
against the Ottoman Empire.
– Belgium became independent from the Netherlands
in 1830 after a revolution of liberal ideals.
– Italy was unified in 1861 after diverse military
campaigns; the process was completed with the
annexation of Venetia (1866) and Rome (1870).
– Germany was unified in 1871, after the Prussian
victories over Denmark (1864), Austria (1866) and
France (1870).
Define key concepts
• liberalism. Political system that bases society on the
individual. The state must guarantee the rights and
freedoms of individuals. All the citizens constitute the
nation, which holds sovereignty.
• absolutism. Political system in which one ruler or
leader has complete power and authority over a
country.
• sans-culotte. Denomination given in revolutionary
France to the common people of the lower classes
(workers, craftsmen, etc.), so named because they did
not wear the typical silk knee-breeches (culottes) used
by the nobility and bourgeoisie. They formed the most
radical sector of the Revolution.
• nationalism. Political ideology that supports the right of
peoples to decide about themselves and defend their
sovereignty. It defends the need to match state and
nation.
• bourgeoisie. In the Middle Ages, it refers to those
living in the "borough", that is, the people of the city,
such as merchants and craftsmen. They did not belong
to the upper class nor the peasantry. In the modern age,
the financial, commercial and industrial bourgeoisie
emerged, which refers to people with a certain cultural
and financial capital.
• republic. A form of government where power is held
by the people or the representatives that they elect.
Elected presidents govern, rather than kings or queens.
Identify key figures
• Louis XVI. King of France at the time the Revolution
broke out in France. Although it initially seemed that
he accepted the Revolution, he asked foreign monarchs
for help and tried to flee France, but he was arrested.
He was convicted of treason and executed in 1793.
• Robespierre. He was a prominent leader of the French
Revolution, belonging to the Jacobins. He ruled during
the most radical period of the Revolution, the Reign of
Terror. He was executed by guillotine in 1794.
• Bismarck. He was a Prussian chancellor who led a
series of wars against Denmark (1864), Austria (1866)
and France (1870). He united the German states into a
powerful German Empire under Prussian leadership.
• Napoleon. He was a general during the French
Revolution. With the support of the bourgeoisie he led
a coup d’état that ended the Directory and set up the
Consulate. He was crowned emperor in 1804. His
expansionist policy led him to control much of western
and central Europe. After the defeat of Waterloo
(1815) he abdicated.
• Cavour. He was Prime Minister of Piedmont in 1859.
He started the Italian unification process and declared
war on Austria, under the tutelage of King Victor
Manuel II of Savoy.
• Garibaldi. He was an Italian military figure who
fought in many campaigns for the unification of Italy.
He is called the “Hero of Two Worlds” because of his
campaigns in Brazil, Uruguay and Europe. In 1860,
one of his most famous campaigns took place: the
expedition of the “red shirts” (worn by his volunteers),
through which he took over Sicily and Naples.
• Víctor Manuel II. Son of Carlos Alberto, King of Sar-
dinia and Piedmont. After the abdication of his father
in 1849 he became king of this prosperous region.
Under his rule, the unification of Italy took place.
• Louis Phillipe I. He was the father of Duke Louis
Philippe II. He ascended the throne after the overthrow
of absolute monarch Charles X. His monarchy was
constitutional and had the support of the bourgeoisie
and he was known as the ‘Citizen King’. He was
dethroned by the revolution of 1848 when the Second
Republic was proclaimed.
• Olympe de Gouges. She was a playwright and feminist
activist who played an active role in the French
Revolution. She wrote the Declaration of Rights of
Women and the Female Citizen in 1791. She was
executed by guillotine in 1793.
Create a timeline
• storming of the Bastille: 14th July 1789.
• execution of Louis XVI: 21st January 1793.
• Greek independence: Gained in 1830 (declaration of
independence in 1822).
• defeat of Napoleon: 1815 (defeat at Waterloo).
Explain the difference
• universal suffrage / census suffrage
Universal suffrage is the right to vote for all citizens of
a state. During the 18th and 19th centuries only men had
this right. Universal suffrage did not reach the entire
population, i.e. women as well, until the 20th century.
Census suffrage is an electoral system that gives the
vote only to part of the population. These restrictions
are mainly economic, meaning that the vote is given to
people with a certain level of wealth.
• national sovereignty / popular sovereignty
National sovereignty is the idea that independent
nations have a right to exist without other nations
interfering. They have an organized government and
are autonomous, with a group of individuals united by
similar cultural elements and with rights and freedoms,
occupying a given territory.
The concept of popular sovereignty (or the sovereignty
of the people’s rule) has a similar meaning, but applies
to democratic governments, that is, with universal
suffrage and with political rights extended to the entire
population.
• absolutism / liberalism
Absolutism is a political system that concentrates all
powers in the person of a king of divine right.
Liberalism is a political system in which society is
based on the individual. The state must guarantee the
rights and freedoms of individuals. All citizens
represent the nation, which holds sovereignty.
• nation / state
A nation is a group of individuals of the same origin
and with a common tradition, culture and language, but
which do not have sovereignty.
A state is a self-governing political entity, endowed
with sovereign and independent power and which
integrates the population of a territory.
Answer the initial question
The liberal revolutions introduced a political system based
on the following principles:
– National sovereignty lies in the citizens, who elect the
representatives that will govern in their name.
– The separation of powers: the executive power is
exercised by the government, legislative power by
parliament and judicial power by law courts.
– There is a Constitution that guarantees the rights and
duties of citizens, as well as legal and fiscal equality. It
defines the relationship between the three government
powers.
– The right to property is established.
With the French Revolution and the revolutionary waves
of 1820, 1830 and 1848, absolutism was replaced by
liberal political systems in which the bourgeoisie held the
power. These revolutions were both liberal and
conservative, in the sense that suffrage was based on
METHODOLOGY 2-23
 census and public liberties were limited. It was from the
revolution of 1848 that a new revolutionary cycle
stemmed, based on the principles of universal suffrage,
popular sovereignty and social equality.
Study skills
Personal activity.
Page 43
1. Introduction
• This is part of the Declaration of Rights approved on
the 4th of August 1789. Its authors were members of
the National Constituent Assembly during the first
phase of the French Revolution.
2. Summary and analysis
• Article 1 defends freedom and equality in rights of all
men from birth. Article 2 names the inalienable rights
of man: liberty, property, safety and resistance to
oppression. Article 3 defends national sovereignty over
that of an individual. In Article 4 freedom is defined
and it is stated that its limits can only be established by
law. Article 6 is about the law, the right of citizens to
participate in its making and the equality of all citizens
before it. Article 7 defends the protection against
arbitrariness of being charged or detained without
cause. Article 10 is about respect for the opinions and
beliefs of others. Article 11 defends the free communi-
cation of ideas. Article 13 is about the payment of
taxes. Article 16 states that if there is no separation of
powers and guarantee of rights, there is no Constitu-
tion. And Article 17 is about the right to property.
Articles can be organised according to the following
groups: individual rights and duties (articles 1, 2, 4, 7,
8, 11, 13, 16,
• nación / Estado 17); limits to individual rights (articles 4,
17); origin of power and the law (articles 3, 6, 16).
La nación es un conjunto de individuos que poseen una serie de lazos culturales propios (raza, lengua, afinidades religiosas
• yThe Declaration
culturales, of pasado,
tradiciones, Rights etc.)
of 1789 endedla voluntad
y que tienen the
legitimacy of absolutism and set up a new government
El Estado es una organización política y administrativa formada por diferentes instituciones
ideology based on liberal principles.
determinado territorio. Establece las normas que rigen el funcionamiento
3. Historical context
• The Declaration was inspired by the ideological
RESPONDE A LA PREGUNTA INICIAL
principles of the Enlightenment and liberalism.
The Declaration of the Rights of Man and of the
Citizen was approved at the beginning of the French
Revolution. After the assault on the Bastille on July
14th, the revolution was radicalized and the National
Constituent Assembly that emerged from the Third
Estate decreed the abolition of feudal privileges. They
wanted to transform France into a liberal society with a
constitutional and parliamentary monarchy.
4. Conclusions
• This text has had a great historical significance because
it was the first time in history that a statement based on
the precepts of liberalism was drafted. This is the
reason it became the model for other declarations and
subsequent governments with the same principles.
An example of the relevance of the Declaration today
2-24 METHODOLOGY
is the Universal Declaration of Human Rights, adopted
by the United Nations General Assembly on 10
December 1948.
This Declaration seeks freedom, justice, peace and the
recognition of human dignity and the equal and
inalienable rights of all human beings, hence, we can
say that these goals are similar to those of 1789.
• Personal activity.
Historical thinking
Personal answer. As an example: For the king’s guilt: he
had secretly conspired against the Revolution, he refused
to send soldiers to fight against Austria and Prussia. For
the king’s innocence: the fundamental argument in defence
of the king by his lawyer Seze referred to the inviolability
of his person established in the Constitution of 1791.
Page 44
1. Organise information. Compare...
a) The information in the chart is:
A: Absolute monarch
C: Subjects
D: King with limited power
F: Senate
H: Citizens
K: President
2. Written resources. What is a nation?
a) According to Ernest Renan, a nation is made by race,
language, interests, religious affinity, geography, and
military necessities. Moreover, and most important for
him, is having a common past and the desire to live
together. These two elements constitute to Renan the
"soul" of the nation.
b) vivir
de Personal answer. The student must use concepts such
en común.
as those mentioned in the text
queabove.
ejercen el poder sobre un
3. Graphs. de Voting
la sociedad.
in the Estates General
a) The Third Estate required that its larger demographic
weight, compared to the two privileged classes,
nobility and clergy, was recognized, and that this
greater representation was reflected. They also insisted
on one vote per representative, not per estate.
b) The requests were important because they had the aim
of ending the dominance of the privileged classes in
the Estates-General and therefore restricting their
political monopoly. The privileged groups did not
accept the demands of the Third Estate.
c) As a result, the representatives of the people left the
Estates-General and proclaimed themselves the
National Assembly, where they pledged to draft a
Constitution for France. They cleanly broke away from
the old regime and started the revolutionary process.
4. Revolutionary symbols. Material sources
1) Pike (weapon): symbolises the people in arms.
2) Phrygian caps: in Ancient Rome it was worn by the
emancipated slaves; in the French Revolution it
signified freedom and the pursuit of liberty.
3) Tricolour cockades: Revolutionary France.
Page 45
5. Visual sources. Stratified society
a) In this engraving there are three characters. From left
to right, the first is dressed elegantly and seems to be a
nobleman, and the second, a member of the clergy.
They both show surprise and concern while looking at
a third person who is lying on the ground. This third
man belongs to the Third Estate and we can see him
breaking chains and holding a gun. The building in the
background is the Bastille, an absolutist prison in the
city of Paris.
b) The three characters represent the three estates in the
French Ancien Régime at the beginning of the
Revolution: nobility, clergy and Third Estate. The first
two are very close to each other; one is leaning against
the other. These two men belong to the same group, the
privileged, and are fearful of succumbing to the force
of the armed Third Estate represented by the man lying
on the ground with a gun in his hand.
c) The engraving was made in 1789, when the Third
Estate stormed the Bastille to defend the revolutionary
process. The man breaking the chains represents the
emergence of the Third Estate with an awakened
political consciousness. In the foreground, the other
two classes, nobility and clergy, show fear and concern
at the prospect of losing their dominant position in
French society of the time.
6. Space and time. Europe in 1815
a) Kingdoms: Kingdom of Portugal, Kingdom of Spain,
Great Britain, Kingdom of France, Kingdom of
Prussia, Kingdom of the Netherlands. The great
multinational Empires: Ottoman Empire, Austrian
Empire, Russian Empire.
b) Vienna. In 1815, this city held the Congress that laid
the foundations for the absolutist restoration and
redesigned the European map. The red line indicates
the boundaries of the German Confederation.
c) 1: Belgium (independence from the Netherlands after a
liberal revolution in 1830). 2: Germany (unified in
1871 after the Prussian victories over Denmark,
Austria and France). 3: Italy (unified in 1861 after the
Piedmontese military campaigns, completed in 1866 -
annexation of Venice - and 1870 - annexation of
Rome.) 4: Greece (independent in 1829 after a
liberation war against the Ottoman Empire).
7. Find information: The Republican calendar
a) The Republican calendar started on September 22,
1792 since it was the day the French Republic was
proclaimed, and the date of the autumn equinox of that
year in Paris.
b) The months of the year were: Vendémiare (harvest),
Brumaire (mist), Frimaire (frost), Nivôse (snowy),
Pluviôse (rainy), Ventôse (windy), Germinal (seed),
Flóreal (flower), Prairial (meadow), Messidor
(harvest), Thermidor (warm), Fructidor (fruit). The
names were inspired by the seasons and the
characteristic features of each: Vendémiare-October,
Brumaire-November, Frimaire-December, Nivôse-
January, Pluviôse-February, Ventôse-March, Germinal
-April, Flóreal-May, Prairial-June, Messidor-July,
Thermidor-August, Fructidor-September.
c) Months were divided into three weeks of 10 days each,
called decadi. For revolutionaries, the traditional
calendar did not follow rational rules; seven-day weeks
did not fit in with the months, etc. Thus, the new
calendar was needed to replace the old one, which was
considered irrational and old and was designed by a
Pope who had dedicated each day to one or more
saints. This new organisation would dissociate
religious life from civilian life.
The new secular festivities were: Fête de la Vertu
(Celebration of Virtue), Fête du Genie du Travail
(Celebration of Talent), Fête du Travail (Celebration
of Labour), Fête de l’Opinion (Celebration of
Convictions) and Fête des Récompenses (Celebration
of Honors). The last five days of the year were national
holidays.
d) This calendar was abolished on January 1, 1806, but was
rescued during the 1848 revolution and again during the
Paris Commune of 1871. It finally fell into oblivion.
e) Personal answer.
8. Watch. Origins of the Revolution
a) Students should draw the timeline of the first steps of the
French Revolution using the following information:
In 1789 France suffered a major economic crisis. It
was impoverished after the wars it had been involved
in, like the Seven Years War or the American
Revolutionary War, and the population was suffering
from hunger. Thus, the Estates-General convened in
May. The estate representing the common people did
not get to have more representatives corresponding to
its population and decided to proclaim itself the
National Assembly. In June, they set out to create a
Constitutional Assembly to draft a Constitution. The
king ordered the army to enter Paris. Necker, the king’s
finance counsellor, advised the king to moderate
spending, but the king dismissed him. On 14 July
1789, the revolutionaries decided to storm the Bastille
to take their weapons and fight the king. In August of
the same year, the National Constituent Assembly
approved the Declaration of the Rights of Man and of
the Citizen.
b) France was impoverished after the wars it had been
involved in, like the Seven Years War or the American
Revolutionary War.
Other causes of the Revolution were the discontent of
the common people (98% of the population) at being
METHODOLOGY 2-25
 the only ones who paid taxes. They felt oppressed and
enslaved by the nobility and the king. They were
influenced as well by philosophers and intellectuals of
the Enlightenment, who defended freedom.
Additionally, common people did not feel represented
by the Estates-General either.
c) Three estates met in the Estates-General convention:
the nobility, the clergy and the common people; in the
National Assembly, only the common people
participated.
In the Estates-General the vast majority of the
representatives were from the clergy and nobility, even
though the third estate (popular class) represented 98%
of the population; in the National Assembly this large
population was represented.
The aim of the Estates-General was to maintain the
situation as it was; the aim of the National Assembly
SOLUTIONS (CONTD.)
(from page 2-7)
3. (continued) Among the patriots, there were the
constitutionalists monarchists and the republicans.
They were united by the idea of a new liberal political
system. While monarchists proposed a hereditary king,
republicans advocated for an elective presidency of the
nation. The republicans were divided into Girondins
(moderates) and Jacobins (radicals).
The differences with the absolutism of Louis XVI are:
he held an absolute power, which wasn’t shared with
either the legislative or judicial powers.
4. See the completed table on Figure 2.
FIGURE 1
Factors and agents Germany
State leading unification Kindom of Prussia
King Wilhelm I
Prime minster Otto Von Bismarck
Date of unification 1871
Keys events 1. Zollverein (1834)
2. First freely elected Parliament (1848).
3. Prussia declared war on Denmark
(1864), on Austria (1866) and on
Francia (1870); and Prussia won.
4. Second German Empire ( Reich, 1871)
2-26 METHODOLOGY
was to give the common people more representative
power and to draft a constitution.
d) Jacques Necker was the finance counsellor of king
Louis XVI. The king dismissed him after Necker
advised him to moderate spending in order to minimise
debt.
Online challenge
Personal activity.
(from page 2-13)
3. According to Lepetier’s Education Plan, children had
to start school at the age of five and finish at the age of
twelve.
Currently, compulsory education in France and Spain
starts at the age of 6, although in practice the vast
majority of children start school when they are 3, and
many start between 0 and 3 years of age. Compulsory
education finishes at the age of 16, but European
regulations promote continuing education in post-
compulsory studies (professional or academic) and the
concept of lifelong learning has been developed.
4. Personal answer. Students should try to refer to
contributions in different fields: political, social,
economic, cultural...
Italy
Kindom of Piedmont-Sardinia
Víctor Manuel II of Savoy
Cavour
1861 (completed in 1870)
1. Annexed Lomardy (1859)
2. Overthrew the absolute monarchies in
central and southern Italy. (1860)
3. V. Manuel II is proclaimed King of Italy
(1861)
4. Annexed Venetia (1866)
5. Annexed Rome (1870)
 FIGURE 2

French Revol. Phase 1 Phase 2 Phase 3

Dates Constitutional monarchy Social republic Conservative republic

Governing Moderate bourgeoisie Moderate bourgeoisie (Girondin convention) Moderate bourgeoisie

bodies
Radical bourgeoisie (Jacobin convention)

Changes Abolishment of the Ancien Social laws Jacobin laws cancelled

introduced Régime

Problems The royal family and the privileged War, counter-revolutionary revolts; Reign Political instability
classes did not accept the changes of Terror.

Reasons why Betrayal by the king, military Robespierre’s dictatorial government Political crisis, war against the
it ended invasion absolutist powers

WEB PAGE ADDRESSES

TICHING WEBSITES

http://www.tiching.com/93158 http://www.arcaini.com/ITALY/ItalyHistory/ItalianUnification.htm

http://www.tiching.com/93162 http://avalon.law.yale.edu/18th_century/rightsof.asp

http://www.tiching.com/103165 https://www.youtube.com/watch?v=naMl2rTlYhc

http://www.tiching.com/102742 https://commons.wikimedia.org/wiki/File:Club-des-jacobins.jpg

http://www.tiching.com/102747
http://www.tiching.com/102748
http://www.tiching.com/741550
https://www.google.es/maps/place/Juramento+del+Juego+de+la+Pelota/@48.80398,
2.122636,2879m/data=!3m1!1e3!4m5!3m4!1s0x0:0x5b9334e378fd17fd!8m2!3d48.80
10169!4d2.1238509
https://upload.wikimedia.org/wikipedia/commons/0/05/Versailles_Salle_du_jeu_de_pa
ume_2011_1.jpg
http://www.dummies.com/how-to/content/napoleon-bonapartes-lasting-
contributions.html

http://www.tiching.com/746004 https://en.wikipedia.org/wiki/Olympe_de_Gouges

http://www.tiching.com/747994 https://en.wikipedia.org/wiki/Romanticism

http://www.tiching.com/748079 https://en.wikipedia.org/wiki/Age_of_Revolution

http://www.austria.info/media/17083/thumbnails/schloss-schoenbrunn-und-gloriette-
http://www.tiching.com/748080
oesterreich-werbung-Julius%20Silver.jpg.3184063.jpg

METHODOLOGY 2-27
 3 LA FRAGMENTACIÓN DEL MUNDO ANTIGUO

F OURTH COURSE
Págs 6 y 7
GUÍA DIDÁCTICA Y SOLUCIONARIO

Unit 03
The origins of industrialisation

TEACHER’S GUIDE

• Didactic
INICIAMOS EL TEMA Guide
− ¿Cuándo se dividió el Imperio Romano? ¿Cuándo
• Answer Key
¿Qué vamos a trabajar? finalizó el Imperio Romano de Occidente?
− ¿Cuál fue la duración del reino visigodo de
Key Competences
■ En esta unidad, los• alumnos y las alumnas Toledo? ¿Qué hecho le pone fin?
estudiarán los siguientes contenidos:
− ¿Cuándo aparece el Islam? ¿Cuándo llega a la
• Focus
− El fin del Imperio Romano on diversity
y la formación de los Península Ibérica?
reinos germánicos.
– Reinforcement Les preguntaremos, finalmente, cómo se denominará
− La formación del reino visigodo en Hispania y suactivities
el territorio islámico de la Península.
legado cultural y artístico.
– Extension activities
− El Imperio Bizantino. ■ A continuación observaremos el mapa de la
Europa de mediados del siglo VII.
− El Imperio Carolingio.• Didactic resources
− La aparición del Islam. Les preguntaremos a los alumnos y a las alumnas a
– Let’s surf Tiching qué territorios actuales corresponden los diferentes
Introducimos el tema reinos germánicos, el Imperio Bizantino y los
• Digital Book territorios islámicos.
■ Comenzaremos fijándonos en la ilustración y les
pediremos que identifiquen los personajes y escenas
■ En último lugar, y como resumen de esta intro-
representados: • Education in values ducción al tema, plantearemos las preguntas que
figuran en la doble página inicial:
− ¿Quiénes son les personajes que aparecen?
¿Qué ceremonia representa la ilustración? − ¿Qué recuerdas de la crisis y el fin del Imperio
Romano?
− ¿Qué símbolos de poder aparecen y qué repre-
sentan? − ¿Quiénes eran los germánicos? ¿Por qué crees
que recibían el nombre de bárbaros?
■ Posteriormente, leeremos el texto introductorio y − ¿Qué zona del Imperio fue Bizancio? ¿Qué
relacionaremos la información que contiene con el ciudad es hoy Constantinopla?
friso cronológico a través de las siguientes preguntas:

METHODOLOGY 3-1
 3 THE ORIGINS OF INDUSTRIALISATION
P. 46 and 47
DIDACTIC GUIDE AND ANSWER KEY

LET’S PREPARE THE UNIT

− What do you think it was like to live during the
Industrial Revolution?
What are we going to learn?
Ask students to discuss the things that they would
■ In this unit, students are going to learn about the dislike about living during this period of time and the
following subjects: things that they would like.
− The production of goods during the Industrial
Revolution.
■ Now, read the introductory text and relate the
information to the map of Europe. Then, ask pupils
− The consequences of the Industrial Revolution in the following questions:
economies and societies.
− When did the Industrial Revolution begin? Where
− The changes in agriculture, trade and population. did it originate?
− Capitalism, Marxism, Anarchism and
− What is the difference between the bourgeoisie
Internationalism.
and the proletariat?
Let's start the unit ■ Next, tell pupils to carefully analyse the timeline
on page 46 and ask them:
■ To start, focus the pupils' attention on the painting
in the background of this introductory section and ask − In what years is the Industrial Revolution
them to identify the elements and the scene that it considered to have started and finished? Why?
represents: − What important machine was invented in 1769?
− What can you see in this painting? Distinguish its And in 1829?
main elements. ■ Finally, as a summary of the introduced contents,
− What is the title of the painting? What does it tell pupils to answer the questions from the What do
represent? we know? section in pairs, read the objectives of the
− What do you think the author, Constantin Meunier, unit as a class and review the Keywords in the unit
wanted to express in this painting? together.

3-2 METHODOLOGY
 KEY COMPETENCES
KNOWLEDGE OF AND INTERACTION WITH THE PHYSICAL...
■ Page 47. The pupils will demonstrate their knowledge
of the geography and history of the Industrial Revolution
and the origins of industrialisation.
COMPETENCE IN LINGUISTIC COMMUNICATION
■ Page 47. The pupils’ explanations will allow for an
evaluation of their abilities of written expression and their
knowledge of the unit’s vocabulary.
■ Page 47. The pupils’ explanations will allow for an
evaluation of their oral expression abilities and their
knowledge of the unit's vocabulary.
■ Page 47. The pupils’ explanations for the questions
asked will allow an evaluation of their previous knowledge
of the topic.
SOCIAL AND CIVIC COMPETENCE
■ Page 47. By answering the questions, the pupils will
explain their ideas about the topic, respecting their turn in
the debate.
COMPETENCE IN LEARNING TO LEARN
■ Page 47. The pupils will integrate new knowledge to
their personal knowledge structure by listening to their
classmates' explanations.
Education in values
Rejecting children exploitation
■ In this unit, we will study the labour conditions of the
working class and we will focus on child exploitation.
We will explain that children were very useful for the
owners because their small size allowed them to do
certain jobs and because they received lower salaries
than adults.
After this explanation, we will suggest a discussion,
guided by the following questions:
− What consequences do you think the children suffered
when working lots of hours every day?
− Why do you think it is important for children to study
instead of working?
− Do you know somebody in your family that used to
work as a child?
− Nowadays, do you think there is child exploitation in
our country? And in other countries?
Digital Book
■ Self-correcting activities in which the students can
answer and then check themselves if they are correct.
Open activities that the students can answer and then the
teacher will correct them.
RESOURCE MATERIALS 3
Let’s surf Tiching
− Students can visit the following weblink to find an
P. 46 and 47
useful introduction to the Industrial Revolution:
http://www.tiching.com/747864
In the webpage, students can find videos, pictures,
weblinks and definitions that can help them to
introduce this subject. The main page also contains a
text that summarises the most important features of
the Industrial Revolution.
DIDACTIC GUIDE AND ANSWER KEY
After reading this text, students will answer these
questions:
• What factors contributed to the role of Great
Britain as the birthplace of the industrialisation?
• What were the transformations in the textile
industry? And in the iron industry?
• What was the influence of ndustrialisation on
transportation?
• It is commonly said that the Industrial Revolution
brought about a deterioration in the quality of life
of the people. Do you agree with this assertion?
Why?
SOLUTIONS TO THE ACTIVITIES
Page 47
• The birth of industry is called the industrial revolution
because it caused a large amount of social change.
It brought about new ways of working and strong
growth in the production of industrial goods. It also
introduced a new economic system, capitalism, which
transformed society with large numbers of people
leaving the countryside for work in the cities.
• The painting is an industrial landscape as it features a
number of factories that are identified by their large
chimneys.
The dark colours used in paintings of factories such as
this one were often used due to the soot and smoke
that was released by the chimneys of the factories,
making the sky dark with soot.
• The birth place of the industrial revolution was the
United Kingdom in the 18th Century. It spread to the
rest of Europe in the 19th Century.
METHODOLOGY 3-3
 3 THE ORIGINS OF INDUSTRIALISATION
P. 48 and 49
DIDACTIC GUIDE AND ANSWER KEY

1. HOW DID THE PRODUCTION OF GOODS…

A. The driving forces of industrialization
■ First, check students’ previous knowledge about the
subject by telling them to read the introductory paragraph
and answering the questions at the end.
After helping them to answer these questions, explain the
advantages that Great Britain had, and then complete
exercise 1.
■ Now, read text A and analyse the graphs about the
industrial hegemony of Great Britain and the Suez Canal.
Then, solve any comprehension doubts that may come
up and ask pupils to answer question a.
B. A series of ‘parallel revolutions’
■ In order to clarify the content of this subsection, write
the key concepts of the diagram Factors that triggered
industrialisation on the board: agriculture, demography,
technology, transport, trade and finance.
Read the text and analyse the diagram. Ask pupils to give
examples of what they think that may have caused a
revolution in these different sectors. To help them, ask
the following questions:
− Nowadays, what are the main systems used to
transport goods?
− What are the most important machines and sources of
energy used nowadays?
After they answer, explain the changes produced in the
different sectors by giving examples from that period of
time. Then, pupils can answer question b and complete
exercise 2.
C. The factory system of manufacturing
■ Focus the pupils’ attention on the two images and the
graph on page 49. Give them some time to analyse them
and ask the following questions:
− What modern elements can you see in the picture of
mechanisation?
− What was the main energy source in 1760? And in
1870?
− What parts can you distinguish in the drawing of the
factory?
Now, read the information from the three documents and
ask pupils to answer questions c and d. We can also
highlight the important role of steam in the Industrial
Revolution.
■ Finally, pupils will review the main ideas of this section
in order to complete exercise 3 individually. Correct it
orally in class.

3-4 METHODOLOGY
 KEY COMPETENCES
SOCIAL AND CIVIC COMPETENCE
■ Act. 1. The pupils will discuss the industries of the
three countries in pairs. They will express their ideas and
will respect the ideas put forward by their partner in turn.
MATHEMATICAL COMPETENCE
■ Act. 1. The pupils will analyse the given graph and use
the information given to compare the industries of the
three countries featured
COMPETENCE IN LEARNING TO LEARN
■ Act. a, b, c, d. The pupils will use the information given
in the text to answer the questions, assimilating new
knowledge into their personal learning structure.
■ Act. 3. The pupils will use the information given in
these pages to create and express their ideas for why the
Industrial revolution is considered to be so important.
RESOURCE MATERIALS OF THE GUIDE
 Reinforcement Activity 1 will allow students to
consolidate their understanding of the different
‘parallel revolutions’.
SOLUTIONS TO THE ACTIVITIES
Pages 48 and 49
a. Britain became the first industrialised country for a
number of reasons which include:
• A political system which was influenced by the
bourgeoisie.
• Population growth which allowed for an abundance
of labour.
• An abundance of resources and raw materials.
• Extensive transport networks of rivers and canals.
• A colonial empire that allowed access to new
materials.
b. The parallel revolutions were driven by innovation,
which lead to a great change in the economic system.
c. The introduced energy sources were hydropower and
coal which were used to power machinery.
d. The factory system led to mass production and a huge
increase in productivity.
1. The economy of the United Kingdom was the strongest,
with the nation leading in both cotton and steel
production throughout the time period. Spain produced
more steel in the period, but produced less cotton than
America.
RESOURCE MATERIALS 3
Let’s surf Tiching
− The article contained in this webpage explains the
P. 48 and 49
importance of factories at the beginning of the
Industrial Revolution:
http://www.tiching.com/747868
The article underlines the changes introduced by the
factory system in the production of manufactured
goods. It also mentions some of the most important
innovations of this change, as well as the
consequences for the workers, especially children.
DIDACTIC GUIDE AND ANSWER KEY
Once the students have read the article, we can ask
them these questions:
• What were the working conditions in factories
during the first period of the Industrial Revolution?
• Why are children considered the first victims of the
introduction of the factory system?
• Can you mention some of the positive and
negative effects of the introduction of the factory
system in Great Britain?
• Is child labour still a problem in today's world?
Give some examples.
2. Are these statements true or false? (Corrections in
italics):
a) Britain's political system and colonial wealth helped
it pioneer the Industrial Revolution (True).
b) The Industrial Revolution was a single event that was
not connected to anything else (False)
The Industrial revolution was connected to a series of
'parallel revolutions'.
c) The Industrial Revolution led to capitalism. (True).
3. The Industrial Revolution is so important because it:
• Transformed the economy from a artisian-based
economy to an industrial economy.
• Created a new form of economic organisation
• Led to a profound social transformation
METHODOLOGY 3-5
 3 THE ORIGINS OF INDUSTRIALISATION
P. 50 and 51
DIDACTIC GUIDE AND ANSWER KEY

2. AGRICULTURAL CHANGES

The new land ownership… / Changes in the…
■ Contextualise the content of this section in Great
Britain during the second half of the 18th century.
To start, read the introductory paragraph, look at the
painting from L’Hermitte and ask:
− What changes do you think are necessary to improve
the agricultural production of a country?
− Do you remember some characteristics of agriculture
during the old regime?
− What is the difference between subsistence
agriculture and market agriculture?
■ Next, draw a table on the board with two columns:
property and crops. Read the first text and the document
The advantages of enclosed fields and ask pupils to place
the key words from these texts in each column.
■ Now, read the text about the Norfolk four-course crop
rotation system and analyse the diagram. Then, tell
students to answer questions a, b and exercise 1.
The introduction of… / The rise in production
■ Read the text about the introduction of new machines,
answer question c and look at the illustrations of this
page. Then, ask students the following questions:
− What are the names of the new machines shown in
the images?
− What are the differences between the old ploughs and
the new ones?
Continue explaining the advantages of the new machines
and methods:
− The new Rotherham plough turned over the fields
more easily and covered the seeds with soil.
− The Jethro Tull method allowed the crops to be
harvested and weeds to be removed more easily.
− The steam engine and the iron industry led to the use
of new equipment.
− The use of guano as a fertiliser helped improve
productivity.
■ Next, read the text titled The rise in production and
analyse the graph about the price of wheat. Tell students
to answer question d and ask them:
− What were the consequences of the agricultural
changes?
− What food ended up being a key element of people’s
diet?
■ Finally, pupils can open the link in @Find out more…
and complete exercises 2 and 3 individually. Correct them
orally in class.

3-6 METHODOLOGY
 KEY COMPETENCES
COMPETENCE IN LINGUISTIC COMMUNICATION
■ Act. 1. The pupils will analyse the information given on
these pages and use it to express the reasons that
enclosed fields were advantageous over the open field
system.
■ Act. 2. The pupils will demonstrate their knowledge of
the specific vocabulary used in this unit through creating
and expressing definitions for each of the words listed.
COMPETENCE IN LEARNING TO LEARN
■ Act. a, b, c, d. The pupils will assimilate new
knowledge into their personal learning structures through
reviewing the information given in these pages and using
it to answer the questions posed.
■ Act. 3. The pupils consider how the agricultural
revolution affected the different groups given and will
assimilate new knowledge into their personal learning
structure.
SOLUTIONS TO THE ACTIVITIES
Page 50 and 51
a. The Enclosures Act caused the concentration of land
ownership. It benefited big land owners, who increased
their profits and were able to produce more.
It negatively affected smaller farmers who lacked the
resources to enclose their land and, therefore, were
forced to sell the land. This caused many farmers to
have to move to the city.
b. The Norfolk four-course crop rotation system changed
agriculture through removing the need to allow the soil
to rest. It also increased the production of animal feed,
and therefore the number of livestock that could be kept,
which increased the availability of meat and dairy
products.
1. The advantages of enclosed fields include: higher
profits, more freedom to change what they grow and
focus the farmer’s choice of what to grow on the profits
they can make.
c. The inventions that made agricultural tasks easier
include: mechanical sowing, the Rotherham plough and
the availability of new crops.
d. Food production rose significantly, allowing for the
survival of the growing population.
RESOURCE MATERIALS 3
Let’s surf Tiching
− The academic article contained in this BBC page can
P. 50 and 51
help the students to review some of the most
important concepts about the British agricultural
revolution:
http://www.tiching.com/747875
The article, despite criticising the excessive
importance assigned to individuals such as Jethro
Tull and Lord Townshend, underlines the increase in
food production, the new crop yields and farming
DIDACTIC GUIDE AND ANSWER KEY
systems and the role of these changes in the
development of agrarian capitalism.
Students will then answer these questions about the
article:
• What is the "enduring myth" criticised by the
author in the first lines of the article?
• Why did agricultural output grow during 18th
century?
• What new crop helped reduce the area of fallow
land?
• What were the reasons for the reduction of
workforce in British agriculture? What were the
consequences?
2. Define the following terms:
Furrow - A narrow trench made in the ground by a
plough for planting seeds.
Harvest - The process or period of gathering in crops.
Plough - Farming implement for cutting furrows in a
field.
Reap - cut or gather a crop or harvest
Thresh - To separate the grain from the chaff using a
flail or using a revolving mechanism
Weed - Remove unwanted plants from an area.
3. The Industrial revolution affected:
• Large landowners by allowing them to increase
profits and produce more on their land.
• Poor farmers by making them sell their land as they
did not have the resources to enclose it. This meant
that many had to move to cities to find work.
• The population as a whole by allowing it to increase
with the increase in food production. It did lead
however to an increasingly divided society in terms
of wealth into the wealthy bourgeoisie and the
proletariat who worked in the factories of the city.
METHODOLOGY 3-7
 3 THE ORIGINS OF INDUSTRIALISATION
P. 52 and 53
DIDACTIC GUIDE AND ANSWER KEY
3. JAMES WATT AND THE NEW STEAM ENGINE
A. Watt`s steam engine and its use in industry
■ Begin by reading James Watt’s biography in the
introductory text. Then, look at the drawing of the steam
engine and read text A.
To help pupils understand how the steam engine worked,
indicate each step of the explanation in the drawing and
summarise the most important facts on the board.
Once students have understood the process, tell them to
answer question a and ask them:
− How was the steam obtained? What product was
burned to obtain it?
− How was the movement produced by the steam
transmitted?
■ Now, read the document titled Steam power moves
industrial machines, and ask the following question:
− What sectors in industry benefitted from the invention
of the steam engine?
B. Locomotives and railways
■ Ask pupils to discuss the advantages that they think
the invention of the railways brought. Their answers
should include the following ideas:
− The railways could carry more passengers.
3-8 METHODOLOGY
− This new system could transport more goods.
− It reduced the time and the cost of transport.
■ To clarify this information, pupils will read text B and
the document titled The benefits of railways.
Then, tell them to answer question b and look at the
European map of the rail network. Explain the following
facts:
− The rail network expanded in proportion to the
industrial development of the European countries.
− The rail network caused an increase in domestic and
foreign trade, which reinforced industrialization.
■ Next, students will complete exercises 1, 2 and 3
indivdually. Before starting exercise 4, ask them the
following questions, in order to give them some ideas to
create their newspaper advertisement:
− What arguments would you use to convince business
men to buy the machine?
− How would you explain the way it works in a simple
and clear way?
− What industry sectors would you specially try to
persuade?
To finish, correct the exercises together and ask students
to show their advertisements to their classmates.
 KEY COMPETENCES RESOURCE MATERIALS 3
SOCIAL AND CIVIC COMPETENCE Let’s surf Tiching

■ Act. 1. The pupils will discuss the benefits of railways − Reading the article contained in the following weblink,

and the sectors that benefit from them in pairs. They will
express their ideas and will respect the ideas put forward
by their partner in turn.
MATHEMATICAL COMPETENCE
■ Act. 1. The pupils will analyse the given map and will
select the correct information to answer the question
posed. They will also assimilate any new information into
their personal learning structure.
P. 52 and 53
the students will learn more about the importance of
railways in the Industrial Revolution:
http://www.tiching.com/747885
The article describes the evolution and development
of railways, as well as their importance in economy
and society in Great Britain.
Once the students have finished reading the article,

DIDACTIC GUIDE AND ANSWER KEY

COMPETENCE IN LEARNING TO LEARN
■ Act. a, b. The pupils answer the questions using the
information given in these pages. They will also assimilate
new knowledge into their personal learning structure.
■ Act. 4. The pupils will create a newspaper
advertisement to persuade the public to use steam
powered transport. In doing so, they will demonstrate their
ability to express ideas in a new way.
we will start a discussion asking them these
questions:
• What were the main competitors to the new
railways in 1830s and 1840s?
• What was the so-called "railway mania"? What
was the attitude of the British government?
• What were the social and economic impacts of the
railways? Were railways so important for the
Industrial Revolution?
• In your opinion, are railways still so important for
the economy in today's world?

SOLUTIONS TO THE ACTIVITIES

3. Personal activity.
Pages 52 and 53 The pupils will express their opinions about how
a. Steam power, produced by the burning of coal, is what enthusiastic the public were to try new forms of
generates the continuous motion in the piston of a steam transport.
engine. 4. Personal activity.
b. Steam engines improved transport by: The pupils will create a newspaper advertisement to
• allowing the carrying of more passengers and goods persuade the public to try the use of railways and
steamships.
• reducing the time taken for journeys
• reducing the cost of transporting people and goods
1. The first rail networks were found in:
• Britain
• Germany
• France
• Belgium,
• The Netherlands
• Austria.
2. Group activity.
The pupils will discuss the benefits of railways, as well
as the sectors that benefitted financially from the
railways, in pairs.

METHODOLOGY 3-9
 3 THE ORIGINS OF INDUSTRIALISATION
P. 54 and 55
DIDACTIC GUIDE AND ANSWER KEY
4. THE DEVELOPMENT OF INDUSTRY AND…
The textile industry / The iron industry
■ In the first place, read the introductory lines and focus
pupil’s attention on the graph about wool and cotton
consumption.
Highlight the great rise in the consumption of these
products in 1840 and ask pupils if they know the reason
for such an increase.
Next, read the text of this subsection, tell pupils to answer
question a and ask them the following questions:
− What advantages did the use of cotton have
compared to the use of other products?
− Why was it so cheap? From which countries was it
imported?
■ To continue, look at the image of the flying shuttle,
write the names of the main inventions on the board and
explain their consequences:
− John Kay’s flying shuttle.
− The spinning Jenny, spinning mule and water frame.
− Edmund Cartwright’s power loom.
■ Now, tell pupils to read the text about the iron industry,
analyse the picture titled The Bessemer converter and
steel industry carefully and answer question b
individually.
3-10 METHODOLOGY
Then, in order to review the most important concepts, ask
the following questions:
− Why did the use of coke lead to the growth of iron
production?
− What was the Bessemer converter? What did it
manufacture?
− What are the advantages of steel? What things started
to be constructed with steel?
Coal and iron mining / Commercial expansion
■ Read both texts on page 55, answer questions c and
d, and note some important facts about coal and iron on
the board:
− They were the main raw materials of the Industrial
Revolution.
− Wales was the major producer.
− The iron and the coal industries were associated to
reduce their expenses.
Next, analyse the human and the environmental
consequences of coal mining through the lithograph from
1844 and the document titled The Black Country.
■ Finally, check the link in @Find out more…, review the
Quick revision box and tell students to complete the
suggested exercises.
 KEY COMPETENCES
COMPETENCE IN LINGUISTIC COMMUNICATION
■ Act. 2. The pupils will analyse the Dickens passage
and express their ideas about his description of industrial
cities.
■ Act. 2. The pupils will demonstrate their knowledge of
the unit's vocabulary through giving definitions for the
given list of words.
COMPETENCE IN LEARNING TO LEARN
■ Act. a, b, c, d. The pupils will use the information given
in the text to answer the questions, assimilating new
knowledge into their personal learning structure.
■ Act. 1. The pupils will listen to the CD and select
information to make notes about the life of Edmund
Cartwright. They will assimilate any new knowledge into
their personal learning structure.
■ Act. 3. The pupils will analyse the given photograph of
the mine and consider how the conditions of mining have
changed between the Industrial Revolution and today.
SOLUTIONS TO THE ACTIVITIES
Pages 54 and 55
a. The textile industry was mechanised first by John Kay's
flying shuttle which increased the speed of production
and the spinning machines which increased productivity.
Finally, the power loom created by Edmund Cartwright
increased fabric production further while also reducing
the costs of manufacturing.
b. The growth in the iron and coal mining industries was
due to a number of innovations:
• the use of coke in smelting which allowed for the
production of iron in much higher quantities than was
previously possible.
• The development of puddling also helped expand the
iron industry
• The Bessemer converter made it possible to
manufacture steel which needed iron to be
manufactured.
As well as these innovations, there was a huge rise in
demand for iron from a number of industries.
c. The demand for coal increased due to its use in steam
engines as well as in the iron and steel manufacturing
processes.
RESOURCE MATERIALS 3
Let’s surf Tiching
− To find a short summary of the evolution and main
P. 54 and 55
characteristics of the cotton industry during the
Industrial Revolution, students can visit this weblink:
http://www.tiching.com/747886
The article explains the importance of cotton for the
first phases of the Industrial Revolution, and
underlines some of the most important innovations
that transformed this type of industry.
After reading the article, we will ask the students
DIDACTIC GUIDE AND ANSWER KEY
these questions:
• Why were the first cotton industries located on the
western coast of Great Britain?
• What were the consequences of the invention of
the Water Frame?
• What other inventions benefitted the development
of the textile industry?
• What important change in labour relations was
introduced by the development of cotton mills?
d. The creation of a domestic market rose from the market
economy brought about by the Industrial Revolution,
where goods were produced for sale in markets, rather
than for an individuals personal consumption.
1. Personal activity. The pupils will make notes about
Edmund Cartwright using the information given on the
CD.
2. Dickens described the industrial city as a place covered
with black soot and filled with black smoke. The canal is
black because of the smoke and soot from factories that
has been allowed to run into the water. The bricks are
not red as the soot from the factory chimneys has settled
on the buildings turning the red bricks black.
Ashes - a powder created by the burning of a substance.
Dye - Chemicals used to stain materials such as fabrics.
Rattle - A succession of short, sharp knocking sounds.
Trail - A long thin line stretching behind something.
Tremble - Shake involuntarily.
Uncoil - To straighten from a coiled position.
3. Personal activity.
The pupils will describe the picture of a coal mine
shown on page 55. They will discuss whether this still
happens today.
METHODOLOGY 3-11
 3 THE ORIGINS OF INDUSTRIALISATION
P. 56 and 57
DIDACTIC GUIDE AND ANSWER KEY
5. POPULATION GROWTH AND URBAN…
A. The rise in population
■ Start this section by reading the introductory text and
highlighting the fact that the different processes of the
industrialisation were interrelated.
Now, focus the pupils’ attention on the table about the
evolution of the rural and urban population and ask them:
− Which country experienced a major urbanisation
process?
− Which country kept having a higher rural population
than an urban population through time?
− Why did the rural population of these countries
decrease so much?
■ Read the text of the first subsection, analyse the
graphs of the English and the European demographics
and write the following on the board:
− Causes: rise in food production, improvements in
medicine and hygiene.
− Enable: decrease in mortality rate, increase in birth
rate and increase in life expectancy.
− Consequences: extremely quick increase of the
population, known as the Demographic Revolution.
Finish this subsection by asking pupils to answer
questions a and b.
3-12 METHODOLOGY
B. Urban expansion
■ Read the text, analyse the map of about urban growth
and answer question c. Then, ask:
− What were the most significant changes in the cities
during urban expansion?
− Why did the agricultural workers move to the cities,
producing a rural exodus?
Now, look at the two images of the neighbourhoods in
Paris and London, analyse them carefully and read their
associated texts. Ask:
− What were the differences between the
neighbourhoods of the bourgeoisie and the ones of
the working class?
− Do you think some of these differences are still visible
in many European cities today?
■ Next, go to the link in @Find out more… and start a
short debate with the class by presenting the following
issue:
− What are the advantages and the disadvantages of
living in a city? And in the countryside?
■ To review the content of the present section, tell pupils
to complete the suggested exercises individually and
correct them orally in class.
 KEY COMPETENCES
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. 4. The pupils will use the internet to research how
population size is changing today and will compare this to
the Industrial Revolution.
■ Act. 4. The pupils will use the internet to research the
movement of people from the country to the city today and
compare this to the Industrial Revolution.
MATHEMATICAL COMPETENCE
■ Act. 1. The pupils will analyse the given graphs and
use the information given to give an explanation of
demographic transition.
COMPETENCE IN LEARNING TO LEARN
■ Act. a, b, c. The pupils will use information from the
text to answer the questions. They will assimilate any new
knowledge into their personal learning structure.
■ Act. 3. The pupils will consider the information and
express their ideas for why people choose to live in cities
these days.
RESOURCE MATERIALS OF THE GUIDE
 Extension Activity 1 will give students more information
about the Industrial Revolution and the rural exodus.
SOLUTIONS TO THE ACTIVITIES
Pages 56 and 57
a. Populations of countries increased dramatically and the
ages of those within the population increased.
b. Improvements in medicine, food production and hygiene
allowed mortality rates to decline and for life
expectancy of people to increase dramatically.
Alongside birth rates staying the same or slightly
increasing, this caused demographic changes.
c. The rural exodus was the movement of agricultural
workers, who had lost their land and work to
mechanisation, to the cities in order to work in factories.
1. The first graph shows that mortaility rates declined from
1730 to 1800 while birth rates stayed about the same. It
also shows how this change caused populations to rise
dramatically in this period.
The second graph emphasises this population increase
showing how the populations of European countries all
continued to increase between 1800 and 1900, with the
population of Germany more than doubling in this
period.
2. Personal activity.
The pupils will listen to the information given and will
make notes about why people moved to the city.
RESOURCE MATERIALS 3
Let’s surf Tiching
− Students can read this article to learn more about the
P. 56 and 57
urban conditions of cities during the early phases of
the Industrial Revolution:
http://www.tiching.com/747911
The article shows the negative effects of the rapid
urbanisation as well as the impact on population of a
disease such as cholera.
When the article is finished, we can start a discussion
DIDACTIC GUIDE AND ANSWER KEY
asking the students these questions:
• What were the sanitary conditions of cities during
the Industrial Revolution like?
• What were the causes of cholera epidemics?
• What are the main differences in sanitary
conditions between a city of the Industrial
Revolution and a city today?
• Are there still cities, in today's world, without
adequate sanitary conditions? If yes, where can
we find them? Give some examples.
3. Industrialisation caused cities to grow as it created a
large number of jobs in the factories that were built in
the cities. This required people to move to the city for
these jobs, and caused the cities to grow.
4. Personal activity
The pupils will research the current amount of
population growth and compare it to that seen during the
Industrial Revolution.
5. Personal activity.
The pupils will research whether people are moving
from the country to the city around the world and will
compare it to the rural exodus of the Industrial
Revolution.
6. Personal Activity.
The pupils will express their ideas for why people may
prefer to live in cities these days.
METHODOLOGY 3-13
 3 THE ORIGINS OF INDUSTRIALISATION
P. 58 and 59
DIDACTIC GUIDE AND ANSWER KEY
6. THE TRIUMPH OF CAPITALISM
Industrial capitalism / The growth of finance
■ To start, read the introductory lines and the text about
industrial capitalism. Then, suggest these questions in
order to clarify the previous content:
− How can we define capitalism? And economic
liberalism?
− What is the law of supply and demand? What does it
regulate?
− What is the competition law? What kind of innovations
does it encourage?
Next, answer question a and look at the table about
economic crises. Compare the features of the crisis
during the Ancien Régime and the ones in capitalism.
■ Read the subsection about the growth of finance and,
in order to highlight some fundamental ideas about
capitalist institutions, write the following facts on the
board:
− Banks provided loans to industries and investors, and
they facilitated their return in fractioned payments.
− Public limited companies allowed the creation of big
companies with the support of many shareholders.
To finish this subsection, answer question b, look at the
diagram How a limited company works and ask students:
3-14 METHODOLOGY
− How much capital did each partner provide initially?
Did they all provide the same amount?
− How does the initial capital relate to the number of
shares and the votes in the council?
Protectionism and free… / The expansion of…
■ Read the text, explain the concept of tariffs and the
differences between a protectionist system and a free
trade system and answer question c.
Then, tell students to read the document about free trade
in order to understand this idea.
■ Now, read the text The expansion of industrialisation,
analyse the map of the industrialisation of Europe in1850
and answer question d.
To consolidate pupils’ knowledge, draw a table on the
board with the following columns and ask students to
distinguish the situation of each territory:
− England.
− France.
− German territories.
− East of Europe.
■ Finally, tell pupils to complete exercises 1, 2 and 3
individually, and correct them orally in class.
 KEY COMPETENCES RESOURCE MATERIALS 3
COMPETENCE IN LINGUISTIC COMMUNICATION Let’s surf Tiching

■ , Act. 2. The pupils will discuss the structure of limited − Students can read the following wiki article to review

companies in groups and will use the list of terms that are
presented, demonstrating their verbal expression abilities
and their knowledge of the unit’s vocabulary.
MATHEMATICAL COMPETENCE
■ Act. 1. The pupils will analyse the given map and use
the information given to answer the questions asked
about the spread of industrialisation.
P. 58 and 59
some of the most important characteristics of the
industrial capitalism in 18th and 19th century:
http://www.tiching.com/747916
The article, part of a major article about capitalism,
underlines the role of finance, free trade and
globalisation to determine the capitalist system.
After reading the article, students can answer these

DIDACTIC GUIDE AND ANSWER KEY

COMPETENCE IN LEARNING TO LEARN
■ Act. a, b, c, d. Through answering the questions
asked, the pupils will revise the information given in these
pages and will assimilate new knowledge into their
personal learning structure.
■ Act. 1. The pupils will review the information given in
these pages, selecting the correct information to answer
the questions asked. They will assimilate new knowledge
into their personal learning structures.
questions:
• Which new services were offered by banks at the
end of 18th century?
• What important innovation was first issued by the
Bank of England in 17th century, and became fully
available in the mid-19th century?
• What was the role of imperialism and colonialism
in the development of capitalist system?
• Which new technologies helped the development
of a globalised economic system?

RESOURCE MATERIALS OF THE GUIDE

 Extension Activity 2 will encourage pupils to find
information about the world economic crisis started in
2008.

SOLUTIONS TO THE ACTIVITIES

excessive supply for the demand of a population. These
Pages 58 and 59 have national and global effects, with declines of
companies and banks occurring.
a. The goal of economic activity in capitalism is the pursuit
2. Group activity.
of maximum profit.
The pupils will work in small groups to produce a text
b. The law of supply and demand is that prices are based about how limited companies work.
on the relative amount of demand that exists for the
available goods. If there is high demand and low supply, 3. Looking at the Europeen map from 1850, we see Great
the price of the goods is high. If there is low demand and Britain as the most industrialised region. Steel and
a large supply, the price of the goods is lower. secondary metallurgy as well as coal were their main
industries. Then, France and Belgium were also
c. Protectionist measures impose tariffs on imported goods important in coal and steel but also in textiles.
which make them more expensive and less profitable to
import.
d. The parts of the world that saw a high level of industrial
development include large parts of Europe, Japan and
the United States.
1. The defining features of capitalist system are:
• means of production are privately owned
• Economic activities respond to the free initiative of
individuals.
• Regulated by the law of supply and demand.
• Competition between companies creates a race to
reduce costs and prices.
Capitalism has regular crashes due to overproduction, an

METHODOLOGY 3-15
 3 THE ORIGINS OF INDUSTRIALISATION
P. 60 and 61
DIDACTIC GUIDE AND ANSWER KEY

7. THE NEW CLASS SOCIETY

A. The new social elite: the bourgeoisie
■ Read the introductory paragraph about the new class
society and write the following ideas on the board:
− The economic level was the element that defined the
social class where someone belonged.
− The bourgeoisie and the proletariat were the two
opposing social groups that appeared in the 19th
century.
− Social mobility was possible when the person or their
descendants got rich.
■ Then, read the text of this subsection, answer
question a and highlight the different levels of the
bourgeoisie:
− The high bourgeoisie: it included business owners,
bankers and big landowners.
− The middle bourgeoisie: it included liberal
professionals, civil servants and merchants.
− The petty bourgeoisie: it included employees,
shopkeepers and artisans.
■ Now, focus the pupil’s attention on all the images of
this section: the bourgeois home, Giraud’s painting, the
proletariat home and the picture of a working class house
in Berlin. Then, ask them:
− What are some of the differences between the
bourgeois home and the proletariat home?
− What draws your attention the most in Giraud’s
paining? And in the picture of a working class house?
B. Workers: the labour force
■ Ask students to read text B individually and evaluate
their comprehension by having them answer questions b
and c. Then, ask them:
− Why did people work in the factories? What were their
working conditions like?
− Who decided on the working conditions and the
wages in a factory?
− Nowadays, are there laws to regulate the working
conditions and to guarantee the workers’ protection?
■ Next, tell pupils to write a list on the board of the
working conditions:
− Groups: men, women and children
− Working days: 14-16 hours, without weekly rest.
− Wages: low, without work insurance.
■ To conclude, go back to the question from the
introductory paragraph and answer it as a class. Then,
tell pupils to complete the suggested exercises.

3-16 METHODOLOGY
 KEY COMPETENCES
COMPETENCE IN LINGUISTIC COMMUNICATION
■ Act. 1. The pupils will work in pairs and give
explanations of the terms listed, allowing their partner to
guess which is correct.
■ Act. 2. The pupils will demonstrate their written
expression skills through completing the given sentences.
SOCIAL AND CIVIC COMPETENCE
■ Act. 1. The pupils will work in pairs to test each others
knowledge of the vocabulary used in these pages.
COMPETENCE IN LEARNING TO LEARN
■ Act. a, b, c. Selecting information from the text, pupils
will answer the questions asked, assimilating new
knowledge into their personal learning structure.
■ Act. 3. The pupils will listen to the CD and answer the
questions posed. They will assimilate new knowledge into
their personal learning structure.
RESOURCE MATERIALS OF THE GUIDE
 Reinforcement Activity 2 will help pupils review the
differences between the living conditions of the
bourgeoisie and the proletariat.
SOLUTIONS TO THE ACTIVITIES
Page 60
a. The groups of the bourgeoisie consisted of:
• The high bourgeoisie - business owners, bankers and
big landowners.
• The middle bourgeoisie - professionals, such as
doctors and lawyers, civil servants and merchants.
• The petty bourgeoisie - employees, shopkeepers and
artisans.
Page 61
b. Life for working classes was tough, they were the most
disadvantaged social group, they had to live in small
homes with 10 to 12 people in unsanitary rooms and
they had little access to sanitation and drinking water.
Work was also difficult for the working classes, there
were no labour laws. Workers were subjected to harsh
discipline, worked 14-16 hour days, environmental
conditions were very poor and they were not paid if they
fell ill.
c. Women and children got paid very little. Children
received only around 10% of what men were paid and
women were only paid around 40% of the wages of their
male colleagues.
RESOURCE MATERIALS 3
Let’s surf Tiching
− Following this weblink, students can read an article
P. 60 and 61
about the living conditions in Great Britain during 19th
century:
http://www.tiching.com/747917
The article describes the different social classes in
the developing cities, the poverty and social problems
of working classes, the working conditions in factories
and workhouses, the fashion, and the wealthy homes
of the bourgeoisie.
DIDACTIC GUIDE AND ANSWER KEY
Students will carefully read the article and then
answer the questions:
• What efforts were made during the Victorian era to
improve public health?
• What were the working conditions in factories and
workhouses like?
• Describe some features of the fashion of wealthier
people during the Victorian era in Britain.
• Look at the image of a kitchen in a wealthy 19th-
century home and describe its characteristics.
1. Group activity.
The pupils will take it in turns to explain and guess
words from the given list.
2. Complete the given sentences:
a) The bourgeoisie had a lot of control in the industrial
revolution. They ran the factories, financial
institutions and companies and imposed their social
values on the other classes.
b) The working class was the labour force that powered
the industrial revolution. As workers, they were
treated badly. Strict discipline was given, they could
be dismissed at any time, they worked 14-16 hour
days and worked in terrible environmental
conditions.
c) Working class children had to work in factories and
mines in the same conditions as adult men. They
worked 14-16 hour days in poor environmental
conditions and were only paid 10% of the wage given
to an adult man
3. Personal activity.
The pupils will listen to the information given on the CD
and will make notes about the lives of working class
children during the industrial revolution, comparing
their notes with a partner.
METHODOLOGY 3-17
 3 THE ORIGINS OF INDUSTRIALISATION
P. 62 and 63
DIDACTIC GUIDE AND ANSWER KEY
8. THE NEW SOCIAL MOVEMENTS
Workers’ associations / The new social…
■ To place the students in the context of social unrest,
start this section by looking at the graph about the labour
disputes in Great Britain. Analyse it and answer the
questions from exercise 1.
Remind pupils the social inequalities and the labour
conditions studied in the previous section of this unit.
Then, read the text Workers’ associations, answer
question a and highlight these ideas on the board:
− Luddites: violent destruction of machinery in the belief
that it was responsible for the workers’ problems.
− Relief societies: resistance groups to help ill or
unemployed workers.
− Trade unions: workers’ associations that advocated
for the improvement of the working conditions and of
workers’ rights.
■ Next, read the document The right of association and,
in order to reinforce the learned content, tell pupils to
complete exercise 3.
To continue, read the second subsection, answer
question b and then ask students the following questions:
− Who where the utopian socialists? Why did they
receive this name?
3-18 METHODOLOGY
− What was the position of the Catholic Church relative
to the social movements?
Marxism, anarchism and internationalism
■ Read the introductory paragraph and the text about
Marxism. Then, ask students:
− What thinkers established the Marxist doctrine? What
is the goal of the workers’ revolution?
− What is the ideal of a communist society? How did
they participate in politics?
■ Now, read the text about Anarchism and highlight its
fundamental ideas:
− The exaltation of individual freedom and social
solidarity, and the defence of collective ownership.
− Rejection of all authority, especially the state authority,
and opposition to political participation.
■ Next, tell pupils to read the text about Internationalism
individually and ask them:
− Why was the First International created? Who joined
it?
■ To finish, visit the website in @Find out more…, check
the Quick revision box and complete exercises 2 and 4.
Correct them orally in class.
 KEY COMPETENCES
COMPETENCE IN LINGUISTIC COMMUNICATION
■ Act. 3. The pupils will analyse the statement made by
the Spanish Working Class and will select the requests
made from the statement as well as the arguments used
by the movement.
MATHEMATICAL COMPETENCE
■ Act. 1. The pupils will analyse the given graph and use
the information, along with the information given in the
text, to answer the questions about labour disputes.
COMPETENCE IN LEARNING TO LEARN
■ Act. a, b. The pupils will select the correct information
from the text to answer the questions, assimilating new
knowledge into their personal learning structure.
■ Act. 3. The pupils will select the correct information
given in these pages to create a table detailing how the
different groups worked to help the working classes.
RESOURCE MATERIALS OF THE GUIDE
 Reinforcement Activity 3 will consolidate students’
knowledge about Marxism and anarchism.
SOLUTIONS TO THE ACTIVITIES
Pages 62 and 63
a. The role of relief societies was to act as resistance groups
who helped workers in the event of illness or
unemployment.
b. The groups that opposed the inequality caused by
capitalism were: the utopian societies, thinkers who
called for a revolution and founded the movements of
Marxism and anarchism, and the catholic church
1. The rise in the number of labour disputes was caused by
the creation of the first trade unions that campaigned
against poor working conditions that were experienced
by the working classes. The demands that were being
made in these disputes were to reduce the working day,
improve wages and regulate child labour.
2. The dates refer to the following:
• 1834 - Formation of the Grand National Consolidated
Trades Union
• 1864 - Formation of the International Workingmen's
Association.
• 1889 - The Second International was founded by the
Marxists
• 1890 - Pope Leo XIII issued his encyclical Rerum
RESOURCE MATERIALS 3
Let’s surf Tiching
− Students will learn more about the Communist
P. 62 and 63
Manifesto, published by Karl Marx and Friedrich
Engels in 1848, reading the article on the following
weblink:
http://www.tiching.com/747922
The article describes the context in which the two
German political thinkers and philosophers wrote their
work, as well as the importance of the Communist
Manifesto of 1848 in the development of the Marxist
DIDACTIC GUIDE AND ANSWER KEY
theory.
Students will read the text and then answer the
following questions:
• What was the Communist League? What was the
role of Karl Marx in its transformation?
• What was the objective of the Communist
Manifesto?
• What important events were happening in Europe
when the Communist Manifesto was published?
• What was the foundation work of communist
theory that Marx started writing while in London?
• Try to explain in your own words the importance of
the theories of Karl Marx and why they became so
important in the following decades.
Novarum, which proposed to improve the living
conditions of workers.
3. The Spanish Working Class were requesting the right of
association to oppose the demands of factory owners
and the establishment of a minimum wage. They argued
that increasing food and rent prices meant that women
and children were being forced to work because of
falling wages and that the right of association would
allow them to oppose these wage decreases.
4. How did these groups defend workers:
Group How they helped
Violently destroyed machinary which they
Luddites
believed caused low wages and
unemployment.
Worked to campaign for the defence of the
The Grand National
right of association, to reduce the working day,
Consolidated
to improve wages and to regulate child labour.
Trades Union
Created socialist workers' parties which aimed
Marxism
to create a worker's revolution and advocated
participation in elections and parliament to
promote legislation.
Opposed participation in politics, some
Anarchism
advocated violent action against capitalism
and others the creation of revolutionary unions
to bring about change.
METHODOLOGY 3-19
 3 THE ORIGINS OF INDUSTRIALISATION
P. 64 to 67
DIDACTIC GUIDE AND ANSWER KEY

KEY COMPETENCES

COMPETENCE IN LINGUISTIC COMMUNICATION
■ Page 67, Act. 4. The pupils will read the two texts
given and analyse their contents to answer the questions
posed. They will consider the sources and how they
present Marxism and anarchism.
COMPETENCE IN LEARNING TO LEARN
■ Page 64, Act. 1. The pupils will revise the information
given in this unit to complete the given concept map.
They will assimilate new knowledge into their personal
learning structure.
■ Page 64, Act. 2. To answer the asked summary
questions, the pupils will review the information given in
this chapter, assimilating new knowledge into their
personal learning structure.
■ Page 65, Act. Learn how to. The pupils will analyse
the two images given and consider their sources and
contexts to answer the questions asked about the
accuracy of the images of a life working in a mill.
■ Page 66, Act. 2. The pupils will analyse the painting
given and will answer the questions asked about what the
painting shows. They will assimilate any new knowledge
into their personal learning structures.
■ Page 66, Act. 3. The pupils will use the information
given and their own knowledge to answer the questions
asked about shares. They will assimilate any new
knowledge into their personal learning structure.
MATHEMATICAL COMPETENCE
■ Page 66, Act. 3. The pupils will demonstrate their
mathematical competence through interpreting the
information given in the table and using it to answer the
questions asked.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Page 65, Act. Learn how to. To answer the questions
about the images, the pupils will search the internet to
understand their historical context and will assimilate new
knowledge into their personal learning structures.
■ Page 67, Act. 5. Through using the provided tiching
link, as well as further internet research, the pupils will
select the correct information to answer the questions
asked about economic liberalism.
■ Page 67, Act. 6. The pupils will search the internet for
more information about International Workers' Day and
International Womens' Day. They will assimilate new
information into their personal learning structure.

3-20 METHODOLOGY
THE ORIGINS OF INDUSTRIALISATION
FINAL ACTIVITIES
■ The section Learn how to… has the following
objectives:
− To learn how to analyse drawings and paintings as a
source of historic information.
− To identify and describe the characteristics of the
textile factories and the industry work in the 19th
century.
Pupils can complete the activity, which will allow them to
establish the similarities and the differences between the
two images and to summarize the acquired knowledge
about the textile factories during industrialization.
■ Activities 2 and 4, seek to work with primary
documentary sources that will allow making a historic
interpretation of the facts.
■ Activity 1 will consist in analysing a painting and
obtaining relevant historic information from it.
■ In Activity 3, students will analyse a graphical source
and interpret it in order to answer the suggested
questions.
■ In Activities 5 and 6, pupils will consolidate some of
the studied concepts in this unit and they will learn other
new ones.
■ Finally, the Summary activities aim to consolidate the
key elements in this unit.
3
P. 64 to 67
DIDACTIC GUIDE AND ANSWER KEY
SOLUTIONS TO THE ACTIVITIES
Page 64
1. Complete the concept map (gaps in italics):
- The Industrial Revolution - brought about - the
birth of modern industry - which was characterised
by - factory system
- The Industrial Revolution - was the result of -
agricultural changes - mechanisation of
farming/new land ownership system - rise in
production
- The Industrial Revolution - was the result of -
agricultural changes -new cultivation methods
- The Industrial Revolution - was the result of -
growth of trade - because of - the domestic market-
because of - the market economy
- The Industrial Revolution - was the result of - new
energy sources - e.g. coal, steam
- The Industrial Revolution - was the result of - new
forms of transport - e.g. – steam trains/steamboats
- The Industrial Revolution - resulted in - new social
classes - proletariat
2. Check what you know
a. The industrial revolution was a social change
METHODOLOGY 3-21
 brought about the mechanisation of industry and
transport. It created changes in agriculture,
transport, mining and manufacturing. All of these
sectors became mechanised, allowing for an
increase in production. Great Britain was called the
workshop of the world as it was the first
industrialised country and created many goods.
b. Mechanisation is the use of machinery to partially
replace human labour and the factory system is a
production method in which buildings are designed
for production using mechanised methods.
These processes were first introduced in the textile,
iron and mining sectors.
c. The creation of steam railways and steamships
created systems where people and goods could be
moved more quickly, and in greater numbers,
replacing the previous horse drawn methods of
transport.
d. Capitalism is an economic system in which the
means of production are privately owned and the
aim of all activity is maximum profit.
Class society is the organisation of society that
developed with capitalism. It separated the
population into the bourgeoisie and the proletariat.
The bourgeoisie controlled industry and financial
institutions and the proletariat were the workers of
these institutions who worked for a wage.
e. Marxists propose a societal model based on the
value of individual freedom and social solidarity,
the defence of collective ownership and the
rejection of all authority.
Anarchists propose a societal model with a workers'
state that would destroy private property and a
→ society where social classes and the state would
disappear.
Define key concepts
Norfolk System - a crop rotation system, based on the
rotation of grains and fodder crops, which allowed for
a significant increase in agricultural production.
Urbanisation - The increase in the proportion of a
population that lives in cities and towns.
Trade Union - An organisation made of workers who
work to protect their interests in a field.
Create a timeline
1) Kay's flying shuttle - 1733
2) Watt's steam engine - 1764
3) Cartwright's power loom - 1785
4) Stephenson's steam locamotive - 1829
5) Bessemer converter - 1856
Explain the difference
• An open-field system is where large fields are
shared by a number of farmers. The enclosure
system encourages farmers to enclose larger areas
of land and claim ownership of these larger areas.
3-22 METHODOLOGY
• Economic Liberalism is where economic decisions
are made by individuals, rather than institutions.
Capitalism is where privately owned organisations
work to increase their profits.
• First international was the organisation, set up by
Marx, which combined many different groups to
campaign for workers rights, but it failed due the
differences between these groups. The second
international was a second organisation which set
up identity symbols such as the anthem and the
International Workers' Day.
Page 65
Analyse and compare two images
Personal activity.
The pupils will analyse the two images of workers in
mills. They will compare the images and consider the
historical context to answer the questions asked, giving
their ideas about how the paintings reflect the
Industrial Revolution.
Page 66
1. The iron industry
a. The painting is set in an iron foundry; it depicts the
iron manufacturing industry. It was painted by
Adolf von Menzel in 1875 and is title The Foundry.
b. The workers are operating a blast furnace to carry
out the process of smelting in order to create the
iron. They are using coke to heat up the ore enough
to make pure iron.
c. Personal activity.
The pupils will analyse the painting and express
their ideas about the working conditions of the
workers.
d. The painting depicts very dark and hot working
conditions which are thick with soot and smoke.
2. Public limited companies
a. A share is a part of a company’s capital that entitles
the holder to a share of the company’s profits. They
are used to allow shared ownership of a business.
The pupils will then analyse the image and discuss
what it shows.
b. Companies issue shares to receive money that
allows their business to expand. The profits take the
proportion of profits made by the company that
their share in the company equates to. e.g. If
someone owns 1% of the shares, they gain 1% of
the profits.
c. Shares are bought and sold in stock exchanges. In
these institutions, people pay money and receive
shares of the business they pay for the shares in.
d. Personal activity. The pupils will analyse the image
and express their ideas about whether the company
 used steam engines.
3. Social inequality
a. The table gives information about how much of the
wages of bourgeois and working class family's are
spent on different items.
b. The annual budget of the bourgeois family is 17,000
francs and the working class family have 2,500
francs. The two main expenses for the working
class family are food and clothing and they spend
52.5 and 22.5% on these items respectively.
c. The bourgeois spend less money on food as the
price of food is the same for the bourgeois and the
working class. Their higher budget means they only
have to spend 13% of their budget for food,
compared to 52.5% of the working class budget.
d. Taxes appear in the bourgeois budget and not the
working class budget. This is because the working
class family do not earn enough for the minimum
threshold where taxes are charged.
e. Personal activity.
The pupils will write a short text about the living
conditions of the bourgeois and the working classes
using information from both the table and the pages
of this unit.
Page 67
4. Marxism and anarchism
a. Karl Marx and Friedrich Engels, authors of text 1,
were prominent leaders of Marxism, who believed
in individual freedom and social solidarity, the
defence of collective ownership and the rejection of
all authority.
Text 2 was written by Mikhail Bakunin who
believed in anarchism which promoted a workers'
state that would destroy private property and a
society where social classes and the state would
disappear.
b. Personal activity.
The pupils will read the text and will express their
ideas about how the authors view the capitalist
society.
c. Personal activity.The pupils will read the text and
will express their ideas about how the authors view
the capitalist society.
d. The main aspects that anarchism and Marxism share
are opposition to the capitalist system and the
empowerment of the working class. They differ on
how this should come about. Marxism believes that
a political revolution should take place to remove
the capitalist system, anarchism believes that
workers should bring down capitalism through the
destruction of private property and non-cooperation
in society.
5. Economic liberalism
a. The father of economic liberalism is thought to be
Adam Smith.
Economic liberalism has its theoretical basis in the
capitalist system.
b. The basic principles of economic liberalism are the
opposition to governmental intervention in the free
market. It believes that businesses should be able
trade freely and compete for profits and business.
c. Economic liberalism is against any state
intervention as it believes that state intervention
leads to inefficient outcomes in business.
6. The first of May
a. The events that are remembered on May 1st are the
international workers day which commemorates the
Haymarket affair, a bombing that took place at a
peaceful protest in Chicago in 1886. It was decided
at the International's second congress as May 1st
already served as a public holiday in many
countries.
b. International Workers' Day became a holiday in
Spain in 1975 after the death of Franco. It had
previously been celebrated by the Second Spanish
Republic from 1931 to 1939.
Around the world, it is celebrated in most countries
around the world. Some countries do not celebrate
International Workers' Day itself, but do celebrate a
separate labour day.
c. International Womens' Day was established in 1909
by the Soviet Union, it is celebrated on March 8th
and it aims to be a celebration of respect,
appreciation and love towards women for their
economic, political and social achievements.
METHODOLOGY 3-23

TICHING
http://www.tiching.com/747864
http://www.tiching.com/747868
http://www.tiching.com/747875
http://www.tiching.com/747885
http://www.tiching.com/747886
http://www.tiching.com/747911
http://www.tiching.com/747916
http://www.tiching.com/747917
http://www.tiching.com/747922
3-24 METHODOLOGY
WEB PAGE ADDRESSES
WEBSITES
http://www.history.com/topics/industrial-revolution
http://industrialrevolution.org.uk/factories-industrial-revolution/
http://www.bbc.co.uk/history/british/empire_seapower/agricultural_revolution_01.shtml
http://europeanhistory.about.com/od/industryandagriculture/fl/The-Railways-in-the-
Industrial-Revolution.htm
http://www.saburchill.com/history/chapters/IR/014.html
http://www.saburchill.com/history/chapters/IR/039a.html
https://en.wikipedia.org/wiki/History_of_capitalism#Industrial_capitalism
https://www.q-files.com/history/british-history/life-in-19th-century-britain/
http://www.history.com/this-day-in-history/marx-publishes-manifesto
FOURTH COURSE
COMUNIDAD DE MADRID

Unit 04
Spain in the 19th Century:
Building a liberal regime

TEACHER’S GUIDE

• Didactic Guide

• Answer Key

• Key Competences

• Focus on diversity
– Reinforcement activities
– Extension activities

• Didactic resources
– Let’s surf Tiching

• Digital Book

• Education in values

METHODOLOGY 4-1
 4 SPAIN IN THE 19TH CENTURY: BUILDING A LIBERAL REGIME
P. 68 and 69
DIDACTIC GUIDE AND ANSWER KEY
LET’S PREPARE THE UNIT
What we are going to learn?
■ In this unit pupils are going to learn the following
content:
− The introduction of liberalism in Spain.
− The liberal revolution (1808-1814).
− Goya and the birth of contemporary art.
− Ferdinand VII and the restoration of absolutism
(1814-1833).
− Carlists, defenders of the Ancien Régime.
− Isabella II and the building of the liberal state
(1833-1868).
− Six years of democracy (1868-1874).
− The Bourbon restoration (1874-1902).
Let’s start the unit
■ First, introduce the topic by asking the questions
in the What do we know? section in order to check
the students’ prior knowledge of the subject.
Then, read the introductory text, look at the picture of
General Espartero and General Maroto… and write
down the main ideas on the board:
4-2 METHODOLOGY
− During the first half of the 19th century the Old
Order in Spain ended and the construction of a
new liberal state started.
− The liberal revolution, in the absence of a strong
bourgeoisie, found in the army a guardian of the
constitutional monarchy. Caciquismo hindered the
democratic system.
− Throughout the century, Spain was involved in
different conflicts: a war against the Napoleonic
Empire, the Carlist Wars and wars of
independence in the Spanish colonies.
Ask the pupils to look at the map showing the
territories under Spanish control and ask them to
answer question 3 in the What do we know? section.
Then, ask the pupils to focus their attention on the
timeline and ask them the following questions:
− What Bourbons ruled Spain between 1788 and
1868?
− Was there a Bourbon on the throne between 1808
and 1814? According to the timeline, what
happened during this period?
− During which period did the first Carlist War
shown in the illustration take place?
 KEY COMPETENCES
KNOWLEDGE OF AND INTERACTION WITH THE PHYSICAL...
■ Page 69. The pupils will demonstrate their knowledge
of the geography and history of the introduction of the
liberal state in Spain.
COMPETENCE IN LINGUISTIC COMMUNICATION
■ Page 69. The pupils’ explanations will allow for an
evaluation of their written expression abilities and their
knowledge of the unit’s vocabulary.
■ Page 69. The pupils’ explanations will allow for an
evaluation of their oral expression abilities and their
knowledge of the unit's vocabulary.
■ Page 69. The pupils’ explanations of the questions
given will allow for an evaluation of their previous
knowledge on the topic.
SOCIAL AND CIVIC COMPETENCE
■ Page 69. By answering the questions, the pupils will
explain their ideas about the topic, respecting their turn in
the debate.
COMPETENCE IN LEARNING TO LEARN
■ Page 69. The pupils will integrate new knowledge by
listening to their classmates' explanations.
Education in values
Democratic Values
■ ■ In this unit we will study Spanish liberalism and
the first attempts at democracy. We will highlight the value
of living in a democratic society by asking the students the
following questions:
− What types of things are possible in democracies that
are not possible when living under a dictatorship?
− What do citizens vote for?
− Can everybody vote?
■ Highlight the differences between the first attempts at
democracy and the democracy we have today:
− Today, the right to vote is universal, while during most
of the 19th century suffrage was censored and women
did not have the right to vote.
− Nowadays, elections are not rigged like those of the
Canovist system.
Digital Book
■ Self-correcting activities in which the student can
answer and then check themselves if they are correct.
Open activities that the student can answer and then
afterwards the teacher will correct them.
RESOURCE MATERIALS 4
Let’s surf Tiching
− On this webpage the students can find a useful
P. 68 and 69
summary of the history of Spain during the 19th
century:
http://www.tiching.com/747926
The article explains the most important features of
Spanish history during that period, underlining the
importance of social and political changes, as well as
taking into account the international context.
DIDACTIC GUIDE AND ANSWER KEY
Students will read the article and then answer the
following questions:
• What important political event was the main cause
of the rise in Spanish liberal movements?
• What was the reaction of European countries to
the Spanish liberal movement in 1823?
• Which political group gave its support to queen
Isabella II?
• What was the so-called "Disaster of 98"? What
territories were lost by Spain as a consequence of
that event?
SOLUTIONS TO THE ACTIVITIES
Page 69
• Carlos IV, absolute; Fernando VII, absolute; Isabel
II, constitutionalist; Amadeo I, constitutionalist;
Alfonso XII, constitutionalist; Maria Christina
(regency), constitutionalist.
• The first Spanish Constitution was drawn up by the
courts of Cadiz. It was announced on March 19,
1812 to coincide with the feast of St. Joseph,
popularly known as "La Pepa". Hence the
expression "Viva la Pepa", which meant "living the
Constitution".
• At the beginning of the nineteenth century, the
Spanish Empire consisted of Spain, the Canary
Islands, a large part of the American continent, the
Mariana and Caroline Islands and the Philippines in
the Pacific Ocean.
In the Americas, Spain owned Louisiana, the
Viceroyalty of New Spain, Cuba, Puerto Rico, the
Viceroyalty of New Granada, the Viceroyalty of
Peru, the Captaincy General of Chile and the
Viceroyalty of the Río de la Plata
METHODOLOGY 4-3
 4 SPAIN IN THE 19TH CENTURY: BUILDING A LIBERAL REGIME
P. 70 and 71
DIDACTIC GUIDE AND ANSWER KEY
1. HOW DID LIBERALISM TAKE HOLD IN SPAIN?
A. A constitutional monarchy
■ First, we will read the introductory text and focus the
students' attention on the key ideas:
− The outbreak of the War of Independence (1808-
1814) triggered a crisis in the Ancien Régime in Spain,
giving way to the process of building a new liberal
state during the reign of Isabella II.
− The role of the Crown, the intervention of the army in
politics, the corruption in the electoral system and the
persistence of caciquismo were a constant.
After that, we will read section A, answer question a and
ask the following:
− Who fought in the First Carlist War?
Then, we will look at the illustration Isabella II swears...
and emphasise the importance of the reign of Isabella II
for the consolidation of liberalism in Spain.
B. Problems in the political system
■ We will read the text in this section, answer question b
and emphasise to the pupils how the intervention of the
monarchy, camarillismo, census suffrage or caciquismo
hindered the free practice of politics.
Pupils will define the words in activity 2, and then,
describe the black and white illustration El loro...
4-4 METHODOLOGY
C. The army: an arbitrator
■ We will read the text in this section and write down the
main ideas on the board.
− The army intervened in political life and became an
instrument to gain power through military revolts
(pronunciamientos).
− Military leaders like Espartero, Narváez and Prim
became political leaders.
Then, the pupils will answer question c.
After that, we will observe the image General Espartero
by... to illustrate the ideas that have been presented in
this section.
D. Weak Constitutions
■ First, we will read the text and ask pupils the following
questions:
− What was the role of the Constitutions?
− Among all the Constitutions enacted, which one had a
greater consensus?
Secondly, we will have a look at the table Spanish
Constitutions… and answer question d.
Finally, to summarise this double-page spread, pupils will
do activities 1 and 3.
 KEY COMPETENCES
SOCIAL AND CIVIC COMPETENCE
■ Act. 3. The pupils will work in pairs to create a list of
the characteristics of political liberalism. They will give
their own ideas and respect the ideas of their partner.
COMPETENCE IN LINGUISTIC COMMUNICATION
■ Act. 2. The pupils will demonstrate their knowledge of
the unit's vocabulary by defining the three given concepts.
This will also allow for an evaluation of their written
expression skills
COMPETENCE IN LEARNING TO LEARN
■ Acts. a, b, c, d. The pupils will answer the questions
using the information given in the text, and they will
assimilate any new knowledge.
■ Act. 3. The pupils will review the information given in
these pages to create a list of the characteristics of
political liberalism in Spain, and they will assimilate any
new knowledge.
RESOURCE MATERIAL OF THE GUIDE
 Extension activity 1 will extend the pupils' knowledge of
political alternation in 19th century Spain and how it
was carried out.
SOLUTIONS TO THE ACTIVITIES
Page 70
a. The first attempt to establish a constitutional political
system took place in 1812, following the War of
Independence. It took place in the Cadiz Cortes and
created the first Spanish Constitution. However, it never
fully came into effect.
b. The involvement of the monarchy and the elite affected
the political system by forming political cliques who
used their influence for political gain. Census suffrage
meant only 1% could vote and results were manipulated
to favour the party in power. Families with political and
economic power decided on political candidates and
corrupted election results.
Page 71
c. The army was involved in politics because military
leaders such as Espartero, Narvaez, O'Donnell and Prim
became political leaders. They also started military
revolts to force the monarch to hand over the
government. This came about because of the heightened
prestige of military officials following the war of
independence.
d. The constitutions kept changing in the 19th century
RESOURCE MATERIALS 4
Let’s surf Tiching
− On this webpage the students can find useful
P. 70 and 71
information about the Spanish Constitution of 1812:
http://www.tiching.com/101906
The article explains the Constitution of 1812 giving
special attention to its background, its content and its
political legacy during the 19th century.
After reading this article, we can ask the students
these questions:
DIDACTIC GUIDE AND ANSWER KEY
• Why did the Cortes Generals take refuge in the
city of Cadiz? What political group held a majority
in these Cortes?
• What are the three main initial points of the
Spanish Constitution of 1812?
• What was the fate of the Constitution of 1812?
What was the reaction of Fernando VII when he
returned to power?
• Do you believe that some of the principles of the
Constitution of 1812 are still valid today?
because the different liberal groups each wanted their
political models to be included in the Constitution.
The progressives would base the Constitution on
progressive policies, whereas the moderates would act to
restrict suffrage and citizens' rights. This trend continued
until 1876, when a moderate constitution was drafted.
1. The numbers refer to the following:
1: only 1% of the population had the right to vote
23: The Constitution of 1845 had a validity of 23 years
1812: draft of the first Constitution
1876: draft of the moderate Constitution
2. Define the following terms:
Cacquismo - The corruption of election results.
Camarillismo - Using influence for personal gain.
Census suffrage - Where voting is limited to certain
parts of the population. In 19th Century Spain, this was
only 1% of the population.
3. Group activity.
The pupils will work in pairs and create a list of the
characteristics of political liberalism in Spain. They will
then discuss whether they believe that these
characteristics gave stability to the Spanish political
system.
METHODOLOGY 4-5
 4 SPAIN IN THE 19TH CENTURY: BUILDING A LIBERAL REGIME
P. 72 and 73
DIDACTIC GUIDE AND ANSWER KEY
2. WAR AND LIBERAL REVOLUTION…
The crisis of the reign of Charles IV
■ First, we will read the text in the first section and
answer question a. Then, write down the following
questions on the board:
− What strategy did Carlos IV use against the spread of
liberal ideas? What was the result?
− What was Godoy’s strategy?
The Napoleonic invasion
■ Read the text in this section and write down the main
ideas on the board:
− The Mutiny of Aranjuez led to the resignation of
Godoy and the abdication of the king in favour of his
son Ferdinand VII.
− Napoleon persuaded both Charles IV and Ferdinand
VII to abdicate in favour of his brother Joseph
Bonaparte (abdications of Bayonne). Joseph
Bonaparte introduced some reforms with the support
of some Spanish liberals called afrancesados.
Then, pupils will answer question b and do activity 1,
which will help to synthesise the information learnt so far.
The War of Independence
■ Read the text and answer the following questions:
4-6 METHODOLOGY
− What conflict started the War of Independence?
− What name was given to the opponents of the French
invasion? What was their objective?
− What were the consequences of the Treaty of
Valençay?
Then, analyse how the conflict developed by looking at
the map How the War of…, and answer question c.
■ After that, read the section The Cádiz Cortes… write
the main ideas on the board and answer question d
− The abdications of Bayonne left a foreign monarch in
power. Patriots, opposed to the occupation, formed
the local Juntas.
− The Central Supreme Junta convened a Cortes in
Cadiz, with the aim of drafting a constitution.
− The Constitution, adopted in 1812, established
national sovereignty, the separation of powers and
universal male suffrage.
Observe the image The Cortes holds... and read the text
Viva la Pepa! Then, do activity 3.
Analyse the diagram The Constitution… and complete
activity 2.
■ Finally, do activity 1 and read the quick revision box.
 KEY COMPETENCES RESOURCE MATERIALS 4
SOCIAL AND CIVIC COMPETENCE Let’s surf Tiching

■ Act. 2. The pupils will explain the Constitution of 1812 − This webpage will provide the students with some

P. 72 and 73
and will gain a better understanding of how society was useful information about the War of Independence
governed. against the Napoleonic invasion of Spain:

COMPETENCE IN LINGUISTIC COMMUNICATION http://www.tiching.com/101905

■ Act. 2. The pupils' explanation of the Constitution will
allow for an evaluation of their written expression abilities
and their knowledge of the relevant vocabulary.
COMPETENCE IN LEARNING TO LEARN
The article describes the popular uprisings of the Dos
de Mayo (May 2nd), underlines the role played by
Manuela Malasaña in the uprising, and emphasises
the importance of the popular guerrilla against the
invasion.

DIDACTIC GUIDE AND ANSWER KEY

■ Acts. a, b, c, d. The pupils will select and assimilate
the most important information in each section to answer
the questions given.
■ Act. 1. The pupils' will review and assimilate the
information given in order to put the events in order.
■ Act. 3. The pupils will consider the rights given in the
1812 Constitution and will compare them to the rights that
we have today.
Once the students have read the article, we will ask
them the following questions:
• Which foreign power was helping the mutineers
against the French occupation of the city? Why?
• What French atrocities contributed to the spread
of malcontent throughout Spain?
• Why did Manuela Malasaña become a myth of the
Spanish resistance?
• What factors explain the final defeat of the French
in the War of Independence?

SOLUTIONS TO THE ACTIVITIES

Page 73
Page 72 d. The constitution of 1812 established:
a. Charles IV decided to fight the French in order to stop • national sovereignty
the spread of liberal ideas. • the separation of powers
Such liberal ideas presented a significant threat to his • universal male suffrage
authority as king.
• broad individual freedoms
b. The policies introduced by Joseph I in the Statute of
Bayonne included: 1. Place the given events in order:
• abolishing the Ancien Regime 1) Treaty of Fontainebleau
• introducing criminal, civil and commercial codes, as 2) Godoy's resignation
well as fiscal reforms. 3) accession of Joseph I
c. The main phases of the War of Independence were: 4) creation of the Supreme Central Junta
• Popular Resistance - from 1808 irregular troops 5) the adoption of La Pepa
began guerrilla warfare and the Spanish army 2. Personal activity.
prevented the French advance southwards at the
Battle of Bailen. The pupils will use the diagram on page 73 to describe
and explain the Constitution of 1812
• French Offensive - Napoleon led the French armies
and occupied most of Spain. He then took many of 3. Group activity.
his troops away to invade Russia in 1812. The pupils will compare the constitution established in
• Anglo-Spanish victories - The British army attacked 1812 to the constitution and rights that exist today, and
the French from Portugal in support of the Spanish they will discuss the differences in pairs.
troops. The French army was defeated in the Battle
of Salamanca in 1812

METHODOLOGY 4-7
 4 SPAIN IN THE 19TH CENTURY: BUILDING A LIBERAL REGIME
P. 74 and 75
DIDACTIC GUIDE AND ANSWER KEY

3. GOYA AND THE BIRTH OF CONTEMPORARY…

A. A costumbrista painter in terms of the use of colour and light and the characters.
■ To begin, we will read the introductory text and look at Then, read text C and emphasise the importance his
the portrait of Goya. Then, ask the pupils these questions: deafness had on his art from 1792.
− What event marked the artistic life of Goya? Ask the pupils to answer question b.
− What techniques did he use and what themes did he
represent in his art? D. Witness of the crisis of the Ancien Régime
Next, read text A and look at the illustration Autumn… Read text D, look at the illustration The Third of May...
Then, ask the pupils the following questions: and write down the main ideas on the board:
− What were his cartoons used for? − Goya's work reflected the crisis of the Old Regime and
− What artistic movement were these paintings in some of his paintings, such as Los Caprichos, he
influenced by? criticised the fanaticism and superstition of the era.

Ask the pupils to answer question a.
B. Court painter
■ Read text B and emphasise the innovative role of
Goya as court painter and portrait painter of the royal
family and the nobility.
Then, analyse the illustration Carlos IV’s family and try to
figure out who each person is.
C. Precursor of contemporary art
■ First, pupils will analyse the image A Pilgrimage to….
Ask them to compare that with the images seen
previously and describe what changes can be perceived
− The violence during the War of Independence inspired
many of Goya’s works, such as The Third of May, The
Charge of the Mamelukes and the series of prints The
Disasters of War.
Ask the pupils to answer question c. Then, look at the
image Cartloads..., ask pupils to describe what they can
see and to explain their feelings.
The ArtFile activities will allow pupils to look at Goya’s
work in more detail by analysing the painting The Third of
May
Finally, to summarise the content of this section about
Goya, pupils will complete activities 1 and 2 in their
notebooks.

4-8 METHODOLOGY
 KEY COMPETENCES
SOCIAL AND CIVIC COMPETENCE
■ Act. 2. The pupils will discuss the statement about
Goya with a partner. They will express their ideas, and in
turn, will respect the ideas of their partner.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. ArtFile. The pupils will use the internet to research
the painting featured on page 75. They will select the
correct information to answer the questions, assimilating
this new knowledge.
COMPETENCE IN LEARNING TO LEARN
■ Acts. a, b, c. The pupils will use the information given
to answer the questions and they will assimilate any new
knowledge.
■ Act. 1. The pupils will use the information given in the
pages to correct the given sentences and they will
assimilate any new knowledge.
RESOURCE MATERIAL OF THE GUIDE
 Extension activity 2 will allow pupils to gain further
knowledge about the work of the great painter
Francisco de Goya.
SOLUTIONS TO THE ACTIVITIES
Page 74
a. Goya's early tapestry cartoons were influenced by
Rococo and were happy, optimistic portrayals of
ordinary people, landscapes and scenes from people's
everyday lives.
b. Goya's tapestry cartoons were characterised by their
optimism. This changed in 1792 when Goya became
deaf. From then on, his work became more pessimistic
and emphasised the defects and superstitions of 19th
century Spanish society. His compositions used dark
colours to transport us to a world of dreams and
imagination.
Page 75
c. Goya was a chronicler of the crisis of the Ancien
Régime because his works often critiqued the religious
fanaticism and superstitions of the era.
He painted many of the violent scenes that he had
witnessed during the War of Independence and his The
Disasters of War series revealed the cruel effects of the
war on civilians.
Goya identified with the liberal Enlightenment ideas and
RESOURCE MATERIALS 4
Let’s surf Tiching
− The following webpage is dedicated to the great
P. 74 and 75
Spanish painter Francisco de Goya:
http://www.tiching.com/747984
In the webpage students can find information about
the life and work of Goya, as well as some useful
links to discover more about his art, his paintings and
his chronology:
Students will read the webpage individually and then
DIDACTIC GUIDE AND ANSWER KEY
answer the following questions:
• What was the situation of Spanish art and culture
during the age of Goya?
• What were Goya's first works?
• What important honour did Goya get in 1799?
Which other famous Spanish painter achieved that
honour in the 17th century?
• What were the final works of Goya during his self-
imposed exile in Bordeaux?
• Where was Goya originally buried? Where is he
buried now?
went into exile after the return of Ferdinand VII.
1. Correct the given sentences about Goya (corrections in
italics):
a) Goya's paintings were not always dark. He developed
a darker and more critical style when he became
deaf.
b) Goya painted ordinary people, landscapes and
scenes from everyday life, as well as the horrors of
war.
c) Goya's works are considered predecessors of
Expressionism and Impressionism.
2. Group activity.
In pairs, the pupils will discuss the statement that Goya
was the last of the Old Masters and the first of the
moderns.
METHODOLOGY 4-9
 4 SPAIN IN THE 19TH CENTURY: BUILDING A LIBERAL REGIME
P. 76 and 77
DIDACTIC GUIDE AND ANSWER KEY
4. THE RESTORATION OF ABSOLUTISM…
Six years of absolutism (1814-1820)
■ First, read the introductory text and look at the
illustration Ferdinand VII... Ask pupils these questions:
− What was Ferdinand VII’s aim on his return? What
difficulties did he encounter?
Then, we will read the text in this first section and write
down the main ideas:
− After reclaiming the throne, Fernando VII repealed the
Constitution of 1812 and the reforms proposed by the
Cádiz Cortes.
− Groups of liberals organised pronunciamientos,
demanding the reinstatement of the Constitution, but
they were not successful.
Now, answer question a. Then, read the text The defence
of absolutism...and ask pupils to explain how absolutism
is justified in the Manifesto de los Persas.
The Liberal Triennium (1820-1823)
After reading the text, observe the images Rafael... and
Ferdinand VII... and ask pupils the following questions:
− What was the result of Colonel Rafael del Riego’s
pronunciamiento?
Now answer question b. Then, read the text In defence of
the Constitution, and ask students to describe the
4-10 METHODOLOGY
conditions imposed and their justification.
The Ominous Decade (1823-1833)
■ Read the text and ask pupils to answer the following
questions:
− What reforms did Fernando VII carry out during the
last decade of his reign? What was Spain’s economic
situation like?
− What dynastic conflict arose?
Then, answer question c and do activity 1 in order to
synthesise the three phases of Ferdinand VII’s reign.
■ Read the text in the section Spanish-American
Independence, and emphasise the significance of the
loss of the colonies in America.
After this, we will read the text Causes of the... and ask
pupils to answer question d.
Then, read the text Phases of Independence and answer
this question:
− What differences are there between the first and
second phase of independence?
Analyse the map and discuss the major military
campaigns and battles shown.
Finally, ask pupils to do activity 2.
 KEY COMPETENCES RESOURCE MATERIALS 4
COMPETENCE IN LINGUISTIC COMMUNICATION Let’s surf Tiching

■ Act. 2. The pupils’ explanations about the significance − The article in the below link will help the students

of the different dates will allow for an evaluation of their
written expression abilities and their ability to analyse
information and draw conclusions.
COMPETENCE IN LEARNING TO LEARN
■ Acts. a, b, c, d. The pupils will select information from
the text to answer the questions and they will assimilate
any new knowledge.
P. 76 and 77
review information about the Ominous Decade of
1823-1833:
http://www.tiching.com/102298
In the article there is a description of the invasion by
the One Hundred Thousand Sons of Saint-Louis and
a summary of the consequences of the restoration of
absolutism in Spain.

DIDACTIC GUIDE AND ANSWER KEY

■ Act.1. The pupils will select the correct information
from the text to fill in the table and they will assimilate any
new knowledge.
■ Act. 2. The pupils will listen to the CD and make notes
about the independence process in two South American
colonies, and they will assimilate any new knowledge.
RESOURCE MATERIALS OF THE GUIDE
 Reinforcement activity 1 will extend pupils' knowledge
of the Ominous Decade.
After reading the article, students will answer the
following questions:
• How did Ferdinand VII obtain the intervention of
the European powers to recover absolute power in
Spain?
• Where did the resistance of the liberal Spanish
government against the invasion take place?
• Which two main issues characterised the Ominous
Decade?
• What was the Pragmatic Sanction?

 Reinforcement activity 2 will allow pupils an insight into

the phases of the independence of the American
colonies.

SOLUTIONS TO THE ACTIVITIES

1. Complete the table about Ferdinand VII's reign:

Page 76
Phase Period Events
a. Ferdinand VII's regime was opposed by liberals groups
Six Years 1814- Ferdinand repealed the Constitution of
who demanded the reinstatement of the repealed of 1820 1812.
Constitution of 1812. Absolutism
Persecution of liberals.
b. Ferdinand VII stopped the liberals by appealing to other Pronunciamientos were made in 1814,
European absolute monarchs to defend Spain against 1815 and 1817 to demand the
them. reinstatement of the Constitution.

After the 1820 pronunciamento successfully restored the The 1820- A pronunciamiento in Cabezas de San
Liberal 1823 Juan successfully reinstated the
1812 constitution, these monarchs formed a holy Triennium Constitution of 1812.
alliance and sent troops to Spain. These troops
The National Militia was set up to defend
successfully restored absolutism under the command of the Constitution.
the Duke of Angouleme.
Ferdinand persuaded other absolutist
c. Ferdinand VII repealed the Salic law to allow his monarchs to set up the holy alliance which
restored absolutism in Spain.
daughter, Isabella, to rule Spain after his death.
The 1823- Spain was gripped by economic and
Ominous 1833 political problems.
Decade
Page 77 Ferdinand repealed the Salic law.
Ferdinand proposed fiscal reform which
d. The independence of the colonies affected Spain by: required the privileged classes to pay
• damaging the Spanish economy. taxes.

• affecting its prestige as a colonial power 2. Personal activity.

• losing its control of trade with the Americas. The pupils will listen to information about the
independence of Mexico and Colombia and write down
• stopping its source of colonial tax revenues.
the significance of the dates given.

METHODOLOGY 4-11
 4 SPAIN IN THE 19TH CENTURY: BUILDING A LIBERAL REGIME
P. 78 and 79
DIDACTIC GUIDE AND ANSWER KEY

5. CARLISTS, DEFENDERS OF THE ANCIEN…

A. The Isabelinos describe the symbols and explain their meaning.

■ To begin, we will read the introductory text and write C. The ideals of Carlism...
down the main ideas on the board:
■ First, read the text, write the main ideas on the board
− The liberal state in Spain was established in the midst
and answer questions 2 and c.
of the Carlist War.
− 'God, Country, Fueros and King' was the motto of
− Confrontation between liberals and absolutists and
Carlism.
dynastic controversies were the main causes of war.
− It defended the divine origin of the monarchy, the
After that, read text A and ask pupils the following
absolute power of the king, the role of the Church and
questions:
the fueros.
− What was the dynastic option for the defenders of
− The recognition of fueros was the reason for its roots
absolutism? What did they do to defend it?
in the Basque Country and Catalonia.
− Who were the Isabelinos?
Then read the text A Carlist… and ask students to
Then, pupils will answer question a and describe the describe its argument in their own words.
scene and characters in the illustration Absolutists and
liberals… D. The Carlist Wars

B. The social bases of Carlism ■ Read the text and ask students to describe the main
differences between the First and the Second Carlist War.
■ Read text B, ask pupils the following questions and
Then, answer question d. Ask students to look at the map
ask them to answer question b:
and try to explain where the Carlists were stronger.
− Which social groups were in favour of Carlism among
Finally, to help remember and practise the concepts of
the privileged and non-privileged?
this double-page spread, pupils will complete activities 1
− Where did they have more support? and 3.
Next, look at the image Cartoon of... and ask the pupils to

4-12 METHODOLOGY
 KEY COMPETENCES
SOCIAL AND CIVIC COMPETENCE
■ Act. 1. The pupils will draw a timeline of Spanish civil
unrest and then explain the events to a partner. They will
then listen to their partner's explanation of the events.
COMPETENCE IN LINGUISTIC COMMUNICATION
■ Act. 2. The pupils’ explanations will allow for an
evaluation of their abilities of written expression and their
knowledge of the unit’s vocabulary.
COMPETENCE IN LEARNING TO LEARN
■ Acts. a, b, c, d. The pupils will select the information
from the text to answer the questions, and assimilate any
new knowledge.
■ Act.3 .The pupils will consider the views of the
absolutionists and the liberals, and will write a script of a
conversation between members of the two groups to
perform to their classmates.
SOLUTIONS TO THE ACTIVITIES
Pages 78 and 79
a. Maria Christina had the support of liberals who formed a
moderate liberal government. This liberal group also had
the support of some of the privileged class, most of the
army, the bourgeoisie and most of the urban population.
b. Carlism was supported by people of different social
groups who were reluctant to accept liberalism. These
included:
• members of the privileged classes who were reluctant
to pay taxes and feared losing their land.
• the church which worried about losing its power and
influence.
• many peasants who feared losing access to common
land.
The support of Carlism was strongest in rural areas and
in parts of the country such as the Basque country,
Navarre and the mountainous areas of Catalonia, Aragon
and Valencia, where they were defending traditions and
regional privileges.
c. The Carlists in the Basque Country and Catalonia
wanted the recognition of fueros. They demanded the
continuation of the rights afforded to the Crown of
Aragon and Navarre.
RESOURCE MATERIALS 4
Let’s surf Tiching
− To find out more information about the First Carlist
P. 78 and 79
War, students can visit the following webpage:
http://www.tiching.com/102760
The article explains the clash of interests that caused
the war between the Carlists and those who
supported Isabella II. It also describes the stages of
the war in the North of Spain,
After reading the article, students will answer the
DIDACTIC GUIDE AND ANSWER KEY
following questions individually:
• What dynastic problem caused the beginning of
the First Carlist War?
• Why was the dynastic question also a political
matter?
• What international support did the Carlists
receive? What foreign countries helped the liberal
regime?
• What was the result of the peace agreement of
1839? What happened to the privileges of the
Basque Provinces and of Navarre?
d. The two Carlist uprisings took place in:
• 1833-1839 (First Carlist War). It began in the Basque
country and was led by experienced commanders.
• 1846-1848. A number of uprisings took place in
Catalonia.
• 1872-1876 (Second Carlist War). It took place after
the exile of Isabella II, during the 6 years of
democracy. The uprising took place in a number of
territories but was eventually defeated.
1. Personal activity.
The pupils will draw a timeline of civil unrest in Spain
from the death of Ferdinand VII to the second Carlist
war, and will then use it to explain the events to a
partner.
2. The Carlist motto 'God, Country, Fueros and King'
represented the beliefs of the movement: the monarchy
had divine origin and should have absolute power, an
active role for the Church in public life and the
maintenance of the fueros.
3. Personal activity.
The pupils will write a script of a conversation between
a liberal and an absolutist, and will act out their scripts
to the class.
METHODOLOGY 4-13
 4 SPAIN IN THE 19TH CENTURY: BUILDING A LIBERAL REGIME
P. 80 and 81
DIDACTIC GUIDE AND ANSWER KEY
6. ISABELLA II AND THE BUILDING OF THE…
The regency of Maria Christina (1833-1840)
■ We will read the introductory text, write down the main
ideas on the board and answer question a:
− The building of the liberal state began in Spain when
Isabella II was a child.
− The liberal state was institutionalised during the
Moderate Decade and experienced a crisis from 1856.
Then, we will read the text and look at the image Maria
Christina with… Ask pupils the following questions:
− Who did Maria Christina initially support during the
regency period?
− What were the consequences of the subsequent
transfer of power to the progressive liberals of
Mendizábal? What sort of Constitution was drafted in
1837?
Next, we will read the text Confiscation... and ask the
students to explain the differences between confiscation
and disentailment.
The regency of Espartero (1840-1843)
■ Read the text in this section and ask pupils this
question:
− How was General Espartero appointed regent?
4-14 METHODOLOGY
The Moderate Decade (1843-1854)
■ Read the text in this section, answer question b and
ask pupils to answer the following questions:
− What were the consequences of the Moderate
Decade?
− What sort of Constitution was adopted in 1845?
The Progressive Biennium (1854-1856)
■ After reading the text, ask pupils the following
question and then answer question c:
− What were the consequences of the Viválcaro
pronunciamiento?
Then, pupils will read and analyse the diagram Moderate
and progressive ideologies and will answer question 1
underneath.
The system in decline (1856-1868)
■ Read the text and emphasise the progressive
deterioration of Isabella’s regime. Then, observe the
image Execution of sergeants... and answer question d.
Finally, in order to synthesise the fundamental aspects of
Isabella’s II reign, the pupils will complete activity 2 in
their notebooks.
 KEY COMPETENCES
COMPETENCE IN LINGUISTIC COMMUNICATION
■ Act. 1. The pupils’ explanations about what moderate
and progressive liberals agreed and disagreed on will
allow for an evaluation of their written expression abilities
and their knowledge of the unit’s vocabulary.
COMPETENCE IN LEARNING TO LEARN
■ Acts. a, b, c, d. The pupils will select the correct
information from the text to answer the questions, and
they will assimilate any new knowledge.
■ Act. 1. The pupils will use the information presented in
the diagram on page 81 to create a list of points agreed
and disagreed on by moderate and progressive liberal
groups.
■ Act. 2. The pupils will select the correct information
from the pages to complete the table, and they will
assimilate any new knowledge.
RESOURCE MATERIALS OF THE GUIDE
 Reinforcement Activity 4 will help extend pupils’
knowledge of policies made during the reign of Isabella
II.
SOLUTIONS TO THE ACTIVITIES
Pages 80 and 81
a. During the regency of Maria Christina, the Ancien
Régime was abolished through fiscal reform, dissolving
manoralism, disentitlement of property and the
confiscation of Church property. This also led to a new
progressive constitution that was drafted in 1837.
b. The measures implemented during the moderate decade
included: the creation of a penal code, the development
of a national education system, the signing of the
Concordat with the Holy See and the creation of the
Guardia Civil.
c. Some major economic reforms were made. The first one
was the confiscation of municipal commons and
municipalities. The second one was the General Railway
and Mining Acts which boosted these industries, even
though they were funded by foreign capital.
d. Between 1856 and 1868 the government that ruled Spain
was extremely authoritarian and alternated between
moderate and unionist parties.
1. The Moderates, as their name suggests, support
moderate reforms, whereas the Progressives support
deeper reform. The Liberal Union brought together the
less radical Progressives and the more reformist of the
RESOURCE MATERIALS 4
Let’s surf Tiching
− At the below webpage students can find a summary
P. 80 and 81
of the main characteristics of the liberal regime in
Spain during the reign of Isabella II:
http://www.tiching.com/102764
The article provides an extensive account of the years
of Isabella II, looking at the differences between
Moderates and Progressives and the coup of
O'Donnell, as well as introducing the new Republican
regime that started in 1868.
DIDACTIC GUIDE AND ANSWER KEY
Once the students have finished reading the article,
we will ask them these questions:
• What were the main political principles of the
Spanish Liberals?
• What were the differences between the
Moderates, the Progressives and the Democrats?
• Explain the main characteristics of the O'Donnell
administration.
• Why was the kingdom of Amadeo of Savoy so
short lived? Which problems did he have to face?
Moderates. The Democrats supported universal male
suffrage; the Republicans wanted the abolition of the
monarchy; the Monarchs wanted to maintain the
monarchy.
2. Table of Isabella II's reign.
Period/Dates/Characteristics/Problems
Regency of Maria Christina/1833-1840/First moderate
stage; from 1836 came the progressive predominance
and the reforms of Mendizabal (confiscation, abolition
of the ancien régime, etc.); 1837 Constitution/Political
Instability.
Regency of Espartero/1840-1843/struggle between
moderates and progressives; authoritarian Regent who
opposed free trade.
Moderate decade/1843-1854/1845 - Moderate
constitution and centrist political system; Reform of the
Treasury Penal Code, creation of the Civil Guard;
Concordat with the Holy See/authoritarianism of
Narvaez and Bravo Murillo; influence of cliques and
electoral distortion.
Progressive Biennium/1854-1856/Draft Constitution of
1855; The confiscations of Madoz; Railway Law and
Mining Act/Key sectors of excluding the progressive
sectors; repression of the opposition, colonialist foreign
policy/new opposition groups ( Democrats and
Republicans ); economic crisis.
METHODOLOGY 4-15
 4 SPAIN IN THE 19TH CENTURY: BUILDING A LIBERAL REGIME
P. 82 and 83
DIDACTIC GUIDE AND ANSWER KEY
7. SIX YEARS OF DEMOCRACY (1868-1874)
A. The revolution and the provisional...
■ Then, answer question b.
■ To begin, we will read the introductory text and write
down the main ideas on the board:
− The crisis of Isabella’s monarchy led to the Glorious
Revolution, an uprising to overthrow Isabella II and
establish a democratic political system.
Then, read the text Causes of… and think about what the
objectives of the Revolution were.
Read text A, ask pupils the following questions and
answer question a
− Who triggered the Revolution of 1868? Who led it?
− What happened in the Battle of Alcolea?
B. The monarchy of Amadeo I (1870-1873)
■ Look at the image Amadeo I and ask students to
describe the scene.
After reading the text, write down on the board the causes
of the failure of Amadeo of Savoy’s reign:
− The opposition of the moderates and the Church, who
remained loyal to the Bourbons.
− Insurrections by republican groups against the
monarchy.
− The outbreak of two conflicts; an insurrection on the
4-16 METHODOLOGY
island of Cuba and a new Carlist War.
C. The First Republic (1873-1874)
■ Read the text Proclamation of the Republic and
answer question 2.
Then, read text C, write down the main ideas on the
board and answer question c:
− The proclamation of the first Republic was received
with enthusiasm by the lower social classes in large
cities.
− The consolidation of the First Republic was made
impossible due to divisions between the unitary and
federal republicans; the inability to deal with the
Cuban insurrection, Cartagena’s proclaiming itself an
independent canton of the state and monarchist
opposition.
Then, look at the image Satirical drawing of how… and
ask students to interpret who each of the characters
represents and what the satire is aimed at.
Finally, to reflect on and synthesise what happened
during the Six years of Democracy, pupils will complete
the sentences in activity 1 and will do the timeline in
activity 3.
 KEY COMPETENCES RESOURCE MATERIALS 4
COMPETENCE IN LINGUISTIC COMMUNICATION Let’s surf Tiching

■ Act. 1. The pupils will complete the given sentences, − The materials from Alcudia seen in the following video

allowing for an evaluation of their written expression
abilities and their knowledge of the unit's vocabulary.
■ Act. 2. The pupils will give a definition of the First
Republic, allowing for an evaluation of their written
expression abilities.
COMPETENCE IN LEARNING TO LEARN
■ Acts. a, b, c. The pupils will select the correct
P. 82 and 83
can help us to identify the economic activities of the
Iberian people:
http://www.tiching.com/61414
− A good way of learning about the Iberian way of life is
by studying their archaeological remains.
This video of the Iberian village of Ullastret (Gerona)
is a good resource to learn about the storage systems

DIDACTIC GUIDE AND ANSWER KEY

information from the text to answer the questions, and used by these pre-Roman peoples:
they will assimilate any new knowledge. http://www.tiching.com/61415
■ Act. 2. The pupils will use the information given about
− To learn more about Iberian art we can watch the
the First Republic to come up with their own definition of
following video about the Lady of Elche:
the regime.
■ Act. 3. The pupils will make a timeline of the six years http://www.tiching.com/61416
of democracy, and they will assimilate any new − To gain more information about Celtic houses and
knowledge. villages, study the archaeological remains of the
Santa Tecla hill fort (Galicia):
http://www.tiching.com/61419

SOLUTIONS TO THE ACTIVITIES

• general discontent after the 1866 economic crisis.
Pages 82 and 83 • opposition to the political monopoly of the moderates
a. Between 1868 and 1869 the glorious revolution was and unionists.
triggered and forced Queen Isabella into exile. A • the political favouritism of the monarchy.
government was set up to establish a democratic • the spread of democratic and republican ideas based
political system and a new constitution laid out a on universal male suffrage and increased rights and
parliamentary monarchy. liberties amongst the working classes.
b. Amadeo I was supported by progressives, unionists and b) Amadeo I was a liberal monarch supported by the
democrats. During his reign, there was a Carlist war and progressives, unionists and democrats. He introduced
a war on Cuba. new measures to help economic recovery and
c. The main reasons why a democratic republic could not Spanish democratisation.
be established were: c) One of the reasons for the failure of the First
• the division between the unitary and federal Republic was:
republicans and between moderates and • the division between the unitary and federal
intransigents. republicans and between moderates and
• the Cuban insurrection and the new Carlist war. intransigents.
• Cartagena proclaimed itself an independent canton of • the Cuban insurrection and the new Carlist war.
the state. • Cartagena proclaimed itself an independent canton of
• monarchist opposition who conspired to restore the the state
monarchy through Alfonso, the son of Isabella II. • monarchist opposition who conspired to restore the
monarchy through Alfonso, the son of Isabella.
1. Complete the given sentences:
(Continued on page 4-26)
a) One of the major causes of the Glorious Revolution
was:

METHODOLOGY 4-17
 4 SPAIN IN THE 19TH CENTURY: BUILDING A LIBERAL REGIME
P. 84 and 85
DIDACTIC GUIDE AND ANSWER KEY
8.THE BOURBON RESTORATION IN SPAIN…
The Canovist system
■ First, look at the image Martinez Campos..., read the
introductory text and highlight the importance of the
proclamation of Alfonso XII king of Spain in 1874 for the
restoration of the Bourbon monarchy.
Read the text, write down on the board the fundamental
characteristics of the restoration and answer question a:
− The restoration, created by Canovas del Castillo,
promised to ensure social order and political stability.
− The political system was based on two political parties
alternating in power with the collaboration of the
monarchy.
− The Constitution of 1876, moderate but open, allowed
either the conservatives or the liberals to rule, without
the need to modify it.
Then, do activity 1.
Bipartisanship and the turno pacífico
■ Read the text, ask pupils these questions and answer
question b:
− Who were the two major political parties?
− Who were they led by? Were there any other parties?
− What ideas did they coincide on? How did turno
pacifico work?
4-18 METHODOLOGY
Look at the diagram The 1876… and complete activity 2.
Caciquismo and electoral fraud
■ Read the text The curse of caciquismo and think
about the political consequences that derived from
caciquismo.
We will then read the text to emphasise the importance of
caciquismo in the alternation of power.
Nationalism
■ Read the text, answer question c and ask:
− Why did nationalist movements emerge in Spain?
The crisis of 1898
■ Read the text, ask the following questions and answer
question d:
− What factors prompted the Cuban insurrection of
1895? What precipitated the end of the war in 1898?
− What colonies were lost by Spain as a result of this
defeat? What effect did it have on the Spanish
population?
Finally, we will look at the images The discovery of the
Americas… and think about the message they are trying
to give.
 KEY COMPETENCES
SOCIAL AND CIVIC COMPETENCE
■ Act. 2. In pairs, pupils will compare the constitution of
1876 to the one of 1837. They will express their own ideas
and respect the ideas of their partner.
COMPETENCE IN LINGUISTIC COMMUNICATION
■ Act. 1. The pupils' explanations will allow for an
evaluation of their written expression abilities and their
knowledge of the unit's vocabulary.
COMPETENCE IN LEARNING TO LEARN
■ Acts. a, b, c, d. The pupils will select the correct
information from the text to answer the questions, and
they will assimilate any new knowledge.
■ Act. 1. By describing the cartoons on page 84, the
pupils will demonstrate their ability to analyse a source
and to come up with ideas for the meaning behind the
work.
RESOURCE MATERIALS OF THE GUIDE
 Reinforcement Activity 3 will help to consolidate pupils'
knowledge of the characteristics of nationalist
movements.
 Extension Activity 1 will help to expand the pupils'
knowledge of the Restoration system.
SOLUTIONS TO THE ACTIVITIES
Pages 84 and 85
a. The changes that the Canovist system introduced
included:
• allowing political parties to alternate in power.
• the pacification of Spain, with an end to the Carlist
war and the Cuban Ten Years War.
• the drafting of the Constitution of 1876 which
proposed a constitutional monarchy and established a
bicameral Cortes. It also contained an extensive Bill
of Rights and forms of suffrage.
• making the army subordinate to civil power, putting
an end to the military pronunciamientos.
b. Under the bipartisan system, changes included the
establishment of two parties who alternated power in a
system called turno pacifico.
Many of the other parties were marginalised by this
system and were only able to have a minority
representation in parliament.
c. The nationalist movements that emerged in Spain
included:
• Catalonian nationalist parties who demanded
autonomy.
RESOURCE MATERIALS 4
Let’s surf Tiching
− To find out more about Antonio Cánovas del Castillo,
P. 84 and 85
students can go to the following webpage to read the
biography of this Spanish politician:
http://www.tiching.com/102768
The biography describes his personal life and
education, as well as his rise to power during the last
decades of the 19th century.
After reading the biography of Cánovas, ask the
DIDACTIC GUIDE AND ANSWER KEY
pupils these questions:
• What was the political attitude of Cánovas during
the kingdom of Amadeo I and the First Spanish
Republic?
• Why is Cánovas often considered the soul of the
Restoration?
• Who was the main political rival of Cánovas?
What were their political differences?
• What international crisis brought an end to the
political efforts of Cánovas?
• the Basque protests that followed the abolition of the
fueros and led to the establishment of the Basque
Nationalist Party.
• the Rexurdimento movement in Galicia.
d. The consequence of the events of 1895-1898 was the
emergence of Regenerationist movements, who called
for a real democratic state and the end of cacquismo and
corruption.
1. Group activity.
The pupils will work in pairs to describe the cartoons on
page 84. They will identify the characters and their
political affiliations and summarise the messages that
the artists are conveying.
2. Group activity.
The pupils will work in pairs to compare the
Constitutions of 1837 and 1876. They will discuss what
similarities and differences there are between the two
constitutions.
METHODOLOGY 4-19
 4 SPAIN IN THE 19TH CENTURY: BUILDING A LIBERAL REGIME
P. 86 to 89
DIDACTIC GUIDE AND ANSWER KEY

KEY COMPETENCES

INFORMATION HANDLING AND DIGITAL COMPETENCE knowledge.

■ Page 88, Act. 1. To find out what the difference was ■ Page 89, Act. 5. The pupils will review the information
between a province and a historic region, the pupils will presented in this unit and select the appropriate
select the appropriate information from the tiching link information to complete the table given, assimilating any
provided. new knowledge.

■ Page 89, Act. 6. The pupils will select the correct
information from the tiching links provided to answer the
questions about Mariana Pineda, and they will assimilate
any new knowledge.
■ Page 89, Act. 7. The pupils will select the correct
information from the tiching link provided to answer the
questions about the Spanish-American War in Cuba,
assimilating any new knowledge.
COMPETENCE IN LEARNING TO LEARN
■ Page 86, Acts. 1, 2. The pupils will revise the unit and
select the correct information to answer the questions in
the summary.
■ Page 87, Act. Learn how to. The pupils will undertake
a comparison of the constitutions created in 1869 and
1876, and they will assimilate any new knowledge.
■ Page 88, Act. 1. The pupils will analyse the map given
and use it to answer the questions, assimilating any new
■ Page 89, Act. 4. The pupils will demonstrate their
ability to analyse images and express their ideas about
their meaning by discussing the two illustrations given.
MATHEMATICAL COMPETENCE
■ Page 88, Act. 3. The pupils will analyse the data given
in the table about the number of voters in 19th century
Spanish elections and use this information to answer the
questions.
COMPETENCE IN LINGUISTIC COMMUNICATION
■ Page 88, Act. 2. By reading the text and answering
the questions, the pupils will demonstrate their ability to
analyse a written source and come up with ideas about its
context and meaning.

4-20 METHODOLOGY
SPAIN IN THE 19TH CENTURY: BUILDING A LIBERAL REGIME
FINAL ACTIVITIES
■ Activity 2, Written sources… will allow pupils to work
through a primary source on an argument for the return of
absolutism.
■ Activity 5 Organise information will allow pupils to
synthesise the characteristics that define Progressives
and Moderates.
■ Activity 1 Space and time..., and activity 3 Statistics..,
will enable us to look in more detail at the evolution of the
territory’s administrative organisation and the right for
suffrage throughout the 19th century.
■ Activity 4 Visual sources will allow us to think about
the concept of turno pacífico.
■ Activity 6 Empathise... will enable the pupils to learn
about a symbolic character in the creation of the liberal
state.
■ Activity 7 Audiovisual sources will allow a more
proactive approach to the crisis of 1898.
■ Activity Learn how...Compare... aims to compare two
different constitutions, taking into account the historical
context.
■ Finally, the Summary activities and the Historical
thinking section aim to consolidate the unit's key
concepts.
4
P. 86 to 89
DIDACTIC GUIDE AND ANSWER KEY
SOLUTIONS TO THE ACTIVITIES
Page 86
1. Complete the concept map (answers in italics):
-Constitutions - 1837/1845/1869
- liberals - progressives
2. Check what you know
a) The army had a number of roles in 19th-century
Spain. During the war of independence, military
leaders gained great prestige amongst Carlists and
became de facto political leaders.
They were also relied upon by opposition leaders
as the fixing of the political system by those in
power was common and a military coup was the
only way to gain power, therefore, they were
important for Spanish liberalism.
b) The most important events in the crisis of the
Ancien Régime were:
The outbreak of the War of Independence which
triggered the crisis and culminated in the
construction of the liberal state during the reign of
Isabel II. The War of Independence dismantled the
Bourbon monarchy and the people's refusal to
accept Napoleonic rule led to the organisation of
an alternative power that eventually created the
METHODOLOGY 4-21
 Cortes and the first Spanish constitution in 1812.
After Napoleon was defeated a struggle between
absolutism and liberalism followed. Then, the death
of the king led to the first Carlist war.
The constitution that was established in 1812 had
very little effect due to the ongoing war and so the
constitution was repealed with the return of the
king. It was restored in the Liberal Triennium for a
few months in 1836 and 1837. It is significant as it
was the first constitution of Spain and laid the
groundwork for future European constitutions.
c) On his return to Spain, Ferdinand VII restored
absolutism as he was convinced the Liberals were
weak. He annulled the constitution of 1812 and
ruled as an absolute monarch for six years. In 1820,
the pronounciamieto of Colonel Riego led to the
Liberal Triennium, with a liberal regime that
followed the principles of the Constitution of 1812.
Ferdinand VII returned to power due to the support
of the Holy Alliance and this marked the return of
absolutism. Ferdinand ruled during the Ominous
Decade until the end of his life.
d) The loss of the Spanish-American colonies was a
heavy blow for Spain because it lost its prestige as a
colonial power, and was deprived of access to the
American markets which generated significant
revenue for the Treasury.
The process of independence in America did not
end with the end of Spanish rule. New federations
and fragmented territories slowed the independence
process, which continued until the independence of
Panama in 1903. In many cases, the Spanish trade
monopoly was replaced by English commercial rule
and the interventionism of the United States
(Monroe Doctrine, 1823).
e) Isabella II was supported mostly by three moderate
sectors, which remained in power throughout her
reign (1843-1868), with the brief exception of the
Progressive Biennium (1854-1856).
The last years of the reign of Isabella II were
characterised by the alternation in power of the
moderates and the Liberal Union of O'Donnell.
During this time, foreign policy was expansionary
and the system in Spain was very authoritarian and
repressive, marginalizing progressives and the new
opposition groups, the Democrats and Republicans.
In 1866, a severe economic crisis caused
unstoppable degradation of Isabella's regime; social
unrest increased and laid the foundations for a new
military coup.
f) For six years various political formulas for the
construction of a democratic regime were made.
The Constitution of 1869 determined a monarchical
form of State which led to Amadeo I of Savoy
taking the throne. The difficulties of consolidating
the Savoyard monarchy made Amadeo renounce the
Crown. Before the abdication of the king, the
Spanish parliament voted by a large majority for the
proclamation of the Republic, despite the deputies
4-22 METHODOLOGY
of the House being monarchists. The New Republic
tried to organise a federal state, dividing legislative
powers between the federal government, the Union
Republics and municipalities. The Republic faced
many problems; the Carlist and Cuban wars grew
and divisions among Republicans hindered
government action. Some radicals provoked popular
revolts, and monarchists attempted to establish a
monarchy through Alfonso, son of Elizabeth II.
Finally, a coup led by General Pavia ended the
Republic.
2. Define key words.
• Pronunciamiento: a military uprising against the
government, led by an army chief. Used regularly in
19th century Spain as a mechanism for military
intervention in politics, advocating the replacement
of one government with another.
• National Militia: body of armed volunteers created
during the Liberal Triennium to defend the liberal
regime against absolutist opposition. Formed in
1836, the National Militia always remained close to
progressive principles, participating in the uprising
of the farm, in the fall of Maria Cristina and acted
against insurgencies and moderate pronouncements.
In 1843, it was dissolved and its functions were
taken on by the newly created Civil Guard. The
National Militia re-emerged in the Two Progressive
and Democratic Presidential term, before finally
being dissolved by Canovas del Castillo in 1876.
• Salic law: law that prevented women from reigning
in Spain, established by Philip V in 1713. It was
abolished in 1830 by the Pragmatic Sanction of
Fernando VII. This triggered the Carlist dynastic
conflict.
• Carlism: political movement that started when
Ferdinand VII died and Maria Christina took the
throne. The Carlists refused to accept her and,
instead, supported the Infante Charles. They
defended absolutism as a reaction to the liberal
modernisation process and their beliefs can be,
summarized in their motto "God, Country, Fueros
and King"
3. Identify key figures
• Fernando VII: He was the king of Spain and came
to the throne after the war of independence when
Napoleon was forced to give him the crown. He
supported absolutism and dissolved the liberal
constitution of 1812. He was forced to restore the
constitution during the liberal triennium, but he
conspired against it. This was achieved with the
help of the Thousand Sons of Saint Louis in 1823.
The ominous decade followed and was
characterised by both liberal and absolutist sectors,
who opposed him repealing Salic law to give power
to his daughter, and instead supported his brother
Carlos Maria Isidro.
• Espartero: He led the military in battles against
Carlist forces, leading the Elizabethan side to
 victory. Due to his popularity, he was announced as
regent to replace Maria Cristina. He was forced to
resign in 1843 due to a new moderate
pronunciamiento.
• Amadeo of Savoy: He was king of Spain (1871-
1873) He was elected by Parliament, but his reign
was marked by political instability compounded by
the Cuban war and the beginning of a new Carlist
War. He gave up the crown in February 1873,
leading to the proclamation of the First Republic.
• Joseph I: He was the brother of Napoleon and
reigned from 1808 to 1813. However, his reign was
not recognised by some institutions in Spain. He
lost power during the war of independence when
Ferdinand VII was given the throne.
• Isabella II: She was queen of Spain from 1833 to
1868. Her ascension to the throne led to an
insurgency from her uncle, Carlos Maria Isidro,
who began the Carlist wars. The liberal regime
started during her reign. She was overthrown by the
1868 revolution.
• Prim: He was a progressive, liberal, military and
political figure. He was one of the leaders of the
revolution of 1868, where he became President. He
appointed Amadeo of Savoy to the throne. He died
in late 1870.
• Infante Charles: He was the brother of Ferdinand
VII. He claimed the throne after his brother's death,
despite having accepted the Pragmatic Sanction.
This led to war between the Carlists, who supported
him, and the Liberals who supported Isabella.
• Narváez: He was a military leader known as the
Broadsword of Loja. He was the leader of the
moderate Liberals, becoming premier in 1844. He
consolidated the Liberals with the Conservatives
and Centralists.
• Cánovas del Castillo: He was the political leader of
the Conservative party. He was the leader of the
Bourbon Restoration, which took over power, along
with the liberal leader, Sagasta. He died in 1897
during an anarchist attack.
4. When did it happen?
• Mutiny of Aranjuez: 1808
• Cuban Independence: 1898.
• Liberal Triennium: 1820-1823.
• First Republic: 1873-1874
5. Explain the differences
• Carlists/Isabelinos
The Carlists were supporters of the pretender Carlos
María Isidro. They did not recognize Isabella II as
queen, and wanted a return to absolutism. Their
slogan was "God, Country, Fueros and King."
The Isabelinos were Liberals who supported the
enthronement of Isabella II before the outbreak of
the First Carlist War.
• Moderates/Progressives
The Moderates fell into two groups; Conservatives
and Centralists. They were supporters of census
suffrage and shared sovereignty between the courts
and the king. They ruled for most of the reign of
Isabella II.
They ruled over short periods of time, in 1836,
between 1840 and 1843, and during the Progressive
Biennium, from 1854 to 1856.
Answer the initial question
Political liberalism was introduced in Spain in a very
complex historical and political context.
The first attempt to establish a supposed constitutional
regime developed during the War of Independence.
Opposition to the Spanish throne, which was occupied
by a foreign monarch, led to the courtrooms of Cadiz,
where the first Spanish Constitution was approved but
had very limited effect.
The second and final attempt was made during the First
Carlist War (1833-1839), which put into play two state
models: the absolutist model, supported by the Carlists,
and the liberal one, supported by the Isabelinos.
The victory of the latter resulted in the implementation
of a constitutional monarchy during the reign of
Isabella II. Despite its limitations, it consolidated the
triumph of liberalism.
The Liberals were divided into two groups; Moderates
and Progressives. These groups alternated power and
engaged in a series of practices that hindered free
politics such as:
– The constant intervention of the Crown in
political life, almost always in favour of the Moderates.
– The influence of cliques and chieftaincy.
– The census suffrage, which excluded the majority
of the population from having political rights.
The main consequence of these practices was that the
consolidation of liberalism as a stable political regime
was difficult.
Page 87
1. Identification and presentation
• The Constitution of 1869 was drawn up after the
triumph of the September 1868 Revolution and the
expulsion of Isabella II. It was the first democratic
constitution in the history of Spain. The
Constitution of 1876 was drafted after Alfonso XII's
Restoration of the monarchy. It had a conservative
ideology.
• A constitution acts as the supreme rule of law of a
State. It defines where sovereignty resides, the role
of the monarchy, the relationship between powers,
the declaration of rights, the type of suffrage etc.
Depending on the greater or lesser extent of these
rights, a constitution may be conservative,
progressive or democratic.
METHODOLOGY 4-23

2. Analysis
• Group activity.
The pupils will discuss the meaning of the terms listed
in the table.
• Similarities: both constitutions recognize the
separation of powers, although the king's role is
greater in the 1876 constitution; both have a
Parliament with Congress and Senate and a broad
statement of rights.
Differences: the Constitution of 1869 had a
democratic ideology compared to the conservative
ideology of the 1876 one. In the 1869 Constitution,
the subject of sovereignty was the nation, whereas
in the 1876 one, it was the king and Cortes. In 1869,
the type of suffrage was universal male, while in
1876, it was based on census suffrage. In 1869,
there was non confessional religious freedom, but in
1876, there was a confessional Catholic state.
• The Constitution of 1869 is so different from the
others drafted in the 19th century because of its
democratic nature, for example, in the
establishment of universal suffrage and a non
confessional state.
3. Historical context
• The 1869 Constitution sought to establish a
democratic political system. The Constitution of
1876 intended to consolidate a conservative,
bipartisan, liberal model.
• The first advocates a progressive and democratic
political model of liberalism, while the second
supports a conservative model of liberalism.
• Between 1869 and 1876, various political formulas
for the creation of a democratic regime were
attempted. The Constitution of 1869 created a
Páginamonarchical
85 form of State, which brought Amadeo
I of Savoy to the throne, but difficulties led to
APRENDE A... COMPARAR DOS...
Amadeo's abdication. Before the abdication, the
Spanish parliament voted by a large majority for the
proclamation of the Republic, despite the deputies
of the House being monarchists. The New Republic
tried to organise a federal state, dividing legislative
powers between the federal government, the Union
Republics and the municipalities.
The Republic faced many problems: the Carlist and
Cuban wars became more serious, divisions among
Republicans hindered government action and some
radicals even provoked popular revolts, and the
monarchists sought to re-establish the monarchy
through Alfonso, son of Isabella II.
Finally, in 1874, the coup of General Pavia ended
the Republic and opened the doors to the
Restoration of the monarchy. Canovas de Castillo
was commissioned to create the political and
institutional structure of the new regime, embodied
in the 1876 Constitution
4. Conclusions
• The Constitution of 1869 represents the first attempt
4-24 METHODOLOGY
to build a democratic regime in Spain, and
therefore, influenced subsequent democratic
constitutions. The Constitution of 1876 became the
longest used in the history of Spain and served as a
framework for a political system that was intended
to create stability.
• The creation of the 1869 Constitution involved
ideological leadership from representatives of the
different sectors involved in the September
Revolution.
It was in force until the proclamation of the First
Republic in 1873.
The main ideologue of the 1876 Constitution was
Antonio Canovas del Castillo. This Constitution
was in force until 1923.
• The current Spanish Constitution of 1978 is more
similar to the 1869 one. This is because of the
democratic nature of the two constitutions which
both include: universal suffrage (full today, male
only in 1869), the Establishment Clause of the State
and a comprehensive bill of rights
Historical Thinking
Giving reasons
A cacique was a person with political and economic
power and had great influence in their locality. They
were able to intimidate people in order to impose their
political will. Caciquismo was the system by which
local chiefs would control the vote in their town,
falsifying the vote. This was the reason for the
introduction of turno pacifico during the Restoration.
The introduction of this system was an obstacle to
democracy, as it prevented the effective participation
of the population in the political system.
Time
Personal activity. Pupils will create a timeline of the
politics of 19th century Spain.
Empathy
Personal activity. The pupils will write a short
'Manifesto to the Spanish People', imagining that they
are in the position of Amadeo I.
Page 88
1. The 1833 territorial division
a. 49
b. The main regions were: Aragon, Leon, Catalonia,
Galicia, Old Castille, New Castille. Andalusia,
Basque Provinces, Murcia, Navarre, Valencia etc.
c. A province was a region which had its own
governor and some political powers. The historical
regions were groups of provinces with only
symbolic status; they had no political powers.
d. The major change since 1833 was the loss of the
historic regions in the late 1970s and early 1980s,
when they were replaced with autonomous
communities. The provinces of 1833 have
undergone very few changes, with only minor
border changes and changes of names to reflect
 local languages, such as changing Logrono to La and Canovas' moustache and glasses.
Rioja. c. The artist is portraying how the Conservative and
e Mérida (capital of Extremadura), Santiago de Liberal parties shared power after the Bourbon
Compostela (capital of Galicia). restoration, not allowing any other parties to be in
power. The artist conveys this message by
2. The return of absolutism
illustrating the two leaders sharing food at a table,
a. The decree was written by Ferdinand VII. The with the other leaders looking on and not receiving
context of the proclamation was that the Holy any of the food.
Alliance had invaded the country to end the liberal
d. Personal activity. The pupils will describe their
triennium that had removed Ferdinand VII from
ideas for why these sorts of cartoons were important
absolute power. After this invasion, Ferdinand VII
during the War of Independence.
returned to the throne in Spain. The objective of this
decree was to declare that he had returned to power 5. Moderates and Progressives
and that the constitution of 1812 was no longer in a. Complete the table. See figure 1.
force.
6. Mariana Pineda
b. Personal activity. The pupils will express their ideas
about the writer's opinion of the Liberal Triennium. Personal activity. The pupils will go to the two
websites given and use the information provided to
c. The phrase in italics refers to the action of the Holy
answer the questions in this section.
Alliance, the Hundred Thousand Sons of Saint
Louis, who restored Ferdinand VII to the throne, 7. 1898
thereby ending the Liberal Triennium. a. The United States declared war on Spain for the
3. The right to vote following reasons:
• Spain was abusing the Cuban people.
a. The table gives information about the number of
• They were worried about being overpowered by
people allowed to vote at different elections in the
colonial countries if they did not create their
19th century. The numbers of people who voted
own empire.
fluctuated a lot between 1837 and 1857, with the
• They needed resources from overseas and Cuba
percentage of the population allowed to vote
in particular.
changed by the progressive and moderate ruling
parties. Then, in 1869, under the new constitution, a b. Theodore Roosevelt.
much larger proportion of the Spanish population c. An American warship that was sent to Cuba to
were able to vote due to the introduction of protect their interests mysteriously exploded. This
universal male suffrage. caused the United States to declare war.
b. Census suffrage is the restriction of a population's d. The American perspective of the war is shown. Two
eligibility to vote. It was manipulated by the ruling American historians were used as sources and the
parties in the 19th century to allow them to win video was created by an American TV channel.
elections. This is shown in the table by the
fluctuations in the numbers of voters in different
elections. The ruling party would allow more or
fewer people to vote depending on how they would
benefit.
c. During Moderate rule, fewer people would be
allowed to vote (1837, 1839, 1846, 1854, 1857).
When the Progressives were in power, a larger
number were allowed to vote (1844, 1854).
d. Universal male suffrage is when every male in the
population has an equal vote regardless of social
class. It was introduced in the Constitution of 1869.
e. Universal male suffrage was introduced in the 1869
Constitution after Isabella II was removed from
power. A constitutional monarchy was established
in which Amadeo of Savoy took the throne.
4. The turno pacifico
a. Personal activity. The pupils will describe the
illustrations and their characteristics.
b. Figure number 1 is Sagasta, figure number 2 is
Canovas.
The cartoonist has exaggerated Sagasta's hair and nose

METHODOLOGY 4-25
 FIGURE 1

Types of government Moderates Progressives

Leaders Narváez, Mon, Bravo Murillo Espartero, Mendizábal, O’Donell, Madoz,

Prim
Social base Landowners, the gentry Urban middle classes
(supporters)
Type of suffrage Census and very restricted Less restricted census.
They supported universal male suffrage
Type of sovereignty King and Cortes Nation
Recognition of rights Recognition of rights but they were restricted Recognition of individual and collective
by referral to subsequent laws rights
Church-State Confessional and without religious freedom Confessional; religious freedom.
relationship They supported the separation of the Church
and State.

SOLUTIONS (CONTD.)

(Continued from page 4-17)

2. The First Republic was a republic set up by the Cortes
after the 1873 election was won by the federal
republicans. It aimed to set up a system of central
government and federal republics, but it failed to
happen due to a number of extrinsic factors.
3. Personal activity. The pupils will create a timeline of
the 6 years of democracy.

4-26 METHODOLOGY
 WEB PAGE ADDRESSES

TICHING WEBSITES

http://www.tiching.com/101905 http://www.spanishwars.net/19th-century-popular-war.html

http://www.tiching.com/101906 http://www.andalucia.com/history/la-pepa.htm

http://www.tiching.com/102298 http://pares.mcu.es/Bicentenarios/portal/en/decadaOminosa.html

http://www.tiching.com/102760 http://www.spanishwars.net/19th-century-first-carlist-war.html

http://www.tiching.com/102764 http://countrystudies.us/spain/16.htm

http://www.tiching.com/102766 http://thespanishblog.com/2011/07/history-of-spain-the-first-spanish-republic/

http://www.tiching.com/102768 http://www.theodora.com/encyclopedia/c/antonio_canovas_del_castillo.html

http://www.tiching.com/747926 http://www.classicspanishbooks.com/19th-cent-history.html

http://www.tiching.com/747984 http://www.franciscogoya.com/

METHODOLOGY 4-27
4-28 METHODOLOGY
FOURTH COURSE

Unit 05
Industrialisation and social change
in 19th century Spain

TEACHER’S GUIDE

• Didactic Guide

• Answer Key

• Key Competences

• Focus on diversity
– Reinforcement activities
– Extension activities

• Didactic resources
– Let’s surf Tiching

• Digital Book

• Education in values

METHODOLOGY 5-1
 5 INDUSTRIALISATION AND SOCIAL CHANGE IN 19TH CENTURY SPAIN
P. 90 and 91
DIDACTIC GUIDE AND ANSWER KEY
LET’S PREPARE THE UNIT
What are we going to learn?
■ In this unit the pupils are going to study the
following content:
− The successes and failures of the Industrial
Revolution in Spain.
− The population and agriculture; liberal land reform.
− The beginning of industrialisation in Spain.
− Mining, banking and the railway network.
− Social change and its limitations.
− The pioneers of the workers’ movement.
− Art in the 19th-century.
Let’s start the unit
■ Firstly, we will raise the last two questions from
the section What do we know? in order to introduce
the unit and to check the students' previous
knowledge.
Then, we will read the introductory text and ask the
class to write down the following main ideas in their
notebooks:
− The Industrial Revolution in Spain took place later
than in more developed countries in northern
5-2 METHODOLOGY
Europe.
− The first sectors to be industrialised were the
textile industry in Catalonia and the iron and steel
industry in the Basque Country.
− Industrial growth in Spain was hindered by the
lack of a structured market and by the excessive
importance put on agriculture.
− In Spain the rural elite continued to dominate over
poor peasants. The new social groups of the
bourgeoisie and the proletariat grew slowly.
■ Next, we will ask students to answer the first
question from the section What do we know?
Now, we will focus our attention on the timeline on
page 90 and we will ask:
− What were the main economic events in the 19th
century in Spain?
− Which were the main actions of the workers'’
movement?
− When were the first workers' organisations
founded?
■ Finally, we will analyse the map of Spain and tell
pupils to study the Objectives and the Keywords in
the unit individually.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Pag. 91. Read and understand the text about the
Industrial Revolution in Spain, and answer the given
questions individually.
■ Act. 1, What do we know? Recognise the leading
sectors of the first Industrial Revolution in Spain.
LEARNING TO LEARN
■ Page 90 and 91. Look at the timeline and the map and
correctly interpret the data represented in them.
■ Act. 2, What do we know? Look at the map on page 91
and identify the main agricultural areas of Spain during
the Industrial Revolution.
CULTURAL AWARENESS AND EXPRESSION
■ Act. 3, What do we know? Look at the painting on this
double-page, describe its landscape, and say how this
reflects Spain in the 19th century.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Pags. 90 and 91. Look at the timeline and the map and
obtain correct data from them.
Education in values
Appreciating our commodities
■ This unit deals with Spanish industrialisation in the XIX
Century. It allows us to think about the commodities we
benefit from nowadays.
These commodities are in contrast to the way of living
during the XIX Century. The topic can be introduced by
asking these questions:
− What work do you think the people who lived during
the XIX Century did? How are the boys and girls of our
age different from the youth back then?
− What transport did you use to get to class? How would
you have come in the XIX Century?
■ Pay special attention to the sacrifices that people who
lived during Spanish industrialisation had to make.
− The illnesses of the miners who extracted the iron and
coal necessary for industry.
− The exploitation of kids and women in work.
Digital Book
■ Self-correcting activities in which the student can
answer and then check themselves if they are correct.
Open activities that the student can answer and then
afterwards the teacher will correct them.
RESOURCE MATERIALS 5
Let’s surf Tiching
P. 90 and 91
− Students can go to this webpage to read a short
article about the main characteristics of Spain's
industrial history.
http://www.tiching.com/748154
The article gives a summary of industrialisation in
Spain, analysing the process in different geographical
areas such as the Basque Country, Catalonia,
Asturias and Andalusia.
DIDACTIC GUIDE AND ANSWER KEY
After reading the article, ask the students these
questions:
• Why was the iron industry so concentrated in the
Basque Country?
• What were the main industries in Catalonia and
Asturias?
• Which factor gave rise to Andalusia's early
industrialisation?
• Which two well-known, touristic cities were
industrial centres during the 19th century?
SOLUTIONS TO THE ACTIVITIES
Page 91
• The leading sectors in the Spanish industrialisation
process were the textile and the iron industry, located
in Catalonia and the Basque Country respectively.
• Throughout the XIX Century, wheat was the main
product of cultivation in the Meseta. The wine-
growing regions spread through Andalusia from
Seville to Cadiz; in the area of Levante, between
Alicante and Valencia; on the Catalan coast around
Tarragona; and in Galicia, in the area of Orense.
There were two big olive-growing regions: Jaen and
an area between Tarragona and Teruel. The mining
and industrial areas were in the South; in Huelva,
Malaga, Cordoba, Jaen and Murcia; and in the North;
in Asturias, Cantabria and the Basque Country. There
was also a mining area in Barcelona.
• Personal answer. The students may make reference to
the industrial landscape that the painting represents,
both the changes that industry brought to the
geographical space and the new themes that the art of
the period will incorporate.
METHODOLOGY 5-3
 5 INDUSTRIALISATION AND SOCIAL CHANGE IN 19TH CENTURY SPAIN
P. 92 and 93
DIDACTIC GUIDE AND ANSWER KEY
1. WAS THE INDUSTRIAL REVOLUTION IN…
A. Agriculture
■ To begin, we will read the introductory text and we will
focus pupils’ attention on the key ideas:
− The implementation of political liberalism in Spain, like
in the rest of Europe, required the dismantling of the
Ancien Régime and a change from an agrarian
economy into an industrial and capitalist one.
− In Spain, agriculture remained the most important
sector, and only the Catalan textile industry and the
Basque steel industry became established.
− The concepts of ‘failure’ or ‘relative
underdevelopment’ are discussed when characterising
the Industrial Revolution in Spain.
Now, we will read the text in subsection A and look at the
map Structure of land ownership. Then, we will answer
question a and exercise 2.
B. A disjointed market and protectionism
■ We will read the text in this subsection and then ask
the following questions:
− What does the concept “disjointed market” mean?
− Why was the disjointed market a problem for the
Spanish economy?
Then, we will answer question b and, after reading the
5-4 METHODOLOGY
poem In defence of protectionism we will complete
exercise 1.
C. The budget deficit and the shortage…
■ We will read the text and we will highlight the most
important ideas, before answering question c:
− Tax reform is necessary in order to change from the
Ancien Régime into liberalism.
− In Spain, the financing of industry was left to private
investors.
− The trade balance remained in deficit most of the time.
Now, we will analyse the graph Spain’s foreign trade and
we will look at the picture of a bond from 1875 in order to
illustrate the topic studied.
D. The idea of relative backwardness
■ We will read the text in this subsection and analyse
the graph Evolution of GDP per capita. Then, we will
answer question d.
■ To conclude, students can open the link from the
@Find out more section. Then, we will ask them to
complete exercise 3 individually and share their answers
with their classmates.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. 1. Read and understand a poem about
protectionism and answer the question given.
■ Acts. a, b, c and d. Use appropriate vocabulary to
answer the questions given.
LEARNING TO LEARN
■ Act. 2. Analyse a map about the structure of land
ownership in order to answer the questions correctly.
■ Act. 3. Answer the question in a reasoned manner,
using knowledge acquired in this unit.
■ Graphics pags. 92 and 93. Correctly interpret the data
represented in the graphs and maps in order to answer
the questions individually.
RESOURCE MATERIAL OF THE GUIDE
 In Reinforcement Activity 2 review the causes and
consequences of the demographic growth in Spain
during the XIX Century.
SOLUTIONS TO THE ACTIVITIES
Pages 92 and 93
a. The main problems that complicated the modernisation
of agriculture in Spain were derived from insufficient
liberal agrarian reform. Workers were not allowed to
own the properties and so they were left in the hands of
large landowners with no incentive to innovate and
invest. Moreover, the large volume of peasants meant
that salaries were low; consolidating traditional
agriculture without technological innovation and with
low profits.
b. The emerging industry sector in Spain was
uncompetitive because of high prices and low
productivity. It therefore felt threatened by the entry of
foreign products. The state was pressured into applying
protectionist measures against foreign products, thereby
forcing the consumption of domestic products.
c. The Treasury had to take out foreign loans because it
was not collecting enough tax, and so they had a budget
deficit. The Treasury's capital was used to pay off high
interest debts and so there was no money left to finance
industry. The financing of industry was left to private
investors, which resulted in a shortage of investment
capital, and in turn meant a lack of innovation and
industrial development.
RESOURCE MATERIALS 5
Let’s surf Tiching
− Trade protectionism was an important factor in the
P. 92 and 93
Spanish economy during the 19th century. To
understand what it is, students can go to the following
webpage:
http://www.tiching.com/748155
The article gives a short definition of trade
protectionism and explains the most important factors
justifying economic protection.
DIDACTIC GUIDE AND ANSWER KEY
Students will carefully read the article and then
answer these questions:
• What is a comparative advantage for domestic
industries?
• What do we mean when we talk about sunset
industries?
• What is unfair competition? Why can
protectionism deter it?
• In your opinion, is protectionism an efficient
economic measure, especially in today's world?
d. Spanish industrialisation can be compared to other
countries in the Mediterranean and Central Europe, with
a similar history to Spain.
1. The poem is a criticism of free trade, which advocates
trade free from restrictions. It defends protectionism
because it states that free trade will lead to people losing
their jobs and so they will have no money to buy
anything and will live in poverty.
2. The structure of land ownership was as follows: the
latifundia predominated in most of Extremadura, Castile
and Andalusia. In the Northern Submeseta and Galicia
there were smallholdings. Medium-sized farms with
short-term leases predominated in the east of Andalusia,
Murcia, Aragón, the county of Valencia and in parts of
the two Castiles. In some regions of Catalonia, Valencia,
Cantabria and La Rioja, the structure of land ownership
was more favourable for agricultural development, with
medium-sized plots and long leases.
3. The obstacles to industrialisation were: the poor
purchasing capacity of the Spanish population due to the
poverty of most of the peasants, the lack of investment,
the absence of an industrial bourgeoisie in
(Continued on page 5-25)
METHODOLOGY 5-5
 5 INDUSTRIALISATION AND SOCIAL CHANGE IN 19TH CENTURY SPAIN
P. 94 and 95
DIDACTIC GUIDE AND ANSWER KEY
2. POPULATION AND AGRICULTURE
Population growth and migration
■ First, we will read the text and we will write the
following questions on the board:
− What does steady growth of the population mean?
How was it in Spain?
− Why did population growth vary depending on the
region?
− What were the main migratory movements of the
Spanish population?
Then, we will look at the graph titled Population growth…
and the diagram Spain’s population... and we will answer
question a.
Agricultural changes
■ Now, we will read this subsection and we will write the
main ideas on the board:
− Agriculture remained the main economic activity
throughout the 19th century. Its transformation began
with a process of liberal land reform.
− During this period, there was a rise in production and
exports in the agricultural sector increased.
− The agricultural crisis at the end of the century put a
stop to agricultural development and caused an
increase in protectionism and emigration.
5-6 METHODOLOGY
Then, we will analyse the pie chart Agricultural
production… and we will summarise the main ideas by
answering question b.
■ We will continue on to the subsection What was the
liberal land reform? We will begin by looking at Joaquín
Vayreda’s painting, which provides an illustration of the
subject, and we will ask pupils to identify what the
character in the painting is doing.
Next, we will read the text and we will highlight the most
important ideas by studying the diagram titled Liberal land
reform. Then, we will answer question c.
■ We will now carefully read the text Confiscations and
focus on the main ideas:
− The two confiscations were Mendizábal (1836) and
Madoz (1855).
− The result of the confiscations was that fewer people
had ownership of land and peasants had no access to
it.
− The effects of the modernisation of agriculture were
less than expected.
■ Lastly, in order to review the section, we will ask
students to complete exercises 1 and 2 individually, and
we will correct them orally in class.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts a and b. Pupils answer the questions using the
vocabulary acquired throughout this unit, which will allow
for an evaluation of their vocabulary knowledge.
■ Act. a. Name the different reasons why the Spanish
population emigrated and where they moved to.
■ Act. c. Read and understand a document about
agricultural reform in order to answer the given question.
LEARNING TO LEARN
■ Act. 1. Explain what the numbers refer to by correcting
interpreting the text and the graphs.
■ Act. a. Explain the different reasons why the Spanish
population emigrated.
RESOURCE MATERIAL OF THE GUIDE
 In Reinforcement Activity 1, the students can revise
the meaning of the concept “disentailment” and its
phases and economic consequences.
SOLUTIONS TO THE ACTIVITIES
Pages 94 and 95
a. Migration in the XIX Century went in two different
directions and in two phases: Firstly, there was a rural
exodus, where people headed from the countryside to
the more industrialised areas, like Barcelona, Vizcaya
and Madrid; this lead to the growth of the cities.
Secondly, towards the end of the XIX Century, there
was migration to Latin America, especially Cuba and
Argentina.
b. The transformation of Spanish agriculture began thanks
to the liberal land reform, which resulted in the surface
of cultivated land increasing from 10 to 16 million
hectares in the first sixty years of the XIX Century. The
biggest expansion was in cereals and grapevines. The
cultivation of corn, olives and potatoes also increased.
Potatoes, along with bread, became a very popular food.
With regards to livestock farming, cattle and sheep
farming decreased as a consequence of the decline of
wool exports. On the contrary, pig farming increased
due to human consumption of the meat, and the use of
horses, donkeys and mules for transportation purposes
also increased.
The export of citrus fruit, wine and oil became
significant.
RESOURCE MATERIALS 5
Let’s surf Tiching
− Urban expansion was a result of the demographic
P. 94 and 95
transformation in Spain during the 19th century. In
this article we can learn more about the
transformation of Barcelona:
http://www.tiching.com/748191
Students will discover how the population density
made the urban transformation of Barcelona
necessary, and how the work of the engineer Ildefons
Cerdà helped to create a new city.
DIDACTIC GUIDE AND ANSWER KEY
After reading the article, students will answer these
questions:
• Why were Barcelona's city walls becoming a
health risk for the population?
• Explain in your own words Cerdà's urban
transformation plan.
• Why did Cerdà's plan attract so much criticism at
the time?
• Did your own city experience some kind of urban
transformation during the 19th century? Discuss it
with your classmates.
c. The liberal land reform was a series of reforms with the
objective of abolishing the Ancien Régime in the
countryside, together with the introduction of capitalist
forms of production and ownership. It took place in
Spain, in 1836, after the progressives' rise to power. As a
consequence, the feudal regime was abolished, property
was expropriated and most of the land owned by the
Church and municipalities was confiscated.
1. The numbers make reference to the following concepts:
57.9: Represents the percentage of cereals and
legumes produced in Spain in the year 1900 from the
total agricultural production.
1836: Corresponds to the year in which Mendizábal’s
confiscations took place.
16 million: Corresponds to the number of hectares of
land cultivated in Spain in the year 1860.
18.6 million: Corresponds to the number of
inhabitants in Spain in the year 1900.
2. Personal activity.
METHODOLOGY 5-7
 5 INDUSTRIALISATION AND SOCIAL CHANGE IN 19TH CENTURY SPAIN
P. 96 and 97
DIDACTIC GUIDE AND ANSWER KEY

3. THE BEGINNING OF INDUSTRIALISATION…

A. The cotton textile industry
■ We will start by reading the introductory text. Then, we
will look at Santiago Rusiñol’s painting and ask the
following questions:
− What type of factory is represented in Rusiñol’s
painting?
− Who works there?
− What does the phrase “The Industrial Revolution did
not affect all of Spain equally” mean?
− What problems hindered the process of
industrialisation?
Then, we will read subsection A and answer question a to
make sure that students have understood the content
about the textile industry.
Then, we will read the text Industrial colonies and look at
the drawing of a textile colony.
B. The Basque iron and steel industry
■ We will read subsection B, answer question b, and
then, write down the following ideas on the board:
− The steel industry needed blast furnaces that required
large amounts of coal.
− Problems in the supply of coal and iron hindered the
iron and steel industry.
− The iron and steel industry had several phases and
locations in Spain.
− The most significant iron and steel industry in Spain
was in the Basque Country, from 1880 onwards.
− The Basque Country became an industrialised region
(business concentration, its own financial and banking
system), although the state still had to protect it from
foreign competition through protectionist laws.
Next, we will look at the picture of the Altos Hornos and
ask the pupils to describe the factory. Then, we will
highlight its characteristics:
− Large.
− Complex facilities.
− Located next to the river of Bilbao, we can also see
naval construction work in the background.
To summarise the content in this section, we will tell the
class to complete exercise 2.
■ To finish, we will analyse the graph Iron and steel
production and we will complete exercise 1.
The activity from the link in the section @Find out more...
will allow us to extend our knowledge about the subject.

5-8 METHODOLOGY
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. a and b. Use appropriate vocabulary from this
unit to answer the given questions.
■ Act. b. Explain, using appropriate vocabulary, the
different phases that the textile and iron and steel
industries went through.
■ Act. 2. Correct the mistakes in the sentences to check
comprehension of the unit's ideas and vocabulary.
LEARNING TO LEARN
■ Act. 1. Look at the graph on iron and steel production
and correctly interpret its data in order to answer the
questions.
RESOURCE MATERIAL OF THE GUIDE
 In Extension Activity 2 the students have to look for
information about a Spanish Industrial colony from the
XIX Century, and describe its characteristics.
SOLUTIONS TO THE ACTIVITIES
Asturias; María Josefa de Borbón, hermana del rey; una figura femenina con
Pages 96 and 97
1. The Spanish iron and steel industry started in 1826 in
a. The prohibition on importing spun cotton, enacted in
1802, gave rise to a domestic textile industry in
Catalonia, similar to the British one.
The textile industry grew thanks to the installation of
British steam-powered spinning machines in the 1830s.
These innovations led to an increase in production of
cotton fabric and a reduction in its price. Furthermore,
the good quality of the cotton consolidated the growth of
this sector, and led to the displacement of Spain's
traditional wool industry.
2. The corrected sentences are as follows:
b. The iron and steel industry needs iron and coal. In
Spain, iron is found in Malaga and in Vizcaya. There are
also less exploited sites located in the Pyrenees
Mountains. Coal is found mostly in Asturias.
The iron and steel industry started in Andalusia in 1826
with the installation of some blast furnaces. However,
the high cost of getting the coal limited production
capacity and production costs were high. Following that,
an industrial centre was established in Asturias (1868-
1874). However, it was later in 1880, in the Basque
Country, where it succeeded. Iron was exported to Great
Britain in return for Welsh coal, which was better
quality than Asturian coal. Moreover, mechanical and
RESOURCE MATERIALS 5
Let’s surf Tiching
− One of the most well-known industrial colonies in
P. 96 and 97
Spain is the Colònia Güell, located close to Barcelona
and designed by Antoni Gaudí. Students will find out
about its history by reading the article in this
webpage:
http://www.tiching.com/748192
After reading the article, we will ask the students the
following questions:
• What interests fostered the construction of
DIDACTIC GUIDE AND ANSWER KEY
industrial colonies during the 19th century?
• Why can it be said that industrial colonies were
conceived as socioeconomic organisations? What
are the differences between normal industry and
an industrial colony?
• What happened to the Colònia Güell during the
Spanish Civil War?
• What was the impact of the 1973 textile crisis on
the Colònia Güell?
• Who was Eusebio Güell? Look for information
about him on the Internet and find out about his
relationship with Antoni Gaudí.
naval construction companies were created in the region
and anlaimportant
cara vuelta,.
banking sector emerged.
Andalusia. Afterwards, the hegemony of the sector was
moved to Asturias because it was rich in coal, and
finally to the Basque Country where it was consolidated
as a commercial and financial axis around iron and steel
production, with big companies like Vizcaya’s Altos
Hornos. The graph shows the progressive dominance of
the Basque iron and steel production, which ended up
monopolising the sector by the beginning of the XX
Century.
a) The two most important industries in Spain were the
textile industry and the iron and steel industry.
b) Most Catalan factories were powered by hydraulic
power, coal had to be imported.
c) An industrial colony was a little city constructed
close to a factory.
d) The Altos Hornos de Vizcaya was a textile factory in
the Basque Country.
METHODOLOGY 5-9
 5 INDUSTRIALISATION AND SOCIAL CHANGE IN 19TH CENTURY SPAIN
P. 98 and 99
DIDACTIC GUIDE AND ANSWER KEY
4. MINING, BANKING AND THE RAILWAY…
Mining
■ To begin, we will focus our attention on the map
Mining sites in Spain and we will ask:
− What minerals were produced in Spain? Where were
the main mining regions located?
− Is there a relationship between the mining regions and
the industrial regions?
Now, we will read the text in this subsection, write down
the most important facts, and we will answer question a:
− The systematic exploitation of the Spanish mines
began in 1868 after the approval of the Ley de Minas.
− The state sold off many mines to foreign companies
(French and English) to help pay off debts.
− Most minerals were exported due to low domestic
demand.
− The extraction of coal, the primary source of industrial
energy, was problematic: coal from Asturias was not
of a high quality and it was found deep underground,
which made its extraction more expensive.
Finally, we will read the text The importance of coal,
which serves to reinforce the topic.
Banking and finance
■ We will read the text in this subsection and then ask
5-10 METHODOLOGY
the following questions:
− What is the difference between a public and a private
bank? What function does each one perform?
− What is the function of a stock exchange?
Next, we will look at the pictures of the first peseta coins
and banknotes and we will answer question b.
■ We will continue on to the subsection What were the
effects of the railway? First, we will analyse the illustration
The inauguration… by answering the following questions:
− What characters are represented? What social group
do they belong to?
− What authorities presided over the inauguration of the
first railway line?
Then, we will read the text in this subsection and we will
answer question c.
We will now focus our attention on the text Problems of
the… and relate it to the map The construction of the
railway network.
■ To synthesise the content, students will check the
Quick revision box, and in order to consolidate their
understanding, they will complete exercises 1, 2 and 3.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. a. Read and understand information from a text
about mining activity and answer the given questions,
using appropriate vocabulary.
■ Act. b. Describe, in writing, the changes that the
banking system and the world of finance underwent in the
XIX Century.
LEARNING TO LEARN
■ Act. 2. Look at the data represented on a map of Spain
and answer the given questions correctly.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Act. 1. Determine if the sentences are true or false.
■ Act. 3. Use different sources to investigate what trains
were like in XIX Century Spain. Then, imagine you are
travelling by train at that time and write a short description
of the journey.
SOLUTIONS TO THE ACTIVITIES
Pages 98 and 99
a. The following minerals were extracted: lead (Linares,
La Carolina, Cartagena), copper (Riotinto), pyrite
(Huelva) mercury (Almadén), zinc (Reocín), coal
(Asturias), iron (Vizcaya). Although the exploitation of
the mines was mainly conducted by foreign companies
and most of the minerals were exported to Europe, the
increase in production helped develop the railway
system and the shipping industry.
b. By the middle of the 19th century, the Ancien Régime's
banking systems and loans began to be replaced by a
new system to meet the needs of industrial capitalism.
Public banking was established and the Bank of Spain
had the monopoly over issuing currency and controlling
public debt. In 1868, it created the peseta; an official
coin that put an end to the different types of currency
being used in Spain up to that point. In parallel, a series
of private banks were created. They were linked to the
financing of the railways and the mines. In 1831, the
Madrid Stock Exchange was founded. Likewise, in
1861, the Barcelona Stock Exchange was created, in
order to finance enterprises with private capital.
c. The railway was seen as important for industrialisation
because good transport systems were imperative to
RESOURCE MATERIALS 5
Let’s surf Tiching
− Students can visit the webpage of the Bank of Spain
P. 98 and 99
to find some useful information about the history of
this institution:
http://www.tiching.com/748195
On the webpage, students can find a chronological
summary of the most important events in the history
of the Bank of Spain.
Once the students have read the article, we will ask
DIDACTIC GUIDE AND ANSWER KEY
them the following questions:
• What was the first name of the current Bank of
Spain? What were its original objectives?
• What were the successive transformations of the
bank before becoming the current Bank of Spain?
• What were the main contents of the law enacted in
1856?
• What monopoly was granted to the Bank of Spain
in 1874?
stimulate trade and give structure to the domestic market.
For this reason, the State greatly encouraged private
companies to take on the construction of the railway
network.
1. The correct sentences are as follows:
a) In the 19th century, Spain bought mines from France.
(F)
In the 19th century, Spain sold off many mines to
French and English companies.
b) The Peseta became Spain's currency in 1968. (F)
The peseta became Spain's currency in 1868.
c) The first railway line in Spain was opened in 1851.
(F)
The first railway line in Spain was opened in 1848.
2. Personal answer. The students should describe the
different periods of the railway’s construction:
Until 1855: Barcelona-Mataró; Madrid-Aranjuez;
Bar-celona-Granollers; Gijón-Langreo; Barcelona-
Martorell; Valencia-Xàtiva; Madrid-Aranjuez-
Alcázar de San Juan -Albacete; Jerez de la Frontera-
El Puerto de Santa María.
(Continued on page 5-25)
METHODOLOGY 5-11
 5 INDUSTRIALISATION AND SOCIAL CHANGE IN 19TH CENTURY SPAIN
P. 100 and 101
DIDACTIC GUIDE AND ANSWER KEY
5. SOCIAL CHANGE AND ITS LIMITATIONS
From privilege to the class system
■ Firstly, we will look at the pie chart titled Spanish
society… to understand the size of the different social
groups.
Then, we will complete exercise 1 in order to relate this
subsection with the concepts studied in previous sections.
Now, we will read the text and we will highlight the most
important ideas:
− In the 19th century, Spain’s feudal society became a
class society.
− Nevertheless, the nobility and the clergy, as well as
the military officials, continued to have an important
role in society and in politics.
− The bourgeoisie was not as prevalent and had less
political power than in other European countries.
In order to illustrate the social dominance of the
bourgeoisie, we will look at Antonio Gisbert’s painting and
we will answer question a.
Peasants and the working classes
■ We will begin this subsection by looking at Gonzalo
Bilbao’s painting and discussing what it shows. Then, we
will read the text and write the main ideas on the board:
5-12 METHODOLOGY
− The majority of the Spanish population were peasants,
and in some regions, they lived as day labourers
under miserable conditions.
− The industrial proletariat emerged during
industrialisation.
− Working class women worked outside their homes, in
agriculture, in factories or as domestic workers in the
cities.
Then, we will answer question b and do activity 2 in order
to make the pupils think more about the content. We can
start a class debate to share the pupils' different ideas.
■ Next, we will start the subsection Small advances in
education by focusing our attention on the two images of
primary schools.
Then, to develop the topic further, we will read the text in
the subsection, as well as the text The three levels of
education, which gives more detail about how the
education system was organised.
Now, we will read the text The Ley Moyano education
reform as an example of a primary source. In order to
check the students' comprehension of the content, we will
answer question c and do exercise 3.
■ Finally, we will read the text The Free Educational…
and do exercise 4.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. a, b. Use appropriate vocabulary from this unit to
answer the questions correctly.
■ Acts. c and 3. Explain what the Moyano law (Ley
Moyano) was, and compare it with our current education
system.
LEARNING TO LEARN
■ Act. 1. Look at a chart and interpret the data to answer
the questions correctly.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. 4. Use different sources to find out the rate of
literacy in Spain today.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Act. 3. Pupils use their own, independent ideas to
answer the given question.
RESOURCE MATERIAL OF THE GUIDE
 In Extension Activity 1 the students will describe what
the everyday life of the Spanish working class was like.
SOLUTIONS TO THE ACTIVITIES
Pages 100 and 101
a. The high bourgeoisie were the owners of factories, big
companies and banks. The petty and middle bourgeoisie
was made up of businessman, small industrialists,
traders, civil servants, lawyers, university professors etc
b. The Industrial proletariat consisted of former artisans and
peasants who had moved to the city. Most of them
worked in factories in Catalonia, the Basque Country,
Asturias and Madrid.
c. The Ley Moyano, of 1857, was the first initiative to
provide access to education for all the citizens. It
distinguished between private and public (state-funded)
education and it established three levels of education:
• Primary education was organised by the local
council. It was compulsory and free for both sexes
between the ages of 6 and 9 years old. Despite this,
boys’ schooling was far superior to that of the girls,
as the latter were considered not to need it.
• Secondary education was organised by the province,
and each capital city constructed a public secondary
school. However, only wealthy families had access,
and women were not allowed a secondary education
until 1883.
RESOURCE MATERIALS 5
Let’s surf Tiching
P. 100 and 101
− Students can find out more information about the
Institución Libre de Enseñanza (the Free Institute of
Education) by reading the Wikipedia article at the
following weblink:
http://www.tiching.com/748278
After reading the article carefully, students should
answer the following questions individually:
• Who were the founders of the Institución Libre de
Enseñanza?
DIDACTIC GUIDE AND ANSWER KEY
• Why did they distance themselves from the main
university of Madrid?
• Can you name some of the contributors who wrote
articles on the Bulletin of the society?
• Why did the progressive objectives of the
institution come to an end after 1936?
• What influence has the Institución Libre de
Enseñanza had on the education system of
democratic Spain?
• The higher education system was run by the state. It
was very centralised and there were very few
universities. You could only study for a doctorate at
the Central University of Madrid.
The main problem faced was government budget
constraints. Therefore, despite the introduction of this
law, in 1887, 52% of boys over 10 years old and 77% of
girls were still illiterate.
1. Peasants made up the majority of the population; there
were also a large number of artisans, domestic workers
and labourers; the middle classes and upper classes were
in the minority. The predomination of agricultural
workers shows the weakness of Industry in Spain at that
time.
2. The limited industrial development in Spain meant that
there were fewer bourgeoisie and they had less political
power than in other European countries. Similarly, there
was limited development of the proletariat, who were
concentrated in the areas with the biggest industrial
presence, like Catalonia, the Basque Country, Asturias
and Madrid.
(Continued on page 5-25)
METHODOLOGY 5-13
 5 INDUSTRIALISATION AND SOCIAL CHANGE IN 19TH CENTURY SPAIN
P. 102 and 103
DIDACTIC GUIDE AND ANSWER KEY

6. THE PIONEERS OF THE WORKERS' MOVEMENT

A. The first workers’… / B. Peasant revolts
C.
■ Firstly, we will read the introductory text and the text in
subsection A. We will write down the main ideas on the
board:
− Terrible living and working conditions caused factory
workers to group together and fight to improve their
situation.
− The movement was most influential in the more
industrialised regions, while in the more agricultural
regions, peasant movements began to develop.
− In the first protests, spinning machines were
destroyed and factories set on fire. These events
prompted the creation of the first workers’
associations.
− Strikes became the main way for workers to protest.
Then, we will look at the Print commemorating the
founding… and we will answer question a.
■ Now, we will read text B about the peasant revolts and
we will ask the students the following questions:
− How were the living conditions of the day labourers?
− What did the first peasant uprisings involve? What
gave rise to them?
− Which were the first peasant organisations to be
created? What did they do?
Then, we will look at the picture next to the text and we
will answer question b.
C. The arrival of the first International
■ To begin this subsection we will analyse the
Publication commemorating the First of May. We will tell
the pupils to interpret its pictures and text and then ask
the following questions:
− What characters appear in the publication? How are
they represented?
− What concepts are represented? What do they mean?
Then, we will read the text in this subsection and the
associated texts explaining the main characteristics of
Marxism and Anarchism. Once we have read them, we
will answer question c.
To learn about socialism, we will read the primary source
PSOE Programme from 1888 and we will complete
exercise 1.
■ Finally, we will ask the students to complete exercise
2 in small groups. We will start a class debate to discuss
the conclusions of each group and to share their ideas
with the rest of the class.

5-14 METHODOLOGY
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. a and b. Explain, using appropriate vocabulary,
what the workers’ movement was and what different
revolts there were.
■ Act. 2. Explain to the rest of the classmates about the
job of a factory worker during this period of time and the
hard conditions in which people had to work.
SOCIAL AND CIVIC COMPETENCES
■ Acts. a, b, c, 1 and 4. Recognise what workers'
movements consisted of and the different demands and
complaints that the workers had.
LEARNING TO LEARN
■ Act. 2. Make a table with different demands and think
about what action to take in order to put pressure on the
owners.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Acts. a, b, c, 1 and 4. Solve the activities in this unit
individually and independently.
SOLUTIONS TO THE ACTIVITIES
Pages 102 and 103
a. The first workers' movements had a Luddite character.
The first known case took place in Alcoy in 1821, where
spinning machines were destroyed. In 1835, protestors
set fire to the Bonaplata factory in Barcelona. These
events prompted the formation of the first workers’
associations to defend their rights (pay increases,
reduction of working hours, work regulations for women
and children and the right to association).
The first trade union, the Asociación de Tejedores de
Barcelona (The Barcelona Weavers Association), was
founded in 1840, but it was quickly closed because
workers’ unions were forbidden. Strikes became the
main way of fighting for the workers’ rights. The first
general strike took place in 1855, in Barcelona, as a
reaction to the introduction of new machines which took
away jobs and reduced wages.
b. The liberal land reform forced many smallholders to
become day labourers with low salaries and only
temporary work. Continued famines due to wheat and
bread price increases and the difficulty in paying high
taxes resulted in the peasant revolts, which involved
stealing harvests or taking over farmland.
c. Socialism started in Madrid, Asturias and the Basque
RESOURCE MATERIALS 5
Let’s surf Tiching
P. 102 and 103
− The Italian anarchist Giuseppe Fanelli was the man
who introduced anarchist ideas to Spain during the
19th century. Students can learn more about him by
reading this Wikipedia article:
http://www.tiching.com/748384
The article describes his life and his revolutionary
career, highlighting the importance of his tour of
Spain in 1868, in which he helped spread the ideals
of Bakunin. It also contains short descriptions of
DIDACTIC GUIDE AND ANSWER KEY
Fanelli's appearance and ideas.
Once the students have read the article, they can
answer the following questions:
• Why did Fanelli fight together with Garibaldi in
1860? What was the result of Garibaldi's
expedition to Sicily?
• Who sent Fanelli to Spain in 1868? Why?
• Which cities did Fanelli visit during his stay in
Spain?
Country, while anarchism spread through Catalonia and
the Andalusian countryside.
1. During the six-year period of the Glorious Revolution
the ideas of the International Workers Association came
to Spain. In 1870, the Spanish Federation of the
International Workers Association was created. This is
how Marxist and anarchist ideas were introduced to
Spain. Socialism had more success in Madrid, Asturias
and the Basque country, whereas anarchism had a wider
following in Catalonia and the Andalusian countryside.
The socialists founded the PSOE in 1879 and the UGT
in 1888. They used strikes to defend workers’ rights,
they supported the social revolution and they
participated actively in national politics through their
representatives in the Congress of Deputies.
The anarchists supported strikes as a means of
promoting social revolution and they advocated violence
(the propaganda of the deed) through assassinations or
symbolic attacks. They rejected participation in
institutional politics, although they advocated action by
the trade unions. This started to happen from 1910,
when the CNT was founded in Barcelona, which was the
biggest workers’ union in Spain.
2. Open answer.
(Continued on page 5-25)
METHODOLOGY 5-15
 5 INDUSTRIALISATION AND SOCIAL CHANGE IN 19TH CENTURY SPAIN
P. 104 and 105
DIDACTIC GUIDE AND ANSWER KEY

7. ART IN 19TH CENTURY SPAIN

A. Sculpture period.

■ Firstly, we will read the introductory text and the text in
subsection A. Then, we will look at Damià Campeny’s
sculpture and we will ask:
− How is this sculpture similar to the style of Greek or
Roman times?
− What is it made of?
B. Painting styles
■ We will read the text in this subsection and we will
answer question a.
Next, we will arrange the features of the different 19th
century painting styles in the table in exercise 1.
Then, we will look at Carlos de Haes and Mariano
Fortuny’s paintings and we will ask pupils to identify the
painting style and what features of the paintings
demonstrate this style.
C. Modernist architecture
− Modernist architecture incorporated other art forms.
− Modernist buildings used curves, undulating lines and
asymmetry in an attempt to imitate nature.
− Modernism was centred in Catalonia. Important
Modernist architects included Domènech i Montaner,
Puig i Cadafalch and Antoni Gaudí.
Then, we will answer question b.
Now, we will analyse the drawing of Gaudí’s Casa Batlló.
We will identify all its main features and then we will
complete exercise 3.
In order to learn about the architecture of another famous
Modernist architect, Domènech i Montaner, we will do
exercise 2.
■ Next, to extend the pupils' knowledge further, we will
propose that they complete the ArtFile activities.
These activities will serve as a synthesis of Modernist
architecture in general, and Gaudi in particular.

■ Next, we will read the text in subsection C and then

summarise the main features of Modernist architecture:
− Modernism involved the rejection of tradition.
− Modernism used the technology and industry of the

5-16 METHODOLOGY
 KEY COMPETENCES RESOURCE MATERIALS 5
LINGUISTIC COMMUNICATION Let’s surf Tiching

P. 104 and 105

■ Acts. a, b, 1, 2 and 3. Use appropriate vocabulary to
answer the given questions correctly.
CULTURAL AWARENESS AND EXPRESSION
■ Acts. a and 1. Recognise the different cultural
movements that took place during the XIX Century in
Spain.
■ Act. 2. Identify the main characteristics of Modernist
architecture.
− One of the most famous buildings by Antoni Gaudi is
the Modernist Casa Batlló, located in the very centre
of Barcelona. Students can visit the official webpage
of the Casa Batlló to learn more about the history of
this monument:
http://www.tiching.com/748387
When the students have finished reading the text, we
will ask them the following questions:
• What shape is the roof of the building?

DIDACTIC GUIDE AND ANSWER KEY

■ Act. 3. Recognise Antoni Gaudi’s work and describe its
main characteristics.
LEARNING TO LEARN
■ Act. 1. Complete a table detailing the different
paintings styles of the XIX Century, their main themes and
the names of the artists.
• On which floor was the residence of the Batlló
family located?
• What is the total surface area of the house?
• Do you know any other famous buildings by
Antoni Gaudi? Use the Internet to find out more
about his monuments in Barcelona.
• Besides Gaudi, do you know of any other
Modernist architects?

RESOURCE MATERIAL OF THE GUIDE

 In Reinforcement Activity 3 the students will look at
works of art from the XIX Century and they will
describe their main characteristics.

SOLUTIONS TO THE ACTIVITIES

on a dialogue between a man and a woman; the woman
Pages 104 and 105 is the famous architect Domènech i Montaner's
granddaughter. He designed the Hospital of Sant Pau
a. The main artistic movements in Spain during the XIX and the Palau de la Música, both declared World
Century were Neoclassicism, Romanticism, Realism and Heritage sites. He also built the Castle of the Three
Modernism. Dragons, located in Ciutadella Park, which is his
granddaughter’s favourite building. The Castle was built
b. Modernist architecture was characterised by the
with bricks and steel and decorated with ceramics. It
rejection of tradition, the use of technology and industry,
was originally meant to be a cafeteria, but today it
and the incorporation of new forms inspired by nature;
contains the zoology museum.
like the curves, undulations and asymmetry.
3. Open answer.
1. Complete the table as follows:
ArtFile
Style Themes Artists
José de Madrazo a) El Capricho was designed by Antonio Gaudí. It was
Neoclassicism Portrait
built in Comillas (Cantabria) between 1883 and 1885. It
Federico de
Madrazo is one of only a few of Gaudi's works found outside
Eduardo Rosales Catalonia. It belongs to the Modernist style.
Romanticism Historical
Mariano Fortuny b) It is a complex building, made up of a main body to
Social portrait Martí Alsina which a cylindrical tower has been added. Each facade
Realism
Landscape Carlos de Haes is different from the others and the decoration aims to
help the building blend in with the natural environment.
Joaquim Vayreda
It is built from iron, brick, stone and ceramics, with
Modernism Social Ramón Casas many neo-Mudejar and oriental decorative elements, as
Santiago Rusiñol well as local influences.
Isidre Nonell
(Continued on page 5-25)
2. Group activity. The pupils will have a discussion based

METHODOLOGY 5-17
 5 INDUSTRIALISATION AND SOCIAL CHANGE IN 19TH CENTURY SPAIN
P. 106 and 109
DIDACTIC GUIDE AND ANSWER KEY

KEY COMPETENCES

LINGUISTIC COMMUNICATION INFORMATION HANDLING AND DIGITAL COMEPTENCE

■ Page 106, complete..; pag. 107 Learn how to…; pag.
109, acts. 3, 4, 5 and 6. Use appropriate vocabulary and
abilities of written expression to answer the given
questions correctly.
■ Pag. 106, act. 2. Define the key concepts learnt
throughout this unit.
LEARNING TO LEARN
■ Pag. 107, Learn how to… Analyse the information on
a map and answer the questions individually.
■ Pag. 108, acts. 1 and 2. Look at the map and the bar
chart and use the data to answer the questions.
■ Pag. 109, acts. 5 and 6. Use the available digital
resources, such as the tiching links, to obtain information
and correctly answer the given questions.

■ Pag. 106, synthesis; pag. 109, act. 3. Organise the

information to answer the questions correctly. SOCIAL AND CIVIC COMPETENCES

■ Pag. 106, act. 2. Identify historical characters and
create a timeline with the different historical events.
■ Pag. 107, act. Learn how to… Analyse the information
represented on a map and answer the given questions
correctly.
■ Pag. 109, acts. 5 and 6. Identify and explain the role
of women in the workers’ revolutions, and how the
bourgeoisie lived during the XIX Century.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT

■ Pag. 108, acts. 1 and 2. Interpret the data from the ■ Pags. 106 and 107. Do the given activities individually
graphs correctly and answer the given questions. and independently.

■ Pag. 109, acts. 5 and 6. Identify and describe the

different social classes and the role of women during the
XIX Century.

5-18 METHODOLOGY
INDUSTRIALISATION AND SOCIAL CHANGE IN 19TH CENTURY SPAIN 5

P. 106 and 109

DIDACTIC GUIDE AND ANSWER KEY
FINAL ACTIVITIES SOLUTIONS TO THE ACTIVITIES

Page 106
■ The activity Learn how to… Analyse an urban
expansion... gives us the opportunity to develop the study INDUSTRIALISATION AND SOCIETY IN 19TH …
of the city as a historical, geographical and social 1. Complete the concept map as follows (missing words
phenomena. This will allow us to widen our vision of the in italics):
Industrial Revolution as a creator of a new model of city.
agriculture:
■ Activity 1, Written sources... will allow us to examine liberal agricultural reform
economic activity in Spain in the 19th century by
analysing a map showing what activities were modernisation of agriculture
predominant in different regions. industry:
■ Activity 2, Graphs: Spanish industry... will allow us to mining
complete our analysis of the Spanish economy by textile
providing more details of the industrial sector. iron and steel
■ Activity 3, Organise information:... will allow us to go Other economic activity:
into more detail about the factors involved in the failure or transport
delay of the Spanish Industrial Revolution.
trade
■ Activities 4, 5 and 6 will allow us to develop and banking
deepen our knowledge of the social aspects of the
process of industrialisation, regarding working conditions, class society:
the role of working class women and the workers’ bourgeoisie: high / middle / petty.
households. working classes: peasants / industrial proletariat
■ The activities from the Summary section will serve to workers’ movement: peasant revolts / first trade
consolidate the unit's key concepts. union- Barcelona Weavers Association, 1840. /
introduction of IWA: Marxism, anarchism.

METHODOLOGY 5-19
 population
growth
emigration
rural exodus
2. The answers are as follows:
ANSWER THE QUESTIONS
a) The Spanish population increased in the XIX
Century, although less than in other European
countries. This growth was the result of the constant
birth rate and the decrease in the death rate. These
circumstances were due to increases in agricultural
production, improvements in diet, hygiene
improvements and technological advances, which
made people less vulnerable to diseases. However,
there were regional variations in the growth of the
population; Madrid, Catalonia, the Canary Islands
and The Basque Country saw the biggest increases
in population.
The population emigrated for different reasons. The
abolition of the landlord regime, the concentration
of property, the hard conditions of rural life, the
technological changes in agriculture, transport
improvements and the expectations of leading a
better life somewhere else. People moved from the
countryside to industrialised areas, and the cities
grew as a result.
b) The liberal land reform was a series of reforms,
which took place in Spain after the Progressives
came to power in 1836. As a consequence, the
Ancien Régime was abolished, property was
expropriated and the land owned by the Church and
municipalities was confiscated. The ones who
benefitted from these reforms were the bourgeoisie,
wealthy farmers who had an interest in cultivating
the land and modernising the operations, former
owners, civil servants, the military and traders with
a landlord mentality.
The liberal land reform allowed the disentailment of
much of Madrid's land, which was bought by the
bourgeoisie, professionals and wealthy farmers.
These changes brought about a much more efficient
use of the land, dedicated to the cultivation of
cereals and grapevines.
c) In 1802, the ban on foreign imports of spun cotton
gave rise to Spain's textile industry. In the 1830s,
the textile industry started a process of
mechanisation, with the installation of spinning
machines and steam engines. Because of the need
to import coal, many factories were situated on the
coast, near Barcelona’s port. From 1860, many
factories were established near rivers to take
advantage of the use of hydraulic energy instead of
coal. This resulted in the creation of the industrial
colonies. At first, the iron and steel industry was
established in Andalusia because they had iron
deposits. However, the high cost of importing the
coal to this region limited production, so the
industry was moved to Asturias, to be closer to the
5-20 METHODOLOGY
coal mines. In 1876, because of the better quality
iron, the industry moved to the Basque Country.
The obstacles to Spanish industrialisation were as
follows: The purchasing power of the Spanish
population was very low because of the poverty
levels of the majority of the peasants; the lack of
investment; transportation problems; the lack of
energy sources; the long distances from Europe's
more industrialised regions for acquiring raw
materials and selling produce; and lastly,
protectionism, which did not encourage
manufacturers to innovate in order to be
competitive internationally.
d) In general, Spain was a country rich in mineral raw
materials. However, Spain had very little coal,
which was difficult to extract and of poor quality.
The main excavation sites for minerals were as
follows: lead (Linares, La Carolina, Cartagena),
copper (Riotinto), pyrite (Huelva), mercury
(Almadén), zinc (Reocín), coal (Asturias), iron
(Vizcaya). The extraction of these minerals was
mainly given over to foreign companies and most of
the minerals were exported to Europe.
e) The most traditional version of Spanish
Industrialisation is the idea that the Industrial
Revolution in Spain was a failure. Industrialisation
only really occurred in the Basque Country and
Catalonia, with a small degree of participation from
Andalusia, Asturias, Cantabria and Valencia.
Today the hypothesis of 'relative backwardness' is
more widespread. Without doubt, the Spanish
economy of the XIX Century was far behind that of
the United Kingdom, France or Germany. However,
it was closer in growth to other Mediterranean and
central European countries, with a similar
background to Spain.
The difficulties of agricultural modernisation,
excessive state interventionism, the abandonment of
the foreign sector, protectionism and an
underdeveloped financial system all complicated
the task of Spain's economic modernisation.
f) The most important significant workers’ movement
as from 1870 were as follows:
− Anarchism: this movement started in Catalonia
and the Andalusian countryside. They supported
violent action against the bourgeoise and capitalist
society. There was a series of violent attacks, and
because of this, the workers' movement was
strongly repressed. Afterwards, groups opposed to
this violence, supported the creation of trade unions
to lead the workers in a social revolution. This is
how, in 1910, the National Confederation of Work
(CNT) was founded.
− Socialism: this movement had its biggest
influence on the proletariat and the middle classes
from Madrid, the Basque Country and Asturias. The
Socialists’ objective was to have a social revolution
in order to change the capitalist system and create a
more equal society. In 1879, the Spanish Socialist
 Workers' Party (PSOE) was founded. Afterwards, in
1888, following Marxist guidelines, the Spanish
General Workers Union (UGT) was created
DEFINE KEY CONCEPTS
• Rural exodus. Is the process by which the
population from the rural areas migrates to the
cities. In Spain, by the middle of the XIX Century,
this process developed for different reasons:
abolition of the landlord regime, concentration of
property, changes in agricultural techniques,
improvements in transport, etc.
• Protectionism. Economic policies which try to
restrict the entry of foreign products into a country
by imposing an import fee or tax. This serves to
make the foreign product more expensive and
thereby stimulates the purchase of domestic
products.
• Industrial colony. Workers' communities that
emerged on the outskirts of the cities, normally on
the banks of a river so hydraulic power could be
used. They consisted of a factory, housing for the
workers, churches, schools, shops etc.
• Labour union. Association created to defend the
interests of the workers. There were unions of trade,
which grouped workers according to economic
activity, and unions of class, which aimed to
integrate the whole of the working classes.
• Latifundia. Large plots of land owned by few
people. Peasants were employed to work on these
large estates under miserable conditions.
• Realism. Artistic and literary movement whose
fundamental purpose was the objective
representation of reality based on the observation of
everyday life and social themes of the period.
IDENTIFY KEY FIGURES
• Mendizábal. A liberal progressive politician, who
led the confiscation process of the land owned by
the Church, between 1836 and 1837.
• Pablo Iglesias. Socialist politician, founder of the
PSOE (1879) and the UGT (1888). He was the first
representative of the workers (1910) in the
Congress of Deputies.
• Gaudi. Famous architect of Catalan Modernism.
His architecture has a very personal style, based on
a combination of tradition and innovation. He was
inspired by nature and he had an amazing capacity
for fantasy and imagination. His work is well-
known internationally and seven of his works are on
UNESCO’s World Heritage list.
• Madoz. A liberal progressive politician. In 1855, he
enacted the confiscations of the municipalities’
communal goods.
• Fanelli. An Italian revolutionary and anarchist. He
spread anarchist ideas through Spain and helped
create the Spanish section of the AIT (1870), with
this ideology.
• Moyano. A liberal moderate politician. He
introduced the Public Education Law (1857).
CREATE A TIMELINE
• The confiscations of Madoz. 1855.
• General Railway Law. 1855
• Creation of the Spanish General Workers Union
(UGT). 1888.
• First general strike. 1855.
• Foundation of the Spanish Socialist Workers' Party
(PSOE). 1879.
• Creation of the peseta. 1869.
ANSWER THE INITIAL QUESTION
The industrialisation process in Spain was much slower
than in the most advanced countries from Northern
Europe. The textile and iron and steel industries,
located mainly in Catalonia and the Basque Country,
were the first regions to become industrialised. Spanish
industry had low productivity and elevated costs. It
was therefore uncompetitive and threatened by the
entry of foreign products. Its consolidation was also
affected by the lack of an integrated market, the poor
purchasing capacity of the population, the insufficient
transport network and the weak financial system.
The result was the excessive weight of the
underdeveloped agriculture and the social
predomination of a rural oligarchy, which contrasted
sharply with the poverty of the peasants. The
bourgeoisie and the proletariat, protagonists of a new
industrial society, grew much more slowly than in
other countries. All of these factors caused
complications for economic modernisation in Spain. A
dual situation prevailed between areas of emerging
industrial development and areas of traditional
agriculture.
STUDY SKILLS
Personal activity.
Pages 107
LEARN HOW TO... ANALYSE AN URBAN...
1. Identification and presentation
• The map shows the growth of the city of Madrid.
Point out the original centre of the city (old town) in
the XVIII Century, the expansion that took place in
the XIX Century and the growth of the suburbs
from 1875 onwards.
2. Analysis
• The expansion of Madrid came about in the middle
of the XIX Century (Castro Plan). The idea was to
expand the city out to the north and northeast,
creating a perimeter with ring roads (Rondas). The
neighbourhoods of Argüelles Moncloa, Chamberí
and Salamanca were created. Other neighbourhoods
also emerged in the south of the city, like Mediodía
and Latina. Later on, neighbourhoods in the suburbs
METHODOLOGY 5-21
 were developed, which were dedicated to providing
housing for workers, like Tetuán, Ventas or Vista
Alegre.
• During the expansion of Madrid, similar to the
growth of other cities at that time, certain criteria
was imposed in order to try to improve hygiene. For
example, wider streets, regular blocks and green
areas to improve air circulation and get more light
from the sun. However, over time, the building
density increased and these principles were
sidelined in order to maximise profits. Flow of
traffic was also regulated with ring roads and
perpendicular axes.
The layout of the old town is not ordered; the streets
are narrow and it is has an urban morphology that
belongs to the Middle Ages. The new expansion
zone has an ordered road network, with an
orthogonal layout in many cases, and with wide
streets to cater for large traffic volumes, typical of a
highly populated city.
3. Historical context
• The purpose of these new neighbourhoods was to
respond to the growth in the population of the cities.
The expansion zones were also used to try to
introduce new industrial activities and the new
system of transport at that time, the railway.
• The designer of Madrid's expansion zone was the
engineer Carlos María de Castro. During the same
period other expansion plans were undertaken in
Spain, such as the expansion plan of Barcelona by
Ildefons Cerdà.
4. Conclusions
• An expansion zone had to guarantee the efficient
movement of people and goods in the new
industrial city. The streets had to be able to cater for
a greater movement of people and goods and
introduce new means of transport (trams, railways,
and also cars). Also, it had to allow for efficient
communication between the centres of production
and the markets, both inside the city and in the
suburbs and beyond (railway stations, ports,
roads...).
-• With regards to housing, the expansion zones had to
provide accommodation both for the new ruling
classes, with the development of bourgeoisie
neighbourhoods, as well as for the working classes.
It was the working classes who ended up living in
the neighbourhoods on the outskirts of the city,
which were overcrowded and lacking basic
facilities and services.
The infrastructure that was built in the expansion
zones was linked to the needs of the new industrial
society, and the mass population. For example,
markets, water, gas and electricity supply networks,
sanitary sewage systems, transport infrastructure
(railway stations, public transport) or facilities for
leisure purposes (theatres, sports centres etc.).
5-22 METHODOLOGY
HISTORICAL THINKING
Connections
• There was an absence of an entrepreneurial
bourgeoisie and the capital necessary to finance
industrialisation. This meant that investment was
only made by the state or by foreign capital.
• Transport problems; the poor state of the roads, the
underdeveloped transport network and the lack of
energy sources added to the distant position of
Spain with regards to the more industrialised centre
of Europe. This situation made the acquisition of
raw materials and the sale of produce abroad more
problematic.
• An unstable political situation (the Carlist wars, the
interference of the army in popular revolts...)
deterred investors because of the constant changes.
Consequences
Protectionism was encouraged by most of the industrial
sector. Industrialists were aware of the weak situation
of the Spanish industry compared to other countries,
and therefore, supported measures to defend the
interests of the domestic market. On the other hand,
these protectionist policies led to a lack of
competitiveness in international markets and they
didn't promote the need for modernisation and
innovation.
Continuity and change
The liberal and industrial revolutions changed Spanish
society. However, slow industrialisation and the
continued importance of the agricultural sector typical
of Spain meant that the influence of the nobility and
the Church continued. The new ruling class was
formed from the old landlord nobility, who had lost
landlord’s rights but kept the property of the land; and
the high bourgeoisie, who were factory and business
owners and the banks. In Catalonia, due to its greater
industrial development, small businesses, traders and
liberal professionals held a special role. The Church
continued to have social privileges, despite seeing its
economic power reduced as a result of the
confiscations.
The working classes, both in the countryside and the
cities, experienced a process of proletarianization.
Many peasants had to work as day labourers and did
not have any land. In the industrial areas an industrial
proletariat emerged, together with craftsmen and
service personnel, these are who formed the bulk of the
urban working classes.
Giving reasons
Anarchism developed as part of the workers’
movement, as a consequence of the process of
industrialisation. For this reason, in Catalonia, and
specifically Barcelona, anarchistic ideas grew strong.
Due to the disenchantment of the workers with
progressive parties and republicans, they shifted their
support to anarchism. Andalusia similarly supported
 the idea of anarchism. High poverty levels and a desire
to change society made this ideology popular, not only
in the countryside but also in the large industrial cities
of Málaga and Cádiz.
Page 108
1. Written sources. The Spanish economy...
a) The main agricultural regions and what is grown are
as follows: grapevines (Orense, Cádiz, Seville,
South of Catalonia, East of Valencia and Alicante,
Málaga and the South of Córdoba); wheat (North of
Extremadura, Castilla-La Mancha, Castilla and
León); olive groves (South of Aragón, Jaén and
North of Córdoba).
b) The main minerals extracted from the mines and the
regions are: mercury (Almadén); copper (Navarra
and Huelva); steel (Basque Country, Jaén and
Córdoba); lead (Santander, Salamanca, Murcia and
Jaén); coal (León, Asturias, Basque Country and
Córdoba); zinc (Santander). Except for coal, which
was not competitive on the foreign market, most of
the minerals were exported.
c) Mineral exportation was important because
domestic demand was very low. We can highlight
that copper and steel were the main exports. Spain
was the main supplier of these minerals throughout
the XIX Century.
d) The most industrialised regions and their industries
were: iron and steel (Málaga, León, Basque Country
and Santander) and textile (Catalonia).
e) The most populated cities were: Madrid, Barcelona,
Valencia and Seville. The main financial centres
were: Madrid, Barcelona, Bilbao, Santander,
Valladolid, Cádiz, Jaén and Valencia.
f) Although by the end of the XIX Century
industrialisation had spread across Spain, there still
continued to be imbalances in its regional
distribution. On the one hand, in Catalonia and the
Basque Country there was a consolidated industrial
sector, likewise in Asturias and Valencia, and
Madrid had become the third industrial region of
Spain.
On the other hand, other regions such as the Canary
Islands, Galicia, Castilla-La Mancha, Extremadura
and Andalusia kept a traditional agricultural sector
and industry was much less developed.
The agricultural crisis at the end of the XIX Century
affected these regions deeply. However, the
situation was overcome because of investment in
new land and irrigation, the diversification and
specialisation of the crops, along with the increase
of livestock farming.
However, there still existed large areas of latifundia.
The desire for an agricultural reform that distributed
the land more equally and encouraged agricultural
innovation and developments resulted in the great
peasant revolts of the end of the 19th century.
2. Graphs: Spanish industry and economy...
a) The predominant industrial sector in Spain was
food, exceeding an average of 40% (85% in the
Canary Islands and only 15% en Catalonia). It was
a traditional industry and its predominance was an
indicator of the weak industrial development in
Spain.
b) In Catalonia the textile industry predominated with
55% and the iron and steel industry in the Basque
Country, with 30%. The region which had a large
group of other industrial activities was Asturias,
with just over 40%, and also the Basque Country,
Valencia, the Balearic Islands and New Castile,
with around 30%.
c) We can deduce that in the regions where there was
a strong food industry the predominant economic
sector was agriculture.
d) By the middle of the XIX Century, only in
Catalonia had industrialisation reached a similar
level to other industrialised regions of Europe. At
the end of the century, the economy of the Basque
Country and areas like Madrid, Asturias or Valencia
could also be considered as industrial regions.
However, a traditional agricultural sector
predominated in much of the country. There was
slow growth and little industrial development.
Page 109
3. Organise information: Slow industrialisation
a) The factors that explain the slow industrialisation
process in Spain during the XIX Century are:
An unfavourable environment, characterised by the
isolation of the interior by high mountain ranges,
the long distances from Spain to the most
industrialised countries in Europe and the lack of
raw materials and energy sources.
Weak internal demand, due to the populations’
weak purchasing power and the underdeveloped
transport network.
Social and political factors, such as political
instability, protectionism policies and low
investment potential.
All these factors contributed to Spain's slow
industrialisation and weak growth, compared to the
rest of Europe.
4. Written sources. Working in the mines
a) The quicksilver mines produce mercury.
b) The miners suffered diseases like ptyalism, caused
by breathing in toxic mercury fumes, the loss of
their teeth, bad breath and bad tremors.
c) Mercury poisoning caused young miners to lose
their teeth, and the tremors they suffered were
sometimes so violent that they could not even eat by
themselves.
d) Madoz’s complaint is one of several philanthropic
concerns expressed over the working conditions of
METHODOLOGY 5-23
 the miners at that time. However, it was not until owner’s, which was large and well-lit. The second
the beginning of the 20th century that protection and third floors and the ground floor were relatively
measures were taken and hygiene started to improve decent and were rented out. However, the attics
for the workers. were not in a good condition and did not provide
suitable living quarters.
5. Digital sources. Working class women
a) Before industrialisation women worked in the fields
and at home, mostly in the spinning of silk and
linen.
b) In the XVIII Century, this activity was heightened
and incorporated into the industrial sector; it was
given the name 'domestic industry'. However, the
spread of industrialisation caused a series of
changes, such as the increase in factories, which led
to the disappearance of the household as an area of
production.
c) In the first factories, women did jobs that required
little physical effort like spinning and jutting out.
d) Workers were put under constant pressure because
if they didn't meet the objectives, they would only
receive the basic salary, with no bonus. Women
started work at a very young age in the textile
sector, specifically in dressmaking. They worked
for different reasons, but the majority worked
because they needed to earn money for their
families.
e) Their working conditions were bad and they were
treated badly by their bosses, the job was stressful
and in summer it was very hot, etc. Their conditions
of life were marked by the ideology of the period,
women were destined to marry and create a family.
They also suffered health problems because of
accidents at work, such as back problems and wrist
ache, which were never recognised as being work
injuries.

6. Audiovisual sources: Bourgeois homes

a) The houses from the XIX century were normally a
reflection of the vertical order in which society was
organised.
b) The premises on the ground floor were used as
shops, storerooms, workshops and lodges.
The first floor was used as the owners living
quarters. The owners would choose the first floor
for the use of the lift. It was considered the floor
with the most light and the well-ventilated. It had
large rooms for welcoming guests.
The second and third floors were divided into
different households. These living quarters were
more modest and were normally rented out to
families or people the owner knew. The smallest
living quarters, which had very little light, were
located at the top of the building. These rooms were
either used rented out to people with very few
means or they were used to house the domestic
helpers working in the household.
The difference between the floors was palpable.
The only floor that was in a good condition was the

5-24 METHODOLOGY
 SOLUTIONS (CONTD.)
Transatlántica Española), the Compañía General de
(Comes from page 5-5) Tabacos de Filipinas and the Colonial Bank of Spain
(Banco Hispano Colonial). He also had economic
many regions, transport issues; few sources of energy; interests in the railway and in Asturian coal, although
and the distance of Spain from the European industrial his most controversial economic activity was in the
centre, causing complications in acquiring raw slave trade.
materials and selling produce abroad. All of these
factors contributed to industrial products not being able His title was passed down to his sister, who was
to find a sufficiently wide and integrated market to married to Eusebio Güell, the Count of Güell. He was a
sustain their development. textile businessman (Vapor Vell of Sants) and was
involved in various technology sectors of that time
Personal answer. (Cementera Asland, Compañía Española de Minas del
Rif, etc.).
(Comes from page 5-11)
Güell was Gaudi's main patron. He commissioned
2. (Continued) some of Gaudi's main works such as Palacio or Palau
Until 1865: Madrid-Santander; Madrid-León; Madrid- Güell, the Cellars Güell (las Bodegas Güell), the Güell
Ávila; Madrid-Valladolid; Barcelona-Zaragoza- Pavilions (los Pabellones Güell), Park Güell (el
Madrid; Madrid-Irún; Zaragoza-Logroño-Bilbao; Parque Güell), and the Church of Colonia Güell
Mérida-Badajoz; Córdoba-Sevilla-Cádiz; Córdoba- (cripta de la Colonia Güell).
Málaga; Albacete-Murcia.
Until 1885: Reus-Lleida; Girona-Portbou; Huesca-
Jaca; León-Oviedo; León-Vigo; Monforte de Lemos-A
Coruña; Vigo-Santiago de Compostela; Madrid-Cáce-
res-Mérida-Sevilla-Huelva;Madrid-Córdoba; Aranjuez-
Cuenca; Alicante-Lorca; Granada-Morón de la
Frontera.
Until 1900: Zaragoza-Soria-Venta de Baños;
Plasencia-Astorga; Salamanca-Portugal; Zafra-Sevilla;
Jaén-Algeciras; Águilas-Baza; Baeza-Almería;
Sagunto-Teruel; Madrid-Segovia: Reus-Alcañiz.
The Spanish railway network had a radial structure,
with its centre in Madrid. This structure was not
favourable for connecting the most active industrial
centres (Catalonia and the Basque country). The rails
were wider than most of the European lines, because of
the Spanish land relief. This meant that goods had to be
transferred onto different trains at the border, which
added costs and time.
3. Personal writing.
(Comes from page 5-13)
3. Personal answer.
4. The current literacy rate in Spain is 98.1%.
(Comes from page 5-17)
c) Modernism involved the rejection of tradition, the use
of technology and industry and the incorporation of
other art forms in architecture. Asymmetry, the use of
curved and undulating lines and the imitation of nature
allowed for total creative freedom. All these features
can be seen in El Capricho, both in the layout of the
space and the compositional lines of the work, in the
use of industrial materials (ceramics, iron, bricks...)
and the decorative richness.
d) The first Marquis of Comillas, whose title was granted
by Alfonso XII in 1878, was the businessman and
banker Antonio López. He was the founder of the
Spanish Transatlantic Company (Compañía

METHODOLOGY 5-25
 WEB PAGE ADDRESSES

TICHING WEBS
http://www.erih.net/industrial-
http://www.tiching.com/748154
history/spain.html?utm_source=tiching&utm_medium=referral

http://www.economicsonline.co.uk/Global_economics/Trade_protectionism.html?utm_
http://www.tiching.com/748155
source=tiching&utm_medium=referral

https://www.theguardian.com/cities/2016/apr/01/story-cities-13-eixample-barcelona-
http://www.tiching.com/748191
ildefons-cerda-planner-urbanisation?utm_source=tiching&utm_medium=referral

http://www.gaudicoloniaguell.org/en/history/colonia-guell-
http://www.tiching.com/748192
history?utm_source=tiching&utm_medium=referral

http://www.tiching.com/748195 http://www.bde.es/bde/en/secciones/sobreelbanco/historiabanco/Del_Banco_de_San/

http://www.tiching.com/748278 https://en.wikipedia.org/wiki/Instituci%C3%B3n_Libre_de_Ense%C3%B1anza

http://www.tiching.com/748384 https://en.wikipedia.org/wiki/Giuseppe_Fanelli

http://www.tiching.com/748387 http://es.tiching.com/casa-batllo-by-antoni-gaudi/recurso-educativo/748387
METHODOLOGY 5-27
5-28 METHODOLOGY
FOURTH COURSE
COMUNIDAD DE MADRID

Unit 06
The age of imperialism

TEACHER’S GUIDE

• Didactic Guide

• Answer Key

• Key Competences

• Focus on diversity
– Reinforcement activities
– Extension activities

• Didactic resources
– Let’s surf Tiching

• Digital Book

• Education in values

METHODOLOGY 6-1
 6 THE AGE OF IMPERIALISM
P. 110 and 111
DIDACTIC GUIDE AND ANSWER KEY
LET’S PREPARE THE UNIT
What are we going to learn?
■ Throughout this unit, the topics explored are the
following:
− The causes of the imperial expansion.
− The triumph of imperial capitalism.
− The European emigration in the 19th Century.
− The European conquest of the world.
− The repartition of the world to colonial empires.
− The colonialism’s inheritance.
− The art revolution during the change of century.
− The influence of the Asian and African art on
Western art.
− The transformation of science and technology.
Let’s start the unit
■ First of all, introduce the unit by asking the
questions at the end of the section What do we
know? with the objective making the students’ aware
of the contents that will be developed.
After that, read the text and look carefully at the
image An engraving that shows how the French
conquer Algiers... and write down the main ideas:
6-2 METHODOLOGY
− During the last third of the 19th Century, the
Second Industrial Revolution transformed the
economy and the society of the European powers.
− Production, commerce and means of transport
were developed thanks to the application of the
scientific and technological discoveries and to the
new organisation of work.
− The European technological, military and financial
superiority allowed it to politically and
economically dominate the rest of the world.
− Some European countries achieved the
exploitation of Africa, Latin America and Asia’s
resources and also the political domination of a
large part of these continents.
Next, look at the map and ask the students to make a
rating of the level of territorial occupation that the
European powers had comparing it to that of the
United States and Japan.
Following that, point out the chronological timeline to
distinguish the following stages of Imperialism and
match them with the process of the Second Industrial
Revolution.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Text page 111. Read and understand the text to
recognise the main characteristics of Imperialism.
■ Acts 1 and 2 section What do we know? Use the
appropriate vocabulary to define imperialism and describe
the Second Industrial Revolution’s characteristics.
LEARNING TO LEARN
■ Images pages 110-111. Identify the represented data
in the outlines and drawings from this double page in
order to understand imperialism’s main characteristics.
■ Map page 111. Interpret the data represented in a map
on the different colonies that existed during the 19th
Century.
■ Act. 1 section What do we know? Know the
characteristics and the innovations that the Second
Industrial Revolution presented.
Education in values
Value human diversity
■ In this unit, study the European legitimacy to conduct a
colonial policy, and especially, their racist ideology.
In order to establish a critical debate on this ideology and
the consequences of imperialism, ask:
− With what arguments did the Europeans defend their
interference with the governments of the colonies?
What were its real reasons?
− What consequences could derive from the attachment
of the African territories to the Europeans?
− In what aspects do you think that European
imperialism affected the current situation of poor
countries in Africa and Asia?
■ Amplify this dialogue with the rejection of War as a
solution to any given problem and, on the contrary, defend
the diplomatic ways.
Digital Book
■ Self-correcting activities in which the student can
answer and then check themselves if they are correct.
Open activities that pupils can answer and then the
teacher will correct them.
RESOURCE MATERIALS 6
Let’s surf Tiching
P. 110 and 111
− The British Empire during the reign of Queen Victoria
was the largest empire in the history of the world.
Students can read this article to learn more about the
growth and development of this empire:
http://www.tiching.com/748577
The article explains how the mercantile empire of 16th
and 17th century was transformed, in 19th century,
with the acquisition of new territories in many parts of
the world.
DIDACTIC GUIDE AND ANSWER KEY
After reading the article, students will answer these
questions:
• What countries were the rivals of Great Britain
during the imperial expansion of the 17th and 18th
century?
• Which territory served, after its discovery, as a
penal colony?
• Which country was seen as a menace for the
British interests in India?
• Which major conflict accelerated the dissolution of
the British Empire during the 20th century?
SOLUTIONS TO THE ACTIVITIES
Pages 111
• The Second Industrial Revolution was a process that
began in the last third of the 19th Century, and which
transformed the economy and society of the main
European powers. It was characterised by the
application of new scientific and technologic
discoveries, by the new organisation of work and by
new business formulas that allowed the development
of the production, commerce and transport.
• The term imperialism makes reference to an attitude
or indoctrination which perpetuates or practices the
extension or domination of one country upon another
by means of economical, military or political forces.
• The domination of the world at the end of the 19th
Century by part of the industrial powers could be
qualified as imperialist, because it was developed
using military, economical and political forces.
METHODOLOGY 6-3
 6 THE AGE OF IMPERIALISM
P. 112 and 113
DIDACTIC GUIDE AND ANSWER KEY
1. WHY WAS THERE IMPERIAL EXPANSION?
A. Economic… / B. A growing population
■ Firstly, read the introductory text and ask the following
questions:
− What areas were the European countries’ main
objectives?
− What allowed them to dominate those areas?
■ Next, read the text from the epigraph titled Economic
interests and point out the economic factors that boosted
imperialism:
− The search for new markets where they could sell the
surpluses of European industrial production.
− The need to obtain raw materials destined for industry
with the least possible costs.
− The inversion on areas that achieved biggest benefits,
due to the lower costs of labour.
Following that, look at the graph European dominance..,
read the text The economic need... and finally answer
activity a.
■ After looking at the graph Population Growth, read the
text from the epigraph A growing population in order to
highlight the increase of population in Europe and the
migratory phenomenon that it created. Then, answer
activity b.
6-4 METHODOLOGY
C. Rivalry between…/ D. The myth of the…
■ Read the text from the epigraph Rivalry between…
and ask:
− Why did the European countries expand over Africa
and Asia instead of Europe itself?
− Was there rivalry between the European powers to
colonise new territories? Why?
Then, read the text In search... and ask the students to
carefully look at the image Propaganda poster...and to
interpret its message.
Following that, solve activity c.
■ Finally, read the text from the last epigraph, The myth
of the…, and ask the following questions:
− What role did racist and nationalist conceptions play in
the development of imperialism?
− Were any limits imposed on the means used to exert
domination over other populations?
Read the section Dominating races and answer activity d.
Next, look at the image The western powers... and ask
the pupils to interpret it.
■ Last of all, do the activities number 1, 2 and 3 as a
synthesis.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. 2. Analyse, using the appropriate vocabulary, the
causes of colonial imperialism.
■ Acts. c. Communicate clearly why a territorial
expansion within Europe was not possible.
■ Acts. d. Explain what the belief of the existence of a
superior race consist of, how is it justified and what that
belief entails.
LEARNING TO LEARN
■ Acts. a and b. Recognise Europe’s situation during the
19th Century; a situation which lead to the development of
colonialism.
■ Act. 2. Value the causes that fueled imperialism and
compare them with the situation nowadays.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Act. 3. Defend with valid arguments a personal point of
view.
RESOURCE MATERIAL OF THE GUIDE
 In Reinforcement Activity 1, pupils will be able to revise
the main consequences of imperialism.
SOLUTIONS TO THE ACTIVITIES
Pages 112 and 113
a. European countries were looking for new markets to sell
their surplus products, to obtain raw materials and
colonial products and to invest their excess capitals
outside Europe, in places where labour was cheap.
b. The rise in European population during 19th century
caused overpopulation in many areas, and forced the
migration to colonies, that helped avoid social problems
in the metropolis.
c. Territorial and military expansion was no longer
possible in Europe because the European borders were
stabilised after the unification of Italy and Germany.
d. The myth of the white master race was an idea that
Europeans were more intelligent and industrious than
other people, and for that they had the right to impose
themselves on other races. This led to the occupation of
colonies, as Europeans believed that they had the right
to spread culture and civilisation among other people.
1. Rhodes justified the need for colonies for economic
reasons: to provide land for surplus population and find
new markets for the goods. Ferry thought that
colonialism was necessary for maintaining French
political influence and power. Finally, Chamberlain
speaks about the greatness of English race and about its
RESOURCE MATERIALS 6
Let’s surf Tiching
P. 112 and 113
− Students can read the article in the following weblink
to summarise some of the most important causes of
European imperialism during 19th century:
http://www.tiching.com/748578
Students will carefully read the five motives explained
by the article, and then answer the following
questions individually:
• What important infrastructure was built in Egypt
during the 19th century, helping to reduce the
DIDACTIC GUIDE AND ANSWER KEY
travel time between Asia and Europe?
• What were the motives that moved some
European citizens to explore territory that was, for
them, still unknown?
• What is the meaning of the word "ethnocentrism"?
What is the connection between ethnocentrism
and Imperialism?
• What infamous trade came to an end during 19th
century? What was the role of the missionaries?
duties of maintaining peace in the world and educating
and civilising other people.
2. Colonial imperialism was originated due to the necessity
of the industrialised countries in Europe to find new
markets where they could sell the surplus of their
industrial production, of obtaining raw materials and of
having new places to invest the capital’s surpluses. To
these were added the growth of population caused by the
economic changes produced during the 19th century which
stimulated emigration and created the need to count on
colonies as a place to emigrate to. On the other hand, the
unification of Italy and Germany, and the stability of the
borders, made Europe’s expansion could only occur in
other continents.
All the process was legitimised by the racist and
nationalist conceptions headed by philosophers,
scientists, writers and politicians that justified the
colonisation of other villages because of being
considered inferior to the white race and also for the
need to civilise them.
Nowadays, we can observe how the phenomenon of
globalisation has perpetuated similar attitudes in a world
where the phenomenon of globalisation has led, in many
cases, into a hegemonic situation of western culture.
3. Group activity.
METHODOLOGY 6-5
 6 THE AGE OF IMPERIALISM
P. 114 and 115
DIDACTIC GUIDE AND ANSWER KEY
2. THE TRIUMPH OF INDUSTRIAL CAPITALISM
The Second Industrial…/ A new way of…
■ To begin with, read the introductory text and write on
the blackboard the key ideas:
− By the end of the 19th Century, the whole world
entered into the Second Industrial Revolution.
− Western Europe and the United States became
industrialised economies.
After that, read the text from the epigraph The Second
Industrial Revolution, write on the blackboard the
characteristic traits of this period and answer questions a
and b.
− After the last third of the 19th Century, new sources of
energy like electricity and oil appeared, and their
multiple technological applications.
− During this period, new industrial sectors were
developed like the chemical, the metallurgy of
aluminium, the fabrication of cars or aeronautics.
Then, observe the publicity posters for electricity and ask
the entire class in what domestic applications of electricity
appear in them, and then afterwards answer question 3.
■ Once the epigraph A new way of organising
production is read, write down the principal ideas and
solve activity c:
6-6 METHODOLOGY
− The production methods were orientated towards
mass production to increase productivity, reduce
employment time and also reduce costs.
− Taylorism introduced a scientific organisation of the
work based on an assembly line.
− The application of the assembly lines (Fordism) made
standard production at low costs possible.
Later, take a look at the graph Ford Cars the evolution of
production and of the prices of these cars and finally,
answer activity 1.
Banking and industrial… / Trade domination…
■ Next, read the epigraph Banking and industrial
concentration and solve activity d:
■ Read the last epigraph and ask:
− Why did industrialised countries dominate
international commerce by the end of the 19th
Century?
− What repercussions did the opening of the Suez and
Panama’s Canals have?
Then answer question e. Finally, look at the graphics
Industrial concentration... and Industrial production... and
answer activity 2 in order to revise the contents worked
on.
 KEY COMPETENCES RESOURCE MATERIALS 6
LINGUISTIC COMMUNICATION Let’s surf Tiching

P. 114 and 115

■ Act. a. Describe the advantages that electricity meant
for the population.
■ Acts. b. Identify and describe the new industrial
sectors that appeared during this period of time.
■ Act. c. Describe, using the appropriate vocabulary,
what Taylorism consisted of.
■ Act. d. Describe the different concentrations in
businesses that came up during that period and explain
− The new methods of mass production were
introduced in the United States by the Ford Motor
Company in so-called Fordism.
In this webpage, students can find some information
about the car that represented these new methods,
the famous Model T Ford:
http://www.tiching.com/748580
In the webpage, students can watch a video about the

DIDACTIC GUIDE AND ANSWER KEY

their main goals. assembly line in Ford industries, and read an article
about the Model T
■ Act. 2. Develop the capacities of synthesis and
Once they have read the article and watched the
description.
video, students will answer these questions:
• Describe the characteristics of an assembly line
LEARNING TO LEARN
such as the one shown in the video.
■ Acts. a and b. Know how the different technological • Why did the Model T Ford become such a great
advances affected the daily life of the population during success for Ford industries?
that time.
• Why did the Model T Ford "democratize the
■ Act. 2. Develop oral comprehension. automobile", as Henry Ford said?

SOLUTIONS TO THE ACTIVITIES

e. The large volume of trade was made possible by
Pages 114 and 115 advances in transport (such as transcontinental railways
and the opening of Suez and Panama Canals) and by
a. The new energy sources that appeared during this time new sales methods such as instalments and mail orders.
were electricity and oil. Electricity achieved multiple
applications in industry, in transport, in systems of 1. In 1914, Ford manufactured 289,549 more cars than in
communication and leisure; and oil, thanks to the invention 1909. Their price decreased by 460 dollars.
of the combustion engine, was used for vehicles. 2. Group activity.
b. The industrial sectors that developed were the chemical,
3. The three pieces of electronic equipment described in
the metallurgy of aluminium, the fabrication of vehicles
the poster are the following:
and aeronautics, as well as the production of common
goods. Traditional industries like the textile, 1: A clothes iron.
metalworking or coal mines were also developing 2: A mechanical fan.
further.
3: A vacuum cleaner.
c. Taylorism is a system of production in which a scientific
organisation of work is applied based on an assembly
line.
The main goal of this new work organisation is to
increase productivity, reduce employment time and
reduce production costs as well with the implantation of
assembly lines where each worker carries out a very
specific part of the production process.
d. Large companies signed agreements on prices and areas
of influence in order to restrict competition. This led to
the creation of cartels, trusts, holdings and monopolies.

METHODOLOGY 6-7
 6 THE AGE OF IMPERIALISM
P. 116 and 117
DIDACTIC GUIDE AND ANSWER KEY
3. EUROPEAN MIGRANTS IN THE 19TH CENTURY
A. The population explosion in Europe
■ In the first place, read the introductory text and write
the main ideas on the blackboard:
− The increase of population since the end of the 19th
Century until the beginnings of the 20th, caused a
surplus of population in the fields.
− Emigration to other continents became a solution to
the lack of employment and opportunities.
Afterwards read the text from the section The population
explosion in Europe, write down on the blackboard the
key ideas and solve activity a:
− The reforms in agriculture, industrialisation and the
advances in medicine and hygiene, caused a
decrease in the mortality rate.
− The balance between births and deaths caused a big
increase of population in Europe called the white
explosion.
Then, read the text Encouraging migration and ask all the
class to interpret the goal that the advertisement was
looking for.
After that, take a look at the graph Countries with most
emigration and the map European migration, 1800-1914
and comment on it with them out loud.
6-8 METHODOLOGY
B. Transoceanic journeys / C. Poor migrants…
■ Read the section Transoceanic journeys, look
carefully at the image of the transatlantic steamship and
write down the text’s main ideas:
− The new means of transports favoured migrations
positively.
− Transoceanic migrations were possible thanks to the
new steamships that considerably reduced the
duration of the trip.
Next, answer question b.
■ Afterwards, read the text from the last epigraph and
write on the blackboard the following:
− The countries with large colonies offered work
opportunities in administration and in the fields.
− The emigrants from countries with no possessions
had more difficulties in finding jobs.
Then, answer question c.
Highlight the differences between the image of the
English emigrants in India and the one with emigrants in
New York and then do activity number 1.
Activity 2 synthesises and reflects on the content dealt
with during this entire section.
 KEY COMPETENCES RESOURCE MATERIALS 6
LINGUISTIC COMMUNICATION Let’s surf Tiching

P. 116 and 117

■ Acts. a and b. Recognise the causes of the
demographic growth and explain, using the appropriate
vocabulary, how people travelled during that period.
■ Act. c. Indicate where the European emigrants came
from and the jobs they would normally take on.
■ Act. 1. Describe how life would be for the New York
newcomers that came from Ireland, their customs and the
difficulties they faced.
− To learn more about the rush of immigrants to the
United States between 19th and 20th century,
students can visit the following webpage:
http://www.tiching.com/748582
In the article, students can find a description of the
main characteristics of this immigration, as well as
some information about the internal resistance to it.
After reading the article, students can answer these

DIDACTIC GUIDE AND ANSWER KEY

LEARNING TO LEARN
■ Acts. 1 and 2. Understand and value the causes that
make a person emigrate to other countries, and the
difficulties they must face.
INFORMATION HANDLING AND DIGITAL COMPETENCES
■ Act. 2. Look for information on actual migratory
movements.
RESOURCE MATERIAL OF THE GUIDE
 In Reinforcement Activity 1, the pupils will be able to
revise the different consequences that colonialism had.
questions:
• What were the differences between the
immigrants that reached the United States in the
previous decades, and those who arrived at the
end of 19th century?
• Where did these immigrants live once they had
arrived to the United States?
• Who were the so-called "birds of passage"?
• What was the Chinese Exclusion Act?
• Can you find some similarities between the
immigration to the United States in 19th century
and the immigration reaching European countries
in our time?

SOLUTIONS TO THE ACTIVITIES

1. Personal answer. Students should emphasize the
Pages 116 and 117 difficulties of the journey, adaptations to the new
situation and the opportunities and difficulties that the
a. The causes for the European demographic growth are migrant found in the new territory.
found in the agricultural reforms, the industrialisation
2. Nowadays, there are similar movements of the
and the advances in medicine and hygiene, which caused
population. We can find an emigration from poor
an important decrease of mortality. At the same time, the
countries to richer ones. Once they get to the destination
birth rates, until half of the 20th Century, did not
country, these emigrants usually take the least qualified
decrease at the same rate. This means that the balance
and worse paid jobs, and tend to live in the most humble
between births and deaths caused the European
or unfavourable areas. However, there is also a
population to almost double.
migration of qualified workers among the rich countries,
b. Transoceanic travel changed dramatically during 19th keeping their life conditions similar when they arrive to
century, as new means of transport such as transoceanic their destination countries.
steamships were introduced. The travel times decreased
from a month to just five days to cross the Atlantic
Ocean. The new steamships also had a great capacity, so
that they could hold up to 2000 people.
c. People migrating from Europe belonged to different
classes, but most of them were poor peasants, people
without a job and middle-class people looking for new
opportunities.
People coming from countries, such as Britain, with
large colonial empires settled in the new territories as
farmers or became part of the colonial administration,
but people coming from other regions, such as Poland or
Italy, often became ordinary wage earners.

METHODOLOGY 6-9
 6 THE AGE OF IMPERIALISM
P. 118 and 119
DIDACTIC GUIDE AND ANSWER KEY

4. EUROPE CONQUERS THE WORLD

Exploration and conquest Conference of Berlin.

■ First, read the introductory text and ask the following
questions:
− What was the reason that made people look for new
areas of investment and business?
− What was the principle that dominated the times of
imperialism?
Then, read the given text, write on the blackboard the key
ideas and answer question a.
− The search for new territories in which to expand,
favoured the realisation of scientific expeditions and
geographical explorations by the English and French.
− The Europeans took advantage of internal rivalries
among the tribes to face them against each other and
recruit troops for their own service.
Following that, take a look at the map European
expeditions… and do activity number 1.
Clashes between the colonial powers
■ After reading the text, write down the principal ideas
on the blackboard and answer question b:
− The belligerent character of Imperialism in the 19th
Century generated, in the case of Africa, the
− The conflicts between France and England over the
control of Fashoda were about to end in a war.
− The rivalries between the British and the Dutch
colonists over the domination of the South African
region of the Transvaal culminated with the Anglo-
Boer war.
Then read the text A new colonialism to underline the
differences regarding the colonialism of the 16th Century
and take a careful look at the image China, the cake of
kings… After that, answer activity number 3.
■ Read the section The organisation... and highlight the
differences between the exploitation colonies and the
settler colonies in order to answer question c.
Afterwards, read the text How the colonised... and answer
activity number 4. Later, look carefully at the image
Indigenous leaders... and ask the entire class to interpret
its meaning.
Following that, look at the graph titled Types of colony in
order to distinguish the different models of organisation of
the colonies, and then do activity number 2.
Lastly, do activity 6 as a way of reviewing the section.

6-10 METHODOLOGY
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. 1. Describe the main routes of colonisation of the
empires during the 19th Century.
■ Act. 4. Read and understand a text to answer correctly
the questions asked.
■ Acts a, b, c and 2. Identify and describe how a territory
is colonised.
LEARNING TO LEARN
■ Act. 1. Recognise the main routes of the French,
English and Dutch empires.
■ Acts a, b, c and 2. Learn how territories were
colonised, the different types of colonies that there were
and how life in them was like.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Act. 3. Relate the characters that appear in a historical
caricature of certain countries with justification.
RESOURCE MATERIAL OF THE GUIDE
 In Extension Activity 1, the students will look more
closely at the figure of the British explorer David
Livingstone.
SOLUTIONS TO THE ACTIVITIES
Pages 118 and 119
a. The European conquest of overseas territories was
helped by scientific expeditions and geographical
explorations. After the explorations, conquest was quick
and easy, as Europeans took advantage of internal
rivalries between tribes and ethnic groups.
b. The Second Boer War, fought between Britain and the
Boer settlers of the Transvaal, was caused by the
discovery of gold deposits in the Boer territories: this led
to the British invasion of the Transvaal.
The Opium Wars were caused by the European ambition
to open up China's internal market to Western trade.
c. Exploitation colonies were used for the extraction of raw
materials, and they could be governed by the metropolis
or by local governments controlled by settlers.
Settler colonies were intended for the resettlement of co-
lonisers, due to weather, land or low indigenous density.
1. The powers that promoted expeditions were: France,
Great Britain and Belgium.
The French established two routes in Africa. One from
Guinea passing through the Timbuctoo to Tangiers, and
another one, passing through central Africa from the
West coast to the East, in Djibouti. Its most famous
RESOURCE MATERIALS 6
Let’s surf Tiching
P. 118 and 119
− Students can visit the following webpage to find a
short summary of the Second Boer War, fought
between the British Empire and the Boers:
http://www.tiching.com/748601
The war began in 1899, and saw the final victory of
the British after a long and difficult struggle.
Students will read the article and then we will ask
them the following questions:
DIDACTIC GUIDE AND ANSWER KEY
• What was the origin of the Boers?
• When did the British start their colonization of the
actual territory of South Africa?
• What were the two republics established by the
Boers into African tribal territory?
• What were the causes that led to the beginning of
the war in 1899?
• What tactics were used by the Boers during the
war? What was the response of the British troops?
explorers were: Caillié, Brazza and Marchand.
The British left from the Cape, in current South Africa,
to the West coast in Luanda and to the East coast in
Quelimane, and from there ascended up until the
Tanganyika lake. They also explored the north of Africa
establishing two routes: one from the Cairo until Jartum
and another from Tripoli, that passed through Murzuk,
arriving to Timbuctoo. Their best known explorers were:
Livingstone, Barth and Kitchener.
The Belgians crossed Africa from Zanzibar, passing
through the Tanganyika lake and lake Victoria and
getting to Brazzaville, at the mouth of the river Congo.
Its best known explorer was Stanley.
2. The table can be completed as follows:
Colony type: colony. Type of government: ruled by the
metropolis without its own government. Other
characteristics: occupation policy by the metropolis,
with European citizens responsible for administration
and maintaining order.
Colony type: protectorate. Type of government:
indigenous government shared with the metropolis.
Other characteristics: the metropolis controlled the
army and foreign policy.
Colony type: dominion. Type of government: autonomy
for the indigenous government.
(Continued on page 6-27)
METHODOLOGY 6-11
 6 THE AGE OF IMPERIALISM
P. 120 and 121
DIDACTIC GUIDE AND ANSWER KEY

5. HOW DID THE COLONIAL EMPIRES DIVIDE…

A. The British Empire / B. The French Empire appear and answer question a.

■ First of all, read the introductory text so as to
remember the role of the European powers during the
colonial repartition. Ask these questions:
− What territories did the large powers control?
− What were the main European colonial empires?
What roles did Germany and Italy have?
− Where did Holland, Portugal, Russia, Spain, the
United States and Japan manage to expand to?
Following that, look at the map Colonial empires in 1914
in order to evaluate the magnitude of the different
empires.
■ Afterwards, read the epigraph The British Empire and
write the main ideas on the blackboard:
− By the end of the 19th Century, Great Britain
possessed the biggest colonialist empire.
− The British interest in Africa was to establish their
control in the continent from North to South.
− The main British colony in Asia was India which
became an important market and also a major
supplier of raw materials.
■ Read the text The French Empire, write on the
blackboard the key ideas and answer question b:
− The French empire was established, especially, in
North Africa and the South East Asia.
− The occupation of Africa from East to West clashed
with the British’s interest in Sudan, but was
consolidated in a wide area that extended over
Morocco, Algeria and Tunisia, and more to the South.
− The occupation of the South East Asia was amplified
with the establishment of protectorates that
constituted French Indochina (Cambodia, Vietnam
and Laos)
C. Non-European Empires: The United States…
■ Read the text and ask the following questions:
− What were the motives for the colonial expansion of
the United States’? Where did they expand to?
− Which was the role of Japan?
After that, look at the image Cartoon of the US... and ask
the students to interpret it and to answer question c.

Then look at the image Map of the British..., ask the ■ Finally, do the activities number 1 and 2 as a way of
students to interpret the meaning of the elements that amplifying the topic.

6-12 METHODOLOGY
 KEY COMPETENCES RESOURCE MATERIALS 6
LINGUISTIC COMMUNICATION Let’s surf Tiching

P. 120 and 121

■ Acts a, b and c. Use the appropriate vocabulary to
explain the different colonial empires during the 19th
century.
■ Act. 2. Identify and describe how a territory is
colonised with the help of an audio document.
LEARNING TO LEARN
■ Act. a. Know the strategic importance of the India as a
British colony.
− Following this weblink, students can find some
information about the British Empire in India:
http://www.tiching.com/748602
The text contained in the webpage describes the
debate about British rule in India, the Indian Rebellion
of 1857-58, the characteristics of British rule and the
consequences for India.
Students will read the text carefully and will then

DIDACTIC GUIDE AND ANSWER KEY

■ Act. b, c and 1. Recognise what were the main
colonising powers of the 19th Century and the countries
they colonised.
■ Act. 2. Learn how territories were colonised, the
different types of colonies that there were and how life
was like in them.
RESOURCE MATERIAL OF THE GUIDE
 In Reinforcement Activity 2 the pupils will revise the
expansion of the powers of the main colonising
countries of the 19th Century.
answer the following questions:
• How did the British take control of India?
• What were the causes of the Indian Rebellion of
1857-58?
• What were the consequences of the Indian
Rebellion?
• What factors helped to maintain British rule over
India?
• Describe the impact of British colonization in India.
What is your opinion about the impact of the
colonization?

SOLUTIONS TO THE ACTIVITIES

could also apply for French citizenship. During
Pages 120 and 121 decolonisation, France encouraged closeness with its
former colonies.
a. India was so important for Great Britain because its
large population made it a major market for British
products and a supplier of raw materials.
b. The French occupied large extensions of North and
West Africa (Algeria, Morocco, Tunisia, French West
Africa, French Equatorial Africa) and Southeast Asia
(French Indochina).
c. The United States colonised the Philippines, Cuba,
Puerto Rico and a strip of Panama. Japan stopped Russia
in Manchuria and occupied the Kurils, Formosa and
Korea.

1. Group activity.
2. The British treated the Africans as different and inferior
people, so they maintained a close separation between
the European administrators and the colonised people.
When these colonies became independent, Great Britain
gave them limited support.
On the other hand, the French tried to treat African
people as equals, or almost equals, but only if these
people learned French and adopted the French cultural
values. This brought job opportunities to the colonies,
and if an African gained a sufficient education, he or she

METHODOLOGY 6-13
 6 THE AGE OF IMPERIALISM
P. 122 and 123
DIDACTIC GUIDE AND ANSWER KEY

6. THE LEGACY OF COLONIALISM

A.Modification…/ B.Demographic…/ C.Cultural…
■ Read the introductory text and ask the students to
think about the impact of colonialism in the affected
territories.
■ Next, read the epigraph Modification of the territory
and ask:
− What did the Europeans do with their colonised
territories? What were the consequences of this
actuation?
After that, look at the image A German official..., read the
text and do activity a.
■ Then, read the section titled The Demographic impact,
look at the graph Approximate population...and ask the
students:
− What were the effects of the hygiene measures and of
the hospital buildings?
Later, answer question b.
■ Read the text from the epigraph Cultural colonisation
and ask the following questions:
− Why did native cultures not resist the impact of
western culture?
− Where did the process of acculturation have a bigger
impact?
Next, read the text The destruction of indigenous cultures
and answer question c and activity number 1.
D. Economic …/ E. The Dismantling…
■ Continue with the epigraph Economic consequences,
write down the main ideas on the blackboard and take a
look at the graph titled The economic...Finally, solve
activity d:
− The large plantations substituted traditional native
cultivation.
− Monetary and market economy was imposed on the
native population and the ownership of the land came
to the Europeans.
− The local artisan was ruined with the introduction of
industrial products that came from the metropolis.
■ Later, read the last epigraph and ask the following
question:
− What was the attitude of the colonisers regarding the
existent social structure?
Following that, read the text Contempt for indigenous
societies and answer question e and activity 2.
■ Lastly, as a final consideration on the phenomenon of
colonialism, do the activities number 3 and 4.

6-14 METHODOLOGY
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. a, b, c and d. Communicate clearly and use
appropriate vocabulary for the solutions to the questions.
■ Acts. 1 and 2. Read and comprehend a historical text
about colonialism and answer the question correctly and
individually.
LEARNING TO LEARN
■ Acts. 1 and 2. Obtain and analyse the information from
a text on the consequences that colonialism had on
indigenous populations.
■ Act. 4 Justify in a reasonable and personal way the
possible benefits of colonialism.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. 3. Look for information on the internet about
colonialism nowadays and its consequences on the
populations.
RESOURCE MATERIAL OF THE GUIDE
 In Extension Activity 2 they will be able to obtain more
information on the consequences of British colonialism
in India.
SOLUTIONS TO THE ACTIVITIES
both
Pages 122 and 123
a. New borders and infrastructure brought by European
powers changed the landscape and the economic and
political structure of Africa. As these changes were
made without any consideration for the indigenous
differences, the new independent states lacked cohesion.
b. Healthcare brought fewer epidemics, with a decrease in
death rate and an increase of population. This increase,
especially in Africa, broke the balance between
resources and population, leading to malnutrition.
c. The spread of education caused the diffusion of
European languages, cultural habits, lifestyles and
religion, and the loss of the indigenous traditions.
d. Colonisation meant a worsening of living conditions for
the indigenous population. Many lands passed to the
settlers and their traditional cultivations were
abandoned, in favour of bigger plantations of products
that would benefit the metropolis. Local artisan
labourers were ruined because of the impossibility of
competing with the industrial products that came from
the metropolis. The new monetary and market economy,
unknown to the indigenous people until then, forced the
natives to work in the plantations in order to be able to
buy products to survive.
RESOURCE MATERIALS 6
Let’s surf Tiching
P. 122 and 123
− The Belgian colony of the Congo was one of the
colonial territories that suffered most from European
colonialism and its consequences.
In this article, students can find a description of the
Belgian education policies in the Congo and their
negative effects:
http://www.tiching.com/748603
After reading the article, students will evaluate some
DIDACTIC GUIDE AND ANSWER KEY
of the effects of the colonisation answering these
questions:
• Why was the Congo a unique case during the
European colonisation of Africa?
• Why did the rule of Leopold II cause an
international furore at the beginning of 20th
century? What were the results of this furore?
• What was the role of the Church in the Belgian
Congo?
• What were the consequences of the lack of a
centralized education system in the Congo when
the country became independent in 1960?
e. Traditional societies were dismantled through the
imposition of new working patterns, the changes in the
traditional hierarchies, the artificial union or division of
ethnic groups and the recruiting of indigenous groups
for the army or civil service.
1. Jean-Paul Sartre accuses the colonisers of denying
Muslims the use of their own tongue and of giving it the
consideration of being a foreign language. Besides, he
also accuses them of creating a fracture among the
Arabs and recruiting the Islamic priests from within
their salaried employees.
2. Armand Dubarry shows a complete disdain towards the
African societies by considering them savages and
barbarians and missing the concept of progress and
morality.
3. Personal activity. Students should remember that in
Rwanda and Nigeria, colonialism underlined the ethnic
differences between different tribes that, before the
invasion, lived together. This lead to a growing
confrontation between them and, once their own
countries became independent, to violence and mass
murders, such as in Rwanda in 1994.
4. Group activity.
METHODOLOGY 6-15
 6 THE AGE OF IMPERIALISM
P. 124 and 125
DIDACTIC GUIDE AND ANSWER KEY
7. AN ARTISTIC REVOLUTION AT THE TURN…
A. Impressionism
■ In the first place, look at the images that appear on the
page and ask the following questions in order to check
the previous knowledge of the students on this:
− What type do these pieces of art belong to?
− How would you define the brushstrokes?
− Do you see differences in the styles of each one?
After that, read the introductory text and the epigraph
dedicated to Impressionism, write down on the
blackboard the main ideas and do activity a:
− In the last decades of the 19th Century, the basis for
the artistic revolution started at the beginning of the
19th Century was concluded.
− Photography made the mere copying of reality by
painters unnecessary.
− In the last third of the 19th Century, Impressionism set
the representation of the changing effects of light on
objects or people as a goal for their paintings.
− The impressionist technique was characterised by the
short and quick brushstrokes, the juxtaposition of
colours and working outdoors.
Then, look at the works of Manet and Renoir and ask the
students to identify some of impressionism’s
6-16 METHODOLOGY
characteristics.
■ Next read the section Art Memo in order to identify the
characteristics of Post-impressionism, observe the works
of Van Gogh and Cézanne and ask the entire class to
look for the differences they can find between those and
the works of Impressionism.
B. Iron and Steel Architecture
■ Read the text from this section and write down the
main ideas on the blackboard:
− The utilization of iron, steel, cement and glass,
allowed for the development of a new architecture;
more functional and practical.
− In the United States, the School of Chicago raised the
first skyscrapers.
After that, answer activity b.
Observe the image of the Eiffel Tower and check the
given link in @Find out more.
The activity in ArtFile is useful to recognise the acquired
knowledge when analysing Sullivan’s work.
■ To sum up, answer the exercises number 1 and 2 as a
way of synthesising.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. a, b. Describe the main characteristics of the art
at the end of the 19th Century.
■ Acts. 1 and 2. Develop the communicative capacities
and the specific vocabulary to describe images and what
they suggest to us.
CULTURAL AWARENESS AND EXPRESSION
■ Act. a. Recognise what the main characteristics of
impressionist works were.
■ Act. b. Identify and describe the characteristics and
new materials that were used in architecture at the end of
the 19th Century.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. 2. Look for information on the Internet about the
work of one of the artists mentioned in this section to give
a class presentation.
RESOURCE MATERIAL OF THE GUIDE
 In Reinforcement Activity 3 revise the characteristics
of the different artistic movements in this period.
SOLUTIONS TO THE ACTIVITIES
Pages 124 and 125
a. Impressionism put emphasis on the play of light and
how it could alter a scene and the objects within it.
Colour was more important than forms, and artists used
to paint en plein air, to catch the actual light conditions
they saw. Artists used short and quick brushstrokes and
juxtaposed colours, reflecting not what the painter saw
but how he saw it.
b. The use of iron and steel, the invention of cement and
the popularization of glass for the enclosures allowed for
the development and building of some ground breaking
buildings. Industry and new cities, which needed
functional, practical and spacious constructions, which
were quick to build, contributed to define a new
architectural style.
1. Personal activity. The adjectives that can describe the
architecture featured on this page are: cold, industrial,
practical.
Group activity.
2. Personal activity.
ArtFile
a) Louis Sullivan developed his activity in the last third of
the 19th Century in the United States, inside the
RESOURCE MATERIALS 6
Let’s surf Tiching
P. 124 and 125
− Students can visit the following webpage of the
National Gallery of London to learn more about
Impressionism and its main painters:
http://www.tiching.com/748604
Following the weblink, students can find five pages
that describe the characteristics of this artistic style,
and can also watch some famous Impressionist
paintings collected in the National Gallery.
DIDACTIC GUIDE AND ANSWER KEY
After reading all five pages, students will answer
these questions:
• Who were the four main Impressionist painters
that set up their exhibition in 1874?
• Why was the representation of modern life and
ordinary people in Impressionist paintings so
revolutionary?
• What were the effects of the new ready-made
paint in tubes for Impressionists?
architectural current called the School of Chicago.
b) The Carson, Pirie Scott and Company Buildings are
located in the city of Chicago in the confluence of two
streets. The materials used for their construction were
iron, concrete and glass. The structure of the building is
realised disposing the facade in each street at different
heights with a clear predomination of the straight line,
which contrasts with the round corner that is used to fit
the sectors of the centre.
Sullivan built them with a basement where he placed the
boiler room and the heat and lighting installations. In the
first two floors he designed wide public spaces and the
rest is designed as offices.
The verticality of the building, that has a commercial
and administrative purpose, is highlighted by the
horizontality of the windows and the bands that divide
the floors.
c) The building was created in the period of expansion of
the United States, at the end of the 19th Century, where
the appearance of new construction materials and the
needs of industry, communications and new cities made
the construction of functional and practical buildings
necessary.
(Continues on page 6-27)
METHODOLOGY 6-17
 6 THE AGE OF IMPERIALISM
P. 126 and 127
DIDACTIC GUIDE AND ANSWER KEY
8.ASIAN AND AFRICAN INFLUENCE ON…
A The Discovery…/ B. Japanism
A.
■ In the first place, read the introductory text and ask the
following questions:
− What was the objective of non-European art?
− How was the diffusion of non-European art produced?
Then, look at the works Ming Dynasty Vase and Chinese
painting... and ask the students to look for adjectives to
describe these pieces.
■ Next, read the first paragraph and answer activity a.
■ After that, read the paragraph Japanism, write down
the main ideas on the blackboard and answer question b:
− The fascination and influence of Japanese art on
painters from the Europe at the end of the 19th
Century and the beginnings of the 20th Century, was
called Japanism.
− The Japanese influence was translated by the
incorporation of their themes and techniques.
After reading the section ArtMemo in order to study the
main characteristics of Japanese art, find them in
Katsushika Hokusai’s painting.
After that, look at the influence of Japanese Art on Gustav
Klimt’s paintings.
6-18 METHODOLOGY
C. The Influence of African Aesthetics
■ Afterwards, read the text from this section and ask the
following questions:
− When did African masks and sculptures start to arrive
to Europe?
− What are the main characteristics of the style of
African art?
Then, look at Giacometti’s sculpture and the African
traditional sculpture and read the text that accompanies
them in order to highlight the connections that we can
establish between the two of them.
After that, take a look at Picasso’s paintings and the
African mask to point out the influence of African art on
Picasso.
To summarise the influence of African art on European
artists, do activity c.
■ Then, answer the exercises in ArtFile in order to apply
to the analysis of Munch’s work the acquired knowledge
and remember the topics dealt with in the previous
section.
Finally, answer the activities 1, 2 and 3 as a way of
synthesising and thinking about the studied aspects.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Artfile. Make a file with the main characteristics of
Edward Munch’s The Scream.
■ Acts.a, b and c. Identify and describe the different
characteristics of Asian and African art.
CULTURAL AWARENESS AND EXPRESSION
■ Artfile. Know and analyse The Scream by Edward
Munch and its relationship with African art.
■ Acts. a, b and c. Recognise the main similarities and
differences between Asian, African and European art.
■ Act. 1. Observe and analyse the images that appear
so as to be able to identify the work that is described.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. 2. Look for information on the Internet about the
Chiwaras and how they influenced western artists.
■ Act. 3. Look on the Internet for information about an
artist’s work to make a class presentation.
RESOURCE MATERIAL OF THE GUIDE
 In Reinforcement Activity 3 practice the acquired
knowledge on the different art movements of this time.
SOLUTIONS TO THE ACTIVITIES
Pages 126 and 127
a. Asian ceramics conveyed profound aesthetic concepts
such as balance, harmony, relationship between
emptiness and fullness, the ability to capture substance
and convey emotions.
b. Japanism is the term used to describe the fascination and
influence that the Japanese paintings had on European
painters at the end of the 19th Century and the beginning
of the 20th.
The main characteristics of Japanese art were the search
for simplicity and the austerity of forms and messages,
the taste for asymmetry and the irregular as a reflection
of nature, and the repetition and imitation as a base of
the artist formation to make him or her create
spontaneously.
c. Artists influenced by African aesthetics were European
avant-garde artists who looked for new forms of
representation, such as Alberto Giacometti.
1. The work of art described is The Great Wave off
Kanagawa, by the Japanese artist Katsushika Hokusai.
2. A chiwara is a ritual mask, representing an antelope. It
comes from the Bambara ethnic group in Mali.
There are three main types of chiwara masks: the
RESOURCE MATERIALS 6
Let’s surf Tiching
P. 126 and 127
− The influence of Japonism in Western art can be
clearly appreciated in the paintings of the French
artist Edgar Degas.
In the following webpage, students can find
information about his life and his art:
http://www.tiching.com/748646
Students will read the article, paying attention to
some quotes by Degas, and then answer the
DIDACTIC GUIDE AND ANSWER KEY
following questions:
• What other Impressionist artist had a deep
influence in the artistic formation of young Degas?
• What was the Societé Anonyme des Artistes?
Who were the other painters that formed this
group?
• Why were some of the works of Degas subjects of
deep controversy?
• What art was often represented by Degas in his
paintings?
horizontal, the vertical and the abstract. There are also
variations between the male and female chiwara masks.
Chiwara masks symbolise farming, and they are used to
teach social values and agricultural techniques to young
Bambara men. Some European artists influenced by
chiwara masks were Picasso, Braque and Apollinaire.
3. Personal activity.
ArtFile
a) The work was created in 1893 and is found in the
Nasjonalgalleriet of Oslo.
b) The scene represents a screaming man on a bridge who
seems anguished, a sensation that he seems to transmit
to the natural environment that surrounds him. To the
left, in the background there are two people who walk
ignorant of his delirium. The scene does not show an
objective reality but a reflection of the character’s
interior world. The painting is created in oil on canvas
and the colours leave aside the mimetic copy of nature
to focus on a subjective vision of the scene.
(Continues on page 6-27)
METHODOLOGY 6-19
 6 THE AGE OF IMPERIALISM
P. 128 and 129
DIDACTIC GUIDE AND ANSWER KEY
9.THE TRANSFORMATION OF SCIENCE AND…
A. Advances in Medicine / B. The information…
■ In the first place, read the introductory text and write
the main ideas on the blackboard:
th
− Between the end of the 19 Century and the
beginnings of the 20th, the industrial society began a
constant process of scientific and technologic
investigation.
− The advances changed the social and economic life of
the population.
After reading the text about L. Pasteur ask the students to
value the importance of his contributions.
■ After that read the text from the section Advances in
Medicine and ask.
− What have been the most important advances in
medicine?
Then, look at the graph Evolution in life expectancy in
Europe and answer questions a and 1.
■ Read the text from the paragraph The information and
Communication revolution, write down the key ideas on
the blackboard and answer question b:
− The telegraph, the telephone and the radio meant a
revolutionary advance in the means of
communication.
6-20 METHODOLOGY
− The use of computers at the end of the 20th Century
produced a new technologic revolution.
Following that, look at the image of the first telephone and
television, and read the text The IT revolution and the
Internet.
C. Advances in transport/ D. Transformations…
■ Read the text from the section Advances in transport
and ask the following questions:
− When did vehicles and planes appear? And space
rockets?
Next, take a look at the images of man’s arrival to the
moon and of the first plane and answer activity c.
■ After reading the last section titled Transformations in
daily life, look at the image in Advertisement for the
Lumière… and ask the following questions:
− What benefits did the new technological innovations
bring?
− What changes did they introduce to daily life?
Then, look carefully at the timeline and answer the activity
d.
■ Finally, answer the exercises 2 and 3 as a way of
synthesising and thinking about these topics.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. a-d. Use the appropriate vocabulary to answer
the questions on the different scientific and technologic
advances in the 19th Century correctly.
LEARNING TO LEARN
■ Act. .1 Observe and analyse the data represented in a
graph on life expectancy and medical advances.
■ Acts. a-d. Know about the advances of the 19th
Century and the people who made them possible.
■ Act. 2. Make a list of everyday objects and find out
when and who invented them.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Act. 2. Select 10 objects from daily life and look for
information about when they were invented.
■ Act. 3. Value in a personal and reasonable way the
scientific and technological advances produced at the end
of the 20th century.
RESOURCE MATERIAL OF THE GUIDE
 In Extension Activity 3, the pupils will explain the
changes that produced some of these advances in
society.
SOLUTIONS TO THE ACTIVITIES
Pages 128 and 129
a. The most important medical advances since the late 19th
century were the sterilisation of medical instruments and
better hygiene in hospitals, the production of vaccines,
antibiotics and drugs, advances in surgical and
diagnostic techniques, gene therapy and the use of
computers in medicine.
b. During the 19th Century and the first decades of the 20th,
a revolutionary advance in the means of communication
was produced. In 1838 with the telegraph developed by
Samuel Morse, it was possible to transmit electrical
signals for long distances and receive the messages
engraved on paper. Afterwards, Graham Bell discovered
that sound could also be transmitted and in 1876 he
patented the telephone. Already in 1896, Heinrich Hertz
proved that electromagnetic waves travelled by air, and
Marconi used that to invent the radio.
After the 20th Century, the advances accelerated. By the
second half of the century, the fabrication of transistors
revolutionized electronics as it was being applied to
radios, televisions, audio and video reproduction
devices, computers, etc. The use of the new computers
started a new technological revolution.
c. As to what transports it refers to, the car and the plane
RESOURCE MATERIALS 6
Let’s surf Tiching
P. 128 and 129
− The American brothers Wilbur and Orville Wright
were the inventors of the first airplane in history. In
this webpage, students can learn about their life and
about the importance of their invention:
http://www.tiching.com/748653
The webpage contains a short biography of the two
inventors, as well as a video of it.
Students will read the text, watch the video and then
DIDACTIC GUIDE AND ANSWER KEY
answer the following questions:
• Why are the Wright brothers considered to be the
inventors of the airplane, despite the existence of
other inventors?
• What is the three-axis control? Why was it so
important for airplanes?
• Which new vehicle was of an early interest for the
Wright brothers?
• Why didn't the Wright brothers obtain immediate
success in the United States?
made their appearance between the end of the 19th
Century and the beginning of the 20th. After that time,
the innovation was constant in all means of transport.
The railways reached unimaginable speed, flights would
get faster and more secure and cars were perfected and
became cheaper until it became an object of mass use.
By the second half of the 20th Century, the first space
rockets were invented, and in 1969 man stepped on the
Moon for the first time.
d. The 20th Century was marked by a series of
technological innovations that allowed for the
production and offering to the public of new consumer
goods, and improved their way of life and comfort,
especially regarding the electrical household appliances.
Likewise, the invention of photography revolutionised
the perception of and memory of people, landscapes and
events. Lastly, with cinematography, a new industry was
born and some new leisure habits which constantly
progressed.
1. Group activity
2. Personal activity.
3. Personal answer.
METHODOLOGY 6-21
 6 THE AGE OF IMPERIALISM
P. 130 to 133
DIDACTIC GUIDE AND ANSWER KEY

KEY COMPETENCES

LINGUISTIC COMMUNICATION SOCIAL AND CIVIC COMPETENCE

■ Page 130, acts. 1-2; pag.131, act. Learn how to…;
pag. 130, act. 1 and 2. Use the appropriate vocabulary
and the written expression abilities to answer the
proposed questions individually.
■ Pag. 133, act. 4. Describe the image relating it to the
concepts studied during this unit.
■ Pag. 133, act 5 and 6. Describe the consequences of
colonisation on the colonised societies.
LEARNING TO LEARN
■ Pag. 130, act Copy and complete.; pag. 132, act. 2.
Complete a conceptual map with all the knowledge
learned, and organise the information correctly.
■ Pag. 131, act. Learn how to... Analyse the data
represented in a map in order to answer correctly the
proposed questions.
■ Page 132, act. 3; pag. 133, act. 4. Analyse the
information represented in the images and answer the
questions individually.
■ Pag. 133, act. 5 and 6. Analyse in a reasonable way
the different consequences of colonisation on the
colonised populations.
■ Pag. 133, act. 5. Realise a piece of group work,
respecting the other classmates and applying the basic
rules of cohabitation.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Pag. 131, act. 1; pag. 132, act. 3; pag. 133, act. 4.
The pupils have to analyse the information represented
in the images, documentaries and maps.
■ Pag. 132, act. 1. Look for information on the internet
about the author of a specific text.
■ Pag. 132, act 1 and 2. Use the digital resources to
answer individually and correctly the proposed questions.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Pag. 130, acts. 1-4; pag. 131, act. Learn how to…;
pag. 132 act 1-3; pag. 133, act. 4 and 6. Answer
individually the proposed questions whilst showing a
sense of initiative.

6-22 METHODOLOGY
THE AGE OF IMPERIALISM 6

P. 130 to 133
DIDACTIC GUIDE AND ANSWER KEY
FINAL ACTIVITIES SOLUTIONS TO THE ACTIVITIES

■ The resolution of the activity Learn how to... has these
objectives:
− Value the global transcendence of Imperialism.
− Apply the concepts studied in its analysis.
■ Then, activity 1 Written sources... allows for the
analysis of a text justifying Imperialism.
■ Following that, activity 2 Comment on the diagram...
allows for the synthesis of the characteristics that define
Taylorism and its consequences.
■ Activities 3 and 4 Visual sources... allows the students
to work through the different visual interpretations of the
colonial phenomenon.
■ Then, activity number 5 Group work..., allows the
students to work on the repercussions of imperialism.
■ Then, activity 6 Watch... allows a more dynamic
approach to the phenomenon of colonisation and its
consequences through the analysis of the colonial society
in Spanish Guinea.
■ The activities from Summary and Historical thinking
fulfil the goal of consolidating the key concepts.
Page 130
COMPLETE THE CONCEPT MAP
• Causes:
economic, to obtain new markets, raw materials,
opportunities for investment.
demographic, overpopulation in Europe.
political, gain more influence.
ideological, myth of the master race.
• Development:
creation of empires in: Africa, Asia, America.
European: Great Britain, France, Belgium; non-
European: Japan, USA.
Colonies exploitation. Exploitation colonies /Settler
colonies / Concessions / Strategic enclaves.
• Consequences:
Geographical: new borders / new landscape.
Demographic: population growth / resource
imbalance.
Cultural: loss of identity and tradition / acculturation.
Economic: exploitation of indigenous peoples /
creation of plantations / loss of local livelihoods.
social: tribal structures lost, threatened or reorganised
/ ethnic division.

METHODOLOGY 6-23
1. ANSWER THE QUESTIONS
a) The Second Industrial revolution, which took place at
the end of the 19th Century, transformed the economies
and societies of the main European powers. The
innovations it brought were the application of scientific
and technologic discoveries, a new organisation of
work and new business formulas that allowed the
development of production, commerce and transport.
b) European overpopulation caused by demographic
growth encouraged many citizens to emigrate to
colonies in other continents. This migration solved
some social problems in the metropolis. The emigrants
established in the colonies could settle as farmers or
became part of the administration, when they came
from countries with large colonial empires. If they
came from countries without empires, they suffered
worse conditions and became ordinary wage earners.
c) The main causes that promoted the imperialist
expansion in the last third of the 19th Century were the
economic needs of capitalism, the European
demographic growth, the political and military
competence among the western powers and the
nationalist desire of becoming hegemonic European
powers.
The Europeans occupied almost all of Africa and Asia,
and most of the islands in the Pacific Ocean and
Oceania, as well as wide territories in North America.
The most important European colonial empires were
the British and the French.
India was the main British colony. With a large
population, it became a large market for British
products and also a big supplier of raw materials.
d) The colonial possessions were organised in three ways:
the exploitation colonies, destined for economic
exploitation in which a occupation policy was exerted,
since the governor, army and functionary workers were
Europeans; the settler colonies, who received a large
European population that settled them in a permanent
way, and who had certain autonomous control of the
interior government; and the protectorates, territories
that after European occupation, kept an indigenous
government and an organisation of their own State and
administration, but that in practice, were dominated by
a parallel government that the metropolis imposed.
2. DEFINE THE KEY CONCEPTS
• Imperialism: attitude or political action that took some
States to impose over others by means of military,
economic or political force. This process had its peak
moment during the second half of the 19th Century,
when Europe, thanks to its technical, economical and
financial superiority jumped into the conquest of new
territories, mostly in Africa and Asia.
• Colony: a settling of population, controlled and
administrated from a foreign territory, the metropolis.
In the process of colonisation developed during the
second half of the 19th century, three types of colonies
could be distinguished, the exploitation ones, the
settling, the concessions and the strategic enclaves.
6-24 METHODOLOGY
• Acculturation: a process of cultural change, resulting
from the contact of different cultures, typically
produced by the substitution of a culture through the
imposition of a dominant one.
• Protectorate: territory in which a State existed with
international recognition that, despite keeping an
indigenous government, in the practical issues it was
controlled by the metropolis, who took the main
decisions on defence and exterior policies.
• Taylorism: scientific organisation of work invented by
Frederick Taylor who steered production towards
assembly lines to increase productivity, reduce
employment time and reduce production costs.
• Metropolis: it is a nation that possesses colonies. It is
applied in reference to the European colonial powers.
3. IDENTIFY THE CHARACTERS
• Henry Ford: founder of the Ford Motor Company and
creator of the modern production lines used for mass
productivity (fordism). His model of vehicle, the
Model T Ford, became the first car of mass
consumption by the North-American working classes.
• Livingstone: Scottish doctor and explorer, explored in
the name of the Royal Geographical Society in Central
Africa and the region of the lakes looking for the
sources of the Nile. He discovered Victoria falls.
• Brazza: French explorer with Italian origins,
contributed to consolidate the French presence in the
Gabon and the Congo, in competition with the
domination of the Belgian king Leopold II.
• Leopold II: The second king of the Belgium founder
and only owner of the Free State of the Congo, an
example of massive colonial exploitation, using the
native population as forced and slave workforce,
causing genocide that provoked the reduction of the
Congo’s population by 50%. At the end of his life he
left his legacy to the State of Belgium.
4. ESTABLISH IN WHAT YEAR IT HAPPENED
• Conference of Berlin: 1885
• The Opium Wars: first war, 1839-1842; second war,
1856-1860.
• Anglo-Boer conflicts: first war, 1880-1881; second
war, 1899-1902.
• Construction of the Suez Canal: 1859-1869
5. EXPLAIN THE DIFFERENCES
• Exploitation colony/settlers colony:
Exploitation colony: dependents of the metropolis, who
exerted a real policy of occupation and exploitation.
Didn’t have their own government, they had to supply
the metropolis with raw materials. The colonies of
exploitation covered many of the raw materials needed
for European capitalism.
Settlers colony: constituted a solution to the problem of
population surplus in the metropolis, since due to its
 climatic characteristics, the type of lands or the lower
density of indigenous occupation, they were places
where the metropolis’ inhabitants would come to
install themselves.
• Trust/holding/cartel:
Trust: concentration of companies to share the market,
and fix production and prices.
Holding: creation of a finance group to invest capital
and administrate other companies or properties.
Cartel: fusion of companies from the same branch to
create one company and to control the market.
ANSWER THE INITIAL QUESTION
Towards the year 1870, the industrialised countries
started a stage of economic prosperity and huge
demographic growth as a result of the advances
produced by the Second Industrial Revolution.
The big European powers, very superior to the rest of
the world due to their financial, military, and
technological capacities, jumped into the conquest of
new lands to invest surplus capitals to obtain higher
profitability, cheaper raw materials and finding
markets for their industrial production.
Especially in Asia and Africa, the Europeans constituted
large colonial dominations that they exploited
economically and controlled politically. The largest
empires were the British and the French, but many other
European and extra-European countries, like the United
States and Japan, also jumped into the conquest of new
territories.
Page 131
1. Identification and presentation
• The map represents the colonial repartition of the
world and the lines of different powers’ colonial
expansion. It is a political map.
• The map does not indicate the reference date. We
could suppose it is a map from the beginning of the
20th Century, the time of the colonialist empires’
consolidation.
• It is a world map, therefore it contains the whole
world.
• Many markets appear in different colours, each
representing a colonial empire; indicated also with a
different colour, the independent States. The arrows
indicate the lines of colonial expansion of the extra-
European powers of the US and Japan, and also the
Russian empire.
2. Analysis
• The big colonial empires were the British and the
French, they contained the following territories:
United Kingdom: Canada, Australia, New Zealand,
South African Union, India, Burma, Nigeria, Guyana,
Egypt, Rhodesia, Kenya, Uganda, Sudan, and other
smaller enclaves (Gibraltar, Aden, Hong Kong,
Singapore, several Antille islands...).
France: Guyana, Indochina, Morocco, Algeria,
Tunisia, French West Africa, French Equatorial Africa,
Madagascar.
Other colonial empires were:
Russia: Siberia.
Germany: South-West Africa, Tanzania and
Cameroon.
Portugal: Green Cape, Angola, Mozambique.
Holland: Indonesia.
Belgium: Congo.
Spain Río de Oro.
Italy: Somalia, Eritrea, Libya
Denmark: Dutch West Indies, Iceland, Greenland.
• The two countries outside Europe that took part in
colonial expansion were the United States and Japan.
The United States’ expansion was directed towards the
Caribbean (Cuba, Puerto Rico) and towards the Pacific
(the Philippines, Alaska).
The Japanese expansion was oriented towards
Manchuria, the Kurile islands, Korea, Formosa
• The largest colonial empire was the British.
The continent that ended up the most affected by the
colonisation process was Africa, which was divided
among the European powers after the Congress of
Berlin in 1885; Asia also suffered, but less so than the
first, an analogy process of colonial repartition.
3. Historical context
• European colonial expansion was produced in the last
third of the 19th Century.
• The Second Industrial Revolution changed the economy
and society of the European powers. The new productive
system needed large quantities of raw materials and new
markets where to expand, which could only be provided
by the colonies.
• Colonisation meant a worsening of the living
conditions of the indigenous population. Many lands
came to be property of the colonisers and the
traditional cultivations were abandoned in favour of
big plantations of products that would only benefit the
metropolis. Local artisans were ruined being unable to
compete with the industrial products that came from
the metropolis The new monetary and market
economy, unknown until then, forced the natives to
work in plantations to be able to buy products to keep
on with their lives.
4. Conclusions
• In general, the underdeveloped countries of today
correspond to the territories colonised by the European
powers in the 19th Century. The colonial exploitation,
an economic structure based typically on only a few
products (mono-cultivation of plantations, mining...) of
the primary sector and in the hands, often, of big
multinational corporations (neo-colonialism), has
created an underdeveloped economic structure, which
METHODOLOGY 6-25
 keeps a large part of the population in misery.
• Group activity.
REASON HISTORICALLY
Argue
Colonial imperialism became a need for the industrial
powers during the last third of the 19th Century because
the new economic model developed after the Second
Industrial Revolution required enormous quantities of
raw materials and energy sources, and markets capable
of taking in all the production and capitals generated
by the financial economic system. On the other hand,
imperialism was an important escape valve for the
social tensions produced in the metropolis due to the
industrialisation itself.
Empathise
Open answer. The pupils can make reference to the
issues of the territorial type, or the demographic,
cultural, economic or social as well, that the
colonisation caused in the colonised countries.
Page 132
1. Documentary sources. The justifications...
a) Georges Clemenceau was a French politician, from the
Socialist Radical Party, who became his country’s
Prime Minister during the Third Republic.
b) The text corresponds to 1885. It is contemporary with
the facts that it refers to, and therefore, it is a primary
source.
c) Clemenceau does not agree with the ideas of superior
races, typical of the time, and the justification element
of imperialism. The author argues his position making
reference to the opinions that wise Germans had
manifested towards the French inferiority of race
regarding the Germans. He thinks that, if that position
is sustainable, the same could be said about those that
refer to the colonised countries.
d) Clemenceau is opposed to colonialism. He is critical of
the fact that it is redressed as a civilising task. He
considers it to be purely violence and abuse of power
and economic exploitation.
Personal answer.
2. Organisation of information. Taylorism
a) (From top to bottom). Massive production; lowering of
the prices; assembly lines; consumption stimulation.
b) Taylorism is a system of scientific organisation of
work invented by Frederick Taylor who oriented
production towards assembly lines to increase
productivity, reduce employment time and reduce
production costs. Its application allowed for mass
production with costs that facilitated a growing
consumption by large parts of society.
3. Graphic sources. The right of conquest
6-26 METHODOLOGY
a) The country occupied by the colonial troops is
represented as a defeated soldier lying on the ground.
The pyramids, the sphinx and the desert-like territory
make references to Egypt.
b) The coloniser is presented as a victorious solider that
steps on the native one as a sign of arrogance and
superiority. The native has an attitude of defeat and
submission.
c) European nationalism and a large part of public
opinion in Europe defended a cultural superiority that
gave them the right to impose on other populations
who they thought inferior.
Page 133
4. Graphic sources. US expansionism
a) The scene represents a sea in the background and a
semicircular beach, in which the names of countries
like Panamá, México, Cuba and Santo Domingo appear
written. Parallel to the coast sails a flotilla of warships,
that are driven by a giant holding a rope. The giant
represents the United States’ president Theodore
Roosevelt. The giant is in the Caribbean sea: one hand
pulls the flotilla and the other holds a stick. These
elements symbolise the policy of Roosevelt, which
gives the United States the right to use the force and
intervene militarily in the territories of Central
America and the Caribbean, to defend its economic
interests.
b) The indoctrination of the “Big Stick”, is the one that
applies to the United States in its international
relationships with Latin-America at the beginning of
the 20th Century. This expression used by Roosevelt, is
taken from an African proverb “speak softly and carry
a big stick; you will go far”. This expression manifests
the idea of the United States’ president of negotiating
with the neighbour countries of Latin-America, and if
agreements are not possible, intervening with its
military.
5. Collaborative work. Consequences of the...
a) The colonial governments steered the economy of the
colonies to production of raw materials that the
metropolis needed, causing African countries to
become mono-producers of crops such as cotton or
cereals. This caused the waste of the land and the
dedication of farmers to activities detrimental for their
survival, which hunger and disease. Farming
communities were forced to do hard work in unfair
conditions and were also forced to construct public
buildings work in the mines and farms of the white
settlers.
Once they achieved their independence, these countries
had to face a series of issues, the loss traditional ways
of life, overcrowding in the cities, growing poverty,
difficulties to get safe water everywhere, and the
emergence diseases in an undernourished environment.
Besides, the economic and political structures created
 during white domination lasted, and thus they still
depended on the metropolis in a way, especially
regarding their economy.
b) Group activity.
c) Group activity.
d) Group activity.
6. Watch: colonialism in Rwanda
a) In pre-colonial times, Hutus and Tutsis were
distinguished by class and clan, not by ethnicity. Hutus
were peasants, while Tutsis were cattle owners, but in
pre-colonial Rwanda the lines between classes were
often indistinct.
The view of the British explorer Speke on the two
tribes was a typical Victorian-age view. He
distinguished between an inferior class and a superior
one, using racist stereotypes to describe their
characteristics.
b) The country that colonised Rwanda, starting from
1919, was Belgium.
Belgium imposed its colonial ideas through the
imposition of Catholic religion, French language and
racist ideas based on the somatic differences between
an inferior tribe, supposedly the Hutus, and a superior
one. This led to an institutionalised ethnic division in
Rwanda, with the Tutsis holding the power and
collaborating with Belgian authorities.
c) The RPF, Rwandan Patriotic Front, was a rebel army
founded by Tutsi refugees established in Uganda, that
SOLUTIONS (CONTD.)
(Comes from page 6-11)
Other characteristics: settler colonies of the British
Empire, such as Canada
Colony type: overseas territories. Type of government:
autonomy for the indigenous government. Other
characteristics: settler colonies of the French empire.
Algeria was considered a French province.
Colony type: concession. Type of government: ruled
by the metropolis. Other characteristics: area assigned
to the metropolis for a period.
Colony type: strategic enclave. Type of government:
ruled by the metropolis. Other characteristics: small
territory in a strategic location.
3. The countries depicted are China, Great Britain,
Germany, Russia, France and Japan, each one
represented by its ruler or personification. The picture
represents the competition among great powers to
control the resources of China.
4. The author accuses the colonisers of consuming the
villages they invaded, and of exterminating the races
that opposed them with only the objective of getting
richer. The author claims and foresees that this
situation could not last forever. Nowadays, there are
aimed to restore the right to return to Rwanda for all
the Tutsis that had to flee the countries to avoid
persecution.
The RPF invasion of Rwanda started in 1990, as Tutsis
refugees established in Uganda were denied citizenship
of that country, so that they decided to invade Rwanda
to restore their rights.
d) Education played a very important role in the conflict
between the two groups, Hutus and Tutsis, because
after the independence of the countries, children in
schools were taught to recognise their ethnic
differences, were often separated and learnt the
importance of division. This led to the growth of a sort
of virus that infected young brains during their
formation.
The radio also played an important role in exciting
Hutu majority against Tutsis, spreading a message of
hatred through the population, and inviting Hutus to
exterminate Tutsis, often called snakes and
cockroaches. Radio station were instruments of
genocide propaganda, and were fundamental in 1994
genocide.
e) Divide and rule means that is easier for a political
faction or group to rule a country or maintain power if
its enemies are broke up and divided.
In Rwanda, this motto can be applied to the Belgian
colonial rule, that opposed artificially the two
communities to maintain colonial power over the
territory.
Personal answer.
only a few territories that still exist as colonies, like for
example the Bermuda Islands or the British Virgin
islands.
(Comes from page 6-17)
c. (Continuation) Besides, the fire in the city of Chicago
in 1871 forced the rebuilding of the city, with which it
became a space for the development of new
architectural tendencies to the point of creating the so
called School of Chicago. That school united
technology and architecture, the art and necessities of
the world of business and inaugurated a building
prototype of the skyscraper for offices and centres, that
has evolved throughout the 20th Century up to the
present day.
(Comes from page 6-19)
c) The painting is made on oil on canvas and the colours
leave aside the mimetic copy of nature to focus on a
subjective vision of the scene. For that, the blues, reds,
yellows and oranges are mixed violently and
unrealistically with no type of transaction to reinforce a
convulsive mood. The expressive force of the African
masks and the deformation of reality to express the
essential, typical of African art, is clearly gathered in
this painting.
METHODOLOGY 6-27
 WEB PAGE ADDRESSES

TICHING WEBSITES

http://www.tiching.com/748577 http://www.victorianweb.org/history/empire/Empire.html

http://webs.bcp.org/sites/vcleary/ModernWorldHistoryTextbook/Imperialism/section_2/
http://www.tiching.com/748578
motives.html

http://www.tiching.com/748580 http://www.history.com/topics/model-t

http://www.tiching.com/748601 http://www.history.com/this-day-in-history/boer-war-begins-in-south-africa

http://www.tiching.com/748602 http://www.nationalarchives.gov.uk/education/empire/g2/cs4/background.htm

http://www.tiching.com/748603 http://www.ultimatehistoryproject.com/belgian-congo.html

http://www.tiching.com/748604 https://es.tiching.com/link/748604

http://www.tiching.com/748646 http://www.edgar-degas.net/

http://www.tiching.com/748653 http://www.history.com/topics/inventions/wright-brothers

6-28 METHODOLOGY
FOURTH COURSE

Unit 07
The First World War and the Russian Revolution

TEACHER’S GUIDE

• Didactic Guide

• Answer Key

• Key Competencies

• Key Competencies
– Reinforcement activities
– Extension activities

• Didactic resources
– Let’s surf Tiching

• Digital Book

• Education in values

METHODOLOGY 7-1
 7 THE FIRST WORLD WAR AND THE RUSSIAN REVOLUTION
P. 134 and 135
DIDACTIC GUIDE AND ANSWER KEY

LET’S PREPARE THE UNIT

What are we going to learn?
■ In this unit, students are going to learn about the
following content:
− The causes of the First World War in 1914.
− The development of the war.
− The soldiers’ life on the front.
− Trench warfare.
− The causes of the Russian Revolution.
− The development of the Russian Revolution.
− Europe at the end of the war.
− Avant-garde art.
Let’s start the unit
■ Firstly, read the text and ask the students the
following questions:
− What was the situation like in Europe at the
beginning of the 20th century? What did this lead
to?
− Why do you think that the First World War was a
new type of conflict?
− What were the consequences for Russia as a
result of its participation in the conflict?
Next, observe the timeline and answer the first
question in the What do we know? section, to share
any prior knowledge of the First World War and the
Russian Revolution.
Next, analyse the territorial consequences by looking
at the map. Highlight the following points:
− The First World War changed the map of Europe.
− The conflict caused the disappearance of three
great empires: the Russian, the German and the
Austro-Hungarian.
Then, tell pupils to describe the changes to the
European map as a result of the First World War.
Finally, look at John Nash’s illustration Oppy Wood,
and point out that the image shows the destruction of
a battlefield and the conditions suffered by soldiers in
the trenches.
To finish, ask students to answer the second and
third questions in the What do we know? section.

7-2 METHODOLOGY
 KEY COMPETENCES
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Text and images, pages 134 and 135. Read and
understand the text and images to be able to answer the
questions individually.
SOCIAL AND CIVIC COMPETENCES
■ Text and images, pages 134 and 135. Observe the
different stages of the First World War and its temporary
coexistence with the revolution in Russia.
LINGUISTIC COMMUNICATION
■ Page 135, Act. 2 of What do we know? section. Pupils
will have to give a personal description of the painting
illustrating the devastation caused by war.
■ Page 135, Act. 3 of What do we know? section. Pupils
will have to explain the knowledge they have of trench
warfare, using appropriate language.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Page 135, Act. 1 of What do we know? section.
Interpret a timeline to answer the questions correctly.
Education in values
We reject war
■ In this unit we will study the conditions of the soldiers
in the First World War, as well as the material and human
losses resulting from the conflict.
In order to assess the consequences of wars, the
importance of avoiding them and fighting for peace, ask:
− How do you think First World War soldiers felt in the
trenches? Do you think they went to war voluntarily?
− What physical and psychological effects did the
soldiers who fought in the Great War suffer?
− How many human lives did the First World War claim?
What material cost did it have?
■ By answering these questions the pupils will become
more aware of the devastating impact of war, and the
need to avoid war and advocate more peaceful solutions
via dialogue and diplomatic channels.
Digital Book
■ Self-correcting activities in which the student can
answer and then check themselves if they are correct.
Open activities that the student can answer and then
afterwards the teacher will correct them.
RESOURCE MATERIALS 7
− The assassination of Archduke Ferdinand of
Habsburg in Sarajevo was the event that caused the
P. 134 and 135
outbreak of the First World War in the summer of
1914. To read an eyewitness account of this
assassination, students can go to the following page:
http://www.tiching.com/103925.
The short article describes the scene in Sarajevo, and
also the international situation in the Balkans before
that event.
Students should read the text and then answer these
DIDACTIC GUIDE AND ANSWER KEY
questions:
• Who was Franz Ferdinand? Was he the victim of
an assassination plot?
• Why was Serbia considered a "third party" in the
plot of Sarajevo?
• Why did the Archduke have to leave the city of
Sarajevo quickly?
• Search on the Internet for some information about
the ultimatum that Austria sent to Serbia after the
assassination of Franz Ferdinand.
SOLUTIONS TO THE ACTIVITIES
Page 135
• The First World War developed in three phases:
– In the first months of conflict, there was a war of
movement.
– From the end of 1914 to the beginning of 1918, the
armies fought in trench warfare.
– In the last months, the final stage took place.
The Russian Revolution took place in 1917. The first
stage was intended to abolish tsarism and establish a
democratic regime. The second stage was aimed at
building a Socialist state.
• The illustration shows a battlefield with trenches.
There is complete devastation. The bombings,
assaults, minefields and barbed wire turned a field
into a destroyed desert and soldiers into cannon
fodder.
• Personal answer. In general, pupils should indicate
that trench warfare was the most characteristic type of
combat during the First World War. Trenches were
long, narrow ditches from where the fighting took
place. They were established on all the fronts, but
particularly on the western front.
METHODOLOGY 7-3
 7 THE FIRST WORLD WAR AND THE RUSSIAN REVOLUTION
P. 136 and 137
DIDACTIC GUIDE AND ANSWER KEY

1. WHY DID WAR BREAK OUT IN EUROPE IN…

A. Colonial conflicts / B. Rivalry between… commercial and economic control of Europe.

■ First, read the introductory text and ask the students − The nationalist aspirations in the Balkans contributed
to the heightened international tension.
the following question:
− Which is the meaning of the term ‘armed peace’? C. The Balkan Wars / D. Military alliances and...
Then, read the questions included in the introductory text ■ Read text C about the conflict in the Balkans and ask
in order to present the content that we are going study.
the following questions:
Next, read part A about colonial conflicts and ask the − What was the origin of the conflict in the Balkans?
students to look at the related image. Write the main
− Which sides were Russia, Germany and Austria-
ideas on the board and then answer question a:
Hungary on?
− The rise of powers, such as the German empire,
reopened conflicts between European countries. Then, ask everyone to look at the illustration and ask the
students to describe the scene. After that, answer
− Morocco was the main scene of international tension.
question d.
Continue by reading the text The Moroccan crises. Elicit
■ Next, read text D about military alliances and look at
the answer to question 1 from the class.
the two graphs European systems of alliance and The
■ Next, read part B about the rivalry between powers arms race and ask the students this question:
and nationalism. Look at the map and write down the − What caused the arms race?
main ideas on the board:
Then, answer question e.
− The nationalistic positions of European powers
increased in order to defend their interests in Europe To conclude, tell the students to do activities 2 and 3.
and their colonial empires.
− Germany confronted France because of the
occupation of the French regions of Alsace-Lorraine
and there was also rivalry with Great Britain for

7-4 METHODOLOGY
 KEY COMPETENCES
LEARNING TO LEARN
■ Acts. a, b, c and d. Learn about the different tensions
that contributed to the outbreak of the First World War.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Act. 3. Argue autonomously and coherently why
people say that the First World War was inevitable.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ , Act. e. Interpret a diagram showing the system of
alliances between countries before the First World War.
■ Act. 2. Create a timeline on the causes of the First
World War, using the information studied in the section.
RESOURCE MATERIAL OF THE GUIDE
 In Reinforcement Activity 1, students will have to
summarise the causes and international crises that
triggered the outbreak of the First World War.
SOLUTIONS TO THE ACTIVITIES
Pages 136 and 137
a. After the Berlin Conference (1885), the rise of powers,
such as Germany, one of the last to join the colonial race,
reopened conflicts between European countries. Morocco
was the main scene of international tension, as European
powers competed to control it.
b. There are many elements that explain the rise of
nationalism. Firstly, European powers adopted
nationalist positions because of colonial conflicts and in
order to defend their interests in Europe. The promotion
of the values and identity of each nation generated a
climate of mutual mistrust.
c. The German Empire’s main rivals were France and Great
Britain.
d. The region of the Balkans, dominated by the Ottoman
Empire for centuries and with conflicting interests
between the Austro-Hungarian and Russian Empires,
had become an area of significant international tension.
The annexation of Bosnia-Herzegovina by Austria-
Hungary in 1908 increased tensions. The Balkan Wars
occurred in 1912 and 1913, in which Serbia and Russia
emerged as the victors.
RESOURCE MATERIALS 7
Let’s surf Tiching
P. 136 and 137
− The events leading to the outbreak of the First World
War were always discussed by historians for their
complexity. In this BBC article, ten historians give
their own interpretations:
http://www.tiching.com/749694
On reading the article, the students will learn that
most historians believe that Germany and Austria-
Hungary were the ones to blame for the outbreak of
the First World War.
DIDACTIC GUIDE AND ANSWER KEY
Ask the students to answer these questions:
• Why do some historians think that Serbia bore one
of the greatest responsibilities for the war?
• What responsibilities did Russia have in the
outbreak of the war?
• What was the role of France in the events leading
to the war?
• Why did Great Britain finally enter the war?
• Do you think it would be possible to have another
crisis like the First World War today?
e. The two opposing military alliances were called the Triple
Alliance and the Triple Entente. The first one was formed
by the German Empire, Austria-Hungary and Italy; the
second one, by France, Russia and Great Britain.
1. In 1911, because of an uprising in southern Morocco,
Germany sent gunboats to the port of Agadir under the
pretext of protecting German citizens. Great Britain
supported France, who considered the German
intervention as an aggressive measure. However, in
exchange they had to give away part of the territory to
increase the German colony in Cameroon.
2. The order in which the dates have to be shown is as
follows:
1882: Triple Alliance
1905-1906 and 1911: Moroccan crises
1907: Triple Entente:
1908: Annexation of Bosnia and Herzegovina by
Austria-Hungary
1912 and 1913: Balkan Wars
1914: Assassination of Franz Ferdinand
(Continued on page 7-27)
METHODOLOGY 7-5
 7 THE FIRST WORLD WAR AND THE RUSSIAN REVOLUTION
P. 138 and 139
DIDACTIC GUIDE AND ANSWER KEY
2. THE PHASES OF THE WAR
The outbreak of war / The war of movement
■ Start by having students look at the image and ask
them to identify the characters shown and the people they
represent.
Read the text in the first part and observe the graph The
expansion of the conflict which explains the chronology of
the beginning of the conflict. Then, answer question a.
■ Next, after having read the second part, raise the
following questions related to the war of movement:
− What was Germany's tactic in order to win the war
quickly?
− When did the advance of the Germans stop?
− In the meantime, what was happening on the Eastern
Front?
Elicit the answer to question b.
Trench warfare / 1917: the last phases of the war
■ Firstly, focus pupils’ attention on the picture and ask
them to describe the living conditions in the trenches.
Next, read the part about trench warfare and write down
the main ideas on the board:
− The Western front became immobilised. Trenches
were built, but even the smallest of advances resulted
7-6 METHODOLOGY
in massive casualties.
− Later, new allies entered the war: the Ottoman Empire
and Bulgaria for the Central Powers and Italy and
Romania for the Entente.
Thereupon, analyse the map The development of the
First World War and have students do activities c and 2.
■ Finally, read the part about the last phases of the war
and write down the main ideas on the whiteboard:
− Russia became immersed in the Bolshevik Revolution
and withdrew from the war in 1918 with the signature
of the Brest-Litovsk Treaty.
− The United States joined the war on the side of the
Triple Entente, which compensated for the loss of the
Russians.
− The military defeats of the Triple Alliance and the
revolts in Germany forced the signature of the
armistice.
Elicit the answer to question d.
Read the text The US joins the conflict and ask:
− What reasons does President Wilson give to explain
why the United States joined the war?
■ To finish, have the students complete activity 1 by way
of a summary.
 KEY COMPETENCES
LEARNING TO LEARN
■ Acts. a, b, c and d. Know the phases the Great War is
divided into, from the assassination of the Archduke of
Austria to the armistice of 1918.
■ Act. 2. Explain what trench warfare is and understand
its consequences.
LINGUISTIC COMMUNICATION
■ Act. d. Communicate in a clear way the reasons that
led Germany to surrender.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. 1. In this activity students will have to create a
timeline by putting different events in chronological order,
using the information they have learnt in this section.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Acts. a, b, c and d. Pupils will have to do these
activities individually.
SOLUTIONS TO THE ACTIVITIES
Pages 138 and 139
a. The event that triggered the First World War was the
assassination of the Archduke Franz Ferdinand, heir to
the Austro-Hungarian Empire, and his wife, the
Archduchess, in Sarajevo on 28 June 1914. The assassin
was a young nationalist Bosnian student. This caused
Austria to declare war on Serbia. The complicated
system of military alliances and opposing interests of the
European powers meant that it would not take long to
turn a conflict which originated in the Balkans into a
European war.
b. On the Western Front in the early stages of the war,
there was a series of quick attacks made by Germany on
France, through Belgium and Luxembourg. This meant
that by the beginning of September 1914, they were only
40 km away from Paris. The German army hoped to
achieve a quick victory on this front, which would allow
it to concentrate its efforts on the Eastern Front.
c. Both sides needed new allies who could send more
soldiers because after the Battle of the Marne, the
Western Front became immobile, on both sides of the
trenches from Switzerland to the North Sea.
d. Germany surrendered and signed an armistice after
RESOURCE MATERIALS 7
Let’s surf Tiching
P. 138 and 139
− In 1916, the clash between the German and French
armies in Verdun became the longest and bloodiest
battle of the First World War. Find out more about this
battle at the following website:
http://www.tiching.com/749738
The article briefly explains the main phases of the
battle, and its major cost to human lives.
After reading the article, ask the students these
DIDACTIC GUIDE AND ANSWER KEY
questions:
• What General commanded the German troops
during the Battle of Verdun?
• What was the objective of the German offensive?
Did the Germans achieve it?
• Why did the Battle of Verdun become a symbol of
the bloody combats of the First World War?
• In your opinion, was the Battle of Verdun really
important strategically speaking?
• What was the total number of casualties?
Kaiser William II asked for peace in 1918, at the request
of a completely demoralised military high command.
Different factors contributed to this surrender: the
revolts in the German army and navy, as well as German
workers’ demonstrations against their own government;
the defeat on the Western Front in the Second Battle of
the Marne; the defeat of Austria-Hungary on the Eastern
Front; and the entrance of the United States into the
conflict, that tipped the scale in favour of the allies.
1. The chronological order of the events is as follows:
July-August 1914: Germany invades Belgium
September 1914: Battle of the Marne
29 October 1914: The Ottoman Empire enters the war
February-December 1916: Battle of Verdun
July-November 1916: Battle of the Somme
1917: The US joins the war.
3 March 1918: Russia withdraws
July- August 1918: Second Battle of Marne
11 November 1918: The armistice
(Continued on page 7-27)
METHODOLOGY 7-7
 7 THE FIRST WORLD WAR AND THE RUSSIAN REVOLUTION
P. 140 and 141
DIDACTIC GUIDE AND ANSWER KEY

3. A SOLDIER’S LIFE ON THE FRONT

A. Human suffering Elicit the answer to question a.

■ Start by reading the introductory text. Remind the ■ Read the two texts in the section Dirt and hunger,
students of the characteristics of trench warfare, studied which describe the terrible living conditions of the
in the previous section, by asking these questions: soldiers.
− Between which years did trench warfare develop? Read the text Caring for..., focus attention on the image
− What were the most important battles? and highlight the role played by the medical staff and
− What consequences did the building of trenches have organisations such as the Red Cross, in assisting the
for the advance of the armies and the conquest of wounded.
land?
B. Life in the trenches: resist and attack
− How many casualties were there during this period?
■ Read the text in this part and write down the key ideas
Then, have everyone look at the image A battle trench...
on the board:
and ask the students to identify each element on it. Then,
tell them to do activity 2. − The daily routine of the soldiers involved resisting the
attacks of enemy fire, while protected in the trenches.
■ Next, read the text box titled 'Artillery...' and the text by − Periodically, the infantry left the trenches and tried to
Paisot, Diary of War. Focus attention on the data from the
advance across the battlefield.
Battle of Verdun and ask:
Ask the students to answer question b. Then, read the
− What consequences did the Second Industrial
textbox An attack... and ask:
Revolution have on the manufacture of weapons?
− How does this story make you feel?
− Which was the effect of the use of new weapons?
Finally, tell the pupils to complete activities 1 and 3 by
Continue by reading Remarque's text All Quiet on the...
way of a summary.
and have pupils look at the picture of the Stormtroopers...
by Otto Dix in order to emphasise the horrors of the use
of poisonous gas as a weapon of war.

7-8 METHODOLOGY
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. 1. This activity will help students to develop their
listening comprehension skills. They have to say what the
numbers in a news report refer to.
LEARNING TO LEARN
■ Act. 3. Know what the life of soldiers was like on the
front, the weapons they used, what and how they ate, how
they slept, how they fought and how they died.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. 2. Interpret a drawing about the trenches of the
First World War and relate what the picture shows to the
content studied.
CULTURAL AWARENESS AND EXPRESSION
■ Acts. a, and b. Pupils will know about the weapons
and military tactics specific to the First World War.
RESOURCE MATERIAL OF THE GUIDE
 In Extension Activity 1 the students will answer some
questions about the truce in the trenches during
Christmas of 1914.
SOLUTIONS TO THE ACTIVITIES
Pages 140 and 141
a. The First World War was characterised by the use of
very powerful and destructive weapons, as a result of the
extraordinary technological developments of the
previous century. In particular, more powerful cannons
were manufactured alongside machine guns and the first
tanks and fighter planes appeared. Poisonous gas was
also used, which caused terror and a greater number of
casualties than in previous wars.
b. In the face of an enemy attack, defensive weapons were
used, especially machine guns, and different groups of
trenches were dug in order to hinder the advance. In the
case of hand-to-hand combat, the bayonet and even the
pick and shovel were used.
1. The numbers refer to the following concepts:
21: The start of the battle was on the 21st February.
150 000: The number of casualties there has been since
the start of the battle.
15 000: The average number of deaths per month.
15: It is now the 15th of November.
9: The battle has lasted for 9 months.
RESOURCE MATERIALS 7
Let’s surf Tiching
P. 140 and 141
− During the First World War, many new and
destructive weapons made an appearance on the
battlefields, such as poisonous gas. We can read the
article about this deadly weapon:
http://www.tiching.com/103940
The article describes the first experiments with this
weapon, its introduction onto the battlefields and the
different protection used by the soldiers.
Once they have read the text, the students will
DIDACTIC GUIDE AND ANSWER KEY
answer these questions:
What country started using poisonous gas against its
enemies in 1915?
What were the effects of the use of poisonous gas on
the battlefield of Ypres?
What is phosgene? What are its effects?
Why did the effectiveness of poisonous gas diminish
after the first attacks?
What protection was used by the soldiers against gas
attacks?
2. Among the weapons that can be seen in the picture,
there are rifles, machine guns, cannons, tanks and
planes. Tanks and planes were new weapons but were
rather ineffective. Artillery was the most important
weapon. The machine gun was a defensive weapon used
frequently in the trenches, which had put an end to
cavalry charges. In artillery, new more powerful
cannons were manufactured and used to bomb enemy
positions in order to try to weaken them, so attacks
could be launched on them afterwards.
The system of trenches consisted of positions dug in the
ground, behind a network of wire fencing. From their
positions, the soldiers shot with weapons covered by
earth and sandbags in order to avoid enemy fire.
Trenches were connected to each other with other
facilities found underground. They were shelters used
for the rest of the soldiers, hospitals to assist the
wounded, command posts and ammunition storage.
Soldiers were equipped with helmets, rifles, hand
grenades and gas masks. The latter were much needed
when there was a gas attack, as the gas would kill
anyone not wearing a mask.
3. Personal answer.
METHODOLOGY 7-9
 7 THE FIRST WORLD WAR AND THE RUSSIAN REVOLUTION
P. 142 and 143
DIDACTIC GUIDE AND ANSWER KEY

4. A TOTAL WAR

The involvement of the civilian population the British poster and the recruitment poster from 1916
and ask them to interpret the message transmitted by
■ Start by reading the introductory text and raise the each. After that, tell them to complete activity 1.
following question:
Thereupon, read the text in this part and elicit the answer
− Why was the war of 1914-1918 called the Great War?
to question b.
Next, read the text in the first section and write down the
■ Next, read the section The economy... and write down
main ideas on the board:
the main ideas on the board:
− A new type of national army emerged as a
− Governments established war economies and
consequence of the 19th century revolutions, meaning
factories were put at their service.
the involvement of most male civilians in the war.
− The economic cost of war resulted in governments
− One of the first great refugee movements triggered by
getting into debt. The allies were financed by the
war in the modern period occurred.
United States.
− Women and men who were not eligible for enlistment
Then, answer question c.
participated in the production of munitions and
provisions in factories. War was priority and the Ask the students to look at the French poster and the box
production of basic consumer goods slowed down as titled 'The war effort' in order to illustrate the ideas given.
a result. Afterwards, read the text Women and..., look at the
Then, have them answer question a. images Women workers... and A demonstration during...
and answer question d with the class.
■ Then, read the text The contribution of..., focus
students’ attention on the image of the 1917 poster and Ask the students to study the quick revision box.
ask them to describe the role of the colonies in the ■ To conclude, tell them to do activity 2.
European war.
Propaganda and opinion control
■ Have pupils look at the image of the American poster,

7-10 METHODOLOGY
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. a, b, c and d. Analyse the impact of the First
World War in European society.
LEARNING TO LEARN
■ Act. b. Know about the importance of propaganda
methods and mass communication during the First World
War.
■ Act. d. Learn about the way in which female social
roles changed during the war.
CULTURAL AWARENESS AND EXPRESSION
■ Act. 1. Pupils will have to interpret the meaning of two
posters from that period, using knowledge acquired in this
unit.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Act. 2. Students will have to put themselves in the
shoes of a woman at the beginning of the 20th century to
express their feelings about the social changes that took
place during this period.
RESOURCE MATERIAL OF THE GUIDE
 In Extension Activity 2 they will have to explain the
different tasks performed by women during the war.
SOLUTIONS TO THE ACTIVITIES
Pages 142 and 143
a. The First World War was called the “Great War”
because of the large amount of countries that were
involved in it and its profound impact on European
society. It was considered to be the first example of a
new type of conflict, a “total war”, because it meant the
mobilisation of all the resources and the involvement of
the whole population, both civilian and military. It not
only affected the army on the front, but also the
rearguard. For the first time, war was fought in all seas
and on all continents.
b. New propaganda methods helped to mobilise public
opinion by repeatedly using patriotism and hatred of the
enemy as a way of actively engaging the war effort.
Censorship and manipulation contributed to creating a
common opinion among the whole population.
c. The civilian population participated actively to help
cover the costs of war. On the one hand, women and
men who were not enlisted had to work in the war
factories and any complaints or poor performance were
considered treason. On the other hand, governments got
into debt and had to ask for loans. The United States,
which was the richest power that remained neutral until
1917, financed the allies.
RESOURCE MATERIALS 7
Let’s surf Tiching
P. 142 and 143
− The First World War brought a new role for women in
society, especially in Great Britain. In this website, we
can discover twelve curious facts about British
women and the war:
http://www.tiching.com/749742
By reading the article, students will learn some
unexpected information about the changes in the role
of women in British society and the consequences.
Students will read the twelve facts carefully, before
DIDACTIC GUIDE AND ANSWER KEY
answering these questions:
• Who were the Women's Patrols? What were their
duties?
• Which employment area opened new
opportunities for women?
• Why did the suffrage movement fracture during
the First World War?
• What was the so-called "lost generation"? What
were the consequences for women?
d. During the Great War, women were given a new role in
society; they were expected to work in factories,
hospitals, transport etc. Entering the labour market gave
women more independence and a new social role. This
made women aware of the fact that they had the same
skills as men but not the same rights, for example, the
right to vote. This gave rise to the suffragette movement,
calling for a woman's right to vote.
1. The first poster, used to help recruit soldiers for the war,
shows a picture of Uncle Sam, who was the
personification of the United States. He is wearing a top
hat, and staring fixedly at the observer, pointing his
finger and saying "I want you". It is one of the most
famous and recognised examples of political
propaganda, which has been imitated or parodied on
multiple occasions.
The second poster is an allegorical representation of the
invasion of Belgium by Germany. Belgium is
represented by a beautiful, defenceless woman at the
hands of a terrifying animal that reminds us of a gorilla,
which is the personification of Germany.
(Continued on page 7-27)
METHODOLOGY 7-11
 7 THE FIRST WORLD WAR AND THE RUSSIAN REVOLUTION
P. 144 and 145
DIDACTIC GUIDE AND ANSWER KEY

5. WHY WAS THERE A REVOLUTION IN…

A. An autocratic… / B. Feudal agriculture…
■ Start by reading the introductory text as a reminder of
the significance that the First World War had in European
politics. Read the questions to give students a context in
which to explain the causes of the revolution.
Thereupon, read the text in part A and write down its key
ideas on the board:
− Tsarism was an autocracy based on absolute power
and the control of the empire through bureaucracy and
the army.
− The Orthodox Church was one of the great ideological
pillars of the regime.
Next, have everyone look at the image Tsar Nicholas II...
and ask the pupils to describe what symbols of power are
shown.
Then, focus students’ attention on the picture Religious
Procession... and point out the social differences that can
be seen, as well as the power of the Church.
Conclude this section by answering question a.
■ Read the text in part B about Russian agriculture and
industry, and ask:
− What do we mean when we say that peasants were
submitted to a feudal regime?
− Where did the industrial proletariat start to emerge?
Afterwards, tell the class to look at the graph Population
of St. Petersburg, and elicit the answer to question b.
C. Opposition to… / D. The crisis of the First…
■ Read the text in part C and ask the following
questions:
− Where did the first opposition groups develop?
− Which ideas spread among industrial workers? Which
political party was founded? Who led it?
− Which bourgeois liberal parties began to appear?
Thereupon, have everyone look at the diagram Political
groups in Russia and the image of Leon Trotski.
Next, read the text The 1905 revolution and ask pupils to
describe the facts and answer questions c and 3.
■ Continue by reading section D and analyse the
diagram The Russian Empire... in order to highlight the
consequences of the First World War for Russian politics.
Finally, ask the students to complete activities 1 and 2.

7-12 METHODOLOGY
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. a. Describe the form of autocratic government that
characterised tsarist Russia.
■ Act. b. Describe and understand the social structure of
the Russian Empire at the beginning of the 20th century.
■ Act. c. Know about which groups were opposed to the
tsar’s regime and specify the differences between the
Bolsheviks and Mensheviks.
LEARNING TO LEARN
■ Act. 1. Place the main political events that preceded
the revolution of 1917.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. 2. Interpret a diagram about the situation in
Russia during the First World War with the aim of
understanding the reasons that contributed to the
outbreak of the Revolution.
■ Act. 3. Make a factsheet about the Russian Social
Democratic Labour Party based on information extracted
from different sources.
SOLUTIONS TO THE ACTIVITIES
Pages 144 and 145
a. At the beginning of the 20th century, the tsar had
absolute power in Russia. That meant that he ruled by
decree, was not subject to any constitution and did not
have to answer to a parliament. It was an autocratic
regime that ruled a vast empire. It had the support of a
loyal bureaucracy, a powerful army and the Orthodox
Church.
b. Feudalism, which had disappeared centuries ago from
most of Europe, continued in the Russian empire. The
majority of the population were peasants. They
experienced miserable conditions under the control of
the landed nobility. Personal servitude was not abolished
until 1865.
The industrialisation process was beginning in some areas
of the country, such as Moscow, Saint Petersburg and the
Urals. A large proletariat emerged that worked in large
factories. The bourgeoisie had only a small presence in
Russia.
c. The first groups opposed to tsarism emerged in the 19th
century. They developed among the peasant population,
and were populists and anarchists. In 1898, the Russian
Social Democratic Labour Party was founded. It had a
RESOURCE MATERIALS 7
Let’s surf Tiching
P. 144 and 145
− The Russian Revolution of 1917 caused the collapse
of the ancient tsarist rule over Russia. In this article,
students can compare the strengths and the
weaknesses of the Russian government:
http://www.tiching.com/103943
This comparison will show the students the great
difficulties faced by the Russian government in 1917.
The students will read the article carefully and then
DIDACTIC GUIDE AND ANSWER KEY
answer these questions:
• Which two parties supported the tsar in the
Russian Parliament?
• What were the economic weaknesses of the
Russian Empire?
• Which country defeated Russia in 1905,
humiliating the tsarist power?
• What political parties were opposed to tsarism?
Who where the Mensheviks and the Bolsheviks?
tendency to support Marxism and a strong presence
among the industrial proletariat. The party soon split
into two wings: the Mensheviks, led by Martov, who
were a minority and more moderate, and the Bolsheviks,
led by Lenin, who were a majority and against the Tsar’s
reforms and in favour of the revolution.
On the other hand, at the beginning of the 20th century,
bourgeois liberal parties were founded, the Constitutional
Democratic Party, the “Kadet”, and the Socialist
Revolutionary Party, “Esers”. They were very influential
among the peasants.
1. The dates correspond to the following events:
1865: Abolition of personal servitude.
1898: Founding of the Russian Social Democratic
Labour Party.
1905: Revolution that demanded the end of autocracy:
demonstrations, strikes, Bloody Sunday, creation of
Soviets.
1914: Beginning of the First World War.
1916: Opposition to tsarism takes power.
(Continued on page 7-27)
METHODOLOGY 7-13
 7 THE FIRST WORLD WAR AND THE RUSSIAN REVOLUTION
P. 146 and 147
DIDACTIC GUIDE AND ANSWER KEY
6. THE RUSSIAN REVOLUTION
The February Revolution of 1917. The fall of...
■ Firstly, read the text, look at the image
Demonstration…, write down the main ideas on the board
and do activity a:
− In February 1917, after a general strike and riots in the
barracks, the tsar abdicated and a republic was
proclaimed. It was headed by a provisional
government and committed to transforming Russia
into a parliamentary democracy.
− The new government initiated a series of reforms but
kept their commitment to their allies in the war.
Popular discontent grew, and the Soviets who wanted
to withdraw from the war, began to demand the
dismissal of the government.
The October Revolution brings the Bolsheviks...
■ Then, read the first paragraph in this section to find
out what the ‘April Theses’ were, published by Lenin, the
leader of the Bolsheviks.
Thereupon, read the text Lenin to learn more about the
Bolshevik leader.
Next, read the rest of the paragraphs in this section and
have pupils complete activity b. Write the main ideas on
the board:
7-14 METHODOLOGY
− In October 1917, the Bolsheviks, supported by the
Soviets, rose up against the government and
proclaimed a workers’ government led by Lenin.
− Some of the measures taken were the expropriation of
land and the signature of the Treaty of Brest-Litovsk.
− In November 1917, elections were held for the
Constituent Assembly, eventually dissolved by Lenin.
Afterwards, read the text The first steps of... in order to
illustrate the ideas presented.
■ Then, read the text The Civil War..., look at the image
of the tsar and ask the students to answer question c.
Then, ask these questions:
− Who did the White Army represent? And the Red
army?
− Which was the result of the Civil War?
Then, read the text Bolshevik power and ask the pupils to
describe the characteristics of Bolshevik power, as well
as the consequences of its rise.
Next, observe the map Soviet republics from 1922 and
read its associated text, and also, read the box The
Constitution...Ask the pupils to describe the political and
territorial organisation of the USSR.
■ Finally, ask the students to complete activities 1 and
2.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. a and b. Explain, using appropriate vocabulary,
what happened during the revolutions of February and
October 1917.
■ Act. c. Name the consequences of the Civil War
between the White Army and the Red Army.
LEARNING TO LEARN
■ Act. 1. In this activity, students will have to summarise
the causes and consequences of the Russian Civil War
from the information given in the text.
CULTURAL AWARENESS AND EXPRESSION
■ , Act. 2. Evaluate the quality and purpose of a
historical re-enactment film from 1920 about the storming
of the Winter Palace three years before.
RESOURCE MATERIAL OF THE GUIDE
 In Reinforcement Activity 3, students will have to
chronologically arrange a series of facts related to the
Russian Revolution and the First World War.
SOLUTIONS TO THE ACTIVITIES
Pages 146 and 147
a. In February 1917, there was a large demonstration in
Petrograd, followed by a general strike and several riots
in the barracks. The tsar abdicated and his regime was
replaced by a republic ruled by a provisional
government, which promised to call elections to turn
Russia into a parliamentary democracy.
The new government, dominated by the bourgeois
parties, initiated a series of political and social reforms
while remaining committed to their allies in the war.
This hampered the promised improvement to living
conditions and made it difficult to implement the
anticipated land reform.
Popular discontent grew, and the Soviets, who asked for
withdrawal from the war, began to demand the dismissal
of the government. The unity that had allowed the
revolution to triumph began to break up, and a duality of
power emerged that challenged the provisional
government and the Soviets.
b. On 25 October 1917, the Bolsheviks, supported by the
Soviets and their armed militia, the Red Guards
occupied Petrograd, took the Winter Palace and
overthrew the provisional government. Immediately, a
workers’ government was proclaimed. It was led by
RESOURCE MATERIALS 7
Let’s surf Tiching
P. 146 and 147
− The Bolshevik leader Vladimir Lenin was one of the
most important political figures of the 20th century.
Students can learn more about the life of the founder
of the Soviet Union in this BBC profile:
http://www.tiching.com/749869
By reading this short biography, students will get to
know some details about the life of Lenin, and
review his importance in the October Revolution of
1917.
DIDACTIC GUIDE AND ANSWER KEY
Once the students have read the article, we will ask
them these questions:
• What was Lenin's real name? Why, in your
opinion, did he always use a pseudonym?
• Where was Lenin exiled to? Where did he go after
his exile?
• What was the role of the Germans in the events
that led to the October Revolution?
• What was the New Economic Policy? How did this
new policy show Lenin's pragmatism?
• Which Soviet communist leader became a
concern for Lenin in his final years?
Lenin, who enacted the first revolutionary measures:
land was expropriated and distributed among the
peasants; workers were given control of factories, and
the signature of the Treaty of Brest-Litovsk (1918) with
Germany, by which Russia withdrew from the war,
suffering great territorial losses.
c. The Civil War lasted three years and was a period of
great cruelty and misery for the population, due to food
shortages and loss of lives in combat. In 1921, the Red
Army won the war but the conflict had contributed to
the hardening of the Soviet regime.
1. In the table about the causes and consequences of the
Russian Civil War, the following points need to be
included:
Causes Consequences
Colonial rivalries High human losses
Balkan Wars Material destruction
Indebtedness and
Franco-German hostility
economic crisis
Military rearmament New map of Europe
Tough conditions
imposed on the defeated
2. Group activity.
METHODOLOGY 7-15
 7 THE FIRST WORLD WAR AND THE RUSSIAN REVOLUTION
P. 148 and 149
DIDACTIC GUIDE AND ANSWER KEY
7. EUROPE AT THE END OF THE WAR
An economic and demographic disaster
■ Start by reading the text in this section, elicit the
answer to question a and write down the main ideas:
− The war caused widespread demographic decline and
meant the permanent loss of European hegemony in
the global economy.
− The United States was the great beneficiary of the
war, and its economy became the most powerful in
the world.
Thereupon, analyse the data in the graph Casualties of
the..., to make the pupils more aware of the magnitude of
the demographic disaster.
The organisation of… / New problems…
Then, read the text in the second part and write down the
key ideas it includes:
− The Paris conference in 1919 established the terms
for peace with a series of treaties. The most well-
known being the Treaty of Versailles, which set out
the peace terms with Germany. The treaties drew up
new European borders.
− At US President Wilson’s suggestion (Wilson’s 14
points), the League of Nations was created to
guarantee peace and cooperation between states.
7-16 METHODOLOGY
− However, the defeated nations, along with the USSR
were not included in it.
Next, have pupils look at the image of the magazine
J'ai vu and ask them to interpret what message it
transmits.
After that, read the text The League..., ask the students to
summarise its content and answer question b.
■ Read the text in the part New problems, new conflicts
and elicit the answer to question c in order to analyse the
consequences of the Treaty of Versailles and the new
situation resulting from the Russian Revolution.
■ Then, read the text The peace treaties... and ask:
− Under which principle did the peace treaties shape the
new map of Europe?
− What conflicts did it cause?
Next, read the texts The Treaty... and War reparations to
learn about the conditions imposed on the defeated in
more detail. Then, answer question d.
Thereupon, analyse the map European borders after...
and its corresponding textboxes, and ask the class to do
activity 1.
Finally, divide the class into groups and tell them to do
activity 2.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. a. Understand the magnitude of the demographic
and economic consequences of the war.
■ Acts. b and c. Explain the creation and limitations of
the League of Nations and the problem with the Treaty of
Versailles.
LEARNING TO LEARN
■ Act. 1. Identify and analyse three of the problems
resulting from the First World War.
SOCIAL AND CIVIC COMPETENCES
■ Act. 2. In groups, perform a role play of a peace
negotiation and try to identify themselves with the
demands of the different countries.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. d. Understand, with the help of a map, the
changes to the European borders as a result of the First
World War.
SOLUTIONS TO THE ACTIVITIES
Pages 148 and 149
a. The war caused the deaths of around ten million
soldiers. A large number of civilian casualties has to be
added to these figures. This caused a widespread
demographic decline.
From an economic point of view, the Great War left the
affected states impoverished. There was the loss of
European hegemony, very high debt, high inflation and
a reduction in industry and agriculture. The most
affected countries were France and Germany and, to a
lesser extent, Belgium. The United States was the
country which most benefited. Its GDP doubled in the
war years and the dollar became the main currency used
in international transactions. It acted as lender to
European countries, which were deep in debt because of
the war.
b. US President Wilson suggested the creation of a League
of Nations (LN) to guarantee peace and cooperation
between states. However, the defeated countries were
excluded from the LN, and finally, neither the USSR nor
the US joined it. With so many excluded countries, the
LN ended up by having no influence on international
politics.
c. Instead of healing the wounds of war and increasing
RESOURCE MATERIALS 7
Let’s surf Tiching
P. 148 and 149
− At the end of the First World War, the Treaty of
Versailles established peace between Germany and
the Entente. However, the Treaty was a diplomatic
failure.
http://www.tiching.com/749871
The article summarises the peace terms with
Germany and describes the reactions it caused in
Britain, France the United States and Germany. It
also explains what historians think of the Treaty.
DIDACTIC GUIDE AND ANSWER KEY
After reading the article, students will answer these
questions:
• What happened to the German province of
Rhineland?
• Which European territories did Germany lose as a
result of the Treaty?
• What was the United States reaction to the
Treaty?
• Why have some historians described the Treaty
as a disastrous half measure?
stability within the continent, the peace conferences
created new disputes. The Germans were left feeling
humiliated, which caused a rise of nationalism and the
desire for future revenge. Italy felt frustrated at not
receiving the land they had requested. Furthermore,
Bolshevik Russia encouraged the European
revolutionary forces to uprise against the governments in
Germany and Hungary.
d. After the First World War, the Austro-Hungarian
Empire was divided into Czechoslovakia, Austria and
Hungary. Moreover, some of its former territory became
part of Poland, Romania, Yugoslavia and Italy. The
Ottoman Empire lost its territory in the Middle East and
saw its European territory in Greece and Italy reduced
even further. Shortly after that, the Sultanate was
replaced by a republic.
1. Germany considered the Treaty of Versailles a
humiliation, which would eventually exacerbate its
nationalism and desire for revenge.
There were many unsolved national problems such as
Italian irredentism, national minorities in Eastern
Europe, etc. that would contribute to the growth of
tensions and ultimately play a part in the outbreak of the
Second World War.
(Continued on page 7-27)
METHODOLOGY 7-17
 7 THE FIRST WORLD WAR AND THE RUSSIAN REVOLUTION
P. 150 and 151
DIDACTIC GUIDE AND ANSWER KEY

8.AVANT-GARDE ART

A. Fauvism / B. Expressionism
■ Firstly, read the introductory text and ask the students
the following question:
− What did the first avant-garde art movements have in
common?
Then, read the text in part A 'Fauvism' and ask them:
− When did Fauvism begin? What is it characterised by?
Then, have everyone look at the images of The Red
Room by Matisse and Charing Cross Bridge by Derain.
Ask the pupils to describe the features of Fauvism that
are displayed, such as the use of colour and lines, and
the composition.
■ Next, focus students’ attention on the painting Red
Tower... by Kirchner, read the text in part B
'Expressionism', and then, ask the class the following
question:
− Do you think that Expressionist painters intend to
represent the scene in a realistic way?
Analyse the work Composition IV by Kandinsky and tell
the students to place it into one of the Expressionist
groups on the basis of its characteristics. Compare it to
the work of Kirchner, explaining any differences.
Afterwards, read the ArtMemo box in order to go into
more detail about the two schools of the Expressionist
movement. Then, elicit the answer to question a.
C. Cubism / D. Futurism
■ Read the text in part C 'Cubism' and ask the class
these questions:
− Which tradition did Cubism break away from?
− What is the compositional principle in Analytic
Cubism? What new elements did Synthetic Cubism
introduce in terms of materials?
Elicit the answer to question b.
■ Read the text in part D 'Futurism' and ask the class
the following questions:
− What did Futurists try to portray in their works? How
did they achieve it?
Elicit the answer to question c.
The ArtFile activity will allow the pupils to apply the
knowledge they have acquired about the first avant-garde
art movements.
Finally, the students will do activities 1, 2 and 3 to
summarise the characteristics of the first avant-garde art
movements and to think about the significance of this
artistic phenomenon.

7-18 METHODOLOGY
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. 1. Practise describing images and feelings.
■ Act. 2. Develop visual and listening comprehension
skills.
■ Act. 3. Explain in a reasoned, coherent and personal
way the relationship between avant-garde art and the
historical context in which it started.
CULTURAL AWARENESS AND EXPRESSION
■ Acts. a, b and c. Recognise the different artistic
movements that share the label of avant-garde art
movements.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Acts. 1, 2 and 3. Show initiative when doing the given
activities about avant-garde art.
RESOURCE MATERIAL OF THE GUIDE
 In Reinforcement Activity 3, students will match a
series of works to the correct artist and the avant-
garde style they belong to.
SOLUTIONS TO THE ACTIVITIES
Pages 150 and 151
a. Fauvism used shapes and bright colours that did not
necessarily correspond to reality, but instead reflected
the artist's subjective vision.
Expressionism intended to express human feelings and
emotions. It was constituted by two groups: Die Brücke
(The Bridge) and Der Blaue Reiter (The Blue Rider).
Die Brücke reflected the socio-political tensions that
preceded the First World War, whereas Der Blaue Reiter
was characterised by abstract art, using simplified forms.
b. Two phases can be distinguished in Cubism: the analytic
phase (1907-1911) and the synthetic phase (1911-1914).
The analytic phase was characterised by a reduction of
the colour palette and the use of geometric planes, while
the synthetic phase introduced the collage and great
innovations in the variety of materials.
c Futurism praises the power of machines, movement and
technology; symbols of the modern world. Futurists
attempt to portray in their works the sensation of speed,
dynamism and change. This was achieved by using a
new technique, called simultaneity, which consisted of
overlapping the same object repeatedly across a series of
frames, thus creating a sort of film sequence.
RESOURCE MATERIALS 7
Let’s surf Tiching
P. 150 and 151
− Among the artistic movements of the avant-garde,
Italian futurism was one of the most significant ones.
Students can learn more about Futurism by following
this weblink:
http://www.tiching.com/749872
In the webpage, students can find a synopsis of
Futurism, its key ideas, some examples of its most
important art and its history.
DIDACTIC GUIDE AND ANSWER KEY
Students will read the content of the page and answer
these questions:
• Why did Futurists celebrate the beginning of the
First World War?
• Who was Filippo Tommaso Marinetti? What was
its Manifesto?
• What new technologies were especially celebrated
by the Futurists?
• Which political ideology, during the Twenties, had
the support of the Futurist movement?
1. Personal answer.
2. The first description tells us about an urban landscape in
which pink and purple colours predominate, where there
are not only buildings, but also trees and people.
Therefore, it is a description of Charing Cross Bridge by
André Derain.
The second description tells us about an angular urban
landscape in which diagonal lines predominate.
Buildings, such as a tower and a church, are shown.
Therefore, it is a description of Red Tower in Halle by
E.L. Kirchner.
3. Pupils will have to think about the new purpose of
painting as a means of representation confronted with
technological innovations that started to compete with it
in terms of their capturing abilities and representation of
reality.
ArtFile
a) Students will have to establish the chronological and
geographical context of the chosen work, as well as who
the painter is and what style it belongs to.
(Continued on page 7-27)
METHODOLOGY 7-19
 7 THE FIRST WORLD WAR AND THE RUSSIAN REVOLUTION
P. 152 to 155
DIDACTIC GUIDE AND ANSWER KEY
KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Page 153, Act. Learn how to… Pupils will answer the
given questions after analysing the information in a Soviet
propaganda poster.
■ Page 154, Act. 1. Read and understand an article
from 1914 about Germany going to war and answer the
given questions correctly.
■ Page 154, Act. 3. Students will read the questions and
answers, and will have to organise the information.
■ Page 154 and 155, Acts. 3 and 4. Pupils will be able
to review the concepts they have learned with the help of
a map and a diagram.
LEARNING TO LEARN
■ Page 154, Act. 2. Analyse the image and answer the
given questions.
■ Page 154, Act. 3 Analyse the information from the
map and answer the given questions.
■ Page 155, Act. 4. Analyse the information in the
diagram in order to understand the system of alliances
that was forged during the First World War.
■ Page 155, Act. 5. Create a timeline with different
historical events.
7-20 METHODOLOGY
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Page 154, Act. 3. Relate the end of the Ottoman
Empire and the conflicts in the Balkans with the First
World War.
■ Page 155, Act. 5. Create a timeline with the different
historical events that took place in Russia between 1900
and 1924.
■ Page 155, Act. 6. Choose three images of the First
World War on the basis of certain criteria, and justify the
choice in a coherent way.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Page 154, Act. 2. Observe a painting by Otto Dix and
relate it to the effects of war.
■ Page 154, Act. 3. Look at the map of Eastern Europe
and identify the territories that were part of the Ottoman
Empire, and the events that determined its end.
■ Page 155, Act. 5. Answer the questions by extracting
information from an audiovisual document about the
League of Nations.
THE FIRST WORLD WAR AND THE RUSSIAN REVOLUTION 7

P. 152 to 155
DIDACTIC GUIDE AND ANSWER KEY
FINAL ACTIVITIES SOLUTIONS TO THE ACTIVITIES

Page 152
■ Activity 1 Written sources... and activity 3 Space and
Time... will allow us to elaborate on two important trouble 1. COPY AND COMPLETE THE CONCEPT MAP
spots on the road towards the First World War.
From top to bottom and from left to right, in italics:
■ Next, activity 4 Interpret a map... will help us to Arms Race
systematise the framework of alliances of the two sides
participating in the war. Triple Alliance

■ Activity 6 The First World War....and activity 2 Art in Triple Entente

context... will help to make the students aware of the
horror and high human cost of war.
■ Activity 5 Watch a video… will allow us to go into more
detail about the creation of the League of Nations, as well
as reflecting on its usefulness.
■ Thereupon, activity 5 Timelines... will allow us to
systematise the chronology of the revolutionary process
in Russia.
■ Learn how to... Analyse a propaganda... aims to
introduce pupils to the analysis and interpretation of a
pictorial document as a historical source.
■ Finally, the summary activities will help to consolidate
the unit's key concepts.
France and Germany
Austria-Hungary and Serbia over Balkans
Austria-Hungary and Russia over Balkans
Total war: Trench warfare
February Revolution
October Revolution, instigated by the Bolsheviks
Proletariat dictatorship
Consequences: New map of Europe / hard conditions
imposed on Germany.
2. CHECK WHAT YOU KNOW
a) Between the end of the 19th century and the
beginning of the 20th, the different powers
launched a complex system of military alliances to
prepare themselves for a possible confrontation. In
1882, Germany, Austria-Hungary and Italy signed

METHODOLOGY 7-21
 the Triple Alliance.
France, afraid of the power and expansionism of
Germany, allied with Russia and also improved its
relationship with Great Britain, previously damaged
by colonial disputes. The three powers signed the
Triple Entente in 1907.
The existing malaise produced an arms race
between the powers. At the beginning of the 20th
century, everyone was prepared for war and any
incident would have been able to trigger the
conflict.
In June 1914, when the heir to the Austrian throne
was assassinated in Sarajevo, the mechanism of the
alliances was triggered, and it did not take long for
the opposing interests of the powers to turn a
conflict which originated in the Balkans into a
European war. Austria declared war on Serbia (28
July). Russia intervened against Austria (30 July) to
protect Serbia, and Germany, allied with Austria,
declared war on Russia (1 August) and France (3
August). Within a week, Great Britain also declared
war on Germany (4 August) because the German
army invaded Belgium, a country that was allied
with Great Britain and France.
b) The First World War can be divided into three
phases:
– The war of movement: At the beginning of the
conflict, German armies attacked France by
entering through Belgium and Luxembourg. The
intention was to win quickly to then be able to
direct all their efforts towards the Russian front.
Although this tactic seemed to work initially, the
British and French armies managed to organise
themselves and stop the German advance in the
Battle of the Marne. On the Eastern Front, the
Germans also advanced quickly, but the Russians
reacted and arrived at the borders of the Austro-
Hungarian Empire.
– Trench warfare: after these quick movements, the
fronts became immobile. On the Western Front,
trenches were built from Switzerland to the North
Sea. It was a very hard phase of the war because
gaining an inch of land normally meant tens of
thousands of lives lost. This situation required the
search for new allies that could provide more
soldiers, thus the entry of Italy, Bulgaria and the
Ottoman Empire.
– End of the war: After the Bolshevik triumph, the
Russians, more concerned about their own internal
problems, signed the peace of Brest-Litovsk treaty
with Germany. However, the Russian withdrawal
was compensated for by the entry of the United
States into the war, due to the sinking of the
Lusitania by a German submarine. In 1918, on the
Eastern Front, British, French and Italian forces
defeated Austria and its allies, so the Austro-
Hungarian and Ottoman Empires called for an
armistice and ceased combat. After this armistice,
Germany eventually joined it too. In 1919, the
7-22 METHODOLOGY
Treaty of Versailles was signed, in which the
conditions for peace were established.
c) The First World War resulted in a drastic
reorganisation of Europe's borders. The Ottoman
Empire almost completely disappeared and the
Austro-Hungarian Empire broke up, forming the
countries of Austria, Hungary, Czechoslovakia and
Yugoslavia. Great Poland and the Great Romania
were created with the purpose of isolating the
revolutionary Russia and Finland, Estonia, Latvia
and Lithuania were formed as independent states.
Among the social consequences, we can highlight
the high number of casualties, around ten million
dead soldiers. The economic consequences were the
high war debts, the material losses suffered as a
consequence of the war, a reduction in industry and
agriculture and high inflation.
The League of Nations had to face an impoverished
Europe, suffering an economic crisis after the First
World War. Besides that, neither the United States
nor the defeated countries, such as Italy or
Germany, were part of the League of Nations.
Therefore, the League of Nations was an
organisation made up of the victors, with no means
of imposing their decisions.
d) In articles 231 and 232 of the Treaty of Versailles, it
was stated that Germany and its allies were
responsible for the outbreak of the First World War,
and as such, they had to repair all the damage
caused. The admission of guilt by Germany implied
that it could be forced to pay out large amounts of
money to compensate for the destruction caused.
Germany had to cede part of its territory as well as
its colonies. It also lost most of its merchant marine,
it was forced to disarm and it had to reduce its
army. Along with Austria, Germany was not
allowed to join the League of Nations. The moral
and political clauses of the treaty imposed the
payment of war reparations and isolated the country
in the international arena. The objective of the allies
was to avoid the re-emergence of a powerful
Germany, which could cause another conflict, as
well as to receive a lot of compensation from
Germany for the terrible destruction and high cost
of the war.
In 1919, Germany lost the territories of Alsace-
Lorraine, the Danzig corridor, Eupen and Malmedy,
and Schleswig. Alsace-Lorraine became part of
France, the Danzig corridor became part of Poland,
Eupen and Malmedy were given to Belgium and
Schleswig to Denmark. The Danzig corridor was a
strip of territory that belonged to the German
Empire and was ceded to Poland. This new nation
acted as a barrier against Russia, to provide an
outlet to the Baltic Sea.
The economic demands were the ones with a
greater impact on the German economy and society.
The payment of the war reparations hampered the
economic recovery of the country, which suffered
 from high inflation due to its large debts. The
subsequent crisis at the end of the 1920s affected
the already weakened economy deeply and brought
high unemployment and misery to the German
population.
The Treaty of Versailles was considered a
humiliation by many Germans, which would end up
exacerbating their nationalism and the desire for
future revenge. Nazism fuelled that desire and part
of its political programme was to abolish what had
been agreed on in the peace treaties. It called for a
Great Germany and the retrieval of the territories
they had lost due to the cessions of the Treaty of
Versailles. The spirit of revenge influenced the rise
of Nazism and it gained support because of its
opposition to the Treaty of Versailles.
e) Tsarist Russia was ruled by a tsar who had absolute
power. It was an autocratic regime that had the
support of a loyal bureaucracy, a powerful army and
the Orthodox Church. The economy, one of the
most backward in Europe, was based on agriculture.
The majority of the population were peasants
submitted to an almost feudal regime. The
industrialisation process was beginning and
favoured the emergence of a large proletariat, but
there was a low growth of the bourgeoisie due to
the significant presence of foreign investments.
In 1905, a revolution broke out in Russia, triggered
by their defeat in a war against Japan, which
generated discontent among the population who
started to demand the end of autocracy.
The fall of the tsarist regime occurred due to the
military disasters of Russia in the Great War and
because of the misery and famine that most of the
population suffered. In February 1917, there was a
large demonstration in Petrograd, a general strike
and various riots in the barracks, which resulted in
the abdication of the tsar. His regime was replaced
by a republic ruled by a provisional government.
The provisional government opted for a democratic
and liberal regime, whereas the Bolshevik party
preferred a party of Soviets, workers and peasants.
There was talk of a duality of powers because the
forces that had overthrown the tsar were not united.
However, ultimately there was a confrontation
between the provisional government and the
Soviets.
f) The Russian Civil War (1918-1921) pitted the
White Army, consisting of the remaining tsarist
army and the old privileged groups, against the Red
Army, who were Bolsheviks. The Red Army won
the war. This led to the implementation of different
strategies supported by the Bolsheviks, such as the
nationalisation of all industry, the collectivisation of
the land and the obligation for peasants to give their
entire harvest to the state. From the moment they
won the war, the Communist Party of the Soviet
Union (CPSU) had a monopoly of power in the
USSR.
IDENTIFY KEY CONCEPTS
• Armed peace: The years before the First World War
were called this because there was a lot of
international tension in Europe, which would
ultimately end up triggering the war.
• Arms race: The increase in the production of
weapons by European powers before the First
World War. The states invested large sums of
money in manufacturing new weapons and
strengthening their armies.
• League of Nations (LN): The international
organisation created from the Paris Peace
Conference in 1919. It intended to establish the
basis for peace and to reorganise international
relations at the end of the First World War.
Although it did not manage to solve the serious
problems that arose in the inter-war period, it was
important because it was the first organisation of
that kind in history and it was the precedent for the
creation of the UN.
• Tsarism: The form of government that existed at the
beginning of the 20th century in Russia. The tsar
had absolute power and ruled by decree; he was not
subject to any constitution and did not have to
answer to a parliament.
• Soviets: In Russian, it means councils; the first ones
emerged from the Russian Revolution of 1905.
Originally, the term referred to the peasant, soldier
and worker assemblies, which were essential to the
triumph of the Revolution of October 1917.
• Bolshevism: The Russian political power that split
from the Russian Social Democratic Labour Party
and proclaimed the need for a workers’ revolution
to put an end to tsarism.
• War reparations: The payment of money or in kind
imposed on the defeated parties in order to cover
the damage caused by a war.
• Suffragette movement: The movement that
campaigned for the extension of suffrage or right to
vote of women.
IDENTIFY KEY FIGURES
• Franz Ferdinand: heir to the Austro-Hungarian
Empire, he was assassinated in Sarajevo by a
nationalist Serbian. This led to Austria declaring
war on Serbia, which then triggered the First World
War.
• Woodrow Wilson: President of the United States
between 1913 and 1921. In 1918, he presented his
famous 14 Points to help foster peace. He
participated in the Paris Peace Conference and was
heavily involved in the creation of the League of
Nations. However, he did not manage to get the US
Senate's approval to join.
• Nicholas II: the last tsar of Russia; during his reign,
the Russian Empire suffered the economic and
military debacle that led to its participation in the
First World War. He was overthrown by the
METHODOLOGY 7-23
 Revolution of February 1917. He was imprisoned
by the Bolsheviks and he and his family were shot
in July 1918.
• Lenin: Bolshevik leader and main inspirational
figure of the October Revolution of 1917. In 1897,
he was imprisoned and deported to Siberia for his
activities against the tsarist autocracy. After being
released in 1900, he exiled to Switzerland. After the
victory of the February Revolution, he returned to
Russia to lead the Bolshevik’s seizure of power. He
ruled the USSR until his death in 1924.
EXPLAIN THE DIFFERENCE
• Triple Entente / Triple Alliance. The Triple Entente
was the alliance that was established between the
European powers of France, Russia and Great
Britain. The Triple Alianza was the opposed
alliance, which was formed by Germany, Italy and
Austria-Hungary.
• War of movement / Trench warfare. The war of
movement was the initial phase of the First World
War, in which there were quick movements of
troops. Trench warfare was the phase that began at
the Battle of the Marne and is characterised by the
immobile fronts and the many deaths that resulted
from it.
• February Revolution / October Revolution. The
February Revolution of 1917 was the one that
brought an end to tsarism in Russia, and a republic
was proclaimed headed by a provisional
government. The October Revolution brought the
Bolsheviks to power and a workers’ government
was proclaimed.
ANSWER THE INITIAL QUESTION
At the beginning of the 20th century, national, colonial
and economic rivalries between European states led to
an escalation of tension and an arms race that resulted
in the First World War. It was a new type of conflict
that involved countries from all over the world; it
mobilised not only the army, but also the civilian
population; and it left a terrible toll of death and
destruction.
The end of the war resulted in the end of the empires
and the reorganisation of Europe's borders. In light of
the loss of European hegemony, the United States
became the major economic power of the post-war
period.
The participation of the Russian Empire in the war
caused huge discontent among the population. In 1917,
a double revolution overthrew tsarism and established
the first socialist state in the world.
STUDY SKILLS
Personal activity.
Page 153
LEARN HOW TO... ANALYSE A PROPAGANDA...
7-24 METHODOLOGY
1. Identification and introduction
• It is a political propaganda poster.
• The poster was published in Russia in 1919.
• The poster shows Lenin sweeping up figures of
monarchs, capitalists and clergy. The text says
“Comrade Lenin sweeps the globe clean”.
2. Analysis
• The main character is Lenin, leader of Soviet
Russia. We can identify him by his caricatured
facial features and his characteristic cap. He is using
a red broom, the symbolic colour of the Revolution.
• Lenin is sweeping up the monarchs, who represent
autocracy, a banker, who represents capitalism, and a
priest, who represents the Russian Orthodox Church,
the three dominant powers of tsarist Russia.
• The poster uses a simple and clear symbology to
transmit the objectives of the Bolshevik revolution
to the population. The image of Lenin on the globe
indicates that the revolution’s initial aim was to
spread across the world.
3. Historical context
• In 1919, Russia was immersed in a Civil War. After
the October Revolution in 1917, the Bolsheviks had
gained power and had started to create the first
Socialist state in the world. The poster intends to
transmit, not only to the Russian population but to
the entire global population, Lenin and the
Bolsheviks' determination to spread the revolution
around the world.
4. Conclusions
• The huge amount of illiterate people and the
support of many avant-garde artists to the
revolutionary ideas explain the dissemination of
propaganda posters at this time. They were also
used in later years, during the Spanish Civil War or
the Second World War. Nowadays, with the spread
of the mass media and social networks, political
posters have lost the significance they used to have
years ago. They are still used in election campaigns,
but much less frequently than previously.
HISTORICAL THINKING
Giving reasons
Treaties were not able to maintain peace because instead of
solving the problems that had led to war, they created new
conflicts. For example, Germany considered the Treaty of
Versailles a humiliation, which contributed to the rise in
popularity of Nazism.
Empathy
Personal answer
Making connections
• Nationalism: the different European powers adopted
nationalist positions to defend their interests. The
exaltation of the values and identity of each nation
 generated a climate of mutual mistrust.
• Imperialism: there were several colonial conflicts
between empires, e.g. in Morocco and in the
Balkans. Economic and commercial rivalries
between colonial powers also emerged.
• Military alliances: the different powers threw
themselves into a complex system of military
alliances to prepare themselves for a possible
confrontation. The mechanism of these alliances
explains the outbreak of the war in the summer of
1914.
3. Space and time: The Balkan Wars
Page 154
1. Written sources: Germany goes to war
a) It is a news article published in the German
newspaper Die Post in February 1914. It is a
primary source, written at that time.
b) The newspaper argues that the growth of its
population and industry justifies the need for an
expansion policy by Germany. It also describes the
difficulties faced by the other European powers:
France's lack of preparation, England's colonial and
internal difficulties, and Russia's fear of a
revolution. The article argues that because of this
situation, it is a favourable moment for Germany to
assert its authority.
c) From its unification in 1871, Germany turned into
one of the main European powers. At the beginning
of the 20th century, German industry exceeded the
level of the British. Germany was in conflict with
other European powers for access to major markets,
new territories and economic control of the
continent. A good example of this can be seen in the
conflicts of Morocco and the Balkans. The policy of
alliances, with Germany on one of the two sides,
demonstrates these tensions and indicates the
preparation for war. When the heir to the Austrian
throne was assassinated in Sarajevo in 1914, this
complex system of alliances was put into play, and
as such, what was an isolated incident ended up
turning into a global war.
Page 155
2. Art in context. The effects of war
4. Interpret a map: Alliances
a) Description
The characters are represented as grotesque
caricatures, like machines gambling with their
interests in card games, without any concern about
the consequences of their decisions. The horror of
war emerges in this distorted vision of reality and
its portrayal of mutilated bodies shown with
analytical and stark cruelty.
b) Historical context
The Great War was the first industrial war in
history. New weapons and war tactics resulted in a
huge amount of casualties, not only on the front, but
also on the rearguard. The killing, that affected in
particular a generation of young men, led to empty
generations in the demographic pyramid of the
countries that participated in the war, especially in
France and Germany.
On the other hand, the horror of the killing led to
awareness that the Great War would be the last war,
and that such a situation should never be repeated.
However, the peace treaties caused the opposite
effect; feelings of humiliation and desire for
revenge on one hand, and the sensation that the
victory had been robbed on the other one. These are
some of the causes of the outbreak of a new war in
1939.
a) The Balkans region between the years 1878 and
1913 is shown on the map. At that time and in that
region, there were two wars between 1912 and
1913. As a result of these wars, the Ottoman Empire
was expelled from the Balkans, whose presence was
reduced to a small area around Istanbul. However,
the territorial disputes between the Balkan countries
were not resolved.
b) The great powers had interests in this area. The
Ottoman Empire was eager to maintain its presence
in the region, but in full decline; the Russian
Empire wanted to open a way out to the
Mediterranean through the Bosphorus and
Dardanelles; the Austro-Hungarian Empire also
aimed to expand in this region. Russia gave its
support to the Slavic peoples of the Balkans,
especially to Serbia; Austria-Hungary, that had
occupied Bosnia and Herzegovina in 1908, feared a
general uprising of the Slavic people under its
control and so called for German support.
c) The tense situation, the rivalries between empires
and the nationalist movements in the Balkans turned
this area into a powder keg that could explode at
any time. The assassination of the Austro-
Hungarian heir in June 1914, in Sarajevo, by a
Serbian nationalist, was the spark which ignited this
built-up tension, not only in the region, but in the
whole of Europe.
a) Triple Alliance: Germany, Austria-Hungary,
Ottoman Empire, Bulgaria. Triple Entente: Great
Britain, France, Russia, Serbia, Belgium, Japan,
Italy, the United States.
The flags that have changed are the German (now,
black, red and yellow), the Austro-Hungarian (each
country has its own flag), the Bulgarian (change of
shield); in the countries of the Entente, the Italian
flag (it no longer has the royal shield) and the
Japanese one (simple rising sun on a white
background).
b) Group A represents the Triple Alliance; group B
represents the Triple Entente.
METHODOLOGY 7-25

5. Timelines: Russia (1900-1924)
a) Time periods: Tsarist empire (until 1917);
Bolshevik Revolution and the Civil War (between
1917 and 1921); the formation of the USSR (from
1922).
b) Events: 1905 revolution (1905); the start of the First
World War (1914); the end of tsarism (1917);
October Revolution (1917); assassination of the tsar
(1918); death of Lenin (1924); Constitution of the
Soviet Union (1923); Treaty of Brest-Litovsk
(1918).
5. Watch a video. The League of Nations
a) The goal of the League of Nations was to prevent
further wars through collective security and
international disarmament.
b) Japan had been a permanent member, but after the
invasion of Manchuria, abandoned the League.
Hitler did the same thing when he gained power in
Germany, because belonging to the League
hampered the rearmament of the country.
Mussolini's invasion of Ethiopia, in 1935, started
the beginning of the second Italo-Abyssinian war.
The emperor of Abyssinia, Haile Selassie, talked to
the Society to describe the terrible methods of the
Italian invasion and to request international
intervention. The Society condemned the invasion
and imposed some sanctions on Italy, which would
later be lifted. Italy irrevocably conquered
Abyssinia and left the Society in 1936.
c) Originally, the constituent countries of the League
of Nations were the 32 members of the annex to the
Pact of the Treaty of Versailles and 113 states that
were invited to participate, leaving open the future
entry of the rest of the countries in the world.
Germany, Turkey and the USSR were vetoed from
7-26 METHODOLOGY
entering. The first two were not allowed because of
their defeat in the First World War, whereas the
USSR was not accepted because of the
revolutionary character of its regime.
d) The United States was never part of the League due
to its rejection by the US Congress. There were
different reasons for their refusal to join: The large
numbers of German immigrants living in the United
States were against the Treaty of Versailles. Also,
the Americans were reluctant to get involved in any
more conflicts, in particular, the determination to
avoid more deaths in combat. They believed that
being part of the League would mean sending
American soldiers all around the world to be
involved in minor conflicts that did not concern
them.
e) There were two main causes for the limited
effectiveness of the League of Nations: Firstly,
there was the absence of key global powers, such
as, the US, Germany and the USSR, and
subsequently Japan and Italy. Secondly, there was a
lack of economic and military resources to impose
their resolutions.
f) The UN replaced the League of Nations at the end of
the Second World War. Although there were some
differences in its makeup, structure and functions, its
main aims were very similar to the League of Nations,
which were to facilitate cooperation in International
Law, peace, international security, social and
economic development, humanitarian affairs and
human rights.
6. he First World War in photographs
a) Personal answer.
ONLINE CHALLENGE
Self-correcting activities
 SOLUTIONS (CONTD.)
Marxist organisations. From 1903, two factions were
(Continued from page 7-5) formed, a majoritarian one called Bolshevik, led by
Lenin, and a minoritarian one or Menshevik, led by
3. At the beginning of the 20th century, Germany's Martov. The main difference between the two groups
economic growth generated mistrust in Russia, France was that the Mensheviks considered that before the
and Great Britain. The rivalry, exacerbated by the establishment of a Socialist society, a bourgeois
Balkan Wars and the Moroccan conflict, led to an revolution was necessary. On the other hand, the
increase in military budgets, new weapons and troops, Bolsheviks, following the ideas of Lenin, argued that it
to the extent that this period was called “armed peace”. was possible to go through a revolution, from a
Complex international relations were established in backward capitalist society, like the Russian one, to a
Europe in light of this situation. This climate of Socialist society. The Mensheviks suggested a similar
tangible tension made people believe that the First party model to the powerful Western workers’ parties,
World War was inevitable. the German SPD or the British Labour, dedicated to
organising the working class (press, unions…).
(Continued from page 7-7) However, the Bolsheviks proposed a highly centralised
party that could act as an avant-garde of the revolution.
2. Trench warfare began after the Battle of the Marne and
was a consequence of the failure of the lightning war
(Continued from page 7-17)
initiated by the Germans in 1914. It entailed a change
of strategy with respect to the previous phase and made 1. (Continued) Existence of a new conflict between
way for trench warfare, which immobilised armies in capitalism and communism.
lines of trenches, extended for hundreds of kilometres,
2. Personal answer.
from the North Sea to Switzerland. Gaining just an
inch of ground involved huge cost to human lives, to
(Continued from page 7-19)
the extent that the allies as well as the central powers
had to look for new countries to join the war, such as ArtFile (Continued)
Turkey, Italy, Bulgaria and Romania, so that more
b) Students will analyse what is represented in their
soldiers could be sent to the front.
chosen work. They will also study the technique,
materials and chromatism used.
(Continued from page 7-11)
Germany is characterised by a military, Prussian-style c) Students will explain the reasons for their choice of
helmet, which represents military force, and by the bat work and evaluate the feelings that have been evoked.
it has in its hand with the word Kultur written on it,
which represents little respect to culture and
civilisation. In this poster, which is a version of a
previous British poster, the bat hits the word America.
In summary, the war is presented as a fight between the
barbarism of the central powers and the civilisation of
the allies.
Personal answer.
2. Personal answer.

(Continued from page 7-13)

2. The diagram shows us a series of factors that led to the
outbreak of the revolution in Russia. The country had
endured vast social inequalities for centuries and the
autocratic regime did not help to overcome them. The
tsar Nicholas II and his government did not know how
to cope, and at the beginning of the 20th century, with
increasing demands for freedom and justice, they
promised reforms that were not undertaken.
Furthermore, they entered into a war for which the
country was not prepared. This worsened the situation
resulting in food shortages, poverty, military disasters
and riots. This climate of chaos and tension made the
seizure of power by the opponents of the regime in
1916 possible.
3. The Russian Social Democratic Labour Party was
founded in 1898, from the unification of various

METHODOLOGY 7-27
 WEB PAGE ADDRESSES

TICHING WEBSITES

http://www.tiching.com/103925 http://www.eyewitnesstohistory.com/duke.htm

http://www.tiching.com/103940 http://www.firstworldwar.com/weaponry/gas.htm

http://www.tiching.com/103943 http://www.johndclare.net/Russ2.htm

http://www.tiching.com/749694 http://www.bbc.com/news/magazine-26048324

http://www.tiching.com/749738 http://www.history.com/topics/world-war-i/battle-of-verdun

http://www.iwm.org.uk/history/12-things-you-didnt-know-about-women-in-the-first-
http://www.tiching.com/749742
world-war

http://www.tiching.com/749869 http://www.bbc.co.uk/history/historic_figures/lenin_vladimir.shtml

http://www.tiching.com/749871 http://www.nationalarchives.gov.uk/education/greatwar/g5/cs2/background.htm

http://www.tiching.com/749872 http://www.theartstory.org/movement-futurism.htm

7-28 METHODOLOGY
FOURTH COURSE

Unit 08
The interwar period

TEACHER’S GUIDE

• Didactic Guide

• Answer Key

• Key Competences

• Focus on diversity
– Reinforcement activities
– Extension activities

• Didactic resources
– Let’s surf Tiching

• Digital Book

• Education in values

METHODOLOGY 8-1
 8 THE INTERWAR PERIOD
P. 156 and 157
DIDACTIC GUIDE AND ANSWER KEY
LET’S PREPARE THE UNIT
What are we going to learn?
■ In this unit, pupils will learn about the following:
– The instability of the interwar period.
– The problems that led to the Second World War.
– The Roaring Twenties, the Wall Street Crash of
1929 and the financial crisis.
– The rise of totalitarian regimes in Italy, Germany
and Russia.
– Fascism and Nazism.
– Stalin’s dictatorship in the Soviet Union.
– Art in the interwar period.
Let’s start the Unit
■ Pupils read the text first and summarise the main
ideas. They then discuss them as a class:
− The interwar period was a time of political and
economic instability, made worse by the financial
crisis that took place in the United States in 1929.
− The triumph of the Russian Revolution made the
conservative classes fear the spread of
8-2 METHODOLOGY
communism and favoured the rise of totalitarian
regimes in Italy and Germany.
− The aggressive foreign policy of the totalitarian
countries led to the Second World War.
Now, discuss the timeline as a class, focusing pupils’
attention on the main events that took place between
1917 and 1939 in Russia, the USA, Italy and
Germany.
Ask pupils to answer the first question from the
section What do we know?
Then, look at the map and ask pupils to answer the
second question from the section What do we know?
in order to locate the origin and expansion of the
economic crisis of 1929.
After that, focus pupils’ attention on George Grosz’s
painting and ask them to discuss the following
questions:
− Who does the figure in the centre of the image
represent? Do you see any distinctive symbols?
− Who do the people around the central figure
represent?
Finally, pupils answer the last question from the
section What do we know? in order to analyse the
meaning of the painting.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Page. 157. Pupils must read and understand the text
in order to answer the questions, using the appropriate
vocabulary.
LEARNING TO LEARN
■ Act. 1 What do we know? Pupils observe and analyse
the facts represented on the timeline in order to recognise
the main events of the interwar period.
■ Act. 2 What do we know? Pupils use a map in order to
discuss how and where the economic crisis of this period
began.
■ Act. 3 What do we know? Pupils analyse the figure of
Adolf Hitler and the symbols in the painting.
CULTURAL AWARENESS AND EXPRESSION
■ Act. 3 What do we know? Pupils look at and describe
a painting in order to analyse what it represents and its
relationship to the subject.
Education in values
Respecting differences
■ This unit deals with the discrimination of the Jewish
population during the Second World War and the moral
background of the Holocaust.
Explain to the pupils that the Holocaust was a brutal
example of what racial hatred can make humans do.
Then, analyse aspects of prejudice and the methods
employed by the Nazis to achieve people’s acceptance of
racism and anti-Semitism:
− What did the anti-Semite ideology stand for?
− What measures did the Third Reich introduce to
harass, and afterwards, exterminate the Jews?
− What other racist and discriminatory practices took
place in the name of Aryanisation?
■ Finally, pupils think about the respect they should have
towards differences and about every person’s right to be
valued, no matter their race or culture.
Digital Book
■ Self-correcting activities the student can answer and
then check themselves to see whether they are correct.
Open activities that the student can answer and then have
corrected by the teacher.
RESOURCE MATERIALS 8
Let’s surf Tiching
P. 156 and 157
− One of the main causes of instability in the interwar
period was the rise of Fascism, which spread from
Italy to many other European countries. In this article,
students can learn more about the political movement
founded by Mussolini:
http://www.tiching.com/750068
The text describes the birth of Fascism, as well as
Mussolini’s rise to power and dictatorship, which
lasted until the Italian defeat in World War II.
DIDACTIC GUIDE AND ANSWER KEY
After reading the article, students answer these
questions:
• Who was Benito Mussolini?
• Who were the main enemies of Fascists?
• What country was invaded by Italy in 1935? Who
was joined by Mussolini in his support of Franco
during the Spanish Civil War?
• What happened to the Fascist regime in 1943?
What was Mussolini’s final fate?
SOLUTIONS TO THE ACTIVITIES
Page 157
• On the timeline, between the years 1917 and 1939, we
can see the following stages and relevant events:
Russia: Lenin’s government (1917-1921); fight for
power between Trotsky and Stalin; Stalin’s
government (from 1926).
USA: The Roaring Twenties; Great Depression
(1929); New Deal- Roosevelt’s presidency (1932).
Italy: Víctor Manuel III’s monarchy; Benito
Mussolini, Italy’s Duce (from 1922).
Germany: Weimar’s republic (1919-1933); Nazi
dictatorship, Hitler, Thrid Reich’s führer (from 1933).
• On the map, pupils should notice that the financial
crisis in the 1930s had its beginnings in the United
States. From there, it spread to Europe and South
America.
• George Grosz’s painting shows Hitler as a mass
agitator and manipulator. It denounces militarism, the
violence of the Nazi ideology and the irrationality of
his message.
METHODOLOGY 8-3
 8 THE INTERWAR PERIOD
P. 158 and 159
DIDACTIC GUIDE AND ANSWER KEY
1. WHAT PROBLEMS LED TO A NEW WORLD…
A. Global economic imbalances
■ To begin, pupils read the introductory text and focus
on the key ideas:
− The period between 1918 and 1939 is one of the most
turbulent times in contemporary history.
− The consequences of the First World War, the crisis of
1929, the Russian Revolution and the rise of
totalitarian systems made the outbreak of conflict
inevitable.
■ Pupils read the text from section A and answer
questions a and b. Then, write the main ideas on the
board together as a class:
− After the First World War, the United States became
the world’s leading economic power.
− Many countries in Europe had become impoverished
after the war and were also indebted to the USA.
− The economic crisis that shook the US in 1929 led to
a period of global economic depression, (since it was
dependent on the USA) and to a severe social crisis.
Pupils analyse the charts Industrial production in 1929
and Europe’s trade deficit with the Unites States in order
to talk about the leading role of the USA at that time.
Now, they read the text Post-war... and talk about the
situation in Germany after the war.
8-4 METHODOLOGY
B. The effects of the Russian Revolution
■ Pupils read the text and answer question c. They then
write down and discuss the main ideas:
− The Russian Revolution became a benchmark for
trade unions and leftist parties in Europe as a
response to their social and labour demands.
− Opposition to democracy became widespread among
revolutionary proletariat and the bourgeoisie, who
feared a revolution.
Focus their attention on the painting Spartacist massacre
in Berlin. Pupils read the text next to it and discuss the
Spartacus League.
C. The crisis of democracies: the rise...
■ Pupils read the text and answer question d. Then,
they summarise the key points:
− Countries with strong democratic roots integrated the
emerging socialist movement.
− Countries with little parliamentary tradition ended up
imposing authoritarian political systems.
Now, pupils look at the map and discuss the countries
where democracy expanded and retreated.
Pupils read the section What is…? and explain it in their
own words. Finally, they do Activity 1.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act 1. Pupils use concise, schematic language to
explain the economic and political causes that contributed
to instability in post-war Europe.
LEARNING TO LEARN
■ Act. 1 Pupils identify how global economic imbalances
contributed to post-war instability.
■ Act. 1. Pupils identify the consequences of the
Russian Revolution in post-war Europe.
■ Act. 1. Pupils relate the raise of totalitarianism and
violence to post-war instability.
RESOURCE MATERIAL OF THE GUIDE
 In Extension Activity 2, pupils learn more about the
differences and similarities between different
totalitarian regimes of this period.
SOLUTIONS TO THE ACTIVITIES
Pages 158 and 159
a. The United States became the world's leading economic
power after the First World War because the American
economy benefitted from the sale of food and other
products to the other allied powers.
In addition, their competitiveness was higher than that of
European powers, whose economies suffered from the
war and had many debts with the United States
themselves.
b. In 1929 a terrible economic crisis shocked the United
States and spread to the rest of the world's economies,
which were dependent on the USA. The effects were
social unrest, poverty and unemployment.
c. The groups that opposed democracy in the interwar
period were the proletariat, who were dissatisfied with
the repression they suffered at the hands of the police
and the army, and the bourgeoisie, who feared a
revolution by the proletarian forces.
d. Countries with little parliamentary tradition were ruled
by weak liberal parties. They were powerless in the face
of social unrest and ended up imposing authoritarian
regimes to fight the spread of socialist and communist
ideas.
RESOURCE MATERIALS 8
Let’s surf Tiching
P. 158 and 159
− The 1919 Spartacist uprising in Berlin was an attempt
to expand the Russian Revolution to Germany. To
learn more about it, students can visit the following
webpage:
http://www.tiching.com/750069
In the article, the main characteristics of that uprising
are summarised, together with the aims of the
Spartacists and the aftermath of the uprising.
DIDACTIC GUIDE AND ANSWER KEY
Students must read the text before answering the
following questions:
• What were the Soviet ideals that the Spartacists
wanted to establish?
• What party was in charge of the German
government during the uprising?
• What were the Freikorps?
• Which two leftist parties started a bitter
confrontation in the aftermath of the uprising?
What were the consequences of this
confrontation?
1. The table can be completed as follows:
Political causes: Social crisis after the war, with
revolutionary movements and strikes. Repression of
social uprisings by the army and the police, with
limitation of trade union rights. Influence of the Russian
Revolution, which increased the strength of leftist
parties and trade unions. Opposition to democracy by
the proletarians, who suffered from repression, and by
the bourgeoisie, who feared a revolution. Weakness of
liberal institutions in countries with little parliamentary
tradition, which led to the imposition of authoritarian
regimes.
Economic causes: destruction waged by the war, war
debts to the USA, decline in agricultural and industrial
production, devaluation of currencies, influence of the
1929 economic crisis.
METHODOLOGY 8-5
 8 THE INTERWAR PERIOD
P. 160 and 161
DIDACTIC GUIDE AND ANSWER KEY
2. THE UNITED STATES: FROM PROSPERITY TO
The Roaring Twenties
■ Pupils read the text and write down the main points.
Then, discuss them as a class:
− Economic growth in the United States continued for a
decade, from 1919 to 1929.
− It was based on technological innovation and new
work organisation.
− It allowed the rise in workers’ wages, advertising
campaigns, hire purchases and bank loans, which
gave rise to the consumer society.
Pupils now look at the chart Homes with… and explain
the reasons for this dramatic change.
They ook at the image, read the text Promotion of the…
and talk about American society at that time.
The paradox of prosperity
■ After reading the text, pupils answer questions a and
b. Then, write the main ideas on the board as a class:
− Agricultural prices fell and the market could not absorb
the production obtained thanks to the farmers’
investment in machinery and land. Stock accumulated
and they were unable to pay back their loans.
− In industry, the decrease of acquisitive power and
consumption, in light of the large quantity of products
8-6 METHODOLOGY
produced, lead to a crisis of overproduction.
Then, pupils observe the graph Prices and… and
comment on the problem of overproduction.
The Wall Street Crash of 1929
■ Pupils read the text and write down the main ideas:
− The massive selling of actions due to distrust and their
loss of value led to the stock market’s crash in 1919.
− In a few years, the crisis expanded and caused a
generalised economical recession.
Pupils study the table New York..., read the text The
effects... and discuss the causes and effects of the Crash
of 29. To learn more about the crash, they can go to the
link found at @Find out more...
The fight against the crisis: the New Deal
■ After reading the text, pupils answer questions c and
d. Then, write the main ideas on the board as a class:
− President Roosevelt proposed a program based on
the intervention of the State in economy.
− Private companies were helped during hard times,
public ones were created and the bank was controlled.
Finally, pupils do activity 1 in small groups. Discuss the
answer as a class.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. 1. Pupils complete the sentences related to the
content of the section.
■ Act. c. Pupils must explain, using the appropriate
vocabulary, the financial crisis of 1929 and describe its
consequences for the population.
■ Act. d. Pupils must use their own words to describe the
New Deal.
LEARNING TO LEARN
■ Act. 1. Pupils are able to recognise the characteristics
of American society during the three stages they have
studied.
RESOURCE MATERIAL OF THE GUIDE
 In Reinforcement Activity 3, the students analyse the
causes and consequences of the Crash of 1929.
 In Extension Activity 1, the students will be able to
revise the way of life in America during the “Roaring
Twenties”.
SOLUTIONS TO THE ACTIVITIES
Pages 160 and 161
a. America’s growth was based in a transformation of the
production process, based on technological innovation.
New sources of energy lead to the development of new
industries (automobile, electrical appliances...) and new
means of communication. Assembly lines increased
productivity and reduced costs. At the same time, the
increase of workers’ salaries, advertising campaigns,
hire purchase and bank loans opened the way to an era
of mass consumption.
b. Agriculture faced serious issues. Agricultural prices did
not increase as much as industrial prices. Many land
workers went into debt to acquire new lands and
machines with the purpose of increasing production.
However, the market could not absorb all that
production. Products were accumulated, prices went
down and many farmers could not pay back their loans
and therefore lost their land, machines and ultimately
their homes.
c. The immediate consequences of the Wall Street Crash
were that many investors were ruined and panic spread
throughout the country, with citizens withdrawing
money from the banks. This led to the failure of many
banks, which were unable to collect the loans they had
previously provided. In the months and years that
RESOURCE MATERIALS 8
Let’s surf Tiching
P. 160 and 161
− Franklin Delano Roosevelt, the president of the
United States from 1933 to 1945, was a key figure in
American history during the 20th century. To learn
more about his New Deal, which helped America to
reduce the effects of the economic crisis, students
can visit the following webpage:
http://www.tiching.com/750070
At this webpage, students will find videos, documents
and texts about Roosevelt and the New Deal.
DIDACTIC GUIDE AND ANSWER KEY
Once they have read the main text, they answer the
following questions:
• What was the political response of the former
president Hoover to the crisis?
• What were the first measures that Roosevelt took
in the banking sector?
• What was the Tennessee Valley Authority?
• In your opinion, what were Franklin D. Roosevelt’s
most important achievements? What is his
legacy?
followed, the crisis affected trade, industry and
agriculture in the US and the rest of the world, leading
to the Great Depression. Unemployment and poverty
increased, consumption declined and many factories had
to close.
d. The New Deal attempted to promote economic recovery
with measures based on the theories of Keynes, who
advocated state intervention in the economy. The
government helped private companies, created public
companies in sectors without incentives for private
investments and destroyed agricultural stock. It also
established a strict control over the banks, monitoring
deposits and forcing them to offer low-interest loans.
1. Personal activity. For example:
a) During the Roaring Twenties, the economic growth
in the US continued, with prosperity and wealth for
many citizens, despite the problems of prosperity.
b) On 24 October 1929, the New York Stock Exchange
collapsed, with many investors selling their shares. It
was the Wall Street Crash, which led to a terrible
economic crisis.
c) President Roosevelt’s New Deal was a series of
political programmes, based on the ideas of Keynes,
which attempted to help recovery with economic and
social measures.
METHODOLOGY 8-7
 8 THE INTERWAR PERIOD
P. 162 and 163
DIDACTIC GUIDE AND ANSWER KEY

3. 1929: THE CAPITALIST ECONOMY IN CRISIS

A. A cycle of prosperity − What predicament did senator King point out?

■ Pupils begin by reading the introductory text. As a
class, write the main ideas on the blackboard. They then
answer the final question:
− The capitalist system in 1929 was characterised by
absolute freedom of business and the market.
− The crisis of 1929 showed that cyclic crisis are
inherent to capitalism and it was so severe that it put
into question the trust in liberal capitalism.
■ Pupils now read the text and look at the table Gold
reserves. Discuss the following questions:
− Which was the source of prosperity in the United
States in 1920? What problems where Agriculture and
industry facing?
B. Stock market speculation
■ Pupils read the text and look at the chart Stock market
boom to answer question a. Summarise the main ideas:
− The conviction among investors that they could make
a lot of money by only selling and buying stocks lead
to a disconnection between the real economy and the
productive economy.
Then, pupils read the text Trading on... and discuss the
following question:
C. From stock market crisis to economic crisis
■ Pupils now read the paragraph and answer question
b. As a class, summarise the ideas on the blackboard and
discuss Cumulative effects...:
− The first consequence of the stock market crisis of
1929 was the banking crisis, since banks also
participated in the stocks’ speculative business.
− The dissolution of the money trusted to banks
collapsed the economic system and burst the
industrial, agriculture and commerce crisis.
D. The globalisation of the crisis
■ Pupils read the text and answer question c. Focus
their attention on the table The decline of international
trade and the image Food distribution...., and discuss the
global effect of the crisis originated in the US:
− American credit to Europe was reduced and
investments decreased completely.
− The effects were the clash of banks, the decrease of
production and commerce and the increase of
unemployment.
Finally, pupils do activities 1 and 2 and correct as a class.

8-8 METHODOLOGY
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. 1. Pupils will be able to understand and define a
series of key concepts related to this section.
LEARNING TO LEARN
■ Act. 1. Pupils will become familiar with some key
concepts and, once they are learnt, be able to define
them.
■ Act 2. Pupils will be able to identify and recognise
some causes of the financial crisis of 1929.
CULTURAL AWARENESS AND EXPRESSION
■ Act. 2. Pupils will understand the historic moment that
took place in the United States, which affected the whole
world, and recognise the causes of the financial crisis of
1929.
RESOURCE MATERIAL OF THE GUIDE
 In Reinforcement Activity 3, the students can revise
the causes and consequences the financial crisis of
1929 had.
SOLUTIONS TO THE ACTIVITIES
Pages 162 and 163
a. A speculative bubble is a disconnection between the real
economy and the productive one.
In the case of the 1929 economic crisis, the increase in
share value and the creation of many brass plate
companies helped investors to earn a great amount of
money without realising what they were doing and that
they were not producing any goods.
b. The capitalist system runs on money in circulation and
credit. The banks do not have the money in cash that is
deposited in them. They invest it in stock or lend it with
interest to individuals (investors, companies, etc.).
When the money they have disappears, because they
have lost it or they cannot give it back, the whole
economic system collapses and an industrial,
commercial and agricultural crisis occurs.
c. The US banking crisis caused the immediate reduction
of credit, the withdrawal of deposits in European banks
and the reduction of US investments abroad. US imports
decreased dramatically, causing a worldwide recession,
with bankruptcy, unemployment, poverty and decline in
production and trade.
RESOURCE MATERIALS 8
Let’s surf Tiching
P. 162 and 163
− Students can read the article at the following
webpage to review some of the main causes of the
economic crisis that started in 1929 after the Wall
Street crash and spread through the whole world:
http://www.tiching.com/750153
The author points out the importance of European
political instability, stock speculation and failed
American policies.
Students read the article and then answer the
DIDACTIC GUIDE AND ANSWER KEY
following questions:
• Why does the author think that the American
economy wasn't so strong in the Twenties?
• Which European country received large loans
from the United States?
• How ere speculating investors responsible for the
October 1929 crash?
• What was the most important effect of the Great
Depression on the American people?
• In your opinion, what are some similarities
between the Great Depression and the present
economic crisis?
1. Personal activity. For example:
Bankruptcy: legal status of a person or entity who cannot
repay their debts to creditors.
Cash: money in its physical form, as coins and
banknotes.
Invest: to commit money or capital in order to gain a
financial return.
Profits: financial benefits resulting from the difference
between revenues and the expenses.
Prosperity: a phase of economic growth.
Recession: a phase of negative economic growth.
2. Some of the causes of the Wall Street Crash were: brass
plate companies; no economic planning; no state
intervention; overproduction; rising prices; stock market
speculation.
METHODOLOGY 8-9
 8 THE INTERWAR PERIOD
P. 164 and 165
DIDACTIC GUIDE AND ANSWER KEY
4. THE CRISIS OF DEMOCRACY: FASCISM…
Post-war Italy
■ Pupils begin by reading the introductory text and then
discussing the following:
− What consequences brought the Great War to Italy?
Now, ask them to read the next text and summarise the
main ideas on the blackboard:
− Italy was disappointed with the conditions of the peace
agreement in the London Treaty of 1915 and the
political instability brought about by the Monarchy of
Víctor Manuel III.
− The human and economical aftermath of the war were
aggravated with the economic crisis and social tension
increased.
Focus their attention on the table Price index of food and
clothing in Italy and discuss the causes of the increase of
prices for clothes and food.
The rise of Fascism
■ Then, pupils read the two first paragraphs of the text
and answer question a. Discuss the main ideas and ask
them to read the Fascist Party Programme text:
− Benito Mussolini created the Fasci di Combattimento
to fight the rise of the working movement.
− In 1921, it was transformed into the National Fascist
8-10 METHODOLOGY
Party, which based its programme in the construction
of a strong state to protect private property and an
expansionist foreign policy.
After that, pupils read the third and fourth paragraphs
from this section and answer question b. They focus on
the image Mussolini leads the... and write the main ideas
on the blackboard as a class:
− The new party had the support of the bourgeoisie and
the big agricultural and industrial owners, as well as
Church and the monarch.
■ Pupils now read the section The main ideologies of
fascism and answer question c. Focus the pupils’
attention on Benito Mussolini’s image and at the text that
accompanies it. Discuss the following questions together
as a class:
− What happened in Italy after the general elections of
1924?
− How did Mussolini’s government confront the social
tensions and the economic crisis?
They then read the two texts Fascist symbols and
Characteristics..., and discuss what aspects characterise
the movement.
Finally, pupils do activities 1 and 2. Discuss their answers
as a class, as well as any doubts they still have.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. 1. Pupils will elaborate a list, using the appropriate
vocabulary, of the democratic principles fascism was
opposed to.
■ Act. 2. Pupils will use an audio recording to listen and
write down that effects the arrival of Italian fascism had on
women.
CULTURAL AWARENESS AND EXPRESSION
■ Act 2. Pupils will become aware of the women’s role in
Italy during the fascist regime and value how it affects the
conservative vision of family.
CIVIC AND SOCIAL
■ Act. 1. Pupils will think about and discuss what the
arrival of fascism meant for democracy and recognise the
main values of this movement.
RESOURCE MATERIAL OF THE GUIDE
 In Reinforcement Activity 1, the pupils will learn more
about Benito Mussolini and they will describe what his
powers were.
SOLUTIONS TO THE ACTIVITIES
Pages 164 and 165
a. After the war, many Italians were disappointed because
the peace treaties failed to grant Italy all the agreed
territories. Its governments were weak and there was
great political instability. The country suffered heavy
human and economic consequences from the war, with
an increase in the cost of living and in unemployment.
All these factors led to social tension, with the working
classes, encouraged by Soviet example, occupying
factories and land.
b. Mussolini created his political movement in 1919,
attacking the labour movement. Increasing its supports,
the movement became a party in 1921, but obtained few
deputies in the 1922 elections. Nonetheless, the lack of
control in the government confronting the advance of
anarchists and socialists gave Mussolini the opportunity
to demand power from the king. To show his force,
Mussolini organised the March on Rome, with 300,000
black shirts, and the king appointed him chief of
government.
Mussolini’s supporters were the petty bourgeoisie, the
Catholic Church, the king, the conservative forces, the
landowners and the industrialists.
RESOURCE MATERIALS 8
Let’s surf Tiching
P. 164 and 165
− Mussolini's Fascist Italy was one of the first examples
of a totalitarian regime. By reading the article at this
webpage, students can discover some aspects of
Italian life during his regime:
http://www.tiching.com/750154
The article describes how the regime dealt with
political opposition, what education was like in Fascist
Italy and what the role of women was.
When the students have finished reading the text, ask
DIDACTIC GUIDE AND ANSWER KEY
them the following questions:
• Who were the Blackshirts?
• What were the punishments for political opposition
in Fascist Italy?
• Who were the Balilla?
• Can you mention some of the mottos of Fascism?
What do you think about them?
• What was the Battle for Births? Why did Mussolini
start this campaign?
c. In the 1930s, Mussolini continued the reinforcement of
his authoritarian regime, unifying the state and the
fascist party, banning other parties and persecuting the
opposition. Fascism also banned trade unions, controlled
the economy supporting private enterprises and
exercised a strict control over Italian society. Mussolini
introduced an extremely conservative moral code and
signed a concordat with the Vatican. During the 1930s,
Mussolini also started to dream about creating a great
Italian empire in the Mediterranean and invaded
Ethiopia in 1935 to expand Italian colonies in Africa.
1. The democratic principles that fascism opposed were:
equality of men, pacifism, political freedom, freedom of
speech, liberalism, human rights, women's rights,
independence of foreign nations.
2. Personal activity. The life of that woman was restricted
because she and especially her parents could not oppose
what the state said, fearing that they could be punished
in public. She was unable to follow her dream to become
a writer and in school education was very strict. Even
the movies she saw were decided by the state and during
the concerts she attended, people were always watched
by Mussolini's men.
She was only expected to have lots of children, instead
of becoming a writer.
METHODOLOGY 8-11
 8 THE INTERWAR PERIOD
P. 166 and 167
DIDACTIC GUIDE AND ANSWER KEY
5. GERMANY: THE RISE OF NAZISM
Post-war Germany
■ Pupils begin by reading the text and answering
question a. Then summarise on the blackboard the
difficulties that Weimar’s Republic had to face:
− Humiliation for the military defeat and for the harsh
conditions of peace and reparations imposed by the
allies.
− The severe economic crisis characterised by high
inflation, monetary depreciation and unemployment.
− Social agitation caused by left-wing revolutionary
movements and extreme right-wing groups.
Now, focus their attention on the table The economic
crisis... as well as Hans Grundig’s painting and ask the
pupils to interpret its meaning.
Adolf Hitler and the emergence of the Nazi Party
■ Pupils read this section and answer question b. Then,
write the main ideas on the blackboard:
− Adolf Hitler became the leader of the Germany
Worker’s National-socialist Party.
− His ideology was reflected in his book My struggle,
Mein Kampf, where he expressed his disdain for
parliamentary democracy, his hatred of Bolshevism,
his anti-Semitism, the superiority of the Aryan race,
8-12 METHODOLOGY
and the need to create a big empire, the Reich, that
would unite all the countries and villages that spoke
German.
− Demagogy was the principal method to convince the
working class, with promises of work and salary
increases. As well as, they blamed the Jews,
communists and democrats for the crisis Germany
was going through.
■ Now, pupils read the first three paragraphs of the
section Hitler’s rise to power and answer questions c and
d. Then, summarise the main ideas as a class:
− The crisis of 1929 caused the crash of many banks
and led to unemployment and social discontentment in
Germany.
− Nazism succeeded attracting a big part of the
desperate population. Because of that, in the 1932
elections they got 13 million votes and in January of
1933 they made president Hindenburg appoint Hitler
chancellor.
■ Focus pupils’ attention on the table The Nazi vote and
unemployment. They use that and the text How Hitler
came to power in order to do activity 1.
Finally, pupils read the texts Destroy democracy and
Support from big business in order to do activities 2 and
3. Discuss their answers as a class.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. 1, 2, 3. Pupils will answer, using the appropriate
vocabulary, the question about the table and the texts
about Germany’s situation after the war and the rise of
Nazism.
■ Act. 2. Pupils will reasonably explain why Nazism
came up in the general elections.
■ Act. 3. Pupils will reasonably explain why big industrial
companies supported Nazism.
LEARNING TO LEARN
■ Acts. 1 and 2. Pupils will understand the reason for the
population’s support of the extremist party and the latter’s
intention of competing in the elections.
RESOURCE MATERIAL OF THE GUIDE
 In Reinforcement Activity 2, the students will be able
to revise the characteristics of the Nazi Party and
their main policies, their economic policies as well as
their expansionist policies.
SOLUTIONS TO THE ACTIVITIES
Pages 166 and 167
a. The Weimar Republic had to deal with the discontent of
many sectors of the population. In its first years, its
existence was threatened by leftist revolutionary
movements, such as the Spartacist uprising, and right-
wing coup attempts.
One of the factors of discontent was frustration at
Germany’s defeat in the war and the humiliation brought
by a peace treaty that imposed heavy economic
reparations, considering that Germany was mainly
responsible for the conflict. To this, we have to add the
economic crisis of the post-war era, with high levels of
unemployment and poverty.
b. The ideology of Hitler, expressed in his book Mein
Kampf, was focused on his contempt for democracy and
hatred of Bolshevism. Another important factor was his
anti-Semitism, blaming Jews, as well as communists and
social-democrats, for Germany’s difficulties, combined
with a racial vision of the world that advocated the
superiority of Aryan race and the need to build a great
German empire (Reich).
c. Hitler's rise to power was helped by the consequences of
the 1929 crisis, which led to unemployment and social
unrest by a population who started to vote for extremist
RESOURCE MATERIALS 8
Let’s surf Tiching
P. 166 and 167
− The growing difficulties of the Weimar Republic
spread instability throughout Germany, helping Adolf
Hitler and his Nazi party come to power. By reading
the following article, students will find an analysis of
the failure of the Weimar Republic and of its many
different causes:
http://www.tiching.com/750158
Students will read carefully the article and then
answer the following questions:
DIDACTIC GUIDE AND ANSWER KEY
• What was the political impact of the Versailles
Treaty on Germany? And the economic impact?
• What famous conspiracy theory denied the military
defeat of Germany in 1918?
• Why was the electoral system of Weimar's
Republic a cause of instability?
• What was the role of the military in the collapse of
the Weimar Republic?
• Why was the Nazi Party able to achieve great
political success starting from 1930?
parties. The Nazis received the support of industry and
finance and became the first party in the 1932 elections.
For this reason, in 1933 Hitler was appointed chancellor.
d. The fire of the Reichstag, during the electoral campaign
of 1933, served as a pretext for Hitler to remove his
political opponents and demand full powers.
1. Personal answer. Students should note that the rise of
unemployment was a factor in the rise of Nazi votes.
2. Nazism came up in the elections as a mean to situate the
party within the democratic system; and then tear it apart
from the inside. Their goal was to paralyse democracy,
and let it be the one that finances their duty of agitation,
not only in the streets but also in the parliament
building.
3. The big industrial companies supported Hitler because
during the period of crisis Germany had gone through
(defeat in the War and the economic crisis of 1930), they
felt the need for a strong leader for the country to put a
stop to Bolshevism and support their economic interests.
The will of the businessman was to implement Hitler’s
economic programme with the construction of
motorways.
METHODOLOGY 8-13
 8 THE INTERWAR PERIOD
P. 168 and 169
DIDACTIC GUIDE AND ANSWER KEY
6. THE NAZI REGIME: A TOTALITARIAN
A. A totalitarian system
■ Pupils read the introductory text. Focus their attention
on the image Nazi poster... and ask them to interpret its
meaning.
■ Then, pupils read the text and answer question a.
Discuss the following questions as a class:
− What happened with the political parties and the trade
unions after 1934?
− Why was the Nazi dictatorship a regime of terror?
Then, they read the text The absolute power... and
dsicuss how power became monopolised.
B. The enforcement of Nazi ideology
■ Pupils read the text and answer question b. As a
class, write the key concepts on the blackboard:
− Ideological unity based on racist and nationalist ideas
characterised the Nazi State.
− The persecution of Jews and minorities considered
inferior was materialised in the creation of
concentration camps after 1933 and in the
promulgation of the Nuremberg Laws in 1935.
− After 1938, the Jew population were forced to wear
the Star of David to identify them.
8-14 METHODOLOGY
Now, focus students’ attention on the image List of
banned authors... Have them read the text The
Nuremberg... and discuss their impressions on the topic.
C. Economic self-sufficiency and rearmament
■ Pupils read the text and answer question c. Then,
write the main concepts on the blackboard:
− Nazi economic policy supported Hitler’s military and
expansionist projects and worked to make Germany
self-sufficient.
After that, they use the table German State Spending to
do activity 1.
D. An expansionist policy
■ Then, pupils read the text and answer question d.
Then, have them read the section The promotion... and
discuss the following question:
− Why did Hitler start an expansionist policy?
E. The indoctrination of the population
■ Now, pupils read the text from this section and answer
question e.
Finally, look at Grosz’s painting as a class and ask the
students to interpret it.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act.1. Pupils will describe, using the appropriate
vocabulary, what sectors were heavily financed in the
years 1928 and 1938.
■ Act. B. Pupils will explain the repressive measures that
the enemies and opponents of Nazi ideology suffered.
LEARNING TO LEARN
■ Act. (1). Pupils will recognise the relationship that
existed between the Nazi military expansion and their
economic policy.
INFORMATION HANDLING AND DIGITAL COMPETENCES
■ Act. 2. Pupils will look for information about the
persecution of the Jews and the repressive measures of
the Nazi Germany.
RESOURCE MATERIAL OF THE GUIDE
 In Extension Activity 2, the pupils can analyse the
similarities and differences that existed between the
Nazi totalitarian regime and the dictatorship that was
happening in Russia.
SOLUTIONS TO THE ACTIVITIES
Pages 168 and 169
a. To establish a totalitarian regime, Hitler abolished
individual rights and freedoms, dissolved political
parties and trade unions, purged public administration,
and submitted justice. The Nazis also controlled the
police with their paramilitary groups and created the
Gestapo, their own secret police.
b. The Nazis imposed their ideology over Germany with
fear and violence, as well as with propaganda, creating a
Nazified and racist culture through the use of the media.
Nazis also educated students in school, politicising
education and purging teachers.
Opponents of the Nazis were punished with persecution
and often with reclusion in concentration camps, were
they were forced to hard labour and many of them were
killed. Minorities who were considered inferior were
persecuted and then eliminated.
c. Hitler’s economic goal was to achieve the country’s
self-sufficiency. For that, he needed a military
expansionist project, since new territories would ensure
the income of the German population. They aspired to
autarchy, because Hitler wanted to make Germany a
self-sufficient state that did not depend on trade with
foreign countries.
RESOURCE MATERIALS 8
Let’s surf Tiching
P. 168 and 169
− The totalitarian system established by the Nazi
dictatorship over Germany was helped by the
infamous propaganda directed by Joseph Goebbels.
At this webpage, students can learn more about it:
http://www.tiching.com/750159
The article explains the different fields in which Nazi
propaganda operated, as well as the messages
spread by Goebbels and his collaborators.
Students will read the article before answering the
DIDACTIC GUIDE AND ANSWER KEY
following questions:
• What was the role of Nazi propaganda before anti-
Semitic legislation or measures against Jews?
• What themes were used by Nazi propaganda after
the invasion of the Soviet Union?
• Can you remember the titles of some Nazi films?
What were their topics?
• What concentration camp was used for the visits
by the International Red Cross?
d. Hitler prepared Germany for military conquest with a
strong military policy: he strengthened the army with
military service and created a new and powerful army
and air force. Hitler was then ready to launch an
aggressive war.
e. To achieve the adhesion of the population, the Nazis
used propaganda and fear, but also the attractiveness of
Hitler’s project that exalted the race’s pride and
promised a future of progress. All that allowed Nazism
to present itself to the world as an unanswered regime
that had the mass support of the population.
1. Group activity.
2. 1933: Boycott of Jewish commerce. Expulsion of Jews
from public offices.
1934: The apparition of posters “Jews are not
welcomed”.
1935: Prohibition of marriage with non-Jews.
1936: Prohibition of working in any liberal profession.
1937: Expropriation of businesses and properties.
1938: First deportations to concentration camps.
1939: Obligation to live in ghettos.
METHODOLOGY 8-15
 8 THE INTERWAR PERIOD
P. 170 and 171
DIDACTIC GUIDE AND ANSWER KEY
7. THE SOVIET UNION: THE STALIN’S…
Stalin’s rise to power
■ Pupils read the introductory text and remember the
consequences of the Russian revolution of 1917.
They then read the section and answer question a. As a
class, discuss the following ideas on Lenin’s succession
as a leader of the URSS:
− Trotsky proposed the exportation of the revolution,
whereas Stalin wanted the construction of socialism
within one country. He wanted to turn the USSR into
an industrial power.
− Stalin, General Secretary of the CPSU, took control of
the situation after 1927.
Socialism in one country
■ Then, pupils read the next paragraph and write the
main concepts in the blackboard. Ask them to look at the
image Propaganda poster... and discuss the following:
− Stalin imposed an economy planned and managed by
the State to turn the USSR into a world power.
− Private property was forbidden and in 1929 a forced
collectivisation program was established in the fields,
which was organised in kolkhoz and sovkhoz.
− Industry became the base for industrial development
as opposed to agriculture.
8-16 METHODOLOGY
Following that, focus pupils’ attention on the table The
enforced... answer question b.
■ Next, pupils read the two first paragraphs of the
section How did Stalin impose...? and brainstorm the
main ideas on the blackboard:
− Stalin exerted his power by means of a personal
dictatorship through his power on the Communist
Party
− Being a member of the party was indispensable to
being in charge of big responsibilities.
Focus pupils’ attention on the image Soviet propaganda
poster... Ask them to read the text The cult of Stalin and
do activity 2.
After that, they read the three last paragraphs, write down
the main ideas and answer question c:
− The opponents to the regime were heavily persecuted
and repressed through the creation of gulags.
− The leaders of the Communist Party and of the Red
Army were purged to avoid internal dissidences.
■ Pupils now read the two sections: The repression of
the kulaks and Stalin’s purges. After analysing the table
Political repression, they do activity 1.
Finally, discuss their answers as a class.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. 1. Pupils will answer, using the appropriate
vocabulary, the question about the table showing
repression under Stalinist.
■ Act. 2. Pupils will discover and comment as a group
the characteristics of Stalin’s totalitarian regime, pointing
out the differences of the Hitler and Mussolini’s regimes.
SOCIAL AND CIVIC COMPETENCES
■ Acts 2. Pupils will keep an attitude of respect during
the presentation of ideas as a group, respecting
everyone’s opinions and speaking times.
CULTURAL AWARENESS AND EXPRESSION
■ Act. 2. Pupils will recognise and identify the
characteristics of Stalin’s totalitarian regime and how it
differs from Germany and Italy’s totalitarian regimes.
RESOURCE MATERIAL OF THE GUIDE
 In Extension Activity 2, the students will point out the
differences and similarities between Hitler and
Mussolini’s totalitarian regimes and the Stalinist
dictatorship.
SOLUTIONS TO THE ACTIVITIES
Pages 170 and 171
a. Stalin’s proposal was sustained by the creation of
socialism in only one country by means of transforming
the USSR into a world power, a nest of future
revolutions. On the contrary, Trotsky maintained that it
was necessary to export the revolution to other
countries. Finally, Stalin, already CPSU’s General
Secretary, gained control of the situation in 1927 and
became the leader of the USSR.
b. Stalin imposed a collectivist economy and society with
the objective of turning the USSR into an industrial
power. For that, he instituted a planned and State-
managed economy, which created five-year plans to
organise agricultural and industrial production. In
addition, private property was forbidden and a forced
agricultural collectivisation programme was introduced,
organised in two types of farms: the kolkhoz, which
worked as a co-operative managed by civil servants, and
the sovkhoz, which constituted a farm owned by the
State.
However, the priority for industrial development created
a considerable delay in agriculture.
c. Stalin imposed his power by means of a personal
dictatorship very far away from the principles that
RESOURCE MATERIALS 8
Let’s surf Tiching
P. 170 and 171
− The Stalinist dictatorship lasted some 30 years in the
Soviet Union and transformed the country socially
and economically. To learn more about life under the
regime of Stalin, students can visit the following
webpage:
http://www.tiching.com/750160
The article summarises some of the most important
features of the dictatorship, taking into account the
modification to the standards of living and the
DIDACTIC GUIDE AND ANSWER KEY
advantages and disadvantages of the Stalinist regime
for the USSR.
Once they have read the whole article, students
answer the following questions:
• What was Stalin’s cult of personality?
• Why were churches and religion often attacked by
the regime?
• What were the changes in the Soviet family model
under Stalin?
• What were the social benefits for part of the
population? In your opinion, do these benefits
justify the dictatorship and the loss of freedoms?
inspired the Bolshevik revolution. He terrorised the
people with heavy repression.
1. Repression was especially hard for the owners of farms
who were opposed to forced collectivisation, but also
applied to political dissidents and many members of the
Communist Party.
The biggest persecution took place during the Moscow’s
processes in which Stalin purged most of the old
Bolshevik leaders who could dispute his leadership or
endanger his control over the Army.
2. Group activity. For example: The USSR was
consolidated as a totalitarian State with Stalin’s
dictatorship. The CPSU was consolidated as the
vertebral axis that directed and controlled all of State’s
organisations. It submitted to Stalin’s will.
The difference between the Soviet’s totalitarian regime
and German Nazism or Italian fascism is as much in its
origins as in their final objectives. While the Soviet state
came from a socialist revolution and only became
totalitarian once Stalin’s political view was imposed in
one country, the Nazi and Fascist totalitarian regimes
were the response of the German and Italian bourgeoisie
to the fear they had of a working class revolution and the
disappointing resolution of World War I. They should
also point out their nationalist and racist aspect,
especially in Germany’s case.
METHODOLOGY 8-17
 8 THE INTERWAR PERIOD
P. 172 and 173
DIDACTIC GUIDE AND ANSWER KEY
8.THE ART OF THE INTERWAR PERIOD
A. Dadaism
■ To begin, pupils read the introductory text and discuss
the main goal of the protest movements as a class.
■ Afterwards, they read the text and answer question a.
Summarise the key ideas about Dadaism:
− It destroyed all established conventions in art and
produced art that was illogical and absurd.
− It defended chaos and imperfection over order and its
manifestations were provocative and anti-rational.
Marcel Duchamp was its main exponent.
Following that, look at Marcel Duchamp’s work and ask
the students to interpret the message that the artist was
trying to convey.
B. Abstract movements
■ Then, read the text about abstract movements and
answer question b. As a class, summarise and write the
main ideas on the board:
− Abstraction was started by Wassily Kandinsky. It
rejected figurative art and the representation of reality.
− Constructivism, Suprematism and Neoplasticism were
the main abstract movements.
Now, focus pupils’ attention on the paintings by Torres
García, Malevich and Mondrian. Tell them to read the
8-18 METHODOLOGY
texts that accompany them and ask the students to
establish the difference between these distinct
movements and decide which they prefer.
C. Surrealism
■ Pupils now read the following text and answer
question c. As a class, summarise the main ideas and
write them on the blackboard:
− Surrealism was born in Paris in 1924. It was
influenced by Sigmund Freud’s psychoanalysis
theories. It attempted to portray the human
subconscious through abstract forms.
After that, ask the students to look at Dalí and Miró’s
paintings and to identify their differences. Then, they do
the ArtFile activity.
D. New objectivity
■ Then, pupils read this section, write down the main
ideas and do activity 1:
− The New Objectivity revived the expressionist
aesthetic to show horror of the First World War.
− This movement’s main representatives are Georg
Grosz and Otto Dix.
Finally, pupils look at Otto Dix’s painting and do activities
2 and 3.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. 1. Pupils will define in five words the sentiment
aroused by the First World War in artists of the time.
■ Act. 2. Using an audio resource, pupils will write down
the adjectives that describe a work of art and interpret the
message that the artist wants to transmit.
LEARNING TO LEARN
■ Act. 1. Pupils will recognise the influence of the Great
War in the different artistic movements.
■ Acts 2 and 3. Pupils will analyse some paintings,
discuss which artistic movement they belong to and
explain what the artist wanted to express.
CULTURAL AWARENESS AND EXPRESSION
■ Act. 3. Pupils will know the main characteristics of the
different art movements from this period.
■ Act. 2. Pupils will study some works of art from this
period and carefully analyse the message that they artists
wanted to convey.
SOLUTIONS TO THE ACTIVITIES
Pages 172 and 173
a. Dadaist art reflected the self-destructive folly of man
during the First World War, advocating chaos over order
and the imperfection of art, and adopting a provocative
attitude as a creative tool.
b. Abstraction was an innovative artistic movement that
rejected figurative art and was started by Wassily
Kandinsky in 1910. After him, other geometric abstract
movements, such as Constructivism, Suprematism and
Neoplasticism, emerged.
c. Surrealism was an artistic and literary movement born in
Paris in 1924. It used abstract forms or symbolic figures
to portray the deepest reality of human beings, the
subconscious of dreams. Within surrealism there existed
two movements: Automatist and Veristic surrealism.
1. Personal activity. For example: protest, folly, chaos,
criticism, imperfection.
2. Personal activity. The adjectives used are: powerful,
disturbing, sad and tragicomic. The message that the
artist is trying to convey is the emptiness people felt
after the war, trying not to watch the soldiers returning
home after the conflict because they didn't want to
remember the horrors of war or anyone who might
remind them of it.
RESOURCE MATERIALS 8
Let’s surf Tiching
P. 172 and 173
− Belgian painter René Magritte was one of the most
representative artists of Veristic Surrealism, together
with Spanish painter Salvador Dalí. Students can visit
this page to learn more about the artist and his work:
http://www.tiching.com/750161
The webpage contains a short biography of the artist,
as well as reproductions of some of his most famous
paintings.
DIDACTIC GUIDE AND ANSWER KEY
Students read the biography and, at the bottom of the
page, look at the paintings, before answering the
following questions:
• What was the response of art critics to Magritte’s
first works?
• What were some of Magritte’s favourite subjects?
• Look at the painting called Empire of Light. What
surrealist elements can you find in it?
• Look at the painting called The Treachery of
Images. Use a dictionary to find the meaning of
the French phrase written on the painting and give
your personal interpretation of this artwork.
3. In this unit and the previous one, we find the following
examples:
The match seller (Otto Dix, 1920): denounces the misery
of war veterans in Post War Germany.
The Skat players (Otto Dix, 1920): the characters are
represented as caricatures, as machines that play with
their interests to music without caring about the
consequence of their decisions. The horror of war
appears in this deformed vision of reality, in these
mutilated bodies that the artist shows with detailed
analysis.
Stormtroopers advancing under gas attack (Otto Dix,
1924: the soldiers advance towards death, and the gas
mask looks like a skull. Dix denounces the massacre that
war meant, in a strongly anti-heroic and accusing work
of art.
The agitator (George Grosz, 1929): the painting shows
Hitler as an agitator and manipulator of masses. It
denounces the militarism and the violence of Nazi
ideology; and the irrationality of this message directed
to a mass ready to take it in an uncritical way.
(Continues on page 8-27)
METHODOLOGY 8-19
 8 THE INTERWAR PERIOD
P. 174 to 177
DIDACTIC GUIDE AND ANSWER KEY
KEY
LINGUISTIC COMMUNICATION
■ Pag. 174, act. 1-2; pag. 175, act. Learn to…: pag.
176, act. 1-3; pag. 177, act. 4-6. Pupils will use the
appropriate vocabulary and their written expression
abilities to answer correctly and individually the proposed
questions.
■ Pag. 175, act. Learn to…; Pag. 176, act. 1. Pupils will
appropriately discuss a film and a text related to the
subjects studied in this unit.
LEARNING TO LEARN
■ Pag. 174, act. 1; Pag. 176, acts. 2 and 3. Pupils will
organise the topics studied in this unit in conceptual
maps, outlines and charts.
■ Pag. 177, acts. 4 and 5. Using primary documentary
sources, pupils will describe different situations of life
during the inter war period.
■ Pag. 177, act. 6. Pupils will know about the
persecution suffered by the Jews in Nazi Germany and
think about racism in today’s society.
CIVIC AND SOCIAL
■ Pág. 175, act. Learn to … Pupils will think about the
8-20 METHODOLOGY
COMPETENCES
film and about the necessary conditions to impose a
dictatorship.
■ Pag. 177, act. 6. Pupils will work together in groups,
respecting the cohabitation rules and also the classmate’s
opinions.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Pag. 175, act. Learn to… The students will see a film
and will discuss it by relating what happens in it with this
unit’s specific topics.
■ Pag. 177, acts 4 and 5. Pupils will study and then
analyse the content of the images and relate them to the
topics dealt with throughout this unit.
■ Pag. 177, act. 6. Pupils will use the digital learning
resources to do a group project on racism.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Pag. 176, act. 2. Pupils will individually create a chart
with the information dealt with in this unit.
■ Pag 177, Act. 6. Pupils will show personal initiative
when carrying out team projects, always respecting the
opinion of the other members of the group and their
classmates in general.
THE INTERWAR PERIOD
FINAL ACTIVITIES
■ The resolution of the activity Learn to... comment a
film will allow pupils to:
− Identify the characteristic elements of fascism.
− Become aware of this ideology’s continuing presence.
■ activity 2 Analyse will allow pupils to synthesise the
causes of the 1929’s crisis.
■ Activity 3 Space and time..., will allow pupils to learn
more about the process of Soviet industrialisation
between the years 1928 and 1939.
■ After the doing activity 4 Primary sources… pupils will
be able to analyse the use of education as an instrument
of indoctrination by the Nazi regime.
■ Activity 5 Iconographic sources... allows pupils to get
closer to the characteristic songs of Italian fascism.
■ Activity 6 Reflexion work... allows pupils to reflect on
racism and its consequences.
■ Finally, the Summary activities will allow pupils to
consolidate the key concepts from this unit.
8
P. 174 to 177
DIDACTIC GUIDE AND ANSWER KEY
SOLUTIONS TO THE ACTIVITIES
Page 174
1. Complete the concept map
INTER WAR PERIOD, was a time of crisis.
• Economic, started in 1929 because of stock
speculation, and overproduction, originated the
Great Depression, stopped by the New Deal
boosted by Roosevelt, which meant the
intervention of the State in the economy.
• Social and political, which resulted in:
− The weakening of democracies (United
Kingdom, France...), it was a result of the social
and economic crisis, which created a fear towards
social revolution and also created the expansion of
fascisms.
− Rise of totalitarian power in Italy with fascism
leaded by Mussolini and Germany, with Nazism
leaded by Adolf Hitler; developed an aggressive
exterior politic, and in the URSS with a
dictatorship leaded by Stalin which developed a
planned economy and the political purges.
Check what you Know
a) “Roaring 20s” is understood as the situation of
economic well-being in the United States during
METHODOLOGY 8-21
 the first post war period. The end of this decade of
prosperity was the Wall Street Crash of 1929.
b) The Great Depression was the situation in the
United States and the whole world after the Wall
Street Crash of 1929. In a few years, the stocks’
crisis expanded to a large part of industry,
commerce and agriculture, which led to a
generalised economic recession in the United
States. The attempt to end it was represented by the
national government’s intervention in the economy,
called the New Deal.
c) Fascism is a type of dictatorial regime and its term
comes from the Italian word fascio. It is
characterised by the control of power in the hands
of one leader, the suppression of the
parliamentarian system and the trade unions and the
maintenance of a capitalist economy.
Nazism, or national socialism, is a political
movement, led by Adolf Hitler, who obtained
power in Germany in 1933. A far-right movement,
its main ideological concepts were racism, Aryan
supremacy, anti-Semitism, pan-Germanism and
military expansionism.
d) During the period of crisis in Italy after the Great
Word, Mussolini created the Fasci di
Combattimento known for their black shirts, to stop
the advancement of the workers’ movement. In
1921, the Fasci became the Fascist National Party.
In 1922, due to the inability of the government to
maintain order during the strikes, Mussolini
organised the March on Rome accompanied by
300,000 black shirts, and because of that, was
appointed the leader of the government by the king
of Italy.
Hitler’s arrival to power in Germany was brought
on by the economic crisis the country was in after
the Great War and by the discredit of the Republic
of Weimar, who signed the Treaty of Versailles and
accepted the unfavourable peace conditions. Hitler
received 13 million votes in the democratic
elections of 1932. In January of 1933, president
Hindenburg named him chancellor. The fire in the
Reichstag (Parliament) by the Nazis was an excuse
to eliminate other German political parties.
d) The ideological aspects of Nazism that paved the
way towards the Second World War were: the idea
of the superiority of the Aryan race, as the only way
to perpetuate the German people, and the theory of
the “vital space” which justified the need to expand
Germany and make it a great empire.
f) After Lenin’s death, in 1924, Stalin became the
took control of the situation and he imposed himself
with his rivals at the end of 1927 taking advantage
of his charge of the CPSU’s General Secretary. He
handled the power over the USSR through a
personal dictatorship, called Stalinism, in which the
Communist Party was completely submitted to
Stalin’s will and whose leadership was reinforced
by means of his personality’s worship. To
8-22 METHODOLOGY
consolidate his power, he imposed terror and
enforced strong repression against his opponents
through the Gulag and trials such as the processes
of Moscow.
DEFINE KEY CONCEPTS
• “Lebensraum”. Term that establishes the
relationship between the geographical space and the
population, ensuring that the existence of a State
would be granted when there was enough space to
attend one’s needs. This theory was used by Nazism
to justify their territory’s expansion project and the
extermination of minorities.
• Dictatorship. Form of government in which a
person or single party focuses all the power in
themselves. This system is characterised by a lack
of separation of powers, the lack of freedoms, a
disregard towards human rights, etc.
• Overproduction. Economic process by which the
supply of products is greater than the demand. In
the long term, it creates a crisis due to the
impossibility of selling the surpluses.
• Speculative bubble. Phenomenon that is produced in
the markets due to speculation characterised by the
abnormal and extended increase of a stock or a
product’s price, in a way in which it moves further
and further away from the product’s real value. The
speculative process leads new buyers to purchase
with the objective of selling it for a higher price in
time, which caused a continuous spiral of rise and
does not represent reality. The price of a stock
reaches levels absurdly high until the bubble ends
up bursting (crash), due to the initiation of mass
selling of the stock when there are few buyers ready
to acquire it. This causes a sudden and abrupt fall of
the prices, taking them very low, even inferior to its
natural levels, leaving behind a huge amount of
debt.
IDENTIFY KEY FIGURES
• Franklin D. Roosevelt. President of the United
States (1932-1944). Led the recovery of the country
after the Great Depression with his economic policy
called the New Deal and the North-American
participation in World War II, promoting the creation
of the Organisation of the United Nations.
• Benito Mussolini. Italian politician (1983-1945).
Founder and duce of fascism, came to power in 1922
after the March on Rome, establishing a regime whose
characteristics were Nationalism, Militarism, and the
fight against Liberalism and Communism. He
intervened in the Spanish Civil War in favour of
Franco. Hitler’s ally implicated Italy in the Second
World War. Spared in 1943, he founded in the North of
the country the Italian Social Republic as a manageable
state under the German domination. He was shot by
partisans during the last days of the war, in 1945.
• Adolf Hitler. German politician (1889-1945).
Leader of the German Working National-socialist
Party, he came to power in 1933, leading a totalitarian
 regime named the Third Reich, based on Pan-
Germanism, anti-communism and strong anti-
Semitism, which led to territorial expansion policies,
the persecution of all kinds of opposition, and the
practice of the “final solution” or extermination of the
Jewish population during the Second World War
(Holocaust), together with other minorities also
considered inferior (gypsies, disabled, homosexuals,
etc.). During the last days of the War, he killed himself
in the bunker of Berlin’s Chancellery.
• Joseph Stalin. Soviet politician (1878-1953). He
came to power in the USSR after Lenin’s death in
1924, changing the dictatorship of the proletariat
advocated by the Bolshevik Revolution into a
totalitarian system ruled by himself, after eliminating
his enemies like Trotsky, in many purges. He led the
USSR during the Second World War, after which the
country became a superpower, starting the period of
the Cold War. After his death, his regime was
condemned by his successor, Jruchov, who started a
process of de-Stalinization of the URSS.
EXPLAIN THE DIFFERENCE
• Propaganda / Indoctrination
Propaganda: using the State’s powers to expand
their policies and ideologies.
Indoctrination: in the totalitarian systems, one of
the State’s objectives is to indoctrinate the
population and frame them throughout their lifes as
a way of controlling them to ensure their fidelity to
the ideological principles of the regime.
• Nazi Party / SS
Nazi Party: German Working National-socialist
Party (Nationalsozialistische Deutsche Arbeiter
Partei-NSDAP), of ultra-nationalist and racist
ideology. The term socialist was used to attract the
working class and push it away from communist
and social-democracy, while the term national was
used to attract the nationalist and conservative
sectors. After 1921, the leader of the party was
Adolf Hitler. Once Germany was defeated in the
Second World War, the party was declared a
criminal organisation.
SS: Schutzstaffel or Defence squadrons, established
originally as Hitler’s personal guard, became the
most powerful military, political and security
organisation in Nazi Germany.
• kolkhoz / Gulag
kolkhoz: one of the two farm types into which
collective property was organised in the USSR. A
kolkhoz was cooperative managed by peasants,
Gulag: system of prison camps established in 1929
that held opponents of the Stalinist regime and
forced them to do hard labour.
ANSWER THE INITIAL QUESTION
The period between the years 1918 and 1939 was an
era of severe political, social and economic instability.
In addition, the triumph of the Bolshevik revolution in
Russia made the most conservative classes fear the
expansion of communism.
The First World War destabilised the European
economy and the United States become the world’s
leading economic power. After a period of economic
euphoria, the “Roaring 20s”, The Wall Street Crash in
New York in 1929 unleashed a big economic crisis that
spread throughout Europe and other parts of the world.
The economic crisis together with social and political
discontent prepared the territory for the rise of
authoritarian regimes and the withdrawal of
democracy. The clearest examples are fascist Italy and
Nazi Germany, who boosted a military and aggressive
policy that ultimately started the Second World War.
Page 175
LEARN TO... COMMENT A FILM
1. Identification and presentation
• The film is categorised as a drama due to the final
events in which one of the students, Tim, ends up
killing himself in front of his classmates.
• The director, Dennis Gansel, was interested in
Nazism because one of his grandfathers was an
officer of the Third Reich, which generated issues
for his father and his uncles. In making this film, he
tried to answer questions such as: Could we be
fooled again nowadays? What would fascism look
like today? Would it be possible? Could something
like this happen here and now?
2. Analysis and comparison
• The film begins with the so-called project week in a
German high school. The teacher Wenger is to give
a class in autocracy and decides to do an
experiment, applying a series of disciplinary rules
and reinforcing the feeling of community within his
class. The students and the teacher slowly get more
and more enthusiastic with the movement, which
they call The Wave. But the experiment turns into a
real movement that eventually goes beyond the
teacher’s control.
– Some subtitles could work, such as the
Manipulation of masses, Going back to fascism
nowadays, It repeats again, etc.
– A meaningful scene is, for example, when
Wenger asks the pupils to march so they bother the
class under them, as if it were a Nazi parade.
Another one is when Karo arrives to class, dressed
in red whereas everyone else is dressed in white. It
shows the rejection and marginalisation of anyone
who is in “opposition” to the ideas of the
movement. Or for instance the last speech Wenger
gives, which is quite similar to any Nazi or fascist
leader.
METHODOLOGY 8-23
 – Profesor Wenger: He starts the movement to
motivate his students and assumes little by little a
leadership role in which he feels comfortable. He
feels admired by his students and is even
congratulated by the principle of the school.
Tim: Student with emotional deficiencies, both in
his family environment and at school. He tries to
make friends and avoid rejection. He quickly takes
part in the movement and participates in all its
actions with sickening enthusiasm.
Marco: Firstly, the student is attracted to the
movement. That is until there are violent
happenings in the water polo match and he has a
fight with Karo, his girlfriend. That makes him see
that the situation has gone too far. He is the only
one with the capacity to go back from it and even
asks the teacher to stop the movement.
Lisa: A shy student, always in the background,
wants to join the Wave because with that feeling of
community she feels safer.
Karo: One of the school’s most charismatic
students, she is against the movement from the
beginning. Her attitude will make her go from a
much-loved person to a reject.
Sinan: A Turkish student, he slowly begins to like
and join the movement. He helps with his artistic
abilities, since he is the one that creates the logo.
Bomber: Although he initially does not like the
movement, he ends up becoming one of the leading
members of the group. He uses his strength to
impose the group’s rules.
– Mona does not want to participate in the
experiment because she finds the disciplinary norms
absurd. Karo goes with it at first, but little by little
she does not trust the change of attitude that her
Página 85
classmates have had and asks the teacher to stop it.
APRENDE A... COMPARAR
– Personal DOS... according to the
answer. Uniformity,
opinions of the film’s protagonists, is positive
because it eliminates all social differences, while
for others it is negative because it ends all
individualities. For Tim, burning the clothes means
that he erases his differences with his classmates.
– The teacher begins to realise that the experiment
has got out of hand when he reads the news of the
painting in the Town Hall with the symbol of the
Wave, an action he considers quite dangerous.
Afterwards, the violent attitude of the public and the
players during the water polo match confirms just
how far out of his control the situation has gone.
Finally, the last thing that makes him realise things
have gone too far is when Marco asks him to stop
the movement.
Wenger tries to solve the problem with a final
speech, making his students think before they try to
hurt one of their classmates because of “betrayal”.
Once it looks like he convinced them, Tim’s
attitude breaks the problem’s resolution.
Tim got into the movement in an irrational manner.
8-24 METHODOLOGY
He felt safe with the support of the Community’s
and the wisdom of his teacher, a man who he
admired deeply and who was leading his way in
life. Once the teacher tells him that the movement is
over, he finds he must face reality again and prefers
to commit suicide than to do so.
3. Historical context
• The implantation of a dictatorship is made with the
application of a discipline like the one teacher
Wenger creates in his class. The feeling of
Community is exalted at first and to show that one
belongs to the group uniformity is established: a
name, a symbol and a salutation. A dictatorship has
to have a leader, and in this case the teacher names
himself.
The teacher tries to show his students the facility
with which the masses can be manipulated. But
while the pupils suffer this manipulation, they are
not aware that process is happening and they act
totally convinced of what they do. At the same time,
the teacher also ends up absorbed by the
experiment. Because of that, the educational
message is not transmitted correctly, because there
is no objective distance that allows the students to
think about what they are actually doing in the
experiment.
4. Conclusions
• Personal answer. Maybe trying to talk to the
teacher or the school’s head teacher, or talking with
classmates to make them see what was really going
on.
– Personal answer.
HISTORICAL THINKING
Argumentation
The slogans “One People, One Empire, One Führer”,
in the case of the Nazi Germany and “Mussolini is
always right”, in the case of the Italian fascism, express
a characteristic of both regimes and, in general, of any
totalitarian regime, as it is the cult of the charismatic
leader’s personality, with which the State, the nation
and the people identify and against whom there is no
type of opposition or critical questioning.
Empathy
Personal answer.
Coincidence
• Ideology: crisis of the democracies. The consequences
of the First World War and the economic crisis of the
post war era led to nationalist and authoritarian
political options. Another contributing factor was the
fear of the European bourgeoisie of the revolutionary
infection brought on by the triumph of the Bolshevik
Revolution of de 1917. All of that lead to the
instauration of anti-democratic and authoritarian
regimes in big parts of the European continent.
• Economic imbalance. The economic difficulties of the
 inter-war Europe caused a severe social crisis, which
sometimes revisited revolutionary characteristics,
strongly repressed by the police and army.
Faced with economic crisis and social agitation, the
countries that had governments highly integrated in
Parliament and democracy achieved the inclusion of
the emergent socialism through their political and
institutional participation. However, in the countries
with little parliamentary tradition, the liberal parties
found themselves helpless before the social agitation
and ended up imposing authoritarian regimes that
promised to re-establish order and fight socialist and
communist ideas.
• International alliances. After the First World War, the
peace treaty was signed in conjunct, which perpetuated
peace and created a new map of Europe (Treaty of
Versailles with Germnay; of Saint Germain-en-Laye,
with Austria; of Neully, with Bulgary; of Trianon, with
Hungary; of Sèvres, with Turkey). Issues with the
application of the treaty and with the payment of war
compensations endangered the international
relationships established in different international
conferences and treaties. In 1925, the Conference of
Locarno meant an improvement in the relationship
between the European States and Germany was
integrated in the Society of Nations. The Briand-
Kellog Pact, signed by fifteen countries in 1928
established the rejection of war as a mechanism for the
solution of international conflicts.
The new economic crisis after 1929 and the arrival of
the Nazis in power ended this system of international
relationships. The European powers rearmed
themselves and Germany broke with the limits written
in the Versailles Treaty. Nazi Germany and Fascist
Italy got together in diplomacy and signed the Pact of
Steel in 1939. The Pact of no German-Soviet
aggression was signed in 1939, leaving Germany able
to invade Poland, which eventually led to the Second
World War.
Page 176
1. Written sources. The New Deal in the...
a) The speech was made by Franklin D. Roosevelt,
president of the United States, in the inauguration of
his mandate in 1933.
b) The economic and social policy proposed by
Roosevelt to solve the effects of the Great
Depression is based on the principle of the state’s
intervention. It is founded on the economist John
Maynard Keynes’ theories.
c) In his speech, Roosevelt proposes the increase of
some agricultural products to increase in that way
the power of acquisition of the workers, besides
planning and supervising in a national level all
means of transport, communication and services.
The state should also establish strict control of all
banking, financing and investment activities.
Regarding social policy, he establishes as a priority
helping the victims of the crisis and the creation of
jobs even by means of direct recruiting, by part of
the State.
d) Roosevelt planned to face the extension of the crisis
to reduce its effects and help the economy recover
with measures that included a programme for
industrial recovery, the recuperation of control over
the banks, investment in public works, agricultural
subventions and social measures. Others were the
fight against unemployment, a salary increase and
the reduction of working time to 40 hours per week.
The crisis was created due to the distrust caused by
the overestimation of stock prices on Wall Street,
which created a state of panic on 24 October 1929.
A selling wave led to the abrupt crash in the price of
stocks, leading to the Wall Street Crash of 1929.
Thousands of investors were ruined and when
citizens went to the banks to get back their savings,
the banks were forced to close because of the lack
of funds. They could not collect on loans to
individuals and business companies because they
were ruined as well. The crash was the predecessor
of bankruptcy.
In a few years, the crisis had spread to all sectors of
the economy and caused a big and generalised
economic recession, called the Great Depression.
d) Personal answer
2. Complete the chart: The 1929 economic crash
The concepts have to be introduced in the chart in the
following order: Wall Street Crash; bank failure; credit
crunch; (on the right) reduction in imports; economic
crisis; rising unemployment.
a) The stocks market crash became a global crisis
because US banks took back all the money they had
in European banks and American companies
reduced their investment in Europe. Likewise,
American importations dropped heavily, with which
the world’s trade suffered a big recession.
The crisis of the United States in the 30s dragged
down many countries in Europe and the rest of the
world as well, causing bankruptcy in many places,
the decrease of production and trade and the
increase of unemployment, becoming a generalised
crisis of the global economy.
3. Space and time: Soviet industrialisation.
a) Before 1928, the industrial regions of the Russian
empire were located around Moscow, Leningrad,
close to the Black Sea and in the area of the Urals.
During the Stalinist period, new industrial areas
were developed East of the Urals and around
Novosibirsk, Karaganda and Komsomolsk. The
boosted sectors were: heavy industry, the
production of energy and the construction of
infrastructures.
b) The labour camps or Gulag were a network of fields
occupied by prisoners who were forced to do hard
labour. They were installed in the Northeast of
METHODOLOGY 8-25
 Russia and in places in Siberia, near the Tans-
Siberian Railway. The function of these fields was
to recruit the opponents of the regime.
c) The political inmates helped create several cities
and infrastructures, like channels, railways or even
hydroelectric plants.
At the beginning of the 20th century, Russia had a
weak industrialising process, based on the
construction of the railway and characterised by the
predomination of heavy industry and the
concentration of industry in large business
companies. After Stalin came to power, the model
of industrial development was based on heavy
industry, the production of energy and the
construction of facilities, all thanks to a planned
economy managed by the state. As a result, by the
end of the 1930s, the URSS had become one of the
leading industrial powers in the world.
Page 177
4. Primary sources: Nazi education
a) In the drawing, the supposed ethnic characteristics
of the Jews are exaggerated (prominent nose, dark
hair...) as are those of the Aryan race (blondes...).
That is to create a difference, and at the same time,
to discriminate against the first group.
The Aryans seem happy and they are sneering at the
Jews. The Jews, on the other hand, are unhappy and
they are insulting the Aryans.
b) In the drawing, the Jewish kids and their teacher are
expelled from the school by the Aryan kids. In that
way, the active discrimination of Jewish people
began and the violence against them was justified.
They Aryans were seeking racial purity. That was
extended as an ideal of the Nazi regime through
propaganda. It turned into a legal norm and
culminated in the application of the Final Solution,
the extermination of the Jews.
5. Iconographic sources: Italian fascism
a) The characters from the photograph are dressed in
military uniforms. They are practicing for a parade.
The painting says: Believe, obey, fight. It was one of
the slogans of Italian fascism.
b) The elements that appear in the photograph could
be related to the characteristics of the Italian
fascism. In that way, we can observe the uniformity
of the population and the way they were framed, as
well as the cult to militarism, authority, the denial
of individualism and their submission to the state
and the absolute obedience of their leader.
6. Thinking work: Racism
a) Racism affirms that innate characteristics determine
biologically human behaviour. Anti-Semitism is a
term that makes reference to the prejudice or hatred
towards the Jews. In 1931, the SS established an
Office of Race and a Settlement to carry out the
8-26 METHODOLOGY
research of races and study possible partners for the
members of the SS. During the war, Nazi doctors
carried out false medical experiments trying to find
physical evidence that proved the superiority of the
Aryan race over the non-Aryan. The Nazis could
not find any evidence to this regard.
b) One of the foundations of Nazi ideology was the
creation of a “National Community”, which would
be constituted by the racial union of all German
Aryans. The general well-being of the community
would be more important than the individual. This
myth of the National Community, the propaganda,
was defined publically by the groups that were
excluded from it: that is, Jews, gypsies,
homosexuals, etc. Within them, the Jews were a
“foreign race” that corrupted the German nation.
The public exhibitions of anti-Semitism adopted
several forms: signs, newspapers, speeches on the
radio, films, even university teachers and religious
leaders included anti-Semitist ideas in their
speeches. Anti-Semitist propaganda was spread
through exhibitions such as the well-known “The
Eternal Jew”. This campaign cleared the way for the
promulgation of the “Nuremberg Laws” in which
marriage and sexual relationships between Jews and
people of “German blood” were strictly forbidden.
c) George Mandel realised one of the biggest tasks of
rescue in the Holocaust. He was a friend of a
Salvadoran diplomatic, José Arturo Castellanos,
who was named consul of El Salvador in Geneva,
who at the same time named Mandel secretary of
the consulate. Mandel emitted documents that
identified thousands of Europeans as citizens of El
Salvador. It is estimated that he emitted around five
thousand certificates. Many people who received
the documents survived. Some went to Switzerland,
others were sent to special camps and helped to
save the lives of thousands of Jews.
Personal answer. Students can mention, for
example, the case of the German businessman
Oskar Schindler, depicted in the Steven Spielberg's
movie Schindler's List.
d) Xenophobia is the hate and rejection of the foreign,
which can be accompanied with violence. Despite
living in a multicultural country, in society there are
discriminatory attitudes for several reasons:
religious, ethnical, economical, etc. These attitudes
increase in times of crisis, since it is easier to blame
others for the social problems that are going on.
e) Personal answer.
f) A better education based on the knowledge of other
cultures that highlights the importance of tolerance
could help eradicate the xenophobic attitudes.
 SOLUTIONS (CONTD.)
of the Creus’ Cape, on the Catalan coast. To the left
of the image there is a burned tree, petrified, which
(Comes from page 8-19) symbolises the passing of time. Also on the left and
ArtFile in foreground there is a watch run through by ants.
These are memories and the remorse that comes
a) Identification
from regretting things from the past. The most
The author of the work is the Catalan painter remarkable elements of the painting are the soft
Salvador Dalí (Figueres, 1904-Barcelona, 1989), watches, which symbolise the time’s flexibility and
one of the biggest exponents of Surrealism the accumulation of time, which passes inexorably.
This movement pretended to showcase the human Dalí wanted to make the spectator go beyond what
being’s subconscious through symbols. It was can be seen in plain sight in his work.
divided in two currents as well: c) Valuation
− Automatist portrays a universe of abstract
Personal answer.
symbols that come up from the unconscious, from
the world of the individual and from luck.
− Veristic surrealism, represents weird objects of
the world of dreams figuratively, and images
deformed without apparent reason. Dalí is inscribed
in this specific movement.
b) Description
The persistence of memory is a work made up of a
series of symbols. The scene is inspired in the area

WEB PAGE ADDRESSES

TICHING WEBSITES

http://www.tiching.com/750068 http://www.history.com/this-day-in-history/mussolini-founds-the-fascist-party

http://www.tiching.com/750069 http://www.bbc.co.uk/education/guides/zh9p34j/revision/5

http://www.tiching.com/750070 http://www.history.com/topics/new-deal

http://www.tiching.com/750153 http://great-depression-facts.com/cause-of-the-depression/103/

http://www.historylearningsite.co.uk/modern-world-history-1918-to-1980/italy-1900-to-
http://www.tiching.com/750154
1939/life-in-fascist-italy/

http://www.tiching.com/750158 http://alphahistory.com/weimarrepublic/why-the-weimar-republic-failed/

http://www.tiching.com/750159 https://www.ushmm.org/wlc/en/article.php?ModuleId=10005202

http://www.historylearningsite.co.uk/modern-world-history-1918-to-1980/russia-1900-
http://www.tiching.com/750160
to-1939/life-in-ussr-under-stalin/

http://www.tiching.com/750161 http://www.renemagritte.org/

METHODOLOGY 8-27
FOURTH COURSE

Unit 09
Spain in the first third of the 20th century (1902-1939)

TEACHER’S GUIDE

• Didactic Guide

• Answer Key

• Key Competences

• Focus on Diversity
– Reinforcement Activities
– Extension Activities

• Didactic Resources
– Let’s surf Tiching

• Digital Book

• Education in values

METODHOLOGY 9-1
 9 SPAIN IN THE FIRST THIRD OF THE 20TH CENTURY (1902-1939)
P. 178 and 179
DIDACTIC GUIDE AND ANSWERS KEY
LET’S START THE UNIT
What are we going to study?
■ In this unit, the pupils are going to study the
following content:
− the crisis of the Restoration.
− the dictatorship of Primo de Rivera.
− the Second Republic.
− the reforms of the Second Republic.
− education during the Second Republic.
− the Conservative Biennium and the Popular Front.
− the Civil War and its stages.
− consequences of the Civil War.
Introducing the unit
■ Pupils read the introductory text and then discuss
the following points:
− The Restoration was unable to satisfy the
demands of all members of society and was
overthrown.
− The dictatorship of Primo de Rivera was
established, followed by the Second Republic.
− The Second Republic also lacked the necessary
9-2 METHODOLOGY
support. Therefore, in 1936, after a failed military
coup, the Civil War began.
■ Next, focus the pupils’ attention on the three
questions from What do we know? in order to
introduce the new unit.
Then, before answering the questions from the book,
ask them to look at the map showing the February
1936 elections and ask the following questions:
− Where were the right-wing voters concentrated?
And the left-wing voters?
− Who won the elections?
Now, ask the students to answer the questions and
then discuss their answers as a class.
Then, focus pupils' attention on the time line and ask
them the following questions:
− What were the major political events in Spain
during the 20th century?
− How many years did Alfonso XIII reign? How long
did the Second Republic last?
− When did the Civil War start? When did it end?
What was the most important battle?
■ Finally, ask the pupils to look at the photograph
and discuss it together as a class.
 KEY COMPETENCES RESOURCE MATERIALS 9
LINGUISTIC COMMUNICATION Let’s surf Tiching

P. 178 and 179

■ Page 179. Pupils must read and understand the text of
this page to answer the questions.
■ Page 179, What do we know? To answer the third
question, pupils must correctly understand the
introductory text about the situation in Spain during the
first third of the 20th century.
LEARNING TO LEARN
■ Page 179, What do we know? For the second activity,
− In order to place themselves in the historical context
of this time period, students can watch the video
found at the following link:
http://www.tiching.com/106357
After watching the video, students answer the
following questions:
• In what ways can the Spanish Civil War be
understood?

DIDACTIC GUIDE AND ANSWERS KEY

pupils must correctly interpret the map showing the 1936
elections.
■ Page 179, What do we know? To answer the first
question, students must be able to interpret the time line
showing the stages and events that occurred between
1902 and 1939.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Acts. 1-3, What do we know? Pupils show initiative by
properly carrying out activities on their own.
• Did you know the music that accompanies the
images during the first minute of the video?
• How did the Second Republic begin? Who
opposed it?
• How is life in the countryside described and
illustrated?
• What was pistolerismo?
• What did General Mola hope to achieve?
• What happened in cities such as Barcelona?
• How did the war begin?
Finally, students discuss the major events that took
place during the first third of the 20th century in
Spain.

Education in values SOLUTIONS TO THE ACTIVITIES

The culture of peace Page 179

■ The Civil War split the country into two and resulted in
many deaths and exiles. Pupils will think about the
economic and social consequences of war:
– What physical and psychological effects did the war
have?
– What was the relationship between the opposing sides
after the conflict? Do you think there was a winner?
■ We will explain that conflicts between different
ideologies have been a constant in history, but there are
non-violent ways to resolve them. For example:
– The elimination of social and economic factors that
can lead to them.
– The control and self-control of aggression and
dialogue, mediation between the warring parties, etc.
• The monarchy of Alfonso XIII was replaced by the
Second Republic.
• After the elections in February 1936, Spain was
divided in two: Popular Front voters and supporters of
the right.
The areas on the east coast, the Canary Islands,
Madrid and the south of the country were supporters
of the Popular Front, while the centre of Spain and the
Balearic Islands supported the right. Galicia was
divided between the two sides and Basque Country
was more neutral.
• The central event in the contemporary history of
Spain is the Civil War, which was provoked by the
coup of General Franco in 1936 and lasted three
years, until April 1939.

Digital book
■ Self-correcting activities the student can answer and
then check themselves to see if they are correct.
Open activities that the student can answer and then have
corrected by the teacher.

METODHOLOGY 9-3
 9 SPAIN IN THE FIRST THIRD OF THE 20 TH CENTURY (1902-1939)
P. 180 and 181
DIDACTIC GUIDE AND ANSWERS KEY
1. WHY DID THE RESTORATION...?
A. Unsatisfactory... / B. The strengthening...
■ To begin, the pupils read the introductory text and
discuss the following main ideas:
− Alfonso XIII began his reign in 1902, which coincided
with the crisis caused by the disaster of 1898.
− The system of the Restoration was unable to
democratise political life and social unrest was
growing.
Then, students read the first subsection and the text The
corrupt politics of the Restoration. After answering
question a, pupils discuss the following questions:
− Were the reforms carried out by liberals and
conservatives sufficient? Why not?
− How does José Ortega y Gasset define Spanish
politics?
■ Then, students read the text from the second
subsection and answer question b. Then, ask them to
discuss the following questions:
− Who was Alejandro Lerroux? What did he achieve?
− How did the socialist opposition evolve? Who was
their leader?
− How can the rise of trade unionism at this period in
time be explained?
9-4 METHODOLOGY
C. The revolt of 1909... / D. The crisis of 1917
■ The students read the text from section C and discuss
its main ideas:
− In 1909 a popular revolt broke out, called the Tragic
Week, caused by opposition to the recruitment of
soldiers for the war in Morocco.
− This revolt was an anti-military and anti-clerical
outburst that was disproportionately crushed.
− The events of 1909 were hard blow to the system of
the Restoration. Antonio Maura resigned and a liberal
government was formed.
Students now read the text Against the war in Morocco
and answer question c.
■ Students read the last subsection and the graph that
goes with it. They answer question d and then discuss the
following questions as a class:
− Why did discontent erupt again in 1917?
− What was the economic impact of the First World War
on Spain?
− What years did wages fall and prices rise the most?
■ Finally, read through the Quick revision box as a
class. Students then do activities 1 and 2. Discuss their
answers and clear up any doubts they still have.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. a-d,1 and 2. Students must correctly use the
acquired vocabulary to answer the questions.
■ Act. 2. Students must use appropriate language to
explain why the Restoration system was in crisis, referring
to the aspects mentioned in the activity.
LEARNING TO LEARN
■ Act. 2. Students must answer the questions in a
reasoned way, linking the different ideas they have seen
in this unit.
■ Act. 1. They must compare the events of 1909 and
1917 and find similarities and differences.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Acts. 1 and 2. They will show autonomy by carrying
out the activities proposed on their own.
RESOURCE MATERIALS OF THE GUIDE
 Extension activity 1 will allow students to learn more
about the events during the so-called Tragic Week of
1909.
SOLUTIONS TO THE ACTIVITIES
Page 181
a. Maura's conservatives launched a "revolution from
above" with slight tax reform and regulation of the right
to strike. Canalejas and the liberals limited the influence
of the Church in public life and in education, introduced
the first laws protecting workers and allowed the
creation of the Commonwealth of Catalonia, a first step
in decentralisation.
However, they were unable to completely reform the
system, as caciquismo and electoral manipulation
continued to weaken it. The system was also attacked by
events such as the Tragic Week and the murder of
Canalejas.
b. The different opposition groups gained followers during
this time, acquiring an increasingly prominent role in
Spanish politics. On the one hand, Republicans united in
a coalition led by the extremist and populist Lerroux,
which won the support of Catalan workers and
significantly increased its electoral influence.
The Socialists, strong in the Basque Country, Asturias
and Madrid, came to have over 50,000 members in the
1920s. Finally, the Nationalists consolidated their
electoral ascent with the Regionalist League in Catalonia
and the Basque Nationalist Party in the Basque Country.
RESOURCE MATERIALS 9
Let’s surf Tiching
P. 180 and 181
− To learn more about the Tragic Week, the students
can visit the following link:
http://www.tiching.com/752353
After reading the article, they answer the following
questions:
• When and where did the Tragic Week take place?
• What relationship does the article establish
between the events and the urbanism of
DIDACTIC GUIDE AND ANSWERS KEY
Barcelona?
• How is the society of that time described?
• What event triggered the Tragic Week?
• How many days did it last? How many people
died?
• Who was Ferrer i Guàrdia?
Finally, the students choose one of the photographs
and describe the scene.
c. The Tragic Week was triggered by the mobilization of
reservists to fight in Morocco. The protest became a
spontaneous popular anti-military and anti-clerical
revolt, which was the result of decades of social tension.
The disproportionate response by the government, who
sent the army to violently crush the uprising and ordered
the execution of the pedagogue and freethinker Ferrer i
Guardia, resulted in public condemnation and the
resignation of the president of the Government,
conservative Antonio Maura. The king ordered the
formation of a new liberal government, which was led
by Canalejas. However, Canalejas was assassinated by
an anarchist in 1912, which led the Conservatives back
to power.
d. The different political forces were unhappy with the way
the conservative Eduardo Dato was governing, as he
often closed the Cortes and ruled by legislative decree.
The opposition, such as the Assembly of
Parliamentarians in Barcelona, called for his resignation
and the reconvening the Cortes.
1. The events of 1909 and 1917 were both popular
revolutions triggered by political and social tensions that
ended with the intervention of the army and some
political changes that failed to introduce necessary
reforms.
(Continued on page 9-29)
METODHOLOGY 9-5
 9 SPAIN IN THE FIRST THIRD OF THE 20TH CENTURY (1902-1939)
P. 182 and 183
DIDACTIC GUIDE AND ANSWERS KEY
2. THE DICTATORSHIP OF PRIMO DE RIVERA
A. The Morocco... / B. The social... / C. The...
■ After reading the introduction, pupils read the text and
look at the map from the first subsection. Have them
answer question a. Then, ask them the following:
− What was agreed at the Algeciras Conference in
1906?
− Did Spanish people support the war? Why not?
− What was the Picasso Report?
■ Next, students read subsection B and look at the table
Pistolerismo in Barcelona. Brainstorm the main ideas and
write them on the board:
− As well as the crisis in Morocco, there was also a
serious social crisis, with organised strikes by
industrial workers and peasants.
− The government attempted to control the situation by
creating unions and armed groups against the
workers.
− The labour leaders also responded with violence
(pistolerismo).
■ Pupils now read the third subsection and answer
question b. Write the main ideas on the board:
− In 1923, faced with the crisis, General Primo de
Rivera led a military coup with the consent of the king.
9-6 METHODOLOGY
The students now read the text The military coup and
discuss the following questions:
− How does the text justify the coup? What did it attempt
to put an end to?
D. Primo de Rivera’s... / E. The dictatorship...
■ Students now read the following subsection and
answer question c.
Then, focus their attention on the image and the table and
ask them the following questions:
− What can you see in the photograph? What historical
context can you relate it to?
− How did road construction develop at that time? What
explains its increase?
■ Next, the pupils read the last subsection and answer
question d. Brainstorm the main ideas as a class and
write them on the board:
− The 1929 crisis affected the Spanish economy and the
dictatorship lost support. Primo de Rivera was forced
to resign.
− Elections are to be held in April 1931.
■ Finally, the students do activities 1 and 2 in their
notebooks. Discuss their answers as a class.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. a-d. Pupils must answer the questions using the
appropriate vocabulary from this unit, evaluating what
they have learned.
■ Act. 1. They improve their capacity of written
expression by describing a graph.
■ Act. 2. They develop their listening skills by listening to
a text about the Picasso Report.
LEARNING TO LEARN
■ Act. a. They recognise Spain's interests in Morocco
and the problems caused by the occupation of the Rif.
■ Act. b. They identify the causes and people involved in
the military coup organised by Primo de Rivera.
■ Act. c. They specify the main measures implemented
by Primo de Rivera when he came to power.
■ Act. d. They understand the reasons that led to the
resignation of Primo de Rivera.
RESOURCE MATERIALS OF THE GUIDE
 In Reinforcement activity 1, students complete a table
with the causes that led to the Primo de Rivera's coup
and his subsequent actions.
SOLUTIONS TO THE ACTIVITIES
Page 183
a. Spain's main interests in Morocco were related to
mining and, as in any colonial territory, the export and
sale of domestic products.
b. Social conflicts caused by the deterioration of the living
conditions of workers led to labour mobilisations
(strikes, social war) and peasant uprisings. The
government was unable to come up with a solution to
the political crisis, which ended with a military coup and
the dictatorship of Primo de Rivera.
c. Primo de Rivera's dictatorship suspended the
constitution, dissolved the Parliament and banned
political parties and some unions such as the CNT.
Reduction of freedoms affected the press, education and
intellectuals opposing the dictatorship. The
commonwealths were abolished and nationalisms were
banned, as was the use of their languages.
A single party, the Patriotic Union, was created as well
as legislative body that was not democratically elected,
the National Consultative Assembly.
d. The 1929 crisis, the climate of opposition to the
dictatorship and the loss of the king's support led to the
resignation of dictator Primo de Rivera in 1930.
RESOURCE MATERIALS 9
Let’s surf Tiching
P. 182 and 183
− Students can use the following link as an introduction
to the unit, as it briefly explains the origin of the
Spanish Civil War:
http://www.tiching.com/752363
After watching the video, students answer the
following questions:
• When was the Second Republic declared? By
whom?
DIDACTIC GUIDE AND ANSWERS KEY
• Where did revolts take place in 1933?
• Which parties or political trends are mentioned in
the video?
• Which fascist dictators appear? Who did they
support?
• What was the Non-intervention Agreement?
• Which countries sent arms to the Republican
army?
• What colour are the areas that supported the
rebels represented on the map of the Peninsula?
And what colour are the areas that opposed the
insurrection?
• How did the conflict in Spain relate to the political
tensions between European countries at that
time?
1. During the dictatorship of Primo de Rivera, there was
some economic growth, thanks to the good international
situation. Numerous jobs were created in public works,
especially in road construction and monopolies such as
Telefonica and Campsa, which were launched at that
time. The graph shows the growth of the road networks,
which before the dictatorship had about 60,000
kilometres and in 1925, had about 80,000, reaching
90,000 in 1930. They grew by 50% during the 1920s..
2. Students should answer that the Picasso Report was
commissioned by Spain's Minister of Defence and
drafted by Major General Juan Picasso. In it, it is stated
that the Spanish military leaders made many mistakes
and took irresponsible decisions, exposing their men to
unnecessary dangers. Some ministers and judges tried to
hide these results from the public.
METODHOLOGY 9-7
 9 SPAIN IN THE FIRST THIRD OF THE 20TH CENTURY (1902-1939)
P. 184 and 185
DIDACTIC GUIDE AND ANSWERS KEY
3. THE SECOND SPANISH REPUBLIC
The proclamation... / The provisional...
■ Students begin by reading the first subsection and
answering question a. Then, ask them the following:
− How did the public view the elections held in April
1931?
− What were the results of the election? What did the
king do when the election results were in?
− When was the Second Republic proclaimed?
Now, ask the students to read the text Alfonso XIII gives
up his throne and discuss it as a class.
■ Students now read the second subsection and answer
question b. Then, brainstorm the main ideas from the text:
− The new government launched several reforms: the
legalisation of all parties and unions, general amnesty
for political prisoners, etc.
− Some ecclesiastical sectors were hostile to the
Republic and radical anarchists wanted a social
revolution.
− In June 1931, elections are held and the new Cortes
drafted a Constitution.
To wrap up this section, focus students’ attention the
graph, table and text box. Discuss them as a class.
9-8 METHODOLOGY
The 1931 Republican Constitution
■ Pupils read the text from this subsection and answer
question c. Then, discuss the following as a class:
− The new Constitution laid the foundations for a
progressive democratic republic.
− Conservative groups did not agree with the social,
religious and territorial issues outlined in the
Constitution.
Focus students' attention on the text box featuring articles
of the constitution and ask them to discuss the following
questions:
− How does define the first article define Spain? What
does Article 25 refer to?
− Which article talks about freedom of expression? And
Spain as a secular state?
− What do the last two articles refer to?
To finish working on this section, read the text on
women's suffrage and discuss the following point:
− Despite the controversial debate in Parliament, the
1931 Constitution recognised women's suffrage for
the first time in Spain.
■ Finally, the students do activities 1, 2 and 3. Discuss
their answers as a class.
 KEY COMPETENCES RESOURCE MATERIALS 9
LINGUISTIC COMMUNICATION Let’s surf Tiching

P. 184 and 185

■ Act. a. Students must explain in a reasoned manner
and using the right language why the 1931 municipal
elections were plebiscitary.
■ Act. 1. They read and understand a graph showing
election results and establish a relationship with the
progressive nature of the Constitution that was drafted.
LEARNING TO LEARN
■ Act. 1. They observe and analyse the data plotted on a
− To learn more about the Second Republic, students
can consult the following link:
http://www.tiching.com/752356
Students watch from minute 4'10 ''. Once they have
seen the documentary, students answer the following
questions:
• Describe the images of the proclamation of the
Republic.

DIDACTIC GUIDE AND ANSWERS KEY

graph and correctly answer the question.
■ Act. 2. They must arrange the features of the
Constitution of 1931 in table form.
MATHEMATICAL COMPETENCE AND BASIC…
■ Act. 3. They must analyse and understand the
quantitative data collected on a table depicting the
representation of different political tendencies in the June
1931 elections.
• How does the documentary explain the lack of
support for the monarchy?
• Who was the king replaced by?
• What was the economic situation like in Europe at
that time?
• What images from the documentary illustrate the
life of the working classes and peasants? What
impression did they give you?
• What political and social measures were taken by
the government of the Second Republic?

RESOURCE MATERIALS OF THE GUIDE

 Reinforcement activities 2 and 3 allow students to
review the process of the proclamation of the Republic
and analyse its constitutional principles.

SOLUTIONS TO THE ACTIVITIES

2. The characteristics of the 1931 Constitution were the

sobre los obreros era de protección, a cambio de que éstos fuesen menos reivindicativos.dro; Goya; Fernando, príncipe de
Page 185 following:
Asturias; María Josefa de Borbón, hermana del rey; una figura femenina con la cara vuelta,.
a. After the existing political discontent, the municipal Integral state with
elections were seen as a choice between the monarchy Type of state possible autonomous
and a republic, which is why the Republican victory led communities
to its proclamation. Universal suffrage for
Suffrage
b. The first reform measures of the Republic were: men and women
amnesty for all political prisoners and legalisation of Legislative power Resided in the Cortes
parties and unions, social laws to improve the situation Its Independence was
of workers and the establishment of the provisional Judicial power
established.
Generalitat of Catalonia.
3. Personal answer.
c. The new Constitution did not have the support of
conservative groups, who disagreed with its social,
religious and regional aspects.
1. The graph shows that in the elections for the Constituent
Cortes held in June 1931 the leftist parties (the
Republican-Socialist coalition) won with 279 seats,
compared to 119 for the centre and 41 for the right. The
Constitution drafted by the Parliament was therefore
progressive in nature. It considered the different realities
among the territories, enabling the autonomous
communities, established the separation of powers and
implemented women's suffrage for the first time in
Spain.

METODHOLOGY 9-9
 9 SPAIN IN THE FIRST THIRD OF THE 20TH CENTURY (1902-1939)
P. 186 and 187
DIDACTIC GUIDE AND ANSWERS KEY

4. THE REFORMS UNDERTAKEN BY THE REPUBLIC

A. The modernisation… / B. Land reform
■ Students begin by reading the introduction. Point the
main reforms needed and the sectors that were against
them. They then read the text from the first subsection
and answer question a.
Then, focus students' attention on the allegorical image of
the Second Republic and ask the following questions:
− What elements are identified with the Republic? Is
there anything inspired by the French Revolution?
■ Pupils now focus on each of the reforms implemented
to modernise the state, starting with the texts referring to
the army. Discuss the following:
− The reform sought to modernise the institution and
reduce the officer corps.
− Retirement Law, allowed for the retirement of almost
half of all military officers.
− The transfer of hostile officers and creation of the
Guardia de Asalto, loyal to the new regime.
■ Now, discuss the reforms made to education:
− What measures did the government adopt to enforce
the separation of Church and State?
− What are the differences between secular and
religious education? Which kind was promoted?
■ Finally, read the texts about territorial reform and
discuss the following:
− What changes were introduced to the territorial
organisation of the State? How were they carried out?
■ Students then the subsection about land reform and
answer question b. Discuss the following questions:
− What were the objectives of land reform? What
institution was created to carry out the reforms?
− What measures were taken in the Spanish
countryside?
C. Opposition to the Republican-Socialist…
■ Pupils now read the text from this subsection and
answer question c. Then, have them discuss their
answers to the following questions:
− Which conservative sectors were opposed to the
reforms? Why they were opposed?
− What were the main groups that made up the political
right?
■ Finally, the students do activities 1, 2 and 3 in their
notebooks before comparing their ideas with a partner.
When they have finished, correct their answers as a class
and clear up any doubts they may still have.

9-10 METHODOLOGY
 KEY COMPETENCES RESOURCE MATERIALS 9
LINGUISTIC COMMUNICATION Let’s surf Tiching

P. 186 and 187

■ Acts. a-c. The students must correctly write their
answers to the questions.
■ Act. 1. They must write a text using the data displayed
in a table.
LEARNING TO LEARN
■ Act. a. They individually develop a synthesis of
reformist biennium reforms by processing the information
from this section.
− To learn more about the role of anarchism in
Catalonia, students can visit the following link:
http://www.tiching.com/106346
After watching the video, students answer the
following:
• How would you describe the atmosphere during
the first interview?
• Describe images of the period shown in the video.

DIDACTIC GUIDE AND ANSWERS KEY

■ Act. 1. They look at the data plotted on a map of Spain
and answer the questions.
■ Act. 2. Students must understand the government's
reasons for introducing certain reforms.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
How do you imagine the atmosphere at that time?
• What do you think it was like for different members
of society?
• What building appears with the label "village
house"?
• How did they intend distribute work equally?

■ Act. 3. They develop their listening comprehension • What were luxury hotels turned into?
and summarise the content of a given story individually. • What kind of factories, businesses or
establishments were collectivised?
• How many collectivisations took place in
RESOURCE MATERIALS OF THE GUIDE Catalonia?
 Reinforcement activity 4 requires students to point out • How do you imagine running a collectivisation? Do
the major military, land and territory reforms initiated you know of any recent cases of collectivisation?
by the Republic.

SOLUTIONS TO THE ACTIVITIES

Page 187
a. During the Second Republic the following reforms were
introduced in an effort to modernise Spain:
– Military reform. Reducing of the number of officers
through a retirement law and subjecting the military
to civilian authority.
– Religious and education reform. Separation of
Church and State; introduction of civil marriage and
burial; divorce law; secular education.
– Territory reform. Decentralisation of the State;
approval of statutes of autonomy; establishment of
autonomous governments.
b. In 1932 land reform was difficult to implement. Due to
the lack of resources to compensate the landowners and
the lawsuits that they filed, reform was slow and limited.
c. We can establish two large bloq of opposition to the
Republic.
On the one hand, the sectors that were affected by the
reforms that the Republic intended to carry out, such as
large landowners, the church hierarchy, the army and
part of the upper-middle class.
On the other hand, leftist sectors that considered the
Republic's reforms were too soft and too slow. This led
the UGT to radicalise and the anarchist groups directly
affiliated with the FAI to call for armed insurrection.
1. The provinces that had the largest estates were Huelva,
Badajoz, Caceres and Ciudad Real, and much of Seville
and Cadiz.
The table shows the steps the Republic took to reform
agriculture in order to end the extreme poverty suffered
by thousands of peasants: expropriation and occupation
of uncultivated land and settlement of peasant families.
2. The government justified its reforms with the following
arguments:
– Military reform. The organisation of the army was
backward and over-staffed.
– Religious and education reform. The Church had too
much influence in public areas and education.
– Territorial reform. The existence of historical
nationalities within the State should be recognised.
(Continued on page 9-29)

METODHOLOGY 9-11
 9 SPAIN IN THE FIRST THIRD OF THE 20TH CENTURY (1902-1939)
P. 188 and 189
DIDACTIC GUIDE AND ANSWERS KEY
5. TEACHERS DURING THE REPUBLIC
A. The new role… / B. Schools and…
■ Pupils read the introductory text for this section and
engage in a debate based on the following question:
− Why is a good education system important for the
future of a country?
■ Then pupils read the first subsection and answer
question a. Discuss the main reforms introduced in the
Republic to encourage gender equality:
− Women’s suffrage.
− Coeducation.
− Access to jobs traditionally reserved for men.
Focus students' attention on the text box about key
female figures in education and encourages students to
find more information about them. Have them share what
they’ve learnt with the class.
■ Students now read the text from the second
subsection and answer question b. Have them read the
text boxes The free institution of education and
Resistance to change. Then discuss the following
questions:
− What do we mean by secular education? What
ideological objectives did the new education have?
− Who resisted these changes in education?
9-12 METHODOLOGY
C. Reforms in teacher… / D. The Republic’s…
■ Students read the text from the third subsection and
answer question c.
Then, focus their attention on the text box Public, secular
education and brainstorm together the main ideas behind
the law. Write them on the board:
− Public education as a state function.
− Secular public education.
− Free public education.
− Character-building education.
− Collaboration between all those working in education.
■ Students now go on t oread the last subsection, as
well as the text box Extending culture. Discuss the
following questions as a class:
− Why did rural areas require special educational
attention?
− What was the role of teachers and principals in rural
areas? Why?
■ Finally, the students do activities 1, 2 and 3 in order to
review and apply what they have learned. Discuss their
ideas and answers as a class and clear up any doubts
they may have.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. 2. Students must use specific language to explain
the cultural and educational policy reforms of the Second
Republic.
■ Act. 3. They use their writing skills to create a creative
text about their feelings as imaginary students of the
Pedagogical Missions.
LEARNING TO LEARN
■ Act. a-c. They identify and describe the objectives of
the Republic regarding education and culture, as well as
the new role of women in this area.
■ Act. 1. They work with a specific case of accusation
against a teacher in order to analyse the political and
social context of the time.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Act. 3. They show initiative by putting themselves in the
place of a student at the time of the Pedagogical Missions.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. 3. They use the digital resources available to get
more information about the activities of the Pedagogical
Missions.
SOLUTIONS TO THE ACTIVITIES
Page 189
a. One of the objectives of the Second Republic was to
promote equality between men and women and
encourage women to participate in political and social
life. In education, coeducation of children and women's
access to positions that had been unavailable to them, as
teaching in schools and universities. Thanks to
scholarships granted by the Board of Advanced Studies,
some teachers and professors were able to travel abroad
to study the education system in other countries in order
to promote improvements later in Spain.
b. During the Second Republic, 13,000 new primary
schools and 30 new secondary opened. Special
importance was given to provide education in rural
areas, with the aim of spreading Republican values and
ideas.
c. The objective of the Professional Plan of Education was
to train teachers committed to Republican values and
principles, such as modernisation, secularism and
coeducation.
1. The text allows us to analyse what the role of the
teachers was during the development of new education
policies. Generally speaking, students should note that
their role could not have been easy because the teachers
RESOURCE MATERIALS 9
Let’s surf Tiching
P. 188 and 189
− Students can find an audiovisual documentary written
by J. E. Hemingway and Dos Passos at the following
link:
http://www.tiching.com/
As the documentary is quite long, students can focus
their attention on the first eight minutes. They then
discuss the following questions:
• How do they describe the land?
DIDACTIC GUIDE AND ANSWERS KEY
• What characters appear?
• What do they do?
• How are they dressed?
• Do you think the creators of the documentary
found Spanish society exotic?
had to fight against various prejudices of society,
especially in conservative areas that identified the
female teacher figure with the new Republican values.
For this reason, teachers were persecuted after the end of
the Republic, since their role contradicted the
ideological principles of the victors of the Civil War,
according to which the role of women should always be
subordinate to men and their tasks should be limited to
the home and the care of children and grandparents.
2. The definitions are:
– Scholarship – a payment to support education.
– Grant – financial award for education.
– Secular – non-religious.
– Coeducation – education of both sexes together.
– Reform - change.
– Neglected area – area that does not receive attention.
– Choir – group of people who sing.
Then, the students use the words above to write a text
describing the education system during the Second
Republic.
(Continued on page 9-29)
METODHOLOGY 9-13
 9 SPAIN IN THE FIRST THIRD OF THE 20TH CENTURY (1902-1939)
P. 190 and 191
DIDACTIC GUIDE AND ANSWERS KEY

6. THE CONSERVATIVE BIENNIUM AND THE...

The Conservative Biennium/ The Popular Front − The centre-left, which joined up with the Popular
Front, which also had anarchist support.
■ Students read the first subsection and answer
− The right formed coalitions of cedistas, radicals,
question a. Then, ask them the following questions to see
monarchists and traditionalists.
how much they have understood:
− Why did Manuel Azana resign as head of ■ Then, the students compare the results of the
government? What were the consequences? elections of 1933 and 1936 from the graph and analyse
and discuss the electoral campaign posters.
− Which parties won the elections in November 1933?
How did the new government act?
From the Popular Front to Civil War
− How did unions and workers' parties respond to the
right's rise to power? ■ Students read the main text from this subsection and
answer question c. Have them read the text box The
■ Now, focus students' attention on the text The international... and ask the following questions:
Asturian workers' demands and ask the students the
− What social climate did the continuing tensions
following questions:
between left and right lead to?
− What political militancy did participants in the
− What happened after the murder of Calvo Sotelo?
revolution of Asturias belong to?
What measures did the rebels want to implement?
− What were their demands? How was the insurrection
− How did the international situation influence the
finally repressed?
outbreak of the Civil War?
Then, encourage a debate among the students about the
legitimacy of each of the workers’ demands from their ■ Students read the text box The beginning… describe
point of view. the map The division...

■ Students read the second subsection and answer Students do activities 1, 2 and 3 in their notebooks. They
question b. Point out the two coalitions that contested the then discuss their ideas in pairs.
elections of 1936: Finally, discuss the answers and clear up any doubts.

9-14 METHODOLOGY
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. b. Students must define the two bloqs that make
up the Spanish political landscape of the time.
■ Act. c. They explain the events leading to the
insurrection of July 1936.
LEARNING TO LEARN
■ Act. 1. They place the Spanish conflict in the
framework of the political polarisation engulfing Europe.
■ Act. 2. Observe the data plotted on a map of Spain
and use the information to correctly answer the question
on their own.
■ Act. 3. They analyse and interpret two posters of
electoral propaganda from different ideologies.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Acts. 1-3. They must work alone to do individual
activities from this double page.
RESOURCE MATERIALS OF THE GUIDE
 Extension activity 2 aims to have the pupils analyse the
outbreak of the Spanish Civil War based on their
reading a text.
SOLUTIONS TO THE ACTIVITIES
Page 191
a. President Alcala Zamora called for the elections of 18
November 1933, as a result of the tension created by the
Casas Viejas incident within the Republican-Socialist
coalition government, which eventually lead to the
resignation of the head of government. The 1933
elections were won by the centre-right parties: Lerroux's
Radical Party and the CEDA.
The elections of February 1936 were called for by the
primer minister because some ministers of the Radical
Party were involved in several scandals and the
differences between the Radical Party and the CEDA
became more apparent after the revolution of October
1934. These elections were won by the leftist coalition
called the Popular Front.
b. Spanish politics in this period were split in two bloqs.
On the one hand, there were the parties of the centre and
the right, who created a coalition in most provinces. On
the other, there were Republican left-wing parties, who
formed a coalition known as the Popular Front. The
Popular Front won the election by a narrow margin of
votes.
c. The Popular Front victory in the elections was badly
received by the most conservative sectors of society and
RESOURCE MATERIALS 9
Let’s surf Tiching
P. 190 and 191
− To learn more about the political scene of the time,
students can visit the following link:
http://www.tiching.com/752368
After watching the video, the students answer the
following questions:
• What ideologies and groups made up part of the
National Front?
• What did Durruti defend?
DIDACTIC GUIDE AND ANSWERS KEY
• What ideologies and groups made up the
Republican front?
• Can you explain the differences between them?
• Why did communists and anarchists clash in
Barcelona?
• What role did the United States, France and
England play in the war?
Students can now debate the possibility of staying
neutral in armed conflicts taking place in other
countries.
there were violent clashes between the left and right. On
July 13, 1936, monarchist deputy Calvo Sotelo was
assassinated in retaliation for the murder of Lieutenant
Jose Castillo, a militant socialist. This climate of social
confrontation served as a pretext for opposing forces to
the Republic to accelerate their plans coup, which
happened between 17 and 19 July 1936.
1. The international context of the 1930s was marked by
the rise of fascism and revolutionary movements
influenced by the Soviet Revolution. This polarisation
also dominated the Spanish political climate before the
war.
2. We see on the map that the uprising triumphed in
Galicia, Castilla-Leon, La Rioja, Navarra, Canary
Islands, Balearic Islands (except Menorca) and part of
Aragon, Extremadura and some Andalusian cities, as
well as Morocco.
We can establish that the coup failed mainly in large
cities and industrial areas due to popular resistance and
the fact that local police and the army remained loyal to
the Republic.
(Continued on page 9-29)
METODHOLOGY 9-15
 9 SPAIN IN THE FIRST THIRD OF THE 20TH CENTURY XX (1902-1939)
P. 192 and 193
DIDACTIC GUIDE AND ANSWERS KEY
7. THE CIVIL WAR: THE OPPOSING SIDES
The Republic at war
■ Pupils read the first four paragraphs from this
subsection about the beginning of the Civil War and
answer question a. Then, ask the students:
− What were the workers committees? How were they
involved in the revolutionary process?
− What role did the Republican government play during
the first months of the conflict?
− What social groups were subject to repression? Who
were the perpetrators of this repression?
To illustrate the revolutionary process, focus their
attention on the poster on the government headed by
Largo Caballero and analyse it as a class.
■ Now, pupils read the last paragraphs from this
subsection and discuss the reasons for the split on the
Republican side that came to a head in May 1937:
− Anarchists and Trotskyists wanted to deepen the
social revolution and then win the war.
− Republicans, communists and socialists want to
prioritise the war effort and hold off on the revolution.
■ Before finishing with this subsection, pupils read
Negrín’s 13 points and discuss them together in pairs and
then as a class.
9-16 METHODOLOGY
The Nationalist rebels: the creation…
■ Pupils read this subsection and answer question b.
Then, ask the students the following question:
− What hinted at the rebel's plans to establish a fascist
state?
Then, pupils read General Sanjurjo's letter and discuss it
together as a class.
■ Students now read the text from the subsection The
social revolution on the Republican side and answer
question c. Then, brainstorm its two main ideas:
− The left's differing ideology.
− Resistance from the most radical sector on the left.
With this last idea in mind, students read the text boxes
War and revolution and The militias and discuss:
− What sector of the left did Durruti belong to?
− What role did the militia have during the war?
■ Ask pupils to read the texts about to the
collectivisation of the economy and ask the following:
− - How would you explain what collectivisation is? What
economic areas was it carried out in?
■ Finally, students read the text about the new role of
women and do activities 1, 2 and 3. Discuss as a class.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. a-c. Pupils use their writing skills to answer
questions correctly and individually.
■ Act. 2. They read and understand the text by General
Sanjurjo to answer questions correctly.
■ Act. 3. They use their speaking skills to express a
personal opinion.
LEARNING TO LEARN
■ Act. a. They must provide a reasoned response to the
question.
■ Act. b. They identify the political elements that
developed during the war and contributed to the
subsequent creation of a dictatorship.
■ Act. 1. They identify and describe the major internal
problems faced by the Republic at war.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Acts. a-c. They work on their own to complete the
activities from this unit.
■ Act. 3. They give reasoned, coherent arguments to
defend a personal opinion.
SOLUTIONS TO THE ACTIVITIES
Page 193
a. The socialist Juan Negrin formed a government in 1937
with the support of the Communists. A year later he
proposed a peace proposal, called Thirteen Points, which
was rejected by General Franco.
The Thirteen Points were intended to save the Republic'
legality and the main reforms that had been undertaken,
while renouncing the ambition that the Popular Front
had shown in 1936, such as regional freedoms
(Catalonia, Basque Country and Galicia) without
undermining the unity of the State. In addition, amnesty
was granted to avoid reprisals after the end of conflict.
b. During the Civil War, in areas where the military coup
had succeeded, a state of fascist inspiration was
organised which prohibited the existence of parties and
unions except FET and JONS. The Constitution and all
autonomous statutes were annulled, Catholicism was
recovered as the official religion and the reforms
undertaken during the Republic were eliminated. This
form of government was the one that eventually
prevailed after the war.
c. On the Republican side, there were different ideologies:
republicanism, reformism, socialism, left-wing
nationalism, communism and anarchism. The main
RESOURCE MATERIALS 9
Let’s surf Tiching
P. 192 and 193
To learn more about the role of women during the
Second Republic and the Civil War, students can visit the
following link:
http://www.tiching.com/752366
They watch the video from minute 2'30 ''. Discuss the
following issues as a class:
− Had you ever seen those posters?
− How would you describe the style of the posters that
DIDACTIC GUIDE AND ANSWERS KEY
appear in the video?
− What attitude toward women do they show?
− When were messages asking women to enlist in the
front change? Where was their presence required?
− On which of the propaganda posters are women more
present? Why do you think that is?
division was the result of the confrontation between
radicals who wanted to seize the context of war to
deepen the social revolution and those who wanted to
focus on winning the war.
1. The main internal problem that the Republic faced was
the lack of joint strategy between the various leftist
sectors defending its legality. While the government
tried to give priority to the military effort to win the war,
more radical groups, especially anarchists, defended the
need to deepen the social revolution.
2. According to Sanjurjo's letter, the main objective of the
insurgents was to liquidate the current liberal and
parliamentary system, banning political parties and
establishing a new government made up of soldiers who
serve to abolish the reforms promoted by the Republic.
Under the measures taken in the areas controlled by the
rebels, the objective expressed by General Sanjurjo
materialised in 1937, when Franco decreed the
unification of Falangists and traditionalists in one party
(FET and JONS). He banned all other parties and
unions, abolished the Constitution, the statutes of
autonomy and Republican legislation and recovered
Catholicism as the official religion of the State.
(Continued on page 9-29)
METODHOLOGY 9-17
 9 SPAIN IN THE FIRST THIRD OF THE 20TH CENTURY (1902-1939)
P. 194 and 195
DIDACTIC GUIDE AND ANSWERS KEY
8. THE MILITARY STAGES OF THE CIVIL WAR
■ Pupils read the introductory text and the first
subsection and answer question a. Ask them to look at
the map and write the main ideas on the board:
− The rebel army, better organised and equipped, took
the initiative in the war, which lasted three years. The
ineffective Republicans acted on the defensive.
− In November 1936, the rebel troops arrive at the gates
of Madrid. The Republican forces resisted and Franco
decided to abandon the front at Madrid.
Pupils now read the next text box. Focus their attention
on the map and discuss the main ideas:
− In the Battle of the North, Franco's troops attacked the
major cities of the Cantabrian coast.
− Republicans failed to defeat Franco in the north.
German aviation helped Franco with the bombing of
Guernica in April 1937.
Finally, they read the last text box and look at the map.
Discuss the main ideas:
− In February 1938, the pro-Franco troops occupied
Aragón and reached the Mediterranean.
− Republicans concentrated troops in the Battle of the
Ebro, which was the hardest, longest battle in the war.
− In February 1938, Catalonia fell into Franco's hands
and in March he took Madrid and central Spain.
9-18 METHODOLOGY
■ Pupils now read the subsection from the following
page, International support for each side.
Students answer question b. Focus their attention on the
text box The International Brigades ask the following
questions:
− How was the conflict of the Spanish Civil War seen
from abroad?
− What were the International Brigades? Who was Juan
Negrin?
Focus their attention on the poster by Joan Miro and ask
them to discuss their impressions.
Pupils now read the text boxes Military aid for both sides,
The Non-Intervention Committee and look at the
photograph and the table showing foreign intervention.
Then discuss the following points with the class:
− Italy, Germany and Portugal were the great allies of
the Franco regime during the war. The Soviet Union
supported the Republican government.
− The other European powers decided to remain neutral
in the conflict, fearing Hitler.
Finally, the pupils do activities 1-6. They work individually
and in pairs and then discuss their answers and ideas as
a class. Clear up any doubts they still have.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. a and b. Students use their writing skills
individually to answer questions correctly.
■ Act. 5. They must read and understand the text about
Negrin and the section on the International Brigades to
correctly answer the questions.
LEARNING TO LEARN
■ Act. 3. They will relate the lack of support from
Western democracies to the Republic with the
international situation of the time.
■ Act. 4. They must interpret the information in a table to
answer individually the questions.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Acts 1-6. Pupils will work on their own to do the
activities from this unit.
MATHEMATICAL COMPETENCE AND BASIC COMPETENCE…
■ Act. 4. They must analyse and understand the
quantitative data collected in a table on foreign
intervention in the Civil War.
SOLUTIONS TO ACTIVITIES
Page 195
a. The rebel army, which was better organised and well
equipped, took the initiative during the war, forcing the
Republican army to act mainly on the defensive.
b. The International Brigades were military units grouping
some 30,000 volunteers from more than 50 countries,
who supported the Republican side.
1. Students can describe the evolution of the Civil War as
follows: Until March 1937, Republican troops controlled
from Madrid to the south and east to the north, eastern
Andalusia, Catalonia and eastern Aragon and north the
Cantabrian strip running from Oviedo to San Sebastián.
The islands and the rest of Spain were controlled by
Franco's troops.
Between April and October 1937, the Battle of the North
was fought, in which Franco's troops attacked the major
cities on the Cantabrian coast. The Basque Country and
its mining and industrial production fell into rebel hands.
Finally, they also seized Cantabria and Asturias.
In early 193,8 the Francoist troops controlled Teruel,
much of Aragon and reached the sea. To curb the rebel
advance, Republicans focused on the Battle of the Ebro,
which was the longest and toughest of the war. It was a
RESOURCE MATERIALS 9
Let’s surf Tiching
P. 194 and 195
At the following link, students can find a documentary
that explains the development of the war:
http://www.tiching.com/752364
After watching the video, the students answer the
following questions:
− What sectors were at war?
− Where was Franco's army coming from when they
arrived at Gibraltar?
DIDACTIC GUIDE AND ANSWERS KEY
− How did Adolf Hitler support Franco’s army
− What two zones was the country divided in at the
beginning of the war? Which one had the better-
prepared army?
− What was the Condor Legion?
− How did Mussolini’s army participate?
− Who armed the Republican army?
− What were the International Brigades? Where did
they come from?
− What happened in Guernica?
crucial battle, as the Republican troops finally had to
retreat before Franco's advance. From late 1938 and
early 1939 Catalonia gradually fell into rebel hands.
Then, only Madrid and the central peninsula resisted two
more months, until April 1, 1939.
2. Personal activity.
3. Western democracies were afraid Hitler would advance
and therefore created a Non-Intervention Committee,
which proclaimed its neutrality in the conflict. The
Republican side was aided only by weapons, tanks,
planes and officers from the Soviet Union, while the
pro-Franco side was supported by Italy with war
material and soldiers; Germany, with new weaponry and
the Condor Legion and Portugal, with volunteers and
permission to operate from its territory.
4. Franco's side received a much more foreign aid, both in
aircraft, tanks and weapons and, above all, soldiers and
technicians. This circumstance greatly helped the rebel
victory over the Republicans.
(Continued on page 9-29)
METODHOLOGY 9-19
 9 SPAIN IN THE FIRST THIRD OF THE 20TH CENTURY (1902-1939)
P. 196 and 197
DIDACTIC GUIDE AND ANSWERS KEY
9. THE DISASTERS OF WAR
A. The suffering of the civilian population
■ Pupils begin by reading the introductory text and
looking at the photograph. Then, discuss the following:
− The civilian population also suffered the
consequences of the war behind the front lines. They
were subjected to bombings, hunger and repression.
Focus their attention on the image A civil war bomb
shelter and ask them to discuss the following:
− Have you even been to a bomb shelter?
Discuss their answers together as a class in order to
deepen their analysis.
Students now read the text and the text box Refugees.
They look at the picture and answer question a. Then
discuss the following as a class:
− The Civil War was one of the first wars that used the
bombing of civilians.
− The bombing caused around 120,000 deaths, of which
11,000 were in Republican areas.
− Hunger was on the rise, especially in Republican
areas. Rationing and the black market emerged.
− With the advance of Franco's troops, the number of
refugees increased, especially in Valencia and
Catalonia. Children were sent to France and Russia.
9-20 METHODOLOGY
B. Persecution and… / C. The consequences…
■ Students read the text from the subsection
Persecution and repression and answer question b. They
then summarise its content:
− For political and personal reasons, violence was
perpetrated against civilians.
− The Republicans engaged in violent repression,
especially at the beginning of the conflict.
− In Francoist areas leaders and activists from leftist
organizations are systematically persecuted.
Now, students read the text boxes "Sacas" and "paseos"
and Destroy the enemy and discuss the following:
− What were the "sacas" and "paseos"? How can
General Mola's violent actions be justified?
■ Pupils read the last section and answer question c.
Focus their attention on the image and table. Discuss the
following questions:
− Which four aspects of the war left a mark on Spanish
society?
− How many total deaths occurred in the Civil War,
counting from both sides?
Finally, the students do activities 1, 2 and 3. Discuss their
ideas as a class and clear up any doubts.
 KEY COMPETENCES
LEARNING TO LEARN
■ Act. 1. Pupils must interpret the information contained
in the drawing of a shelter and answer the question.
■ Acts. a, b and c. They give reasoned answers to the
questions.
LINGUISTIC COMMUNICATION
■ Act. 2. They develop their listening skills by listening to
a story about the bombing of Guernica.
■ Act. 3. They use their writing skills to draft a text about
the experiences of child exiles found at the two Tiching
links.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. 3. They use two Tiching links to learn about and
explain the experiences of child refugees during the Civil
War.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Act. 3. They show initiative when recreating a similar
situation to the children who lived in exile during the war.
SOLUTIONS TO THE ACTIVITIES
Page 197
a. Civilians during the war suffered bombings, hunger
caused by food shortages (especially in Republican
areas), which led to illness and death, repression of the
opposite side and sometimes the need to leave their
homes and migrate to survive.
The greatest impact on everyday life were the bombings,
which as well as being very dangerous, also forced
people into exile and caused serious physical and
psychological damage.
b. The purpose of repression was to terrorize the
population and prevent dissent and opposition in the
new state.
c. The political consequence of the war was the
establishment of a dictatorship that lasted almost 40
years, with the consequent destruction of democracy and
the imposition of an authoritarian military regime.
1. In the drawing, six bombers can be seen, which are
attacking the city. The population is fleeing into the
shelter as fast as possible, while in the background the
black smoke indicates that previous bombs have caused
fires and other damage to the city.
RESOURCE MATERIALS 9
Let’s surf Tiching
P. 196 and 197
Students can learn more about what life was like on the
front by visiting the following link:
http://www.tiching.com/752367
After watching the video, the students answer the
following questions:
− Which battles appear?
− How was ammunition transported?
DIDACTIC GUIDE AND ANSWERS KEY
− What did you find most surprising?
− How did the inhabitants of the places where battles
are fought flee to safety?
− What did they take with them? What would you take
in the same situation?
− Where could they go?
− What images appear after the war? How are the
soldiers shown?
− Do you think they are images of the time or
reconstructions?
− How do you think took them?
There were certain people overseeing the entry and
movement within the shelter, as can be seen in the
image. Near the entrance, there is an infirmary to treat
the wounded, the toilets are on the side and, further
back, there are rooms to accommodate the people, which
could be forced to stay there for long periods of time.
2. After hearing the story about the bombing of Guernica,
students should answer that on 26 April 1937, Guernica,
an ancient town in the Basque Country, was completely
destroyed by insurgent air raiders. The bombing lasted
for 3.5 hours. Monday was the customary market day in
Guernica, which was full of people. According to the
Basque authorities, over 1600 people died and nearly
900 were injured. Many historians now think the death
toll was under 300.
3. Personal activity.
METODHOLOGY 9-21
 9 SPAIN IN THE FIRST THIRD OF THE 20TH CENTURY (1902-1939)
P. 198 to 201
DIDACTIC GUIDE AND ANSWERS KEY

KEY COMPETENCES

LINGUISTIC COMPETENCE
■ Page 198, Complete..; page. 199 Learn to…; page.
200, act. 3. Pupils will use the appropriate vocabulary and
written expression skills to answer the questions
correctly.
■ Page. 200, act. 3. They will read a historical text and
discuss it in pairs with the help of the questions from the
activity.
■ Page. 199, Learn to... They will watch and understand
a film and answer questions about it.
LEARNING TO LEARN
■ Page. 198, Complete... They will organise information
about the subject of this unit in a concept map and
summary table.
■ Page. 200, act. 1. They will interpret the information
on a map showing the military stages of the Civil War and
answer the questions.
■ Page. 200, act 2. They will analyse the information
displayed in a graph and answer the questions.
■ Page. 201, act. 4. They will comment on political
propaganda two posters, taking into account their
historical context.
■ Page. 199 Learn to… They will analyse a theatre play
within its historical context.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Page. 200, acts. 1 and 2. They will observe the map
and graph and answer the questions, using the data
provided there.
■ Page 201, act. 5 They will analyse Picasso's
Guernica and answer the questions individually.
■ Page. 201, acts. 5 and 6. They will use digital
resources, such as Tiching links, to find relevant
information and correctly answer the questions.
CULTURAL AWARENESS AND EXPRESSION
■ Page. 201, act. 5. They will learn about Guernica by
Pablo Picasso, discover its symbolic content and relate it
to its historical context.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Pages. 200 y 201. They will carry out some activities
individually and independently.

9-22 METHODOLOGY
SPAIN IN THE FIRST THIRD OF THE 20TH CENTURY (1902-1939)
FINAL ACTIVITIES
■ The Summary and History workshop activities meet
the objective of consolidating the key concepts.
■ The activity Learn to… analyse a historical film gives
pupils the opportunity to analyse and discuss a film set
during the Civil War. This will allow them to expand their
knowledge of how the conflict affected the daily lives of
ordinary people.
■ Activity 1, Space and time. The military stages of the
Civil War will allow pupils to analyse a map to understand
how the Civil War evolved through its military stages.
Then, activity 2, Graphs. Social conflict will allow pupils to
analyse the number of strikes that occurred in Spain
during the first third of the 20th century to understand the
social unrest going on at the time.
Activity 3 Documentary sources. The CEDA programme.
will enable pupils to understand the political situation in
Spain during the Republic by analysing a primary source
about the CEDA programme.
Activities 4, 5 and 6 will allow pupils to develop and learn
more about propaganda during the Civil War, using a
work of art inspired by the horrors of the war and using
Internet to find more information about the Tragic Week.
9
P. 198 to 201
DIDACTIC GUIDE AND ANSWERS KEY
SOLUTIONS TO ACTIVITIES
Page 198
SUMMARY
1. Copy and complete the concept map…
SPAIN IN THE FIRST THIRD OF THE 20th CENTURY
the crisis of the Restoration (1902-1923)
caused by: loss of colonies in 1898; insufficient
reforms: caciquismo, election corruption, Tragic
week, assassination of Canalejas.
led to: strengthening of the opposition, unionism,
dictatorship of Primo de Rivera.
dictatorship of Primo de Rivera (1923-1931)
causes: inability of the parties to reform the system,
social conflict, military defeats in Morocco. /
characteristics of the regime: prohibition of political
parties and unions; reduction of freedoms; repression
of Basque and Catalan nationalism; a single party
and an undemocratic legislature; economic growth,
control of the Protectorate of Morocco. / Crisis:
increased opposition after the 1929 crisis, cries for
democratic elections and a republic in 1930.
Second Republic (1931-1936)
METODHOLOGY 9-23
 stages
Reformist Biennium: reformed: army, Catholic
Church, education, territorial distribution, land
ownership. / Conservative Biennium during which an
insurrectionary movement in Asturias and in Catalonia
the Generalitat announces the Catalan state caused by
the paralysis of the reforms initiated earlier. / Manuel
Azaña’s government, made up of the Popular Front:
left-wing republican parties; restarted the reforms
initiated in 1931.
Civil War (1936-1939)
began: 18 July 1936. / sides: Republicans and rebels. /
ended: 1 April 1939. / Consequences: thousands of
deaths, refugees, economic crisis, destruction of
democracy for 40 years and the absence of
reconciliation.
2. Check what you know
ANSWER THE QUESTIONS
a) It involved the introduction of fiscal reform and
regulation of the right to strike, which took place
during the governments of Alfonso XIII, between 1902
and 1923.
b) During the dictatorship of Primo de Rivera, the
Constitution was suspended, Parliament was dissolved
and political parties and unions were prohibited. All
elected officials were dismissed, strict censorship of
the press was established, Catalonia's autonomy was
supressed and all public expressions of Catalan and
Basque nationalism were banned. There was a general
crackdown on intellectuals, university professors and
leftist organizations.
c) Primo de Rivera lost the confidence of the king and
resigned in January 1930. The king appointed General
Berenguer as head of government, who was replaced
by another officer, Admiral Aznar, while much of the
opposition called for democratic elections and a
republic. Finally, Aznar called for municipal elections
on April 12, 1931. The population saw these elections
as a plebiscite on the monarchy and republic. The
Republican victory was evident in large cities and
industrial centres. After these events and
demonstrations in favour of the Republic, Alfonso XII
suspended the royal power, left the country and went
into exile. Two days later the Second Spanish Republic
was proclaimed.
Much of the opposition signed the Pact of San
Sebastian in August 1930, which called for democratic
elections and the establishment of a republic.
d) The major reforms undertaken by Republican regime
during the First Biennium (1931-1933) were:
– Military reform, which aimed to reduce the number
of officers with the Retirement Act and submit the
military to civilian authority by reducing the
number of generals and getting rid of those not
9-24 METHODOLOGY
considered loyal to the Republic.
– Religious reform intended to reduce the weight of
the Catholic Church by separating church and state.
Religious teaching orders were banned and the
Society of Jesus was dissolved. Civil marriage and
burial was also introduced and divorce was
legalised.
– Education reform promoted secular education and
the state assumed responsibility for public school.
Large investments were allocated to school
buildings and to increase the number of teachers.
– Territorial reform carried out a process of
decentralisation of the state, offering the possibility
to develop statutes of autonomy and establish
autonomous governments. In Catalonia and the
Basque Country, statutes were drafted that were
subsequently approved.
– Land reform, which established a law that
expropriated large farms that were not cultivated
and distributed them among the landless, to address
the problem of landlordism and the misery in which
thousands of landless peasants lived.
e) The causes of the Civil War can be found in
unresolved problems in Spanish society during the first
third of the 20th century. A backward economy, unable
to meet the needs of the people, a social structure with
differences between rich and poor and a strong
polarisation of society into two camps. The Civil War
pitted the Rebels against the Republican government.
The first group belonged to an important sector of the
army, which was supported by the social groups that
had opposed Republican reform and anti-republican
political organisations (Falangists, traditionalists,
monarchists ...). The Republican government had the
support of some parts of the army and the Civil Guard,
most of the Assault Guards, the popular classes and
some of the middle classes.
f) Internationally, the rebels were supported by Germany
and Italy (and to a lesser extent Portugal), while the
Republic had help from the USSR and thousands of
volunteers from different countries who formed the
International Brigades.
DEFINE KEY CONCEPTS
• Bolshevik Triennium. Period between 1919 and 1923 in
which there were riots, demonstrations and strikes in
the Spanish countryside, especially in Andalusia.
• Coeducation. Equal education of both girls and boys
that was implemented during the Second Republic.
• Constituent Cortes. First round of general elections in
Spain in 1931, on June 28, 1931.
• The problem of land ownership. Land was distributed
very unevenly in some parts of Spain, especially in
Andalusia and Extremadura, with a few large
landowners and many day labourers who had nothing.
• militia. Voluntary civilian forces, organised by trade
 unions or parties that participated in the Civil War on
the side of the Republic.
• Non-Intervention Committee. Group of democratic
countries from Western Europe that decided not to
intervene in the Civil War in order to maintain their
neutrality in the conflict.
IDENTIFY KEY FIGURES
• Canalejas. Regeneracionist, left-wing lawyer and
politician who was killed in a terrorist attack in 1912
while serving as president of the Council of Ministers.
• Primo de Rivera. Military officer who was dictator of
Spain between 1923 and 1930.
• Alcalá Zamora. Lawyer and politician who was
president of the Spanish Republic from 1931 to 1936.
• Lerroux. Spanish politician of Republican ideology
who held the presidency of the government on several
occasions during the Second Spanish Republic.
• Azaña. Spanish politician and writer who was both
Prime Minister of Spain (1931-1933, 1936) and
president of the Second Spanish Republic (1936-1939).
• Largo Caballero. Marxist trade unionist and politician
who was minister of Labour during The First Biennium
of the Second Spanish Republic (1931-1933) and
president of the government (1936–1937).
• Mola. Military officer during the dictatorship of Primo
de Rivera and the Second Republic. Leader of the
failed 1936 coup that led to the civil war. He
commanded the military operations of the Northern
Army during the war, especially in the area of the
Basque Country.
• Franco. Military officer who led the 1936 military
uprising that led to the Civil War. Dictator of Spain
until 1975.
• Negrín. Physiologist and politician, Prime Minister of
the Second Republic between 1937 and 1945, in exile.
WHEN DID IT HAPPEN?
Barranco del lobo (1909), Pact of San Sebastián (1930),
October Revolution (1934), Popular Front (1936).
EXPLAIN THE DIFFERENCE
• Annual: During the War of the Rif, in the period of the
Spanish protectorate, there was a battled fought on July
22, 1921 known as the Annual disaster, which caused
between 7,000 and 11,000 Spanish casualties. /
Alhucemas: Rock in the city of the same name that has
remained under direct Spanish control since the
protectorate ended in 1956.
• PSOE: Spanish Socialist Worker's Party. Party founded
in 1879 by Pablo Iglesias, a working class politician
with Marxist and socialist leanings during the Second
Republic. CEDA: Spanish Confederation of
Autonomous Rights (CEDA). Coalition of Catholics
and right-wing political parties that existed in Spain
during the period of the Second Republic.
• Nationalists: Followers of Francisco Franco, who led
the military uprising of 1936 and, from 1939, was
dictator of Spain until 1975. Republicans: Supporters
of the political system of the Second Spanish Republic
(1931-1939).
ANSWER THE INITIAL QUESTION
The answer to this question can be answered with question
e) from the section Answer the questions.
STUDY SKILLS
Personal answer.
Page 199
LEARN HOW TO... ANALYSE A HISTORICAL…
1. Theme and plot summary
• The film portrays the divisions that existed within the
Republican side during the Civil War, putting special
emphasis on the responsibility of the Russian
Communist Party in the victory of fascism.
• Personal answer. Students can answer that the film
aims to preserve the memory of the events.
• A young unemployed communist leaves his hometown
of Liverpool to fight alongside the Republicans in the
Spanish Civil War, specifically in a militia organised
by the POUM, a union of strongly anti-Stalinist
character. After receiving instruction in Barcelona in
the autumn of 1936, he heads with his fellow soldiers
to the front in Aragón, where he meets other
international brigades and Spanish militiamen. He is
wounded and sent to hospital in Barcelona. When he
recovers and returns to the front, he witnesses the
dissolution of his militia and the arrest of their
commander.
2. Structure and timeframe
• An young English woman decides to go through the
papers and documents of her grandfather, David Carr,
who has just died. It is the year 1995. She finds a diary
and clippings about the Civil War. From here, a
flashback takes us to 1936. The film closes with
David's funeral, back in 1995. At the funeral, Kim, his
granddaughter, who has discovered her grandfather's
past, reads a poem by William Morris that she had
found with the papers and throws a handful of soil on
the coffin. It is the same soil that David had picked up
at Blanca's funeral, carefully wrapping it in the red
scarf she wore tied around her neck when she was
alive.
The film has three acts: The first starts with David's
heart attack as an old man and ends with the scene in
which young David sees a film about the Civil War
and decides to enlist. The second act begins with his
METODHOLOGY 9-25
 trip to Spain and ends with the murder of Blanca
during the arrest of the POUM by the PC. The third act
includes the transfer of Blanca's body and her funeral
in the village where she was born, as well as David's
own burial in England. As we see, the opening scene
and the final scene take place in England, but the
essence of the film is set in the Spain of the Civil War.
• The story begins with the protagonist's death and ends
with his funeral, but the gist of the film narrates his
youth.
• Personal answer.
3. Describe the characters and the setting
• The main character is David Carr, a young Englishman
determined to defend his ideals. Blanca is another
important character, a passionate militant who falls in
love with David and ends up dying.
The supporting characters include the head of the
regiment, Vidal, who is eventually arrested, and the
American Gene Lawrence, who ends up arresting
revolutionary militants. We can establish some overlap
in Gene and David's views about collectivisation and
militarisation, but in the end they take separate paths.
We meet other militants: Bernard, a Frenchman who
befriends Dave instantly, when offered a seat beside
him on the train. Maite, a strong Spanish
militiawoman, and Coogan, an Irishman Blanca is
kissing the first time she appears on screen.
And finally, Kim, the granddaughter of David, the
character through which the story is revived.
• Unlike the other characters, to whom we can assign a
particular ideology, the main character develops his
political interpretation of the war as the story
progresses. Blanca and Vidal represent the opposition
to Stalinist discipline and authoritarianism. While
Bernard is an anarchist who supports the revolution
and the collectivisation of land, Lawrence is more
moderate and close to the idea defended by
communism, which felt that the war had to be won
before the revolution could take place.
• Personal answer.
4. Historical context
• The film begins in England in 1995, continues with
scenes of England in 1936, the arrival of David to
Barcelona in October 1936, and the trip to the Aragon
front during the same year. David returns to Barcelona
due to his wounds and participates in the events of
May 37 in the Catalan capital before returning to the
front. Finally, he returns to England. Personal answer.
• Personal answer.
• In the film, Barcelona appears as the setting for the
home front: this is where David receives instruction, is
treated at hospital, spends a night with Blanca at the
hostel, is involved in making the Telefónica building
and discussions between communists and anarchists.
The scenes set in Aragon serve to show life in the front
9-26 METHODOLOGY
lines and in the trenches.
5. The author’s point of view
• Personal answer.
• Personal answer.
• After his experiences in the war, especially after the
events of May 1937, David ends up denying his
affiliation with the British Communist Party and
feeling closer to the ideals of the POUM.
6. Personal opinion
• Personal answer.
HISTORICAL THINKING
Empathy
Personal answer. Students should realise that in a civil war
people from the same country are fighting one another:
neighbours, family, friends, etc..
Reasoning
Primo de Rivera's regime was a dictatorship because it cut
back or completely eliminated the freedoms that a
democratic country must have: freedom of organisation,
association, political plurality, democratic legislation,
press, etc. He repealed the existing constitution.
Page 200
1. Space and time. The military stages of the Civil
War
a) The various offensives and battles from both fronts
were:
− In July 1936, the military coup had divided Spain
into two zones: one controlled by the rebels, made
up of Andalucia, Castilla y Leon, Galicia, the
Balearic Islands and a sector of Extremadura and
Aragon; and the part that supported the Republic,
which was the north, Catalonia, the central-eastern
part of the peninsula, Madrid, Castilla-La Mancha
and part of Andalusia.
− In August 1936, the rebels began advancing
towards Madrid and occupied Extremadura and
Toledo in September. But in November, Franco's
offensive was slowed by Republicans and
successive attempts to take the city (battles of
Jarama and Guadalajara) failed.
− Between April and October 1937 the Battle of the
North was fought. After the bombing of Guernica
by the Condor Legion in April, in June the rebels
occupied Bilbao. Despite the Republican offensive
at Belchite and Brunete to reduce pressure on the
North, they could not prevent the fall of Santander
in August and of Asturias two months later.
− In 1938, Franco advanced on Aragón and reached
the Mediterranean in the area of Castellon.
Catalonia was isolated from the rest of the
 Republican territory and to prevent the advance of
the rebels, the Republic launched an offensive in the
Battle of the Ebro. In November and after heavy
fighting, Republicans retreated and the Franco
began unstoppable advance on Catalonia. Barcelona
was taken on 26 January 1939 and, soon after, the
rebels reached the French border.
− In February 1939, only Madrid and the centre of the
country remained in Republican control. Between
February and March, the rebels occupied the
territory and April 1, 1939, the conflict ended.
b) Franco's army was better prepared from the beginning
of the war, as it received aid from Germany and Italy.
Germany provided the rebels with artillery, tanks,
transmission equipment and an important aviation
support (the Condor Legion). Italy helped with troops
and war material. They also had volunteers from
Portugal.
The Republic did not have the support of European
democracies, as France and Britain maintained a policy
of neutrality and non-interference in the Spanish Civil
War. The USSR became the only military support,
providing weapons and military advisers. The Republic
also had the help of the International Brigades, a group
of thousands of volunteers from different countries
who came to Spain to fight in defence of the Republic.
c) The inability to conquer Madrid by Franco's army at
the beginning of the conflict shifted their focus on
other fronts of the war. From that point on, the rebels
focused on the Battle of the North.
d) The Republican side seemed to take the initiative
during the Battle of the Ebro (July-October 1938),
where they concentrated all their strength. But they
were forced to retreat in the face of Franco's advanced.
Between November 1938 and February 1939, Franco's
army occupied Catalonia, followed by the centre of the
peninsula and Madrid. On April 1, the end of conflict
was declared.
2. Graphs: Social conflict
a) The evolution of the number of strikes in the first third
of the twentieth century in Spain was very irregular. In
the first half, the number decreased. But it then rose
sharply until 1920, when it fell until 1930. That was
when the number of strikes greatly increased. There
was a significant drop in 1934 and finally, in 1936,
they rose again.
b) Most of the social unrest took place during the crisis
before the dictatorship of Primo de Rivera, between
1918 and 1920; during the insurrections in Asturias
and the proclamation of the Catalan State in 1934; and
during the year of the beginning of the Civil War in
1936.
3. Documentary sources: The CEDA programme
a) The CEDA sought to repeal the reforms that began in
the Reformist Biennium (1931-1939): the army, the
Catholic Church, territory and land. They claimed the
reforms destroyed the moral heritage and wealth of
society. They defined themselves as anti-Marxist.
b) The 1933 elections ushered in the so-called
Conservative Biennium. The centre-right Radical Party
and the CEDA won and a government chaired by
Lerroux took power and lasted until February 1936.
c) The political program of the CEDA was applied later
when the confederation ministers joined the
government in October 1934.
Page 201
4. Iconographic sources: Civil War posters
a) The two posters show a peasant, one in favour of the
Republic and the other in favour of Franco. In the pro-
republican poster, freedom is illustrated by broken
chains on the arms of the peasant. The figure on the
pro-Franco poster is accompanied by a decree.
b) Personal answer. On the republican poster, the peasant
is the central figure, and the people he works for, who
will be freed with him. In the other poster, Franco is
the central figure and his name is repeated three times.
c) From the beginning of the Civil War, large agricultural
regions such as Galicia and Castilla were in the hands
of the rebels.
d) The process of collectivisation is the re-allocation of
land, the abolition of private property in the
countryside and the formation of self-managed
communities of peasant farmers.
5. Find information: Guernica
a)
1 Bull. This figure seems to turn to look, stunned.
This animal, according to Picasso, represents
"darkness and brutality".
2 Mother with her dead child. A woman holds her
dead child in her arms. The desperate woman looks
at the sky in despair. For some critics, this
iconographic model is based on the traditional
representation of the Virgin Mary in Christian art.
3. Light bulb. There are several interpretations of this
image. For some, it symbolises scientific and social
progress, but it is also a form of the destruction of
humanity. For others, the significance is that the
smoke from the bombing has blocked out the sun
and the only available light is artificial.
4. Horse. The animal is writhing about. His head is
facing left, but his body is going right. The animal
is agape, agitated by the events.
5. Dead fighter. We can only see this figure's head and
arms. In one hand he holds a broken sword and a
flower, which can be interpreted as a symbol of
hope.
6. Wounded woman. It is the figure of a woman
crawling, dying and trying to lean on the horse. She
METODHOLOGY 9-27
 has an injured or broken leg. the city of Barcelona and anarchist socialists and
7. Woman with a lamp. This woman illuminates the Republicans called a general strike. The defeat at
scene with a lamp and represents the horror caused Barranco del Lobo, in Morocco, which killed thousand
by the war. Some critics have wanted to see it as an soldiers, turned the strike in Barcelona into an
allegory of the Republic. insurrection. Barricades are lifted and religious
buildings burned. The weeklong riot and revolt was
8. Woman in a burning house. This is a woman quelled by the army. 113 people died..
looking skyward, screaming and begging for the
bombing to stop. It may be Picasso's way to say d) The execution of Ferrer and Guardia led to a campaign
enough to barbarism and war. against the Spanish government by the European and
American left, because Ferrer was considered a martyr
b) The painting was prompted by the bombing of the of free thought.
Basque town of Guernica by German aviation. This
was the first bombing to take place in Europe that ONLINE CHALLENGE
targeted civilians indiscriminately. Picasso is
denouncing the crimes against defenceless people that Personal answer.
occurred in this bombing. The picture represents a
critique of the senselessness of war, causing death and
destruction, inflicting suffering on humanity. The
horror of the image is transmitted through the
expressiveness of the characters, screaming, suffering
and gesticulating. To accentuate the drama of the
composition, Picasso used no colour, opting for only
white, black and grey.
c) The painting was commissioned by the Spanish
Republican government. He was commissioned to
paint mural covering an area of 11 x 4 meters for the
Spanish Pavilion at the Paris International Exhibition.
On July 12, 1937, it was first exhibited to the public at
the Paris International Exhibition. In 1981, the work
finally came to Spain. At the request of Picasso
himself, the painting was kept in the Museum of
Modern Art in New York. It was also his desire that
the picture would only return to Spain when the
country regained democracy, which is why he lived
abroad for so many years. It was exhibited to the public
for the first time in the Cason del Buen Retiro and then
at the Reina Sofia Museum in Madrid, where it has
been on permanent display since 1992.
6. Audiovisual sources: The Tragic Week
a) At the International Conference in Algeciras in 1906,
Spain was forced to assume responsibility for
controlling the area is around Ceuta and Melilla,
including the Rif region, and to increase investment in
its mines. Rif tribes, who had been harassing the
miners, killed some of them, so the Spanish
government decided to increase the number of soldiers
there.
b) The soldiers recruited to go to war were reservists,
soldiers who had done military service and who could
not afford the 1,500 pesetas needed to opt out. Many of
them had families.
c) While soldiers were boarding ships to Morocco, there
was a sense of outrage against the colonial adventure in

9-28 METHODOLOGY
 SOLUTIONS (CONTD.)
carrying a child in her arms and voting for the Popular
Front, even though a priest, a nun and a bourgeois in a
(Continued from page 9-5) top hat try to stop her. On the left, it says "Return
30,000 prisoners to their families" and "Put bread on
The main difference is that in 1917 the revolutionary the tables of the unemployed and repressed".
sectors were better organised. The unions organised a
general strike in protest. (Continued from page 9-17)
Both revolts revealed the crisis of the political system 3. In pairs, students discuss the signs that might lead one
of the Restoration because society no longer wanted to think, at the beginning of the war, that the rebels
the party system that had proved ineffective in solving would be victorious.
the social problems of the population. (Continued from page 9-19)
2. Personal activity. 5. Negrin addresses the brigade with words of praise:
(Continued from page 9-11) people offering what they value most, life itself,
without expecting any personal reward, whose only
3. After hearing the story, students should answer that the purpose is the defence of justice, freedom and the
events of Casas Viejas is the name that is used to refer restoration of what is right, not only in Spain but
to events that took place between 10 and 12 January throughout the world.
1933 in the small town of Casas Viejas, in Cadiz
province. As part of an insurrection of the Spanish 6. Personal answer. The students can point out that the
anarchist movement in Casas Viejas, a group of reasons that drove the brigades to fight were mixed,
peasants affiliated with the CNT attacked the barracks but mostly did it for ideology, to stop fascism in
of the Civil Guard, causing two deaths. Between 11 Europe.
and 12 January the government sent reinforcements to
squash the uprising, which caused more deaths.
(Continued from page 9-13)
3. Personal activity. For example, students could mention
the following activities of the Pedagogical Missions:
– Organisation of libraries.
– Music concerts.
– Cinema projections.
– Theatre performances.
– Organisation of popular choirs.
– Travelling museums.
– Teacher training.
(Continued from page 9-15)
3. On the Popular Action poster, we can see a worker,
who we recognise from their simple clothes, with a
cudgel destroying the columns of a building. It
represents the slogan that appears at the top of the
poster: "Socialism destroys our economy". In the
background, flames destroy a forest. It appeals to
voters to choose the right in order to halt the spread of
Marxism.
On the Communist Party poster, there is a woman

METODHOLOGY 9-29
 WEB PAGES ADDRESSES

TICHING WEBSITES

http://www.tiching.com/106346 https://www.youtube.com/embed/VUig0lFHDDw?wmode=transparent

http://www.tiching.com/106357 https://www.youtube.com/embed/JiAFcShrwDM?wmode=transparent

http://lameva.barcelona.cat/barcelonablog/barcelonapeople-en/tragic-week-
http://www.tiching.com/752353
1909?lang=en

http://www.tiching.com/752356 https://www.youtube.com/watch?v=82fmLAqPlTQ

http://www.tiching.com/752357 https://www.youtube.com/watch?v=MT8q6VAyTi8

http://www.tiching.com/752363 https://www.youtube.com/watch?v=4DD162YpuhU

http://www.tiching.com/752364 https://www.youtube.com/watch?v=TDvz_53bjP4

http://www.tiching.com/752366 https://www.youtube.com/watch?v=UrqfaGAgkOg

http://www.tiching.com/752367 https://www.youtube.com/watch?v=QCW5Mqw5RPo

http://www.tiching.com/752368 https://www.youtube.com/watch?v=R2TGdvmemPk

9-30 METHODOLOGY
METODHOLOGY 9-31
FOURTH COURSE

Unit 10
The Second World War

TEACHER’S GUIDE

• Didactic Guide

• Answer Key

• Key Competences

• Focus on diversity
– Reinforcement Activities
– Extension Activities

• Didactic Resources
– Let’s surf Tiching

• Digital Book

• Education in values

METHODOLOGY 10-1
10 THE SECOND WORLD WAR
P. 202 and 203
DIDACTIC GUIDE AND ANSWER KEY

LET’S PREPARE FOR THE UNIT

What are we going to learn?
■ In this unit, the pupils are going to study the
following content:
− The causes of the Second World War.
− The development of the Second World War.
− The total war.
− Occupation and violence during the war.
− The Jews and the Holocaust.
− The consequences of war.
− The Organisation of the United Nations.
Let’s start the unit
■ Firstly, write the following main ideas on the
board:
− The duration and intensity of combat, the
resources employed and the loss of human life
made World War II (1939-1945) the most brutal
and devastating conflict of the 20th Century.
− Nazi and Japanese expansionism and the
incapacity of the Western democracies to put an
end to it were the main factors that led to the war.
− It was a total war that affected the civilian
population and put the economy, science and
technology at its disposal.
− The conflict between the supporters of democracy
and socialism and the proponents of fascism
made it an ideological war.
■ After that, ask the students to take a good look at
the image titled The city of Berlin in August 1945...
and ask them to describe the devastating effects of
war that can be seen in the picture. Also, ask them to
evaluate the consequences this war had on the
civilian population.
Then, look at the map and remark on the changes to
the map after the First World War.
■ Next, ask the pupils to do the second activity from
the section What do we know?
Later on, focus the pupils' attention on the timeline in
order to determine the different phases of the war and
do the first activity from the section What do we
know?

10-2 METHODOLOGY
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Pag. 203. Students will read and understand the text
on the Second World War and answer the questions
individually.
■ Act. 1, section What do we know? They will recognise
the phases of war and the different fronts that
participated.
LEARNING TO LEARN
■ Pags. 202 and 203. Pupils will observe the timeline
and the map from this double page and correctly interpret
the data represented.
■ Act. 2, section What do we know? They will observe
the map from page 203 and identify the old empires which
disappeared after World War I.
CULTURAL AWARENESS AND EXPRESSION
■ Pags. 202 and 203. Students will observe the
photograph from the double page and describe its
content.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Pags. 202 and 203. They will observe the timeline and
the map and gather the data represented.
Education in values
Respecting differences
■ This topic covers the discrimination which the Jewish
population suffered during the Second World War and the
moral backdrop to the Holocaust.
Explain to the students that the Holocaust, which
claimed the lives of more than six million victims, is an
extreme example of where racial hatred and xenophobia
can lead.
Then, examine the prejudices and the methods employed
by the Nazis to achieve acceptance of racism and anti-
Semitism from the masses:
– What did anti-Semitism advocate? What measures did
the III Reich introduce in order to harass, and then,
exterminate the Jews?
– What other racist and discriminatory practices took
place in the name of 'Aryanisation'?
Digital Book
■ Self-correcting activities that the pupils can solve
individually and then check their own answers. Open
activities that the students can solve and which the
teacher will correct afterwards.
.
RESOURCE MATERIALS 10
Let’s surf Tiching
P. 202 and 203
− The pupils can consult the New Orleans National
Museum of WWII's web page:
http://www.tiching.com/753245
Focus specifically on the section Darkroom and ask
them to organise themselves into thirteen groups.
Each of them has to investigate one of the following
topics and then explain to the rest of the class what
element has surprised them the most:
DIDACTIC GUIDE AND ANSWER KEY
• Medicine and Health
• New Materials
• Optics and Photography
• Nutrition
• Communications
• Rocketry
• Mathematics
• Radar
• Meteorology
• Atomic Bomb
• Chemical Warfare
• Training
• Equipment
SOLUTIONS TO THE ACTIVITIES
Page 203
• The Second World War developed between 1939 and
1946, and can be divided into two periods:
- Nazi Dominance (1939-1942): in 1939, the war
began with the invasion of Poland; in 1940, the
invasion of Denmark, Norway; Netherlands,
Belgium and France, and the battle of England; in
1941, the conquest of Yugoslavia and Greece, and
the German army arrived at the gates of Leningrad
and Moscow; in 1941, Japan attacked the US fleet
in Pearl Harbor.
- Allies’ attacks (1942-1945): in 1942, the Japanese
advance was stopped at the battles of Midway and
Guadalcanal; in 1942, Germany were defeated in
El-Alamein; between 1942 and 1943, Stalingrad
resisted the German attack; in 1943, Southern Italy
was conquered; in 1944, there was the Normandy
landing; in 1945, the atomic bomb was dropped.
• The Second World War had a geographical spread
that no other previous war had ever had. Countries
from five continents were involved in the war and
violent conflicts developed not only in Europe but
also in Africa, Asia and Oceania, exceeding the
geographic scope of the First World War.
METHODOLOGY 10-3
10 THE SECOND WORLD WAR
P. 204 and 205
DIDACTIC GUIDE AND ANSWER KEY

1. WHY DID THE SECOND WORLD WAR...?

A. The totalitarian… / B. Escalating aggression… accompanies it, and answer question b and activity 1.

■ Firstly, read the introductory text and ask this
question:
− What relationship can be established between the
international order that emerges after the First World
War?
■ Then, read the text from the first section and ask the
following questions:
− Which was the objective of the expansionist policy of
the Italian and Nazi fascists?
− What instruments did these regimes use to conduct
their aggressive foreign policy?
Next, observe the image An Italian postcard…, read the
text Hitler’s programme and do activity a.
■ Now, read the text from the second section and ask
these questions:
− What were Japan’s territorial aspirations? Which
territories did it occupy? Which territories did Italy
invade?
− What was the role of Italy and Germany in the
Spanish Civil War?
− Which territories did Germany occupy?
Then, look at Germany’s map, read the text that
C. The weakness… / D. Preparing for war…
■ Read the text from the third section, write down the
main ideas on the board and answer question c:
− The weakness of the Western democracies and the
failure of the League of Nations boosted the
warmongering of the Nazi and Fascist regimes.
− The Munich Conference ended with the capitulation of
the democracies faced with Hitler’s promises.
Then, observe the image The British Prime Minister... and
point out the identity of all the characters.
■ Next, read the text from the fourth section and ask
these questions:
− What pacts did Germany sign? Who were the so-
called Allies?
Then, read the text The Nazi-Soviet Pact and ask the
students to interpret the image.
Afterwards, read the text The invasion... and answer
question d.
To finish this section, ask the pupils to do activity 2 to
summarise the different concepts.

10-4 METHODOLOGY
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. a-d. Students will use the vocabulary learnt in
order to give reasoned answers to the questions.
LEARNING TO LEARN
■ Act. a. Pupils will read, analyse and interpret
information in a text from that period to answer the
question correctly.
■ Act. 1. They will observe and analyse a map showing
the territorial changes on Germany's borders in order to
answer the question correctly.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Act. 2. Students will be able to argue their point of view
logically and coherently.
RESOURCE MATERIALS OF THE GUIDE
 In Reinforcement Activity 1 the students have to
summarise the international tensions that led to the
outbreak of the Second World War.
SOLUTIONS TO THE ACTIVITIES
Page 205
a. The purpose of the Fascist regimes in Italy and Germany
was territorial expansion, defying the agreement
established by the League of Nations. In the secret
memorandum left by Hitler his warlike plans can be
clearly determined. The objectives he laid out were to
build an army prepared to fight a war and have an
economy needed to sustain a war.
b. In the 1930s, the following territories were invaded:
Manchuria, which was part of China, was invaded by
Japan in 1931.
Ethiopia was invaded by Italy in 1935.
Albania was also invaded by Italy.
Austria was occupied by Germany in 1938.
Sudetenland, a territory which was part
Czechoslovakia, was also occupied by Germany.
c. Faced with the hostile politics of the authoritarian
regimes, the democracies attempted to stay away from
foreign politics, focusing instead on their own domestic
issues.
The Munich Conference was convened by Hitler in
response to complaints by France, Britain and other
RESOURCE MATERIALS 10
Let’s surf Tiching
P. 204 and 205
− The pupils can obtain a general overview of the
conflict at the following link:
http://www.tiching.com/753242
Once they have seen the video, ask them the
following questions:
• Can we determine the exact moment the war
started?
• Why was Argentina important?
DIDACTIC GUIDE AND ANSWER KEY
• How many people died in Stalingrad?
• Which country had more casualties per capita,
Canada or the US? What else is explained about
Canada?
• How does the video explain the causes of war?
• What does Homo homini lupus mean?
• How many Indians died? How many Vietnamese?
How many Russians, Americans, Germans and
Japanese?
• What conclusion does the presenter give
regarding the importance of the Second World
War?
• Did you recognise the image of the woman drawn
on the blackboard behind the presenter?
powers over his policy of expansionism. It ended with
the democracies accepting Hitler's promises to advance
no further. Furthermore, he got acceptance from France
and Great Britain to occupy Sudetenland, a part of
Czechoslovakia.
d. In the late 1930s, the following alliances were formed:
In 1936, the Rome-Berlin Axis was formed, which was
renewed in 1939 under the name of the Pact of Steel. In
1936, the Anti-Comitern Pact was signed, which allied
Japan and Germany. Three years later, after Hitler had
claimed the Danzig Corridor, France and Britain (who
up until that point had stayed neutral) were then
committed to Poland to respond militarily to an eventual
German occupation. Finally, in 1939, the German-Soviet
Pact was signed.
The Second World War started after Germany’s
invasion of Poland in 1939.
of (Continues on page 10-24)
METHODOLOGY 10-5
10 THE SECOND WORLD WAR
P. 206 and 207
DIDACTIC GUIDE AND ANSWER KEY
2. DEVELOPMENT OF THE WAR
A
Axis victories (1939-1942)
■ Firstly, read the text and write the main ideas on the
board:
− The ‘lightning war’ allowed for a quick invasion of
Poland, which was divided between Germany and the
USSR.
− -In 1940, most of Western Europe had been invaded
by the German army and Hitler triggered the Battle of
Great Britain to prepare for a hypothetic landing there.
− -In April 1941, the North of Africa, Yugoslavia, and
Greece were conquered by German troops.
− Hitler’s attack on Russia during Operation Barbarossa
resulted in the USSR joining the Allies.
− The Japanese attack on the US fleet in Pearl Harbor
caused the US to join the war.
■ Next, look at the image German soldiers..., analyse
the map Axis Expansion and read the text Great Britain...
Then, ask the students to find the different phases of the
Axis' expansion on the map and to describe Churchill’s
opinion of the situation.
Look carefully at the map The Japanese Offensive and its
accompanying text, and then do activity a.
10-6 METHODOLOGY
Allied offensives / End of the Pacific War
■ Read the text from the second section and write down
the main ideas on the board:
− After the entrance of the USSR and the US in the
conflict, the war took a decisive turn.
− The Japanese advance was stopped at the Battles of
Midway and Guadalcanal; the British defeated the
Germans at El-Alamein; and the Americans defeated
the Germans in Tunisia.
− The failure of Hitler’s assault on Stalingrad favoured
the Soviet offensive and the English-North American
assault began the liberation of Europe.
− The Russian advance through the East expelled the
Germans from Poland, Romania and Bulgaria, until
finally Germany surrendered.
Then, comment on the map Allied Victories with the class
and answer question b.
■ Read the text from the third section and ask the pupils
to answer question c.
Then, look at the image The city of Hiroshima… and ask
the students to describe the devastating effects of the
atomic bomb.
Finally, do activities 1, 2 and 3.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. 1, 2 and 3. Students will answer the questions
using appropriate vocabulary from this unit, allowing for
an evaluation of their knowledge of the topic.
■ Act. a. They will list the successes and failures of the
Axis powers during the first phase of the war.
■ Act. b. They will list the different Allied offensives
which led to Germany's surrender.
■ Act. c. Pupils explain the causes and conse-quences
of the atomic bombing of Hiroshima and Nagasaki.
LEARNING TO LEARN
■ Act. 1. Pupils will explain some of the most notable
events from the different phases of the war, and describe
what important effect they had on the course of the war.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. 2. Students are encouraged to use the Internet to
research and find information on the topic.
RESOURCE MATERIALS OF THE GUIDE
 Reinforcement activity 4 will review the main events
that took place during The Second World War.
SOLUTIONS TO THE ACTIVITIES
Page 207
a. Between the years 1939 and 1941, the Axis powers had
the following victories:
– 1939: Occupation of Poland after only three weeks.
– 1940: Occupation of most of Western Europe
(Denmark, Norway, the Netherlands, Belgium and
part of France).
– 1941: Occupation of Northern Africa and invasion
of the western part of the USSR.
– April 1941: Occupation of Yugoslavia and Greece.
– June 1941: Hitler began Operation Barbarossa and
attacked Russia, quickly reaching the gates of
Moscow and Leningrad.
– December 1941: Japan destroyed the US fleet in
Pearl Harbor.
Despite holding a dominant position during these first
three years of war, Germany did not manage to invade
Britain as it had intended on doing.
b. The Allied offensives that led to the occupation of
Germany were as follows:
− In June 1942, the US stopped the Japanese in the
RESOURCE MATERIALS 10
Let’s surf Tiching
P. 206 and 207
− The students may consult the following link to know
more about the different fronts on which a war is
fought:
http://www.tiching.com/753256
After watching the short video, ask the pupils the
following questions:
• What secret weapons does the video talk about?
• How did the Allies try to distribute these weapons
DIDACTIC GUIDE AND ANSWER KEY
among the Germans?
• Why was the plan strategically important?
• Did they manage to distribute them as they had
planned?
After the video, there is an article giving information
about five secret operations that took place during the
war. Divide the students into five groups and assign
one of the operations to each group. Ask them to read
about the operation and explain what it was and what
it involved to the rest of the class.
Pacific, at the battles of Midway and Guadalcanal.
− In 1942, in Northern Africa, the British defeated the
Germans at El-Alamein. In 1943, Eisenhower
defeated the Germans in Tunisia and then started the
landing of English-Americans in Italy.
− In 1942, the German assault on Stalingrad failed, the
Soviets moved onto the offensive and later on freed
Leningrad, in 1944.
− In June 1944, the Allies landed in Normandy. The
English-Americans advanced from the West, freeing
France, and the Russians from the East, freeing
Poland, Hungary and Romania. Both armies met at
the river Elba.
Germany surrendered on the 8th of May 1945.
c. The President of the United States, Harold Truman, took
the decision to drop the bombs on Hiroshima and
Nagasaki in order to get Japan to surrender. Besides, it
was an excuse to test new weapons that had never been
used before. The result of the bombs was destruction on
a scale never previously witnessed.
(Continues on page 10-24)
METHODOLOGY 10-7
10 THE SECOND WORLD WAR
P. 208 and 209
DIDACTIC GUIDE AND ANSWER KEY

3. A TOTAL WAR

Global scope
■ To begin, read the introductory text and ask the pupils
the following question:
− Why were there no options to negotiate peace and
avoid the Second World War?
Then, read the text from the first section and ask this
question:
− Why is the Second World War considered to be a total
war?
After that, take a look at the map Countries involved…
and the chart Human and Economic…Then, answer
question a and do activity 1.
Mobilisation of the population and economy...
■ Read the text in the second section and write the main
ideas on the board:
− The bombings erased the traditional concept of the
rearguard and involved the civilian population in the
war.
− The conflict required State intervention to mobilise
production, science and technology for military
purposes. Also, the scarcity of food and consumer
goods meant that they had to be organised by means
of rationing.
− Great Britain, Japan and the United States saw the
massive mobilisation of women due to huge increases
in the workforce as a result of increased production.
Then, look at the photograph A military industrial
complex… and answer question b:
■ Read the next section titled An ideological battle, write
the main ideas on the board and answer question c:
− The weapons used were not only material, but also
ideological. Mobilising peoples' consciences was very
important.
− The Allied campaigns focused on upholding
democratic values against the dictatorships. The Axis
powers, especially Germany, advocated the
superiority of the Aryan race and promoted the idea of
the Jews and Communists as the enemy.
Next, read the text To defeat tyranny and ask the pupils
to interpret the meaning of Roosevelt’s words.
■ Then, focus on the images Behind enemy... and
Allied hands... and ask the students to identify which side
each of them belongs to.
Read the text Women and the war effort, look at the
propaganda poster that accompanies it, and ask the
student to evaluate the role of women during the conflict.
Finally, do exercises 2, 3 and 4.

10-8 METHODOLOGY
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. a. The students will explain, using appropriate
vocabulary, the huge mobilisation that the Second World
War involved.
LEARNING TO LEARN
■ Act 1. They will analyse a map and a chart and use the
information to justify why it really was a world war.
■ Act. c. They will explain how the ideological factor
affected the Second World War.
■ Act 4. They will select the information needed based
on different criteria.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. 3. The students will watch a video in order to
answer the questions given
■ Act. 4. They will search on the Internet to find real
posters of the Second World War.
RESOURCE MATERIALS OF THE GUIDE
 In Reinforcement Activity 3, students have to argue
the importance of the “ideological battle” during the
war.
SOLUTIONS TO THE ACTIVITIES
sobre los obreros era de protección, a cambio de que éstos fuesen menos that sense, the conflict
Page 209María Josefa de Borbón, hermana del rey; una figura femenina
Asturias;
a. The Second World War affected almost 100 million
people.
b. The economies of all the warring countries changed as a
result of the needs of the conflict. State intervention was
required to mobilise production and science and
technology for military purposes. There were major
changes in the organisation of production to satisfy the
needs of the military industry. In the chart, we can
observe military expenditure as a percentage of GDP in
the USSR, the USA, Germany, Japan and Great Britain.
c. Unlike in World War I, in which countries simply
appealed to patriotic sentiment, in the Second World
War the Allied countries upheld democratic values when
faced with the dictatorships. The Axis powers advocated
the superiority of the Aryan race and warned about the
dangers of a supposed Jewish and Communist
conspiracy.
1. The map’s data clearly shows the number of countries
that made up the Allied side and the Axis powers. Also,
the attack on Pearl Harbor precipitated the US entry and
their allies into the conflict, and as such, expanded its
geographical dimension. On the contrary, the number of
neutral countries is very small.
RESOURCE MATERIALS 10
Let’s surf Tiching
P. 208 and 209
− In order to widen their knowledge about innovation
and inventions during the Second World War, the
pupils can check the following link:
http://www.tiching.com/753115
Then, the students should correctly answer these
questions:
• What would a radar be used for and why was it a
key element during war? What other uses does it
DIDACTIC GUIDE AND ANSWER KEY
have nowadays?
• What medical innovations appeared during the
first half of the 20th Century? How did they affect
the Second World War?
• What industrial products were altered during war
time?
• What was a D-ration? Why did it have to taste only
a little better than a boiled potato?
• Why did the US dedicate so many funds to
research and development projects?
• What relationship does the article establish
between research and development?
Inreivindicativos.dro;
Goya;involved countries
Fernando, príncipefrom
de five
continents
con la caraand battles were fought not only in Europe,
vuelta,.
but also in Africa, Asia and Oceania. The geographical
dimension of the war and the number of countries
involved made it a total war.
2. After listening to the woman describing life during the
war, the students should answer that what the woman
found most difficult was the vision of children suffering
the terrible consequences of the war.
3. After watching the video, the pupils should answer that
the film was made by a “neutral journalist”, that means,
supposedly anonymous and with no prejudices. Its
purpose was to evaluate the morals and the work of the
civilian population in London. It is a propaganda film
that focuses attention on the effects of war on normal
people. It aimed to promote the solidarity of public
opinion in this city, and by extension, with the Allies.
Personal answer.
4. Personal answer. This activity can be done as an oral
presentation in class.
METHODOLOGY 10-9
10 THE SECOND WORLD WAR
P. 210 and 211
DIDACTIC GUIDE AND ANSWER KEY
4. OCCUPATION AND VIOLENCE DURING THE WAR
A. Political dominance / B. Economic...
■ Firstly, read the introductory text and ask the pupils:
− What were the effects of the Nazi occupation in
Europe and the Japanese occupation in Asia?
■ Following that, read the text from the first section and
write the main ideas on the board:
− The Germans wanted to impose the new Nazi order
on the whole of Europe.
− The conquered land was classified into regions which
became part of Germany, Satellite states and
occupied territories.
Then, observe the map titled The Third Reich, check the
link in @Find out more… and answer questions a and 1.
■ Now, read the text in the second section and write the
main ideas on the board:
− The Nazi occupation plundered raw materials,
agricultural products and industrial goods, and
exploited workers.
− The Germans demanded an equity stake in foreign
companies, controlled food and mining production and
engaged in forced confiscations, without taking into
account the needs of the general population.
Then, read the text Plundering... and answer questions b
10-10 METHODOLOGY
and 2.
After that, focus the students’ attention on the graph titled
Foreign workers... and do activity 3.
C. The subjugation… / D. Collaborate or resist
■ Read the text in the third section and write the main
ideas on the board for the pupils to see:
− During German occupation, the introduction of a
regime of violence and terror was essential for military
and political domination. The German SS and the
Gestapo were instruments used for this purpose.
Then, read the text The use of terror… and answer
questions c and 4.
Next, read the text The Japanese… and ask the pupils to
describe the means of repression that were used during
the Japanese invasion.
■ Read the text in the fourth section and take a look at
the image titled Petain’s collaborationist… and ask:
− What were the different responses to the Nazi
occupation?
To finish, read the text Resistance… and answer
questions d and 5.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. a and b. The students will describe how the Nazi
occupied territories were organised and how they were
exploited economically.
■ Acts. c and d. They will explain the resistance to the
German occupation and what dangers were involved.
■ Acts. 1, 2, 3 and 5. They will read and understand
information presented in different formats, and answer the
given questions using suitable vocabulary.
LEARNING TO LEARN
■ Act. 1. Pupils will observe a map of the III Reich and
answer the question correctly.
■ Acts 2 and 3. They will analyse a text and a chart
about the economy of the III Reich in order to answer the
given questions.
■ Act. 4. They will explain how the Germans kept the
population under control.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. 5. Pupils are encouraged to work with information
technology to search for information on the Internet about
European resistance movements.
SOLUTIONS TO THE ACTIVITIES
Page 211
a. The occupied territories were organised into: regions
incorporated into the Reich (Alsace, Lorraine,
Luxembourg, Bohemia, Austria); Satellite states (France
de Vichy, Slovakia, Romania, Norway...) and the
occupied territories (Eastern Poland, the Baltic
countries, the Soviet territories...).
b. The occupied areas were exploited for the benefit of
Germany. They were forced to contribute to the German
war effort by providing raw materials, agricultural
products, industrial goods and workers. Moreover, an
equity stake in foreign companies was demanded, food
and mining production was controlled, and forced
confiscations were practised, with no regard for the
basic needs of the ordinary population.
c. People who resisted the German occupation were
arrested, tortured, deported or executed by the Gestapo
the SS or policemen, who acted as brutal weapons of
repression.
d. Despite the dangers involved, some people joined
clandestine armed groups in order to resist to and work
against the German invasion.
1. The territories occupied by the Axis powers in Europe
RESOURCE MATERIALS 10
Let’s surf Tiching
P. 210 and 211
The pupils can obtain more information about the
resistance against Nazi occupation in France at the
below link:
http://www.tiching.com/753254
It contains an article from The Guardian dedicated to the
documentary The Sorrow and the Pity. After reading it,
the pupils can answer the following questions:
− Who financed the documentary?
DIDACTIC GUIDE AND ANSWER KEY
− Why did they decide not to broadcast it in 1971?
− What directors are noticeably more critical about it?
− Why was the documentary considered "unpatriotic”?
This last question may give rise to a debate about the
presence or the possible need for myths in the
construction of a so-called collective identity.
were: Poland, Denmark, Norway, the Netherlands,
Belgium, Luxembourg, France, Yugoslavia and Greece.
Before the war, Germany had already incorporated
Austria and part of Czechoslovakia, and Italy had
conquered Albania.
The countries that remained neutral were: Portugal,
Spain, Switzerland, Sweden and Ireland. The country
who remained undefeated was Great Britain.
2. According to Hans Frank’s text, Poland is treated like a
colony at the service of Germany, and the Poles as
slaves of the German Reich.
3. In the chart Foreign workers in Germany, we can
observe a significant increase in the civilian population,
between 1939 and 1944, as compared to the number of
prisoners of war. Foreign workers became an important
tool for servicing the German war industry. In 1944,
30% of workers in the German arms industry were
foreign.
(Continues on page 10-24)
METHODOLOGY 10-11
10 THE SECOND WORLD WAR
P. 212 and 213
DIDACTIC GUIDE AND ANSWER KEY
5. THE JEWS AND THE HOLOCAUST
A. Persecution and arrest
■ Firstly, read the introductory text, write the key
concepts on the board and answer question 1:
− The racism, authoritarianism and xenophobia
contained in Nazi ideology justified their crimes
against all those considered inferior.
Next, answer question a.
After that, take a look at the chart The extermination of
Jews... and ask the students to relate the data to the term
the Holocaust.
■ Continue by reading the text in the section called
Persecution and arrest and write down the main ideas:
− The Jews were persecuted, and in many cases,
moved to concentration camps where they underwent
forced labour.
− From 1940, the Jews in Poland were forced to live in
ghettos. 1941 marked the beginning of the Jewish
massacres in the USSR and Eastern Europe.
Then, answer question b.
After that, ask the pupils to describe the image Jews
arrested... and to read the text The massacre of the Jews
in order to explain how the SS commander, Karl Jäger,
described these actions against the Jews.
10-12 METHODOLOGY
B. Deportation… / C. Life and death in the...
■ Read the text in part B titled Deportation… and write
the main ideas on the board:
− In 1942, the “Final Solution” began, i.e. the total
elimination of all Jews.
Then, answer question c.
Then, read the text titled Arrival at the camp, take a look
at the image Jews being transported to a concentration
camp... and ask the pupils to describe how arrivals at the
camps were organised.
■ Next, read the text in part C titled Life and Death…
and ask:
− What were living conditions like in the camps?
Read the text called The prisoners at Auschwitz and ask
the students to summarise Primo Levi’s message in their
own words.
Then, read the text The gas chambers and ask the pupils
to briefly summarise their feelings.
Look at the diagram of Mauthausen concentration camp
and the image on the bottom right. Then, ask the students
to describe the camp’s organisation.
Finally, do activity 2.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. 1. The students will explain, using appropriate
vocabulary, what the Holocaust was.
■ Act. 2. They will write a letter in the historical context of
the Second World War.
LEARNING TO LEARN
■ Act. 2. They will select the information needed based
on different criteria.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Act. 2. They will present their personal preferences in
a reasoned manner and they will participate in
collaborative activities.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. 2. Pupils are encouraged to work with information
technology to search for and create information using the
Internet.
RESOURCE MATERIALS OF THE GUIDE
 Extension Activity 1 provides more detail of the
tragedy of the Holocaust through the use of an
audiovisual resource.
SOLUTIONS TO THE ACTIVITIES
Pages 212 and 213
1. The ideological principles behind the persecution,
torture and killing of political opponents and ethnic or
religious minorities were racism, authoritarianism and
xenophobia against all those who were considered
inferior: the physically and mentally disabled, Slavs,
Romani, Jews and political opponents.
The Jews were the most persecuted group. They were
forced to wear a badge on their clothes. Later, they were
transported to concentration camps where they had to do
forced labour.
Among all the ethnic groups, the Jews were the ones
chosen by Hitler to be exterminated. This resulted in the
Holocaust, which refers to the systematic extermination
of millions of human beings, just because they had been
born Jewish.
In 1942, the German leaders decided to put in practice
the final solution, which meant the total elimination of
the Jews.
From that moment, the concentration camps became
massive extermination camps for the prisoners.
2. Group activity.
RESOURCE MATERIALS 10
Let’s surf Tiching
P. 212 and 213
− The students can obtain more information about the
Jewish Holocaust at the following link:
http://www.tiching.com/753114
After reading 'the most frequent questions about the
Holocaust', ask the students to answer these
questions:
• What was the Holocaust? When did the Nazi
discrimination against the Jews begin?
DIDACTIC GUIDE AND ANSWER KEY
• What was the “Kristallnacht”?
• What is a ghetto? Which was the biggest one
during the Holocaust? How did people live in the
ghettos?
• What were the extermination camps? What was
their aim?
• What were the death marches?
To complete the following activity, the students have to
use empathy to attempt to put themselves in the place of
the Jews who suffered the Holocaust.
Firstly, ask the students to check the tiching link given
in the book. They can also look for information at the
following sources:
a) Kertész, I. Fatelessness. Vintage International, 2004.
b) Levi, P. If this is a man. Abacus, 2013.
c) Frank, A. The Diary of a Young Girl. Penguin Books,
2000.
d) Hrabal, B. Closely watched trains. Northwestern
University Press; 1995.
Finally, to provide further insight, the students can go to
the following link, which shows different parts of the
Shoah documentary by Claude Lanzmann.
http://www.tiching.com/753083
METHODOLOGY 10-13
10 THE SECOND WORLD WAR
P. 214 and 215
DIDACTIC GUIDE AND ANSWER KEY
6. THE CONSEQUENCES OF THE WAR
Human and economic losses
C.
■ Read the text in this first section and write down the
main ideas on the board:
− The weapons, bombs and planes used increased the
capacity for destruction on both fronts and among the
civilian population.
− The countries that had stayed out of the conflict
experienced economic growth.
− Population displacements, very common during the
war, continued happening in the post-war period.
− Europe was materially and morally ruined, which gave
way to the rise in power of the United States and the
USSR.
Then, look at the chart Victims of the... and ask the pupils
to answer questions a and 1.
The moral impact
■ Read the text in this second section and answer
question b. Write the following concept on the board:
− The concentration camps, the dropping of the atomic
bombs and the soviet massacres in Poland, among
other acts of barbarism, led people to question the
moral values of western civilisation.
Next, read the text The Nuremberg Trials and ask the
10-14 METHODOLOGY
pupils to do activity 2.
Continue by looking at the image Nazi leaders on trial...
and ask the students to describe it.
■ Then, read the section titled From peace conferences
to confrontation and write the key concepts on the board:
− At the Tehran Conference joint military measures
were taken to hasten the end of the war.
− At the Yalta Conference the denazification and
partition of Germany and Austria was agreed;
democratic elections in the liberated countries were
organised; and the United Nations was created.
− At the Potsdam Conference the return of the
European territories annexed by Germany was
agreed; and an agreement was reached to prosecute
and punish the Nazi leaders.
After that, ask the pupils to answer questions c and 4.
Comment on the border changes shown on the map
Europe from 1945 to 1947 and tell the students to look at
the cartoon The Yalta Conference... in order to answer
exercise 3.
Finally, read the text titled The confrontation between the
USSR… and do activity 5.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. b and 2. Students will explain and evaluate,
using appropriate vocabulary, what the Nuremberg trials
were.
■ Act. c. They will identify which four peace conferences
were held to help resolve the conflict.
LEARNING TO LEARN
■ Act. 1. Pupils will relate the number of civilian and
military casualties to the type of warfare and weapons
used.
■ Act. 3. They will look at a cartoon and relate it to the
consequences of the Second World War.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Acts 1 to 5. Pupils will work autonomously to complete
the activities in this unit.
■ Act. 5. They will obtain data through sources of
different natures: cartographic, iconographic, textual, etc.
RESOURCE MATERIALS OF THE GUIDE
 Reinforcement Activity 2 reviews the agreements
reached at the different peace conferences.
SOLUTIONS TO THE ACTIVITIES
Page 215
a. The USSR, Germany and Poland were the countries that
suffered the most human losses in terms of the size of
their population before the war. The weapons, bombs,
and planes used during the Second World War increased
the power of destruction not only on the battlefield but
also in the cities, killing and injuring the civilian
population.
b. The brutality of the military actions that took place
during the Second World War questioned the morals and
political values on which European civilisation had been
based. For six years there had been a culture of violence
and cruelty and the systematic abuse of human rights.
c. In order to help solve the conflict, the following four
conferences took place:
At the Tehran Conference Britain, the USA and the
USSR met together and military decisions were taken to
try to speed up the end of the war.
At the Yalta Conference, in February 1945, an
agreement was made about the denazification and
partition of Germany and Austria into four areas of
occupation and the division of the cities of Berlin and
Vienna, incorporating France in the division; the
organisation of democratic elections in the liberated
RESOURCE MATERIALS 10
Let’s surf Tiching
P. 214 and 215
− In order to find out more details about the
consequences of the Second World War, the students
can go to the following link:
http://www.tiching.com/753244
Once they have watched the video, answer these
questions:
• What did winning the war represent for the United
States?
• What ally of the United States became its enemy
DIDACTIC GUIDE AND ANSWER KEY
after the war?
• Where is Yalta located?
• What decisions were taken at the Yalta
Conference? Had the war already ended when
this conference took place?
• What did Stalin want to build in the Eastern
European countries?
• What was the Marshall plan? How much money
was destined to the reconstruction of western
Europe? With what objective?
• Why did the end of the Second World War give
way to the beginning of the Cold War?
countries was agreed on; and the United Nations was
created, to help maintain peace.
At the Potsdam Conference, in August 1945, the
devolution of the European territories annexed by
Germany was agreed on, the separation of Austria, the
dismantling of military industry and the prosecution and
punishment of the Nazi leaders.
Finally, in 1946, at the Paris Peace Conference, peace
treaties with the other allies of Germany were drawn up.
The treaty with Austria was not signed until 1955, the
year the Allied occupation ended.
1. The weapons used in the Second World War changed
from the traditional concept of the rearguard. The
weapons, bombs and airplanes used increased the
capacity for destruction and spread panic among the
civilian population, as well as creating an atmosphere of
demoralisation and helplessness.
2. The Nuremberg trials were introduced by the winners of
the war, in which a new concept in international law,
war crimes, was defined.
(Continues on page 10-24)
METHODOLOGY 10-15
10 THE SECOND WORLD WAR
P. 216 and 217
DIDACTIC GUIDE AND ANSWER KEY
7. THE UNITED NATIONS (UN)
A. The founding… / B. Governing bodies
■ Firstly, read the introductory text and write the key
concepts on the board:
− In 1941, the need for an organisation to replace the
League of Nations was proposed by the Allies.
− At the San Francisco Conference the Charter of the
United Nations was approved.
■ Read the text in part A and write the main ideas on the
board for the students to see:
− The organisation intended to ensure international
peace and security, as well as economic and social
cooperation between nations.
− The rejection of force, no interference in the internal
affairs of each nation, and the maintenance of
sovereign equality of all its members, were the
principles that the organisation stood for.
Then, answer question a.
■ Next, read the text from part B about the governing
bodies, take a look at the associated image and write
down the main ideas on the board:
− The General Assembly is the deliberative body where
all the member states are represented and have a
vote.
10-16 METHODOLOGY
− The Security Council is the executive body. It is made
up of fifteen members: the US, the USSR, Britain,
France and China are permanent members and have
the right to vote; the others are elected periodically by
the General Assembly.
− The Secretary-General is nominated by the Security
Council and appointed by the General Assembly for a
period of five years.
Then, read the text The Charter… and the text in the box,
and answer question b.
C. The work of the UN / D. The UN today
■ Read the text from part C and look carefully at the
diagram How the UN works and ask:
− What other organisms does the UN have? What is
their role?
After that, answer questions c and 1.
■ Continue by reading the text from part D and ask the
following:
− What are the different directions the UN has taken in
recent times?
Then, answer question d. To finish, read the text titled
Protection… and do activity 2.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. a-d. The students will answer the questions
individually, using appropriate vocabulary.
DIGITAL
■ Acts. 1 and 2. They will use available digital resources
to obtain information and answer the given questions
correctly.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Acts. a-d. The students will answer the given
questions individually and autonomously.
LEARNING TO LEARN
■ Acts. a-d. They will organise information in order to
answer the questions correctly.
RESOURCE MATERIALS OF THE GUIDE
 Extension Activity 2 will enable a critical analysis of the
Nuremberg Trials.
SOLUTIONS TO THE ACTIVITIES
Pages 216 and 217
a. The initial objective of the United Nations was to ensure
international peace and security and promote economic
and social cooperation between nations.
b. The permanent members of the Security Council are the
US, the USSR, Great Britain, France and China, who
also have a right of veto. The other ten members are
elected periodically by the General Assembly.
c. The political role of the UN is limited due to its inability
to influence the world's major powers.
d. The objective of the Millennial Declaration, approved in
the year 2000, is to reduce poverty, illiteracy and
disease, promote equality between men and women,
protect the environment and implement programmes for
developing countries.
1. The Economic and Social Council of the United Nations
assists the General Assembly in promoting international
social and economic cooperation and development, from
the human and financial resources of the entire United
Nations.
It is composed of 54 member States. Its aim is to study
economic and social problems, and then make
recommendations and propose policies to address these
RESOURCE MATERIALS 10
Let’s surf Tiching
P. 216 and 217
− The pupils can learn more about the Universal
Declaration of Human Rights at the below link:
http://www.tiching.com/753243
Before looking at the link, ask them the following
questions:
• Did you know about the Declaration of Human
Rights?
• Who does it affect?
DIDACTIC GUIDE AND ANSWER KEY
• What rights are claimed in it?
• After they have watched the video, ask:
• Which rights did you not know about?
• Were you surprised by any of them?
• What image did you like the most?
Finally, put together the answers and then start a
debate with the class.
issues. It holds international conferences to present new
projects, programmes etc. For example, the ECOSOC is
in charge of coordinating the work of fifteen specialised
agencies, ten functional commissions and five regional
commissions of the UN; it also receives reports about
eleven funds and programmes of the organisation; and it
issues policy recommendations addressed to the United
Nations and its member states. To fulfil its mandate, the
Social and Economic Council consults with
representatives from academic and business sectors and
with more than 2100 registered non-governmental
organisations.
The students can check the Economic and Social
Council of the UN’s web page to help them complete
this task.
2. Open answer. The pupils are free to mention the
missions in the Western Sahara, in Haiti, Lebanon,
Eastern Timor, Kosovo, among others.
METHODOLOGY 10-17
10 THE SECOND WORLD WAR
P. 218 to 221
DIDACTIC GUIDE AND ANSWER KEY

KEY COMPETENCES

LINGUISTIC COMMUNICATION organise the information to answer the questions

correctly.
■ Page 218, Summary; pag. 219 Learn how to…; pag.
220, acts. 1, 2 and 3. The students will use correct ■ Pag. 219, act. Learn how to… The students will
vocabulary and comprehension and written expression interpret the data from a chart and then answer the given
skills to answer the given questions. questions correctly.

■ Pag. 221, act. 7. They will explain the key concepts of
this unit.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Pag. 219. act. Learn how to… and pag. 220. act.1.
The students will observe a bar chart and a map, and will
answer the given questions using the data represented in
them.
■ Pag. 220. acts 6 and 7. They will use the available
digital resources, like the tiching links, to obtain
information and then answer the given questions
correctly.
■ Pag 221. act. 5. The students will analyse the
information contained in an image and answer the given
question individually.
LEARNING TO LEARN
■ Pag. 218, synthesis; pag. 221, act. 4. The pupils will
■ Pag. 220, act. 1. They will analyse the information
represented on a map and then answer the given
questions appropriately.
■ Pag. 221, act. 5. The students will identify and
describe the role of women during the Second World
War.
CULTURAL AWARENESS AND EXPRESSION
■ Pag. 220. act. 3. They will analyse a painting from the
20th C to extract the historical information it contains.
SOCIALS AND CIVIC
■ Pag. 220, act. 3 and pag. 221 act. 5. The students will
identify and explain the role of women in World War II.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Pags. 218 to 221. They will complete the activities
autonomously and individually.

10-18 METHODOLOGY
THE SECOND WORLD WAR
FINAL ACTIVITIES
Page 218
■ The activity Learn how to… Analyse a Graph aims to
apply the acquired knowledge to data analysis.
1. Copy and complete the concept map…
■ Activity 4, Organise information... allows the pupils to
synthesise the information about different stages of the
Second World War
Activity 6, Digital sources... enables the pupils to evaluate
the role of cinema as a source of historical knowledge.
Activity 1, Space and time... allows for a closer reflection
on the reality of the Nazi concentration camps.
Activity 5, Visual sources... tells the pupils more about the
role of the resistance movement against Fascism and
Nazism.
Activity 3, Art in context..., allows for an evaluation of the
role of women during the war and its knock-on effect in
womens' struggle for equal rights.
Activity 2, Documentary sources... gives the students the
opportunity to assess the importance of the Hiroshima
bombing.
■ Finally, the activities from the Summary and Historical
Thinking fulfill the objective of consolidating the key
concepts from this unit.
10
P. 218 to 221
DIDACTIC GUIDE AND ANSWER KEY
SOLUTIONS TO THE ACTIVITIES
THE SECOND WORLD WAR (1939-1945)
Causes /Expansionist policies/ of / Germany / Italy.
Causes/escalation of aggression in / Eastern Prussia /
Sudetes / Austria / Danzig Corridor.
Weakness of the democratic countries/displayed
in/Munich Conference
Formation of alliances: Axis Rome-Berlin / Anti-
Komintern Pact / Nazi-Soviet Pact.
Development / Axis Victories (1939-1942) / invasion
of Poland / invasion of Western Europe / battle of
England / battle of the Atlantic / conquest of the North
of Africa / conquest of Greece and Yugoslavia / attack
on Russia / attack on Pearl Harbor.
Development / Allied Victories (1943-1945)/ battle of
England / battle of the El Alamein / battle of
Stalingrad / battle of Midway and Guadalcanal /
Normandy landings / atomic bombing of Hiroshima
and Nagasaki.
Consequences / Nazi exploitation of the occupied
countries / violent treatment and terrorising of the
METHODOLOGY 10-19
 population / Gestapo and SS.
Consequences / human, economic and moral losses /50
millions deaths /material destruction / displacement of
the population / 30 million displaced people.
Consequences/ peace conferences / Tehran Conference
/ Postdam Conference/ Yalta Conference/ Paris
Conference.
2. Check what you know
ANSWER THE QUESTIONS
a) The German invasion of Poland, in 1939, triggered the
outbreak of the Second World War. Germany and Italy
signed a pact, the Rome-Berlin Axis, which later on
they would renew under the name of the Pact of Steel.
Germany also signed a treaty with Japan, the
Antikomintern Pact, against the USSR, but at the same
time, Germany also signed a secret treaty with Stalin,
the Nazi-Soviet Pact, in which they agreed not to
attack each other nor support other countries that were
in conflict with one of them. The United Kingdom and
France signed a defensive treaty with Poland.
b) The two blocs that faced each other were the powers of
the Axis (Germany, Italy and Japan) against the allies
(Britain, the US and the USSR).
c) The first phase of the war was one of Nazi domination
(1939-1941), which began in 1939 with Germany's
invasion of Poland. In 1940, the German army invaded
Denmark and Norway, and in May of the very same
year, they occupied the Netherlands, Belgium,
Luxembourg and France. In June, Italy entered the war
as an ally of Germany. In the summer of 1940, Hitler
bombed British ports and cities, but the United
Kingdom resisted. In 1941, the Germans and Italians
fought the British in the North of Africa and the
Middle East. In that year, Yugoslavia and Greece were
conquered by the Germans. In June of that year, the
Germans attacked Russia (Operation Barbarossa),
reaching the gates of Leningrad and Moscow. In
December, Japan attacked the US fleet in Pearl Harbor,
and so the US entered the war. The second phase of the
war was one of Allied offensives (1942-1945). In June
1942, the Americans stopped Japanese expansion in
the Pacific, in the battles of Midway and Guadalcanal.
That same year, in the North of Africa, the British
defeated the German army in El-Alamein. In August,
the city of Stalingrad resisted the German assault,
resulting in Hitler’s first major defeat. In June 1943,
the Allies landed in Sicily and conquered the south of
Italy. In June 1944, the Normandy landings occurred,
liberating part of France and enabling the allies to enter
Germany. Meanwhile, the Russians were advancing
through the East, removing the Germans from Poland,
Romania and Bulgaria. On the 8th of May 1945,
Germany surrendered. In August 1945, to speed up
Japan's surrender, the US president Truman decided to
drop two atomic bombs over the cities of Hiroshima
and Nagasaki. On the 2nd of September 1945, Japan
finally surrendered.
10-20 METHODOLOGY
d) The Japanese attack on Pearl Harbor caused the United
States to enter the Second World War. The battle of
Stalingrad was Hitler’s first major defeat, which also
caused the breakdown of the Nazi-Soviet Pact and
resulted in the USSR joining the side of the Allies.
e) The Holocaust was the extermination of millions of
Jewish people. The racism, authoritarianism and
xenophobia contained in Nazi ideology resulted in
crimes against all who were considered physically or
mentally inferior, such as the Jews, Slavs, gypsies,
communists or political opponents.
f) The immediate consequences of the Second World
War were the human and economic losses, as well as
the moral impact in light of the culture of violence and
cruelty that had been imposed. After 1947, the
different economic and political ideas dividing the big
powers became very apparent. The US represented
capitalism and parliamentary democracy, while the
USSR advocated communism and a political one-party
system. The post-war world was left marked by the
rivalry between the two great victorious powers of the
war.
DEFINE KEY CONCEPTS
• Rome-Berlin Axis: Alliance of mutual support
established between Germany and Italy in 1936,
renewed in 1939 under the name of Pact of Steel.
• Nazi-Soviet Pact: In 1939, a pact was signed between
Germany and the USSR, which aimed to avoid the
USSR allying with France and England.
• Holocaust: The genocide of the Jews conducted by
Nazi Germany.
• Extermination Camps: Concentration camps that
became places of mass annihilation of prisoners,
especially after the Nazi leaders decided to put 'the
final solution' into practice.
• Blitzkrieg: Military tactic combining armoured
divisions with an air support which allows the army to
advance faster.
• Nazi expansionism: Policy which aspired to widen the
territorial frontiers of Nazi Germany and defied the
agreement established by the League of Nations.
• The UN: International organisation, created in 1945,
with the objective of keeping international peace and
security, as well as economic and social cooperation
between nations.
• Yalta Conference: It was held in February 1945, where
an agreement was made about the denazification and
partition of Germany and Austria into four areas of
occupation and the division of the cities of Berlin and
Vienna, incorporating France in the division; the
organisation of democratic elections in the liberated
countries was also agreed on.
WHEN DID IT HAPPEN?
• Battle of Stalingrad. November 1942-February 1943.
• Normandy landings. June 1944.
• Bombing of Hiroshima. August 1945.
• Operation Barbarossa. June 1941.
IDENTIFY KEY FIGURES
• Neville Chamberlain. British Prime Minister between
May 1937 and May 1940; he was a defender of a
pacification policy in contrast to Nazi Germany’s
expansionist policy.
• Clement Attlee. British Prime Minister between 1945
and 1951; during his tenure he established the welfare
state in Britain.
• Henri-Philippe Petain. French General and politician,
who occupied the title of Head of State of the Vichy
regime in German-occupied France.
• Erwin Rommel. German soldier, known by his
nickname the Desert fox, for his ability as Commander
of the German Afrika Korps during the military
campaigns in Northern Africa between 1941 and 1943
• Charles De Gaulle. French soldier and politician, who
was leader of the resistance movement against the
Germans, and also, President of the Republic between
1958 and 1969; he was a great advocator of Franco-
German reconciliation and one of the most influential
figures in history in the building of the European
Union.
• Hermann Goering. German soldier and politician;
member of the Nazi Party; Hitler’s lieutenant and
Supreme commander of the Luftwaffe.
ANSWER THE INITIAL QUESTION
In the Second World War, the Fascist powers
(Germany, Italy and Japan) fought against the Western
Allies (Britain, the US, France...) and the USSR. It was
an ideological confrontation between Fascism,
democracy and communism. It was a total war, fought
between world empires, which affected the entire
population in the warring countries and put the
economy, science and technology at its disposal. Its
ultimate aim was total annihilation of the enemy.
STUDY SKILLS
Personal answer.
Page 219
LEARN HOW TO... ANALYSE A GRAPH
1. Identification and presentation
• Topic: The graph gives details of production in the
USSR in 1945.
• Type: It is a bar chart. On the horizontal axis we can
see the volume of production (index) of different
products which appear on the vertical axis.
• The graph is for the USSR, for the year 1945, just after
the end of the Second World War.
2. Analysis
• An index of 100 is used to compare production in 1940
and 1945.
• All types of production apart from armaments fell
below the 100 index in 1945. The production of
consumer goods (shoes, fabrics) and agricultural
products were reduced the most. Products reduced by
an intermediate amount included energy products (oil,
electricity, coal) and those of heavy industry (steel).
• The arms industry increased to index 251.
• This increase relates to the decrease in production in
other sectors because economic activity during the war
was mainly concentrated on arms production. The fact
that the country had been devastated by war also
explains the decrease of other production, such as
agriculture.
3. Historical context
• At the beginning of 1945, the Soviet Union was faced
with its final push to win the war. The country’s
economy had been focused on covering its war
necessities. A similar situation occurred in the other
countries involved in the conflict.
4. Conclusions
• The Second World War was called 'a total war' partly
due to the fact that the entire productive apparatus of
the different warring countries was put at the war's
disposal. As a consequence, consumer goods and
agricultural production was neglected, resulting in
shortages of basic necessities for the civilian
population, causing hardship and hunger.
HISTORICAL THINKING
Giving reasons
The attitude of the western democracies towards Nazi
Germany was one of appeasement because they attempted
to stop their expansionist policies by non-confrontational
diplomatic means.
Empathy.
Open answer.
Causes.
Germany’s aggressive and expansionist attitude was a
decisive factor in the outbreak of the Second World War
because the European powers saw a danger for their
territorial integrity and for the values they embodied
(liberalism, democracy etc...).
The incorporation of the US into the war meant that the
Allies got all their huge industrial capacity, which was a
determining factor in achieving victory.
The entrance of the USSR into the war signified the
beginning of the end for Nazi Germany. The USSR played
METHODOLOGY 10-21
 a fundamental role in the Allied victory. The USSR fought
the war on the Eastern front; they had a big territory; and
they provided vast numbers of soldiers to fight the war.
Page 220
1. Space and time: Nazi concentration camps
a) The map represents the distribution of the
concentration and extermination camps in the Nazi
Germany of 1942. The document is representative of
the regime of terror and violence established during the
German occupation. This came to a head in 1942 when
the Nazi leaders decided to put the so called final
solution into practice, which intended to eliminate the
whole Jewish population.
b) The map covers the territories of Greater Germany,
which was made up of the German Reich, the
protectorate of Bohemia and Moravia, and occupied
Poland.
The green circles show where the concentration camps,
were located and the red circles represent the
extermination camps. The size of the circles tells us the
number of estimated victims they claimed.
c) The racism, authoritarianism and xenophobia contained
in Nazi ideology, led to crimes against all those
considered inferior, such as the physically and mentally
disabled, Slavs and gypsies. However, the Jews were
the group chosen by Hitler to be exterminated. They
were first imprisoned in forced labour camps, which in
many cases, ended up becoming extermination camps.
d) Personal answer.
2. Documentary sources: Hiroshima
a) The 85
Página author of the text is Michihiko Hachiya, a survivor
of the Hiroshima bombing, who wrote a diary of his
APRENDE A... COMPARAR
experiences in 1955. It is aDOS...
primary source, as all the
facts come from first hand experiences.
b) The text describes the devastating effects of the
bombing of the city of Hiroshima. He describes the
deaths, and also, the indescribable suffering of the
survivors, who he compares to a procession of ghosts.
c) The effects of the Hiroshima bombing caused such
devastation that they highlighted the danger of weapons
of mass destruction and the importance of controlling
unlimited arms races.
3. Art in context: Women and the war
a) The artist, who is also a woman, represented a female
worker in a munitions factory in order to highlight the
important role of women in wartime. In Great Britain,
there was a massive mobilisation of women into work.
Women were essential in Britain during the Second
World War, working in both civil and military
functions. Their efforts materialised both in the
domestic sphere and in the munitions industry.
b) Open answer. To answer this question the students
should combine information given in the previous unit
10-22 METHODOLOGY
about the First World War with the information in this
unit.
Page 221
4. Organise information: The Second World War
a) 1939-42: Eastern Front: invasion of Poland, attack on
Russia, the Germans reached the gates of Leningrad.
Western front: German attack on the Netherlands,
Belgium, Luxembourg and France; attempted to invade
Great Britain (battle of England).
Asia: Japanese expansionism in the Pacific until North
American stopped the Japanese advances.
Africa: The Germans invaded the Lebanon and Egypt
in an attempt to control the Suez Canal. They were
defeated by the British in El Alamein. General
Eisenhower beat the Germans in Tunisia.
1942-45. Eastern front: The Russians advanced
through the East, getting back the Ukraine and freeing
Leningrad. They eventually claimed back Poland,
Romania and Bulgaria.
Western Front: Liberation of Europe, English-
American landings in Normandy.
Asia: The North-American president Truman drops an
atomic bomb on Hiroshima and Nagasaki.
Africa: Northern Africa was controlled by the allies
from 1943.
b) In both stages of the war Europe was the continent
where the greatest number of battles took place.
However, the war was fought on a global scale almost
from the beginning, spreading to Africa in 1940 and
America and Asia in 1941.
c) In 1942, there was a change of direction in the war due
to the entrance of the USSR and the US into the
conflict. The US stopped the Japanese advance in the
Pacific, the British defeated Germany in the North of
Africa, and the USSR stopped the German attack in
their territory and joined the side of the allies. From
1942, the powers of the Axis were withdrawing, whilst
the Allies were pursuing an offensive strategy on all
fronts.
5. Visual sources: Resistance to fascism
a) The image shows a group of partisan women in Milan,
in April 1945. The women are armed with rifles, but
dressed like civilians.
b) The partisans were an armed resistance movement
opposed to fascism and the Nazi occupation troops
installed in Italy during the Second World War. They
fought a guerrilla war, from the time of the German
invasion until April 1945, when Germany surrendered
and they got the control of most of the cities in the
North. It is calculated that more than 300000 people
participated in the armed fight, of which, 35000 were
women
c) The partisans played a very important role in achieving
victory over fascism and Nazism. In many cases, they
 freed villages and cities, forcing the German troops to thought, conscience and religion and the right to
withdraw before the arrival of the Allies. political freedom; the right to non-interference in one's
private life, the right to have ownership of private and
6. Digital sources: The Great Dictator
collective property, the right to freedom of peaceful
a) The Nazi propaganda machinery organised big events, in assembly and association and the right to participate in
stadiums or in the open air, where thousands of people politics.
congregated to hear Hitler’s speeches. He gesticulated a Articles 22 to 28 recognise economic, social and
lot with his arms and hands to give more emphasis to his cultural rights, such as the right to work, to fair
words. The masses surrendered to his political language remuneration, to rest and leisure, to healthcare and to
and the tone of his words. Chaplin performs a parody of education.
Hitler’s speeches, exaggerating his language, which is
Articles 29 and 30 contain the conditions and
nothing but a mock of Hitler’s violent manner in his
limitations with which these rights must be exercised.
speeches and gestures that looked quite ridiculous. He
manipulates the masses and his closest collaborators, who c) The Declaration of Human Rights is of huge
shout out when he finishes his speech and fall silent when importance because it gives people the right to
the orator raises his hand. international legal recognition, regardless of their race,
religion, gender, age or any other status which unfair
b) There is a part of the discourse in which he refers to and oppressive State laws could oppose.
the Jews. It begins with a noise that imitates the noise
of a pig, in clear reference to the Jews. This is one of It has its fundamental precedent in the 1789
the most evident onomatopoeia that is part of his Declaration of the Rights of Man and of the Citizen.
vulgar and vacuous speech. Nowadays, these rights are still not respected in the
entire world and violations occur frequently, mostly in
c) In the speech, by ridiculing Hitler he criticises the areas where there are conflicts.
dictator's anti-Semitism and the situation that the
Jewish population was experiencing in Germany and Opinion: personal answer.
other parts of Europe. ONLINE CHALLENGE
Personal activity.
d) The film was released shortly after the war began.
Poland and Czechoslovakia had already been invaded.
The projection of the film coincided with the German
invasion of Paris.
e) Although the marked anti-Semitism of the Nazis was
already well-known due to the deportations, the ghettos,
etc., in 1945, when they freed the concentration camps,
the public was horrified by the brutality of the Nazis.
Chaplin later said that if he had known about the horrors
that happened in the concentration camps, he could not
have recorded that film.
7. Documentary sources: The Declaration of Human…
a) Article 1 of the Declaration of Human Rights establishes
that all human beings are born free and equal in dignity
and they must act towards one another in the spirit of
brotherhood. Article 2 of the Declaration establishes that
all people have the same rights and liberties, regardless of
their race, colour, sex, language, religion, political
opinions, national or social origin, economic position,
birthplace or other status.
b) Articles 3 to 11 are about personal rights, such as the right
to freedom; to life; to security; to not be submitted to
slavery, torture, degrading treatment or punishment; to the
recognition of their legal status and equality before the
law; to not be arrested arbitrarily; to have the right to a fair
and public hearing by an independent tribunal and the
presumption of innocence.
Articles 12 to 17 are about an individual's rights in
relationship to the community, such as being able to
enter and leave one’s country, freedom of movement,
of asylum and of nationality.
Articles 18 to 21 are about the right to freedom of

METHODOLOGY 10-23
 SOLUTIONS (CONTINUED)
(Continued from page 10-5)
1. At the time of the poster's publication, and after the
annexation of Austria, Hitler demanded that
Czechoslovakia hand over the Sudetenland, which was
populated by a significant German minority.
He also wanted the Danzig corridor to be returned to
Germany from Poland, in order to unite Germany with
East Prussia. In 1938, the annexation of Austria and
Czechoslovakia occurred, and in 1939, Poland was
invaded.
2. The Second World War had been building for some
time and its origins largely date back to the end of the
First World War.
The tough measures taken in the Treaty of Versailles
after the First World War caused feelings of
humiliation and resentment among Germans and
Italians; the economic crisis after the stock market
crash in 1929 fostered a feeling of general discontent;
the fear of communism by governments with the
support of the capitalist bourgeoisie; and the
expansionist desires of Germany, Italy and Japan, led to
the start of the new conflict.
The invasion of Poland in 1939, as a consequence of
Germany's expansionist ambitions, led to the outbreak
of the Second World War.
(Continued from page 10-7)
1. The following events altered the course of the war for
the following reasons:
– Operation Barbarossa: In 1941, Germany invaded
Russia, despite having signed a pact of non-
aggression two years earlier. This event was
significant as, in response; the USSR joined the
Allied forces.
– Attack on Pearl Harbor: In December 1941, the
destruction of the US fleet in the Hawaiian naval
base of Pearl Harbor by the Japanese army, led to
the US incorporation into the war.
– Normandy landings: In June 1944, the Normandy
landings brought a large quantity of soldiers and
weapons into France and the Allies began
advancing from the west towards Germany. This
event was a decisive moment in the Allies final
victory.
– Bombing of Hiroshima and Nagasaki: In August
1945, the use of the atomic bomb on Japan caused
mass destruction and hastened their surrender. This
marked the end of the Second World War.
2. The term kamikaze means “divine wind” in Japanese.
Although in Japan it does not have this meaning, during
the Second World War it was used by American
translators to refer to the Japanese pilots who flew
planes with explosives that were launched against the
Allied fleet in the Pacific Ocean.
10-24 METHODOLOGY
Subsequently, this term has been used in a more general
way to describe any type of suicide attack, regardless of
the method employed.
3. Personal answer.
(Continued from page 10-11)
4. The population was subjected to a regime of violence
and terror.
The Gestapo and the German SS were brutal
instruments of this regime used to deter dissidents.
Those who resisted were tortured, arrested, deported or
even executed.
The Nacht und Nebel decree stated that any prisoners
taken in appliance of this decree would be secretly
deported, without any witnesses or record of the event.
Personal answer.
5. The answer can be displayed in a table, indicating the
main type of resistance for each country, bearing in
mind that there are different combinations of these two
ways. Give these four examples, although the students
can find others if they want.
Civilian resistance
- and Allied Armed militia
collaborators
USSR X
France X
Yugoslavia X
Italy X
(Continued from page 10-15)
2. (Continued) This process helped the public to take stock
of the Nazi atrocities and to set a precedent to prevent
the impunity of criminal acts against humanity.
The main trial in Nuremberg (20th of November 1945-
30th of September 1946) tried 21 of the most important
Nazi leaders in front of a magistrates court from the US,
the USSR, Great Britain and France.
3. The image shows three characters in the act of
“playing” with a map:
Roosevelt (President of the US),
Stalin (Head of government in the USSR)
Churchill (British Prime Minister).
These same political leaders participated in the Yalta
conference in 1945, where they eliminated the German
Nazi regime and decreed the partition of German
territory into four areas of influence.
4. The table should be completed as follows
 5. Activity in pairs. In general terms, the students should
Tehran Yalta Potsdam Paris Peace answer that at the end of the war the big powers had
Conference Conference Conference Conference very different economic and political ideas. The United
States represented capitalism and parliamentary
Joint military Devolution of
democracy, whereas the USSR supported communism
measures all the Sign of the
De- and a one-party political system. Europe began to
(Birtain, US, annexed Peace Treaty
Nazification divide into two areas of influence; the East, which had
URSS) to territories by with the rest
of Austria and been freed of Nazi domination by the Soviet army, and
accelerate the Germany of allies in
Germany the West, which had been liberated by the English and
end of the during the Germany
Americans. These different ideologies meant that those
war war
who had been allies during the war ended up becoming
Partition of two warring parties, future enemies during the Cold
Germany and War.
Austria in four
Separation of
areas
Austria and
(partition like
Germany
that also in
Vienna and
Berlin)

Organisation
Dismantling
of democratic
of the
elections in
military
the freed
industry
countries.

Creation of Punishment
the United of the Nazi
Nations leaders

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https://www.khanacademy.org/partner-content/crash-course1/crash-course-world-
http://www.tiching.com/753242
history/nationalism-imperialism-globalization/v/crash-course-world-history-38

http://www.tiching.com/753243 https://www.youtube.com/watch?v=hTlrSYbCbHE

http://www.tiching.com/753244 https://www.youtube.com/watch?v=P2ayJxiQMAo

http://www.tiching.com/753245 http://www.ww2sci-tech.org/exhibit/dark.html

http://www.tiching.com/753254 https://www.theguardian.com/film/2004/jan/23/1

METHODOLOGY 10-25
10-26 METHODOLOGY
10-28 METHODOLOGY
F OURTH COURSE

Unit 11
A divided world: Cold War and decolonisation

TEACHER’S GUIDE

• Didactic Guide

• Answer Key

• Key Competences

• Focus on diversity
– Reinforcement activities
– Extension activities

• Didactic resources
– Let’s surf Tiching

• Digital Book

• Education in values

METHODOLOGY 11-1
11 A DIVIDED WORLD: COLD WAR AND DECOLONISATION
P 222 and 223
DIDACTIC GUIDE AND ANSWER KEY
LET’S PREPARE THE UNIT
What are we going to learn?
■ In this unit, students will be working with the
following content:
− The division of Europe by the Iron Curtain.
− Germany, the centre of the Cold War.
− The conflicts of the Cold War.
− Pacific coexistence.
− The process of decolonisation.
− The conflict in the Middle East.
− Decolonisation and neocolonialism.
Let’s start the unit
■ To being, the students read the introductory text.
Then, as a class, brainstorm the main ideas and write
them on the blackboard:
− From 1945 to 1990, the world was led by two
antagonistic blocs under permanent tension,
which was called Cold War.
− During the 1960s, the tension decreased and a
new framework of international relationships
opened up: pacific coexistence.
− In 1945, the process of decolonisation began. This
11-2 METHODOLOGY
process led to the creation of Independent states,
although colonial powers maintained their
economic interests.
■ Then, focus the students’ attention on the timeline.
Ask them to pick out the most important events and
discuss what they know about them.
They now look at the map and use it to answer the
first questions from the section:
Put pupils in pairs and ask them to discuss the last
two questions from What do we know? Discuss their
ideas as a class.
Encourage them to think of three questions they
would like answered in this unit. Ask them to write
their questions in their notebooks in order to answer
them at the end of the unit.
■ Ask the students to look at the objectives and read
through them one by one to see if any are related to
the questions they have written in their notebooks.
Finally, go through the vocabulary in the Keywords in
the unit box. Pupils work in pairs to define the words
in the box.
When they have their definitions ready, they read
them to the class. Their classmates try to guess
which word they are defining.
 KEY COMPETENCES RESOURCE MATERIALS 11
LINGUISTIC COMMUNICATION Let's Surf Tiching

■ Page. 223. Students will read and understand the text

P 222 and 223

− In order to learn more about the revolution in
about the Cold War and the Decolonisation and answer Indonesia, the pupils can visit the following web:
individually the proposed questions.
http://www.tiching.com/753978
■ Act. 2, What do we know? The students will relate the
content of a photograph with the international situation it Once they have read on the text, they answer the
represents. following questions:
• What led to the conflict?
LEARNING TO LEARN
• Who did the Indonesians revolt against? When did
■ Pages. 222 and 223. The students will look at the the revolution take place?

DIDACTIC GUIDE AND ANSWER KEY

timeline and the map from this double page and they will
correctly interpret the data represented in them.
■ Act. 1, What do we know? They will look at the map
from page 223 and identify the two main blocs that were
created at the end of the Second World War.
• What did the revolution entail?
• How did the Dutch react to the Indonesian
declaration of independence?
• How did the conflict end?

CULTURAL AWARENESS AND EXPRESSION

■ Pages. 222 and 223. Students will look at the double
page and describe its content.

INFORMATION HANDLING AND DIGITAL COMPETENCE

■ Pages. 222 and 223. They will observe the timeline
and the map and will correctly interpret all the data they
contain.

Education in values SOLUTIONS TO THE ACTIVITIES

The fight for civil rights Page 223

■ In this unit, students will study the non-violent fight for
civil rights and for the equality before the law of Afro-
American citizens in the US.
Firstly, ask the students to take a look at the photograph
from the following web page:
http://www.tiching.com/753970
Secondly, comment on the racial discrimination the black
population faced with the help of these questions:
– What does the image represent? Why were there
fountains for black people and other ones for whites?
– Do you know of other spaces where there was also
racial segregation? What do you think about that?
• After World War II, Europe was left divided in two
antagonistic blocs:
– The socialist bloc, which was outlined by the Pact
of Warsaw, was led by the USSR, the largest
country of them all.
– The capitalist bloc, most of which belonged to the
NATO, was led by a non-European country, the
United States of America.
The line between the two groups of countries was
known as the Iron Curtain and the ideological
confrontation between them is known as the Cold
War.

http://www.tiching.com/106527 After 1945 and parallel to the development of the

Cold War, another phenomena of extreme importance
■ Then, students visit this web page and discuss what type
in the international relationship was taking place: the
of discrimination Rosa Parks rebelled against and why the
process of decolonisation of the territories occupied
act became a historical event:
by the colonial powers of the 19th century and the first
third of the 20th. Many of these new countries rejected
Digital Book the policies of the colonial powers and founded the
Non-Aligned Movement.
■ Self-correcting activities the students can answer and
then check themselves to see whether they are correct.
(Continued on page 11-25)
■ Open activities that the students can answer and then
have corrected by the teacher.

METHODOLOGY 11-3
11 A DIVIDED WORLD: COLD WAR AND DECOLONISATION
P 224 and 225
DIDACTIC GUIDE AND ANSWER KEY

1. HOW DID EUROPE COME TO BE DIVIDED...?

A. Mistrust between…/ B. Two opposing − The US represented a liberal democracy based on

■ The students begin by reading the introductory text
and answering the following questions:
− What happened to the alliance between the Allied
powers after the Second World War?
− What two blocs was the world divided into between
1945 and 1989?
■ Then, they read the text from the first subsection and
answer question a. As a class, brainstorm the key and
write them on the board:
− After the war, Soviet influence in Europe increased
and the Allies began to worry about the expansion of
communism.
− The Soviets accused their former allies of wanting to
maintain their imperialist domination over Europe.
Students now read the text The Iron Curtain and discuss
it as a class.
■ Pupils read the second subsection and answer
question b. Brainstorm the main ideas and write them on
the board:
− The rivalry between the US and the URSS reflected
the opposing values of the two political and
economical systems.
several political parties, the respect of individual rights
and a capitalist market economy.
C. The consolidation… / D. Different systems
■ After that, the students read the text from the third
subsection and answer question c. Then, ask them the
following questions:
− When was the rupture between the allies produced?
What did the Truman Doctrine consist of?
Then, they read the text The Marshall Plan, observe the
map and discuss how it affected Europe.
■ Pupils read the text from Different systems of alliance
and answer question d. Then, brainstorm the key ideas
from the text and write them on the board:
− NATO and the Warsaw Pact were the two military
alliances directed by the two blocs to guarantee their
security and integrity.
− The OECD and the COMECON gave financial
assistance to the territories of each bloc.
■ Finally, the students do activities 1, 2 and 3 to create a
mental timeline of the events that happened at the time.
Discuss their answers as a class and clear up any doubts
they have.

11-4 METHODOLOGY
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. a-d. Students will correctly use the acquired
vocabulary to answer the questions given.
LEARNING TO LEARN
■ Act. c. They will read and interpret a section about the
Marshall Plan in order to answer the questions.
■ Act. 1. Pupils will observe a cartoon depicting the two
powers that emerged after the Second World War and
analyse it to answer the questions.
■ Act. 2. They will use the information provided by the
audio to create a timeline of the period.
■ Act. 3. Students will understand the purpose of a
political speech by Winston Churchill in 1946.
RESOURCE MATERIAL OF THE GUIDE
In Reinforcement Activity 1, the students have to
explain the doctrines of Truman and Jdanov, and relate
them to the configuration of the two antagonistic
blocs..
SOLUTIONS TO THE ACTIVITIES
Page 225
a. After the Second World War, the Allies had problems
mediating their different political philosophies, as
Eastern and Western Europe subscribed to antagonistic
political, social and economical models.
Two opposing ideological and military blocs were
created. One, led by the United States, was made up of
Western European countries. The other headed by the
USSR, grouped the countries from Eastern Europe.
b. The existing ideological differences of the two blocs
were pretty clear. The American bloc abided by the
social order of capitalism, based on economic freedom
and private property, and a political regime based on
liberal democracy, characterised for being representative
and for defending personal rights and freedoms. In
contrast, the Soviet bloc followed the ideology of
socialism, characterised by the collectivism of social and
economical life, and for a political regime marked by the
totalitarian control of the Communist Party.
c. The Marshall Plan was a financial assistance programme
created by the US for countries in Europe, in exchange
for a certain control of their economy and contribution
to the fight against Communism. It distributed aid and
credits to be given out among participating countries
RESOURCE MATERIALS 11
Let's Surf Tiching
P 224 and 225
− The students can expand on the information
presented in the double page by watching the
following video:
http://www.tiching.com/106597
After watching the video, they answer the following
questions:
• What two blocs were opposed during the Cold
War? According to the video, were they right to
distrust and fear each other?
DIDACTIC GUIDE AND ANSWER KEY
• Which countries were in the Soviet bloc?
• What period does the Cold War cover?
• What is the presenter’s opinion on Stalin?
• What was the connection between the Marshall
Plan and the Cold War?
• What role did NATO and the CIA have in the cold
war?
• What happened in Afghanistan?
• In which Latin American countries did the United
States intervene politically?
• How did the Cold War end?
over a period of four years. It was the motor for
Europe’s reconstruction after the war.
The USSR and their allies rejected this aid, as they
understood it as a way for the United States to impose
imperialism by keeping Europe under its control
(Zhdanov doctrine).
d. The two major powers consolidated their respective
blocs by means of economical and military alliances.
In 1949, the Atlantic Pact was signed, which integrated
the US, Canada and ten countries from Western Europe.
It was the origin of NATO, a military cooperation
organisation to defend against any foreign aggression
under the leadership of Washington. In 1960, they
created the OECD to promote the economic
development in free market countries.
The USSR and the countries from Eastern European also
strengthened their ties. In 1949, they created the
COMECON, an organisation offering financial
assistance to the Socialist bloc and in 1955 they created
a military alliance, under the Warsaw Pact, which would
unite the USSR and Eastern European countries to
guarantee the security and integrity of the communist
countries.
(Continued on page 11-25)
METHODOLOGY 11-5
11 A DIVIDED WORLD: COLD WAR AND DECOLONISATION
P 226 and 227
DIDACTIC GUIDE AND ANSWER KEY
2. GERMANY,THE CENTRE OF THE COLD WAR
A. The Berlin blockade
■ Pupils begin by reading the introductory text and
discussing the following questions:
− What scenario was created in Germany after the year
1948? What was the outcome?
Focus their attention on the cartoon The Soviet bear…
and ask the students to interpret it. Discuss their ideas as
a class.
Students now read the text The Berlin blockade and
answer question a. Then, ask them the following
questions:
− What areas was Germany divided into by the two
superpowers?
− What areas did the Soviets occupy? How did they act
there?
− What was the allies’ answer?
Then, pupils read the texts The partition of Germany and
The US position and look at the map Supply… Ask them
to discuss their impressions as a class.
B. Berlin divided by a wall
■ Students read the text form this subsection and
answer question b. Focus their attention on the
11-6 METHODOLOGY
photograph The wall was built… and brainstorm the main
ideas from the text on the black:
− The border that divided Germany into two areas of
influence made many citizens escape towards West
Berlin.
− In 1958, the Soviets demanded that East Berlin be
integrated into the GDR or become a neutral zone
under UN control.
− The United States’ opposition to this situation lead to
the construction of a wall that divided the city of Berlin
in two sections in the year 1961.
Pupils read the text In defence of building the wall to learn
about the Warsaw’s Pact position regarding the
construction of the wall, which is contained in a
declaration of 1961, and then do activity 1.
Afterwards, they read the text I am a Berliner about
Kennedy’s speech’s content during his visit to West Berlin
in 1931 and do activity 3.
Then, focus students’ attention on the drawing of the wall
and ask them to do activities 2 and 4.
Finally, the students do activity 5. Based on that task, ask
the students to do a personal evaluation of the effects the
wall’s construction may have had on Berliners’ daily lives.
Discuss their ideas as a class.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts a and b. Students will answer the questions with
the vocabulary from this unit.
■ Act. 4. They will elaborate a file with all the technical
data about the Berlin Wall.
■ Act. 5. The students will deduce the differences
between East Germany and West Germany with the
information extracted from an audio document.
LEARNING TO LEARN
■ Acts. 1 and 3. Pupils will read and interpret two texts
about the Warsaw Pact and John F. Kennedy’s speech in
Berlin in order to answer the questions.
■ Act. 2. They will explain how the vigilance systems of
the wall worked by interpreting a drawing.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Acts. 3 and 4. Pupils will use the Internet to research
specific information.
RESOURCE MATERIAL OF THE GUIDE
 In Reinforcement Activity 3, the students will explain
how the division of the world was manifested in Berlin.
SOLUTIONS TO THE ACTIVITIES
Page 227
a. The Berlin blockade was the Soviet response to Allied
move to create a German federal state, which would
unite their territories. The city, which was located in
Soviet territory, was divided into four zones. Three of
them belonged to the Western allies –US, France and
Great Britain. East Berlin was left isolated.
The US responded with an airlift to provide for the city,
which continued until in 1949, after 11 months of
blockade, Stalin decided to put an end to the siege.
The crisis generated by the Berlin blockade accelerated
Germany’s division into two States. The Federal
Republic of Germany (FRG) was officially born in May
of 1949 and the German Democratic Republic (GDR)
was created in October of the same year.
b. The Berlin wall was built to stop East Germans from
escaping to the west.
1. The Warsaw pact justified the construction of the wall to
defend themselves from the propaganda, blackmail and
corruption of the FRG, which encouraged people to
escape to West Germany. They justified taking all
possible measures to guarantee the GDR’s security
against what they considered an aggressive and
threatening policy on behalf of the FRG and NATO.
RESOURCE MATERIALS 11
Let's Surf Tiching
P 226 and 227
− To learn more about the Berlin wall, they can check
the following link:
http://www.tiching.com/753769
The first and second video (the latter up to minute
5’30’’) will allow pupils to visualise in three
dimensions the elements that appear in the drawing
representing the defensive structure of the wall. After
watching the video, students answer the following
questions:
DIDACTIC GUIDE AND ANSWER KEY
• Besides a cement wall, what other elements and
tactics were used to restrict access from one side
of the city to the other?
• How could the wall’s doors be opened?
• Who was on the platforms on the Western side?
• What surprised you the most?
• Have you ever been to Berlin? Are there still parts
of the wall left?
2. From East Berlin, there was first a wall with an electric
fence. Then, a path that followed the entire perimeter of
the wall surrounded by guard towers and other detection
systems, which were observed by armed guards and guard
dogs. There was also a sandy surface that revealed
footprints, an illuminated area with reflectors and an anti-
vehicle ditch. Finally, there was the wall itself.
3. Kennedy’s intention was to contrast the Western
economic and political system with the Soviet one. The
Berlin wall was the symbol of the division and
confrontation between the two blocs and the existence of
the wall was proof of the failure of the communist model,
which needed a wall to keep citizens from escaping.
The sentence “Ich bin ein Berliner” expresses the
symbolic value of the city divided into two blocs.
4. Length of the wall: 199 kilometres.
Number of watchtowers and crossings: 166 watchtowers
and 9 official crossings.
People who crossed: 5000.
People who died in attempt: Between 136 and 200.
Consequences of the fall for the city of Berlin: It marked
the first critical step towards German reunification.
(Continued on page 11-25)
METHODOLOGY 11-7
11 A DIVIDED WORLD: COLD WAR AND DECOLONISATION
P 228 and 229
DIDACTIC GUIDE AND ANSWER KEY
3. THE CONFLICTS OF THE COLD WAR
What was the Cold War?
■ Pupils begin by reading the text from this section and
answering question a. Brainstorm the main ideas as a
class and write them on the board:
− The Cold War confronted the United States and the
Soviet Union and their allies. It started in the 1950s
and lasted until the downfall of the Soviet bloc in the
1990s.
− The period was characterised by an arms race and a
war-like attitude, as well as ideological confrontation.
− There was never a direct armed confrontation, but the
rivalry was manifested through peripheral conflicts.
The Korean War
■ The students read the text from this subsection and
answer question b. Brainstorm the key concepts and write
them on the board:
− After Japan’s defeat, North Korea was occupied by
Russian troops and South Korea, by North Americans.
This division was consolidated.
− Stalin encouraged his allies to invade South Korea.
The UN supported South Korea by sending troops
there under the leadership of General MacArthur and
thus began the push northward.
11-8 METHODOLOGY
− China’s intervention forced them to retreat and
accelerated the arms race. Finally, in 1953 the
Panmunjom Peace put an end to the war and
consecrated the division of the two Koreas.
■ Then, students read the section The Vietnam War and
answer question c. Brainstorm the main ideas and write
them on the board:
− When the Second World War ended, Ho Chi Minh
declared independence and started a long conflict with
France, which ended in France’s defeat.
− The end of the war created the division between North
and South Vietnam. North Vietnam was communist,
while South Vietnam was pro-West.
− The United States intervened in support of South
Vietnam, but had to withdraw and then the Northern
Vietnamese occupied the South and imposed a
communist regime.
■ Finally, pupils use the images, maps and text boxes
from the double page spread to do activities 1, 2 and 3.
Discuss their answers and ideas a class and clear up any
doubts they have.
Go through the Quick revision box with the students.
Then, ask them to review the new vocabulary. They can
make questions to review the information with their
classmates.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. 3. Students use appropriate language and the
suggested resources to write a report about the Vietnam
War.
LEARNING TO LEARN
■ Act. a. Students will define what the Cold War was.
■ Act. b. Pupils will understand and explain the factors
that led to the Korean War.
■ Act. c. They will discuss the causes and the
consequences of the Vietnam War.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. 1. Students will use a diagram to explain the
issues that pitted the USA and the USSR against each
other during the Cold War.
■ Act. 2. They will describe the stages in which the
Korean War developed by looking at four maps.
RESOURCE MATERIAL OF THE GUIDE
 Reinforcement Activity 2 is useful to revise what the
Cold War consisted of and its main conflicts.
SOLUTIONS TO THE ACTIVITIES
Page 229
a. The Cold War was a period marked by the tension
between the United States and the Soviet Union and
their respective allies. It began between 1947 and 1948,
right after the Second World War, and continued until
the fall of the Soviet bloc in the 1990s.
b. The war began in Korea in 1950, when Stalin,
encouraged his allies from North Korea to invade South
Korea. The division of the country had been
consolidated the previous year, when the Soviets and the
Americans’ withdrew from the country. In 1949,
communist leader Kim Il Sung came to power in North
Korea and the pro-West military dictatorship of Siman
Rhee was established in South Korea.
c. In 1945, the communist forces of Vietminh, leaded by
Ho Chi Minh, declared their independence from France.
France did not accept this and a war began between the
Soviet-supported guerrilla forces, which controlled the
north of the country and France, who had US support.
The war ended in 1954 with the French defeat, and the
division between the North, led by a communist
government, and the South, led by a pro-West regime,
was profoundly consolidated.
RESOURCE MATERIALS 11
Let's Surf Tiching
P 228 and 229
− In order to learn more about the war in Vietnam,
pupils can visit the following link:
http://www.tiching.com/754127
After watching the video, the students then answer
the following questions:
• How many North American soldiers fought in the
Vietnam War? How many volunteers were there?
How many women?
DIDACTIC GUIDE AND ANSWER KEY
• What was the average age of the American
soldiers who participated in the Vietnam War? And
in the Second World War?
• What proportion of soldiers died or were wounded
in action?
• How many soldiers disappeared?
• Have you seen a film that was set in the Vietnam
War? Which one? What did you think of it?
The students then research the consequences the
war may have had for the soldiers of the Vietcong and
for the country’s population.
1. The diagram shows the two antagonistic blocs: the
western bloc, headed by the USSR. The tension between
the two blocs was manifested through an arms race, in
which the nuclear bomb played a major role. It was also
manifested through economic and diplomatic
confrontations. During the Cold War the battle was
fought through propaganda, the space race, espionage
and some military conflicts on the periphery of the two
superpowers such as China, Korea, Vietnam, Suez Canal
and Cuba.
2. In the summer of 1950, Stalin encouraged his allies from
North Korea to invade South Korea. The UN
condemned the aggression and backed the deployment
of US troops led by General MacArthur.
They stopped the invasion and began to push northward
during the autumn of 1950. Chinese intervention the 21st
of January of 1951 forced them to retreat.
The conflict lasted for three years and caused more than
a million deaths. The last map shows the end of the war,
in the year 1953, which perpetuated the division of the
two Koreas.
3. Personal answer.
METHODOLOGY 11-9
11 A DIVIDED WORLD: COLD WAR AND DECOLONISATION
P 230 and 231
DIDACTIC GUIDE AND ANSWER KEY

4. KENNEDY – KHRUSHCHEV: TOWARDS…

A. Two leaders with a new attitude
■ To being, pupils read the introductory text and answer
question a. Then, brainstorm the main ideas:
− At the end of the decade of 1950, the tension between
the blocs was replaced by détente and dialogue
known as peaceful coexistence.
− The fear for a nuclear war and its devastating
consequences, the cost of the arms race and a
change of attitude contributed to this.
Focus the pupils’ attention on the photo Meeting
between… and ask them to interpret it.
Then, pupils read the next section about the two leaders.
They work in pairs to create a table comparing and
contrasting the two men. Discuss it as a class.
B. Stopping the arms... / C. The Cuban missile...
■ Pupils now read the text from the section Stopping the
arms race and answer question b. Brainstorm the key
concepts on the board:
− Fear of a new war created a dialogue between the two
new leaders of the two superpowers to put an end to
the arms race and achieve a strategic balance.
− The relationships were intensified with mutual visits
and permanent connect between the White House
and Moscow after the year 1963 with the so-called red
telephone.
After that, ask pupils to look closely at the front page of
newspaper on the previous page. Ask them to identify the
characters that appear in it and interpret the scene.
Then, focus their attention on the box Agreements on
nuclear weapons and ask the pupils to evaluate the
content and its affect on nuclear weapons today.
■ They now read the text from the section The Cuban
missile crisis and answer question c. Ask them to look
at the image The Cuban conflict and brainstorm the
main ideas on the board:
− In 1959, Fidel Castro’s revolutionary guerrilla
managed to get to power and, in 1960, they signed an
economic and military cooperation treaty with the
USSR.
− The tensest moment was produced in 1962 when
Russia threatened to install nuclear missiles on the
Island. Kennedy ordered a naval blockade in Cuba to
prevent the arrival of nuclear equipment.
Finally, the students use the images and text boxes from
these pages to do activities 1, 2 and 3.
Discuss their ideas and answers as a class and clear up
any doubts they may have.

11-10 METHODOLOGY
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. 3. Students will write a political speech with
different arguments and using the specific vocabulary
from the unit.
LEARNING TO LEARN
■ Acts. a and b. They will understand the dangers that
the arms race entailed and why the leaders of both sides
wanted to control it.
■ Act. c. They will explain what the Cuban missile crisis
was and how it was resolved.
■ Act. 2. Pupils will analyse the content of Kennedy and
Khrushchev’s texts and answer the questions.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Act. 1. They will enumerate the factors that determined
a change of political direction and will discuss which they
think are most important.
RESOURCE MATERIAL OF THE GUIDE
 Reinforcement Activity 2 has the students relate the
so-called “red telephone” with the policy that is known
as “pacific coexistence”.
SOLUTIONS TO THE ACTIVITIES
Page 231
a. Peaceful coexistence was the period dominated by
détente and dialogue. It was brought on by the fear of a
nuclear war, the high costs of the arms race, the
impossibility of destroying the rival without putting in
danger the whole of humanity and the change of attitude
of the two new leaders of the Soviet Union and the
United States.
b. Both the American and Soviet political leaders wanted
to stop the arms race because they were afraid a war
would lead to mutual destruction and they did not want
the continued cost of maintaining the arms race.
c. In 1959, the revolutionary Fidel Castro took power in
Cuba. His decision to nationalise economic resources
provoked the hostility of the US government, which
declared an economic boycott.
The Soviet Union offered its support to Castro’s regime
and, in 1960, both countries signed an economic and
military cooperation treaty, bringing Cuba into the
communist bloc.
The tensest moment was in 1962, when the USSR
threatened to install nuclear missiles on the island.
Kennedy ordered the naval blockade of Cuba to prevent
the arrival of nuclear equipment.
RESOURCE MATERIALS 11
Let's Surf Tiching
P 230 and 231
− Students can learn more about the tension during the
Missile Crisis in Cuba by visiting this link:
http://www.tiching.com/106664
After watching this video, the students answer the
following questions:
• Who governed Cuba at the beginning of the
1950s?
• What influence did the United States have over
DIDACTIC GUIDE AND ANSWER KEY
the island? What was Guantánamo? Do you know
what it is nowadays?
• What did Fidel Castro do?
• Who bought Cuban sugar, the main product that
was produced in the island?
• How is the Kennedy family represented? And the
figure of John F. Kennedy? Do you know how he
died?
• How is Khrushchev’s figure and family
represented? How do you interpret that he
criticised the crimes committed by his predecessor
Stalin?
• What did the U2 planes do? What did they
discover in Cuba?
• How did the crisis end?
Finally, after many stressful days, Khrushchev ordered
the return of the ships that were directed towards Cuba
and promised to withdraw nuclear weapons. In return,
Kennedy’s government stopped the naval blockade.
1. Personal answer. In general terms, pupils should
mention some of the following points:
President Dwight Eisenhower was re-elected and
removed power from anti-communist sectors.
Eisenhower put an end to the persecution of suspects
of sympathising with communism (witch hunt).
The 1960 election of Democrat John F. Kennedy
marked an important change in America’s foreign
policy.
Nikita Khrushchev started a process of de-
Stalinisation.
The CPSU approved new guiding principles in their
foreign policy, including support for peaceful
coexistence, an end to exporting the revolution and
the recognition of alternative routes to socialism,
including democracy.
The Soviets decided to dissolve Cominform,
considered by the Western to be a threatening
organisation.
(Continued on page 11-25)
METHODOLOGY 11-11
11 A DIVIDED WORLD: COLD WAR AND DECOLONISATION
P 232 and 233
DIDACTIC GUIDE AND ANSWER KEY
5. THE DECOLONISATION PROCESS
A new international.../ The causes...
■ Pupils begin by reading the text from A new
international framework and answering question a. As a
class, brainstorm the main ideas on the board:
− Conditions created by the Second World War initiated
the decolonisation process.
− Great Britain and France were defeated in their Asian
and African colonies by Japan and Germany.
− The decolonisation process was developed in the
context of the Cold War.
■ They then go on to read the text from the section The
causes of decolonisation and answer question b. Focus
their attention on the illustration Drawing by English... and
discuss the key concepts of decolonisation:
− Ruling powers exploited colonies’ resources and kept
most of the population in poverty, which generated the
desire for independence.
− Nationalist movements inspired by new ideologies,
such as communism, Islam and nationalism, were
strong enough to confront the colonisers.
− The Atlantic Charter (1941), the UN Declaration
(1946) and the Universal Declaration of Human Rights
(1948) proclaimed people’s right to self-government
and showed international opinion against colonisation.
11-12 METHODOLOGY
− Support for decolonisation by the USA and the USSR
driven by their interest in weakening colonial powers
and widening their own spheres of influence.
Next, focus the students’ attention on the drawing Gandhi
and ask the students to interpret its meaning.
They then read the text The two superpowers against
colonialism and do activity number 1.
The stages of the decolonisation process
■ Read the text from this subsection. Before looking at
the map, pupils discuss the following questions:
− How many independent states were created during
the decolonisation process?
− Can you name any of these new states? What colonial
powers did they belong to?
Now have students look at the map Decolonisation and
analyse the main events that happened in each of the
stages.
Pupils then find the countries mentioned in the text on the
map and match each of them to their former colonial
power.
Finally, the students do activity 2 at the bottom of the
page. Discuss their ideas as a class and clear up any
doubts they may have.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. b. Students will use the appropriate vocabulary to
explain the UN’s role in the creation of an international
climate against colonialism.
LEARNING TO LEARN
■ Act. a. Students will explain the factors that motivated
the birth of decolonising movements.
■ Act. 1. Pupils will analyse the content of the texts to
determine the position of the US and the Soviet on
decolonisation and answer the questions.
■ Act. 2. They will select the appropriate information
from a map in order to elaborate a timeline.
MATHEMATICAL COMPETENCE
■ Act. 2. They will interpret the information from different
numeric and graphic charts and will relate it to historical
events.
SOLUTIONS TO THE ACTIVITIES
Page 233
a. France and Great Britain had been defeated in their
African and Asian colonial territories by Germany and
Japan during World War II. This showed the inability of
the European powers to maintain their colonial rule and
aggravated their economic difficulties. It also led to the
loss of prestige among the colonisers and put an end to
the myth of white superiority and European
invincibility.
The decolonisation process was developed in the context
of the Cold War and the two superpowers tried to make
their causes appeal to the new countries emerging from
this process.
b. The UN contributed to creating an unfavourable
international opinion of colonisation, which was
manifested through the UN Declaration (1946) and the
Universal Declaration of Human Rights (1948), which
proclaimed people’s right to self-determination.
1. In his declarations, Roosevelt rejects the fact that
Indochina should remain under French rule after the
Japanese defeat during the war and proposes to place it
under international trusteeship. Khrushchev says that the
ruling powers cannot continue their domination over
colonies and that if they do not accept the liberation
RESOURCE MATERIALS 11
Let's Surf Tiching
P 232 and 233
− The students learn more about the process of
decolonisation by visiting the following link:
http://www.tiching.com/106520
After watching the video about Gandhi, the students
answer the following questions:
• Did you know about the figure of Gandhi?
• Why was he working in South Africa? What
conclusions did he take back from that
DIDACTIC GUIDE AND ANSWER KEY
experience?
• What is civil disobedience? Can you think of a
present example?
• What instruments did Gandhi use to fight
violence? What did he denounce?
• How did he die?
• Who did he inspire?
movements they are only driving towards long lasting
wars.
The position of the two leaders shows how the two
superpowers that emerged after the war were not willing
to support the former colonial empires. Their position
supported and encouraged the colonies’ demand for
independence.
2. The main stages of decolonisation were the following:
– The first phase (1945-1954). In the Middle East:
Lebanon, Syria, Jordan and Israel; in Asia: India,
Pakistan, Indonesia, Filipinas, Burma, Malaysia; the
French abandoned the Indochina.
– The second phase (1951-1962), North Africa:
Lebanon, Morocco, Tunisia and Algeria.
– The third phase (1955-1965). Sub-Saharan Africa:
Kenya and Nigeria (British), Mauritania,
Madagascar and Guinea (French), and the Congo
(Belgian).
– –The fourth phase (1975-1993). Southern Africa: the
Portuguese colonies of Angola and Mozambique;
Namibia; and South Africa kept a regime of racial
segregation called apartheid until 1993.
(Continued on page 11-25)
METHODOLOGY 11-13
11 A DIVIDED WORLD: COLD WAR AND DECOLONISATION
P 234 and 235
DIDACTIC GUIDE AND ANSWER KEY
6. THE CONFLICT IN THE MIDDLE EAST
A. The creation of the state of Israel
A.
■ Pupils read the introductory text and discuss the key
concepts. Write them on the board:
− When World War II ended in the Middle East, there
were independent countries like Iran and Iraq and
some French and English protectorates like Syria,
Lebanon, Jordan and Palestine.
− The most complex situation was found in Palestine,
where the large Jewish population aspired to create
an independent state.
■ They now read the text from the section The creation
of the estate of Israel, and answer question a. Brainstorm
the main ideas on the board and have pupils look at the
map The UN partition plan…:
− The Jewish claims received the support of the British
government in the Balfour Declaration.
− The massive immigration of Jews to this region
increased after World War II and in 1947 the UN
proposed the partition of Palestine into two states.
− In 1948, with the end of the British mandate, Ben-
Gurion declared the state of Israel, which was not
recognised among the Arab states.
Afterwards, focus their attention on the image of the
Exodus ship and ask them to share their impressions.
11-14 METHODOLOGY
The pupils then read the texts The Palestinian position
and The Israeli position. They analyse the texts in order
to do activity number 1. Discuss their ideas as a class.
B. The Arab-Israeli conflicts
■ Then, students read the text from the section The
Arab-Israeli conflicts and answer question b. Ask the
class the following questions:
− What countries make up the Arab League? How many
Arab-Israeli wars have there been? With what results?
− How did the Palestinians organise themselves? Has
the Arab-Israeli conflict been resolved?
Now focus the students’ attention on the maps showing
how the borders have moved as a result of the different
wars and discuss how this might affect the situation.
They now look at the conflict’s timeline and discuss the
key moments of its evolution.
■ Then, ask them read the text The Palestinian problem
and discuss the most relevant moments of its evolution.
After that, they do activity 2. Discuss their answers.
Finally, students do activity 3 as a way to reflect on the
current situation of the Arab-Israeli conflict. Discuss their
ideas together as a class and clear up any doubts the
students may still have.
 KEY COMPETENCES
LEARNING TO LEARN
■ Act. a. Students will explain the historical origin of the
state of Israel and its particular demographic composition.
■ Act. b. They will explain the Arab League’s position
regarding the creation of the state of Israel and the
beginning of war.
■ Act. 1. Students will analyse the content of the texts
written by Ben-Gurion and the PLO, which defend
opposite opinions regarding the creation of Isreal.
■ Act. 3. They will find out more about the current
situation of the Arab-Israeli conflict.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. 3. They will stimulate the work with TIC promoting
the research and creation of information with the internet.
RESOURCE MATERIAL OF THE GUIDE
Extension Activity 3 requires the students to look for
information and write a report on the current situation of
the conflict in the Middle East.
SOLUTIONS TO THE ACTIVITIES
Page 235
a. Palestine was under British mandate. It was inhabited by
a mostly Arabian population, but had a large Jewish
population as well. The Balfour Declaration (1917)
expressed the British government’s support for Jewish
claims on the historical territory of Israel. This led to
massive Jewish immigration to the region, which
increased at the end of the Second World War.
In 1947, the UN proposed to divide the Palestinian
territory into two states, one Arab and the other Jewish.
According to the resolution, 55 % of the territory would
correspond to the Jewish State and the rest, to the Arab-
Palestinian State.
b. The Arabian League declared war on Israel in 1948.
Neighbouring Arab states (Egypt, Syria, Arabia Saudi,
Jordan, Iraq and Lebanon) defended the rights of the
Palestinian Arabs over the whole area and did not
recognise the state of Israel.
1. The PLO defends the territorial unity of Palestine and
the right of its country to self-determination. It considers
the Jewish presence as an invasion and therefore calls
for a fight against the Zionism.
Ben-Gurion considers Israel to be the native land of the
Jewish population, and, therefore, as a country that
RESOURCE MATERIALS 11
Let's Surf Tiching
P 234 and 235
− To learn more about the arrival of the Jews to Israel in
the 20th Century, the pupils can visit the following
link:
http://www.tiching.com/753630
After watching the documentary, the students answer
the following questions:
• Which port did the SS St. Louis came out from?
Where was it going?
DIDACTIC GUIDE AND ANSWER KEY
• What happened when it arrived to the port of La
Habana? What did the negotiators offer so the
passengers could disembark?
• What was the situation of the United States at that
moment? How were the refugees welcomed?
• Where did they finally disembark? What happened
to them?
Nowadays, there are also refugees who escape from
their native countries because of different types of
conflicts. Ask the students to work in groups to
research where refugees are concentrated and the
conflicts they are escaping.
should to welcome the Jews that are dispersed
throughout the world. He justifies his opinion with the
Holocaust the Jews suffered during the Second World
War.
2. Personal answer.
3. Personal answer. Nowadays, the Palestinian conflict
continues, as there is still fighting between the state of
Israel and its Palestinian neighbours. This conflict
mostly affects the civilian population and has turned the
whole of the Middle East into an area of permanent
instability because of the terrorist attacks by those
involved in the conflict. This situation affects the area’s
economy as well.
METHODOLOGY 11-15
11 A DIVIDED WORLD: COLD WAR AND DECOLONISATION
P 236 and 237
DIDACTIC GUIDE AND ANSWER KEY
7. DECOLONISATION AND NEOCOLONIALISM
A. A third approach to bloc politics: ...
■ To begin, students read the introductory text and look
closely at the image Cartoon from a French magazine…
Ask them the following questions:
− What international context did decolonisation take
place in? What was the attitude of the new states?
− What reality did the decolonising process reveal?
■ Then, ask pupils to read the text from the first
subsection and answer question a. Brainstorm the main
ideas and write them on the board:
− The Bandung Conference of 1955 brought together
some of the countries that had gained independence.
− The agreements reaffirmed the right to self-
determination, sovereignty and equality for all nations,
the condemnation of racial discrimination and the
rejection of foreign intervention.
− The term Third World was used to designate the
countries that did not want to align themselves with
either of the two blocs.
− The Belgrade Conference (1961) established the Non-
Aligned Movement with the objective of establishing
an alliance between the neutral States.
Now, focus pupils’ attention on the map Participants…
and ask them to find the independent and the non-
11-16 METHODOLOGY
independent states that participated in the Bandung
Conference.
Afterwards, pupils read the text The Conference declares
and check the links in the section @Find out more...
B. Neocolonialism and dependence
■ Students now read the text from the second
subsection and answer question b. Brainstorm the main
ideas on the board:
− Political independence was not accompanied by
economic independence. Old colonial relationships
based on economic dependence were still in place
and called neocolonialism.
− The post-colonial world has perpetuated the divide
between rich countries and impoverished ones, who
remain marginalised from the global economy.
They then read the text The dependence… and
summarise the three parts. Focus their attention on the
map Human Development… and ask them to interpret the
image Cartoon by Plantu….
■ Finally, the students do activities 1, 2, 3 and 4 in order
to review the content from this section and reflect on the
consequences of neo-colonialism.
Discuss their ideas as a class and clear up any doubts.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. 1 Students will use the appropriate vocabulary to
define the terms listed here.
■ Act. 2 They will observe the evolution and meaning of
the term third world.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. 3. Pupils will indicate the situation of countries
with a low index of human development.
■ Act. 4. They will use the digital resources available in
order to obtain information about impoverished countries.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Act. 4. They will establish cause and effect links
between colonialism and poverty.
LEARNING TO LEARN
■ Acts. a and b. Students will organise the information to
answer the questions correctly.
RESOURCE MATERIAL OF THE GUIDE
 Reinforcement Activity 4 reviews decolonisation.
SOLUTIONS TO THE ACTIVITIES
Page 237
a. The Bandung Conference (1955) was organised by the
countries that had recently gained independence. The
Bandung agreements reaffirm the right of the countries
to provide for themselves, the sovereignty and equality
of all nations, the condemnation of racial discrimination
and the rejection of foreign intervention in the internal
affairs of a state.
They also expressed their desire to become neutral states
and not be involved in bloc politics. They defended
peaceful coexistence, disarmament and international
cooperation in the fight against poverty.
b. Many of the countries that had declared their political
independence throughout the 19th and 20th centuries
remained economically dependent on their former
colonisers. The postcolonial period has perpetuated the
divide between richer countries, which monopolise
technology and capital, and a large number of
impoverished countries, which remain marginalised
from the global economy.
1. The definitions are the following:
Non-alignment: Alliance of the new states, which were
not formally aligned with either of the superpowers.
RESOURCE MATERIALS 11
Let's Surf Tiching
P 236 and 237
− The students can learn more about the creation of
NATO through this link:
http://www.tiching.com/753980
After watching the documentary, the students answer
the following questions:
• Who gives the speech with which the
documentary begins?
• What year does Germany enter the NATO?
DIDACTIC GUIDE AND ANSWER KEY
• Which other countries are members of this
organisation?
• What countries enter in 2004? Which of the two
blocs that existed during the Cold War did they
belong to?
• What kind of conflicts appeared after the year
2001?
• What conflicts did you know of? Which did you not
know of before?
• How would you describe the tone of the video?
Who made it?
Neocolonialism: A new form of domination that respects
the political sovereignty of states, but that involves
economic dependence on the world’s richest states.
After gaining political independence, most of the new
states remained dominated by the economic interests of
the former colonial powers.
Dependence: Subordination to a dominant power that
can be political in nature as well as economic,
technological or financial.
Bloc politics: In the context of the Cold War, the world
was divided into two alliances of countries that were
ideologically antagonistic. On one hand, the communist
bloc headed by the Soviet Union, and on the other, the
capitalist bloc headed by the United States.
Human Development Index: Indicator of a population’s
quality of life, which combines three aspects: life
expectancy, education and income per capita.
2. The expression Third World is used to determine the
group of new countries that did not want to align
themselves with either of the two blocs.
(Continued on page 11-25)
METHODOLOGY 11-17
11 A DIVIDED WORLD: COLD WAR AND DECOLONISATION
P 238 to 241
DIDACTIC GUIDE AND ANSWER KEY
KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Page 238, Summary; page 239 Learn how to…; page
240, act. 1. Students will use the appropriate vocabulary
and written expression skills to answer the questions
correctly.
■ Page 241, act. 3. They will explain the key concepts
they studied in this unit.
DIGITAL COMPETENCE
■ Page 239 Learn how to …; Pupils will analyse the
information contained in an image and will answer the
questions individually.
■ Page 241. act. 3. They will use the data represented
on a graph showing the global share of GNP to answer
the questions.
■ Page 241. Acts. 5 and 6. Students will use the
available digital resources, such as the Tiching links, to
obtain information and answer the proposed questions
appropriately.
LEARNING TO LEARN
■ Page 238, Summary; The pupils will organise the
information to answer the questions correctly.
11-18 METHODOLOGY
■ Page 240, act. 1. They will work with two documentary
sources to answer a series of questions.
■ Page 240, act. 2. Students will analyse the information
represented in a map and will answer the questions
correctly.
■ Page 241, act. 3. They will correctly interpret the data
collected in a graph and use it to answer the given
questions.
CULTURAL AWARENESS AND EXPRESSION
■ Page 239 Learn how to …;. The pupils will analyse
some cartoons from the 20th Century and will extract the
historical information they contain.
SOCIAL AND CIVIC COMPETENCE
■ Page 241, act. 4. They will identify and explain the
different conflicts that went on during the Cold War, with
the help of a chart.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Pages 238 to 241. They will complete the proposed
activities individually and autonomously.
A DIVIDED WORLD: COLD WAR AND DECOLONISATION 11

P 238 to 241
DIDACTIC GUIDE AND ANSWER KEY
FINAL ACTIVITIES SOLUTIONS TO THE ACTIVITIES

Page 238
■ The activity Learn to...Analyse... has as its objective:
− To value the critical role of the cartoon. 1. Copy and complete the concept map
− To apply the studied concepts through analysis. COLD WAR:
The resolution of activity 6 Graphic sources... allows Divisions between allies:
pupils to learn more about the value of the cartoon as a Declarations: Truman doctrine, applied trough the
historical source. Marshall Plan / Zhdanov doctrine.
Then, activity 4 Organisation of the information allows 2 blocs: NATO, led by the USA/ Warsaw Pact, led by
them to synthesise the characteristics of the Cold War’s the USSR.
main conflicts.
Relationships between blocs:
Activity 1 Documentary sources...., lets pupils compare
the positions of H. Truman and A. Khrushchev in the Peripheral conflicts: Vietnam, Korea, Germany, Cuba.
context of the cold war. Peaceful coexistence: Pursued by Khrushchev and
Kennedy / consisting of disarmament and new
■ Activity 5 Research of information... allows the
attitudes.
students to study the figure of Mahatma Gandhi as a
leader of decolonisation. DECOLONISATION:

Activity 6 Space and time... enables students to locate the
new countries that emerged after decolonisation.
Activity 3 Graphic sources… helps them think about the
relationship between economic inequality and
decolonisation using the data from the activity.
■ Finally, the activities in Synthesis and Reason
historically achieve the goal of consolidating the unit’s key
concepts.
Causes: Rise of nationalist movements / expansion of
international opinion against colonisation and
support by USA and USSR / people wanted
independence from the ruling powers.
Stages: 1945-1954 / 1951-1962 / 1955-1965 / 1975-
1993.
Bandung Conference: agreements included right to of
peoples to self-determination, equality of all nations,

METHODOLOGY 11-19
 condemnation of racial discrimination, rejection of
foreign intervention in internal affairs and prohibition
of nuclear weapons.
Consequences: neocolonialism, financial dependence,
technological dependence, economic dependence.
2. Check what you know
Answer the questions
a) The Conferences of Yalta and Potsdam had divided
Europe into two areas of influence: the western part,
under the influence of the US, and the eastern part,
under the influence of the USSR. The rivalry between
the two superpowers reflected the opposition between
two economic and political systems. The United States
maintained their position of defending a free world and
was representative of a liberal democracy system based
on multiple political parties and a capitalist economy.
On the other hand, the USSR was presented as a
guarantee against the expansion of capitalist
imperialism and was grounded in the power of a single
party, the Communist Party. They rejected free
elections and individual freedoms.
b) The Cold War was tense international situation, which
began at the end of the Second World War and lasted
until the year 1990. It was grounded in the permanent
confrontation of the two blocs headed by the United
States and the Soviet Union. There was never a direct
armed confrontation between the two superpowers.
Peaceful coexistence was a new era that started at the
end of the 50s dominated by détente and dialogue
between the two powers. It came about thanks to a new
generation of leaders in both sides (Khrushchev in the
USSR and Kennedy in the US).
c) The decolonisation movement originated at the end of
the Second World War, when Britain and France lost
some of their colonies. People wanted independence
and were encouraged by the different nationalist
movements, the decrease of prestige of the colonial
powers due to the defeats they suffered during the war,
international opposition to colonisation and the US and
USSR’s support of decolonisation.
Decolonisation led to the rise of almost a hundred new
states. Most of them went through a very difficult
process, which included many cruel wars and fights for
their freedom. Such was the case in Vietnam, Algeria
and the Congo.
d) The new independent countries had to face severe
economic difficulties, since the exploitation of their
resources and the dependence of their economies
remained under neocolonisation.
Initially, the term third world referred to the group of
new countries that did not want to align themselves
with either of the two ideological blocs. Nowadays, it
refers to the poorest, most underdeveloped countries.
Define key concepts
• Marshall Plan. An economic assistance programme for
11-20 METHODOLOGY
Europe that lasted four years. It was created by George
Marshall and offered aid and credits to be given out
among the countries that accepted it.
• Non-alignment. The position of some countries that
wanted to remain neutral and did not want to align
themselves with the United States or the Soviet Union.
• Witch-hunt. In the United States, at the beginning of
the 50s, the persecution and arrest of people who were
suspicious of being communists was ordered. Those
opposed to these methods denounced the process as
being more like a witch-hunt.
• Arms race. The arms race took place the Cold War
between the United States and the USSR. Each state
tried to develop the most powerful and effective
weapons.
• Iron Curtain. An expression first used by Winston
Churchill to refer to the gap that divided the world into
two antagonistic blocs.
• Apartheid. Apartheid was the racial segregation system
in South Africa and Namibia, which in parts of South
Africa existed until the year 1992. The word means
separation in Afrikaans.
Identify key figures
• Ho Chi Minh. Vietnamese communist politician,
president of the Democratic Republic of North
Vietnam between 1954 and 1969.
• Nikita Khrushchev. Leader of the Soviet Union during
much of the Cold War. His mandate was characterised
by de-Stalinisation in an effort to improve the situation
in the USSR.
• Eisenhower. President of the United States between
1953 and 1961. During the Second World War, he was
responsible for the planning and supervision of the
invasion in Northern Africa, and for the Normandy
landing and the invasion of Germany from 1944 to
1945.
• Ben-Gurion. Zionist leader who officially claimed the
independence of the state of Israel in 1948.
• Mahatma Gandhi. Indian thinker and politician, leader
of India’s independence movement. He used non-
violence, civil disobedience and passive resistance to
achieve his objectives.
• Winston Churchill. British politician who was Prime
Minister from 1940 to 1945, leading the country during
the Second World War, and from 1951 to 1955.
• John F. Kennedy. President of the United States from
1961 to 1963. His mandate was characterised by
peaceful coexistence and détente between the blocs.
• Yasser Arafat. Palestinian leader. Founder of the PLO
and first President of the National Authority of
Palestine.
• Fidel Castro. Cuban President from 1976 to 2008. He
is characterised for being one of the most important
figures in the Cuban Revolution and for being a
defender of communism.
• Kim II Sung. Head of State in North Korea from 1948
until his death in 1994, when the Supreme People’s
Assembly designated his son, Kim Jong II, as his
successor.
• Douglas MacArthur. American military leader who
acted as Supreme Commander of the Allied Forces in
the South Pacific Front during the Second World War.
Explain the difference
• NATO / Warsaw Pact
NATO: Organisation of military cooperation created by
the United States that grouped several countries from
Western Europe in defence against the Soviet bloc.
Warsaw Pact: Military alliance created in 1955 that
united the USSR and Eastern European countries to
militarily guarantee the security and integrity of the
Communist territory.
• Colonialism/neocolonialism
Colonialism: Political action in which one state
dominates another, using military, economic and
political force. This process was at its peak during the
second half of the 19th century, when Europe, thanks to
their technical, economical, financial and military
superiority, conquered foreign territories, mostly in
Africa and Asia.
Neocolonialism: A type of domination that was a
substitute for the old colonial relationships. It is
characterised by respect for the political sovereignty of
a state, but involves economic dependence on richer
states, which lead the world’s economy.
• Colony/metropole
Colony: A territory, controlled and administrated from
a far away territory. During the process of colonisation
in the second half of the 19th Century, there were three
kinds of colonies: ones for exploiting, ones for settling
and the protectorates.
Metropole: A nation that owns colonies. It is used in
reference to European colonial powers.
• Truman Doctrine/Zhdanov Doctrine
Truman Doctrine: American president Harry Truman
declared the containment of communism around the
world to be a national priority.
Zhdanov Doctrine: Soviet rejection of the Marshall
Plan as a form of American capitalist imperialism for
itself and its allies.
• GDR/FRG
GDR: German Democratic Republic. Communist state
formed in 1949 in the territory under Soviet
occupation.
FRG: Federal Republic of Germany. Western capitalist
state formed in 1949 after the union of the French,
British and American occupation areas.
• North Korea/South Korea
North Korea. State created after the division of Korea
in the year 1949, under the administration of the
communist government of Kim II Sung.
South Korea. State created after the division of Korea
in 1949, under a pro-Western dictatorship headed by
Sygman Rhee.
Answer the initial question
At the end of the Second World War, victory over
Nazism ended the alliance between the allied powers.
There was growing mistrust between the two victorious
powers, the USA and the USSR, over the way that the
peace treaties had distributed power. They accused
each other of taking advantage of the war to increase
their spheres of influence.
From 1949 to 1989, the world was divided into two
antagonistic blocs, representing two forms of political,
social and economic organisation: socialism, led by the
Soviet Union, and capitalism, led by the United States.
Page 239
LEARN HOW TO... ANALYSE A SATIRICAL...
1. Identification and presentation
• Both images are cartoons of relevant figures in
international politics. To create a cartoon, a person’s
physical features are exaggerated as well as their
personal weaknesses, political positions, etc.
• The cartoon on the left was published the year 1962
and the one on the right in 1963. Both try to show the
level of tension between the two figures.
2. Description, analysis and comparison
• In the cartoon, Khrushchev and Kennedy are arm
wrestling, sitting on two missiles and about to push a
button with their fingers.
• The figure of Kennedy is shown as being younger and
more athletic, whilst Khrushchev is shown as being
overweight and older. They are both in a tightrope,
trying to keep their balance. The metre and the rope
show the fragility of balance and of the relationship
between the two of them.
• In both cartoons they are staring at each other
intensely. However, Kennedy looks more empowered.
3. Historical context
• In 1959, revolutionary Fidel Castro came to power in
Cuba and in 1960 he signed a treaty of economic and
military cooperation with the USSR, making Cuba part
of the communist bloc. The tensest moment took place
in 1962, when the USSR threatened to install nuclear
missiles on the island. In response, Kennedy ordered
the naval blockade of Cuba. Finally, Khrushchev
ordered the retreat of the ships heading to Cuba and he
promised to withdraw nuclear weapons. After that,
Kennedy’s government lifted the blockade of the
island.
METHODOLOGY 11-21
 • The cartoons show how difficult the balance of power
between the two superpowers really was. With
episodes such as the attempted invasion of Cuba by
exiled Cubans supported by the Americans and the
installation of nuclear missiles on the island pointing
towards the US, the Cold War had arrived to a degree
of high tension that the two leaders were forced to
resolve as if they were two tightrope walkers facing the
danger of a nuclear war.
4. Conclusions
• The missiles on which the characters are sitting and the
tightrope are fundamental to the message.
• Personal answer.
• Personal answer.
HISTORICAL THINKING
Comparison
The three big conflicts during the Cold War show the
tensions between the Eastern bloc and the Western bloc,
and their leaders, the USSR and the United States. All
three were conflicts located outside the territories of the
USSR and USA, in which the struggle between the two
was produced through their allies on the periphery.
Empathy
Personal answer.
Page 240
1. DOCUMENTARY SOURCES...
a) The text on the left is from Truman’s speech in the
House of Representatives of the United States. The text
from the right belongs to Zhdanov’s report about the
international
Página 85 situation. Truman represents the power of
the United States whilst Zhdanov represents the USSR.
APRENDE A... COMPARAR DOS...
b) In 1947, there was a rupture between the allies of the
Second World War when the president Truman
declared the containment of the communism in the
world as a main objective and promoted policies such
as the Marshall Plan, which was based on the belief
that financial aid for the post-war reconstruction would
constitute the best weapon against communist
expansion. The American proposition was criticised by
the Soviets. For Zhdanov, it was an attempt to subject
European countries to a type of imperialism. The
USSR was opposed to this aid and forced Eastern
European countries under their control to reject it.
c) Truman criticises those who impose totalitarian regimes
and deprive citizens of representative governments and
free elections. On the other hand, Zhdanov accuses the
United States of an imperialist attitude, trying to use
their financial aid to mediatise and control the
countries that receive it.
d) The Marshall Plan intended to eliminate post-war
misery, which could be a breeding ground for
totalitarian regimes.
11-22 METHODOLOGY
e) The Marshall Plan consisted in the concession of aid
for post-war reconstruction with the objective of
avoiding the expansion of communism. The USSR and
its allies saw this plan as an imperialist imposition of
the United States, who were trying to take advantage of
the need of many countries by imposing their ideology
and stopping the spread of communism.
f) The confrontation led to Europe’s division into two
antagonistic and hostile blocs, and the two
superpowers began a war of propaganda to defend their
cause. In the United States, many people who were
suspected of being communists were arrested and in
the URSS there were purges of those accused of
treason. All that consolidated the development of the
Cold War between the two blocs.
2. SPACE AND TIME: DECOLONISATION
a) 1. Algeria. 2. Libya. 3. Congo. 4. Kenya. 5. Angola. 6.
India. 7. Pakistan. 8. Indonesia. 9. Vietnam.
b) Algeria /France 1962.
Libya / Italy 1951
Congo/ France 1960
Kenya / Great Britain 1963
Angola / Portugal 1975
India / Great Britain 1947
Pakistan / Great Britain 1947
Indonesia /Holland 1949
Vietnam / France 1954
c) The letter A represents the city of Bandung, where the
Bandung Conference was celebrated.
Page 241
3. GRAPHS: ECONOMIC INEQUALITIES
a) Most of the world’s production was concentrated in the
United States, Canada, Western Europe and Japan,
whereas only a very little percentage was in hands of
countries in the Third World.
b) The graph shows the inequality in the repartition of the
GNP.
c) The category “Third World” includes countries from
Asia, Africa and Central and South America. It is
currently used to refer to underdeveloped or
developing countries. They share a series of
characteristics, such as the agricultural base of their
economy, the exportation of raw materials, a lack of
infrastructure and external debt.
d) The new states that emerged after decolonisation had
to face economical difficulties that derived from the
exploitation of their resources, and from the their
economies’ dependence on foreign powers, the so-
called neocolonialism. In this way, economic
inequality has been perpetuated over time.

4. ORGANISE INFORMATION: CONFLICTS OF...
a) Korean War / Chronology / 1950-1953
Korean War / Geographical location / North Korea
and South Korea.
Korean War / Countries involved / United States,
USSR and China
Korean War / Key military / MacArthur
Korean War / Political figures / Truman, Stalin, Kim II
Sung and Sygman Rhee
Korean War / Causes / Invasion of South Korea by
North Korea.
Korean War / Development / Stalin encouraged his
allies to invade South Korea, who was supported by
the UN and received American troops under the
leadership of General MacArthur. He began the
expansion northward. The Chinese intervention made
them draw back and the conflict became more violent.
In 1953, the Panmunjom Peace put an end to the war
and consecrated the separate Koreas.
Korean War / Consequences / Acceleration of the arms
race and consolidation of two separate Koreas.
Vietnam War / Chronology / 1945-1975
Vietnam War / Geographical location. Indo-china,
south east of Asia.
Vietnam War / Countries involved / North Vietnam;
South Vietnam; United States.
Vietnam War / Key military / Le Duc Tho; Ngo Dinh
Diem; William Westmoreland.
Vietnam War / Political figures / Ho Chi Minh;
Nguyen Van Thieu; Kennedy; Johnson; Nixon.
Vietnam War / Causes / Declaration of independence
by Ho Chi Minh
Vietnam War / Development / When the Second World
War ended, the declaration of independence started a
war with France, which ended with France’s defeat.
The end of the war led to the division of North
Vietnam, under a communist government, and South
Vietnam, with a pro-Western regime. The United
States intervened in support of South Vietnam, but
ultimately had to withdraw.
Vietnam War / Consequences / In 1975, the North
Vietnamese occupied the South and established a
communist regime.
Cuban Missile Crisis / Chronology / 1962
Cuban Missile Crisis / Geographical location / Cuba
Cuban Missile Crisis / Countries involved / United
States, USSR and Cuba
Cuban Missile Crisis / Key military / Fidel Castro.
Cuban Missile Crisis / Political figures / Kennedy,
Khrushchev and Fidel Castro
Cuban Missile Crisis /Causes/ Threat to install Russian
missiles in Cuba
Cuban Missile Crisis / Development / In 1959, the
revolutionary Fidel Castro came to power in Cuba and
in 1960 he signed a treaty of economic and military
cooperation with the USSR. The tensest moment took
place in 1962, the USSR threatened to install nuclear
missiles on the island, forcing Kennedy to order the
naval blockade of Cuba
Cuban Missile Crisis / Consequences / Retreat of the
USSR and lifting of the North American naval
blockade in Cuba.
5. FIND INFORMATION: MAHATMA GANDHI
a) Mahatma Gandhi was born in Probanar (British India)
in1869. He studied Law in the University of London,
but did not work as a lawyer. He got a job in Natal
(South Africa) in a Hindi company. During his stay, he
could see and taste the cruel reality and racial
discrimination that Indians suffered in South Africa.
Gandhi then founded the Indian Party of the Natal
Congress, which united an Indian community in a
homogenous manner to fight against that injustice.
Gandhi decided to move with his entire family to begin
a non-violent fight based on passive resistance.
b) He went back to India in 1915 with a totally changed
image, with the traditional habits and styles from India.
The religious title of Mahatma was given to him
because of his non-violent actions and the foundation
of a community based on tradition. Gandhi’s way of
life was characterised by its simplicity, for going back
to the Hindi tradition both in his clothing and food. He
lived a life marked by non-violence.
c) In 1894 he entered the world of politics to defend the
rights of the Hindi population. He was president of the
Natal Congress’ Indian Party. He was imprisoned for
using civil disobedience to resist a register law that
forced all Indians to be included in a special register
with their fingerprints.
d) In 1930, he led another movement known as the Salt
Satyagraha or the Salt March with the aim of achieving
India’s independence. His objective was to boycott the
British monopoly in the commerce of salt through his
posture of non-violence.
e) Gandhi played a fundamental role in India’s
independence, since he encouraged the Hindi
population to fight for their rights as citizens and
control of their country. After the independence of
India, a separation of the territory between Hindis and
Muslims was proposed. This situation led to armed
conflicts between the two sides. Gandhi started non-
violent movements to resolve the conflict, but that
brought on more anger from radicals. He was killed by
a young Hindi on 30 January 1948.
f) Personal answer.
6. ANALYSE IMAGES: THE COLD WAR
As an example, the teacher chooses a caricature or
cartoon from the web to work with the entire class.
Then, the students take a few minutes to observe it
METHODOLOGY 11-23
 carefully and think about its meaning and historical
context.
They then analyse it collectively:
They begin by translating the text and the title of the
cartoon, in order to understand all its content.
Afterwards, they look at the date, in order to match it
with its historical context.
Finally, they describe the scene, identify the characters
and engage in a little debate to argue the possible
interpretations it may have.
Once the first collective analysis is done, put the pupils
in pairs and have them choose a cartoon to analyse,
following the previous steps.

ONLINE CHALLENGE
Personal activity.

11-24 METHODOLOGY
 SOLUTIONS (CONTINUED)
(Continued from page 11-3)
• The photograph shows us a scene of Indonesian
independence in 1949. The portraits of the former
Dutch colonial governors are being removed from the
government buildings.
• For example: Libya, Algeria, Kenya, the Democratic
Republic of the Congo, and Angola.
(Continued from page 11-5)
1. The German cartoon represents the differences
between the two blocs with the image of a globe
divided in two halves. On one of them, there is a
character representing USA, and on the other, there is
a character that represents the USSR. Both of them are
getting their weapons ready.
2. The pupils must include the following dates on the
timeline:
In 1949, the USSR and eastern European countries
formed an organisation called the Council for Mutual
Economic Assistance or COMECON.
In 1949, Canada, the United States and ten western
European countries signed the North Atlantic Treaty,
which was the start of NATO, a military alliance.
The Warsaw Pact was a collective defence treaty
between the USSR and Eastern Europe. It was signed
in 1955.
In 1961, North American and European countries
created the OECD, the Organisation for Economic Co-
operation and Development.
3. In his speech from 1946, Churchill argues that they
must use all possible resources to avoid another war as
devastating as the Second World War.
(Continued from page 11-7)
5. Personal answer. The pupils can point out that in East
Germany the political propaganda was omnipresent (in
TV, textbooks, newspapers, work, etc) and fear and
mistrust impregnated all aspects of life. They had to
watch what they said because they could not even trust
their friends. However, rents were very low and the
state made sure every citizen had access to food,
education, transport and even culture. According to the
testimony, the people enjoyed a simple life with friends
and family, because consumption was limited to
certain very basic products.
In West Germany in the 60s, it was a time of
prosperity. The influence from the other countries in
Western Europe and the United States was very
perceptible and West Germans had no problems
keeping relationships with people who came from
these countries. The witness from East Germany,
however, tells us that he was spied on precisely
because he had an English friend.
( Continued from page 11-11)
2. Kennedy says the necessity for pacific coexistence is
due to the overwhelming cost of the arms race and the
nuclear risks. He also argues that the two superpowers
much reach agreements to limit the arms race and
guarantee the control of nuclear weapons in areas of
collective security.
Khrushchev insists on the inevitability of coexistence
in a planet that could be destroyed by a nuclear war
and the need for the two main ideological options to
co-exist without threatening to impose on each other
through violence.
3. Personal answer.
(Continued from page 11-13)
2. (Continued)
The biggest war-like conflicts to obtain independence
took place in Vietnam, Indonesia, Algeria, Angola, and
Mozambique.
Personal answer. For example:
– British empire: Palestine, Jordan, India, Kenya or
Nigeria.
– French empire: Lebanon, Syria, Morocco, Tunisia,
Indochina, Algeria, Guinea, Mauritania or
Madagascar.
– utch empire: Indonesia or South Africa.
– Portuguese empire: Angola or Mozambique.
– Spanish empire: Morocco.
(Continued from page 11-17)
2. (Continued)…Nowadays refers to the world’s poorest
countries. These countries are also known as
underdeveloped countries or countries in development.
3. The huge inequalities in today’s world are established
between the richer countries, which monopolise
technology and capital, and a large number of
impoverished countries that experience and increasing
income gap with the richest countries and are
marginalised from the global economy.
The countries with the lowest level of human
development are mostly concentrated on the African
continent.
4. The world’s poorest countries had previously been
colonies. In fact, colonial exploitation and neo-colonial
dependency (which is expressed in three big indicators:
commercial dependency, technological dependency
and financial dependency) explain how these countries
remain this situation of poverty and under the level of
human development.
Personal answer. Flowchart will differ among students.
METHODOLOGY 11-25
 WEB PAGE ADDRESSES

TICHING WEBSITES

http://www.tiching.com/106520 http://www.biography.com/people/mahatma-gandhi-9305898

http://www.tiching.com/753630 https://www.youtube.com/watch?v=CaiU9YJmod0

http://www.tiching.com/753769 https://www.rt.com/news/201255-berlin-wall-anniversary-25/

http://www.tiching.com/753978 https://en.wikipedia.org/wiki/Indonesian_National_Revolution

https://www.youtube.com/watch?annotation_id=annotation_1243947603&feature=iv&
http://www.tiching.com/753980
src_vid=MkqFg7HIpEg&v=f-swJe4F0mk
https://www.khanacademy.org/partner-content/crash-course1/crash-course-world-
http://www.tiching.com/754082
history/nationalism-imperialism-globalization/v/crash-course-world-history-39

http://www.tiching.com/754111 https://www.youtube.com/watch?v=soeoDJaGofg

http://www.tiching.com/754127 http://www.history.com/topics/vietnam-war/vietnam-war-history

11-26 METHODOLOGY
METHODOLOGY 11-27
11-28 METHODOLOGY
F OURTH COURSE

Unit 12
Capitalism and communism: two opposing systems

TEACHER’S GUIDE

• Didactic Guide

• Answer Key

• Key Competences

• Focus on diversity
– Reinforcement activities
– Extension activities

• Didactic resources
– Let’s surf Tiching

• Digital Book

• Education in values

METHODOLOGY 12-1
12 CAPITALISM AND COMMUNISM: TWO OPPOSING SYSTEMS
P 242 and 243
DIDACTIC GUIDE AND ANSWER KEY
LET’S PREPARE THE UNIT
What are we going to learn?
■ In this unit, the students with work with the
following contents:
– The differences between the communist bloc and
the capitalist bloc.
– The construction of a united Europe.
– From the economic growth to the energetic crisis.
– The Welfare State.
– The women’s fight for equality and parity.
– The evolution of the communist bloc.
– The crisis of the Soviet world.
– The two artistic conceptions: the US and the
USSR.
Let’s start the unit
■ First of all, pupils read the text and write down the
main ideas. Focus their attention on the image and
ask them to discuss the first question from the section
What do we know?
Discuss the answer together as a class:
– From 1945 until 1991, the world was divided in
two antagonistic blocs: the capitalist bloc, led by
12-2 METHODOLOGY
the United States and the communist bloc led by
the USSR.
– Capitalist countries had a period of huge
economic and social development, which came to
an abrupt halt with the energy crisis that began in
1973.
– Communist countries also experienced social and
economic development. However, that
development collapsed in the 1980s and 1990s.
Then, ask pupils to look at the A divided Europe map
and have them answer the second question from the
section What do we know? Discuss their ideas as a
class and make sure they understand.
■ Now, the pupils look the photographs of the
supermarket in the United States and the
supermarket in Moscow. Ask them to find three
differences between the two images and relate them
to the different economic models.
Pupils answer the third question from the section
What do we know? and discuss their ideas as a
class.
■ Finally, discuss the objectives of the unit one by
one. Then, look at the text box Key words from the
unit. Go through the vocabulary as a class.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Page 243. Students will read and understand the text
about the capitalist and communist blocs and will answer
the questions individually.
■ Act. 1, section What do we know? They will use their
writing skills to answer the given questions individually
and correctly.
LEARNING TO LEARN
■ Pages 242 and 243. Pupils will look at the timeline and
map from this double page and interpret the information
represented in them.
■ Page 243, What do we know? They will appropriately
answer all the questions.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Page 243, What do we know? Students will show
autonomy when completing the activities individually.
DIGITAL COMPETENCE
■ Pages 242 and 243. They will observe the timeline and
maps and understand the information represented there.
Education in values
Two models of society
■ In this unit, two antagonistic social models are
introduced: capitalism and communism.
Ask the students the following questions, so they can think
about the values inherent to the two models:
– What risks are involved in an economic model based
on massive consumption?
– In the Soviet model, only one party was allowed: the
Communist Party. What risks are involved in a single-
party system of government?
■ Students will also see the development of the welfare
state during the second half of the 20th century:
– What does the welfare state consist of? Why is its
maintenance important for society?
■ Finally, students will analyse the suffragist movement
in the 20th century and think about women’s current
situation in terms of gender equality.
Digital Book
■ Self-correcting activities that students can answer and
then check themselves to see if they are correct.
■ Open activities that students can answer and then
have corrected by the teacher.
RESOURCE MATERIALS 12
Let's Surf Tiching
P 242 and 243
– In order to learn more about the Iron Curtain, students
can watch Winston Churchill’s speech at the following
link:
http://www.tiching.com/65640
After watching the video, the students answer the
following questions:
• Who appears in the video? Why is he important?
• What does he announce in his speech?
DIDACTIC GUIDE AND ANSWER KEY
• According to Winston Churchill’s speech, which
cities make up part of the Soviet bloc?
• Look for more information about the conflict
between the two blocs. Discuss the topic in class.
SOLUTIONS TO THE ACTIVITIES
Page 243
• The main ideological differences between the two
blocs were the following: the capitalist bloc was based
on economic freedom and private property, political
pluralism and free elections. On the other hand, the
Soviet bloc followed socialism, characterised by the
collectivisation of the social and economical life, and
a political regime marked by the totalitarian control of
the Communist Party.
• The USSR extended its influence through Eastern
Europe after the Second World War. The Yalta
Agreements established the division of the continent
into one area under western influence and another
under Soviet influence. In latter, the Soviet political
and economic system was imposed.
• The American way of life is a lifestyle based on the
idea of freedom, the right to peruse your own
happiness and the existence of the American dream.
A consumer society is characterised by massive
consumption thanks to a widespread system of the
massive production of goods, a reduction of costs, an
increase in salaries and the purchasing power of a
large part of the population.
METHODOLOGY 12-3
12 CAPITALISM AND COMMUNISM: TWO OPPOSING SYSTEMS
P 244 and 245
DIDACTIC GUIDE AND ANSWER KEY
1. HOW WERE THE CAPITALIST AND...
A. US hegemony in a capitalist world
■ To begin, students read the introductory text and then
discuss the following question:
– How was the world organised after the Second World
War?
Then, they read the text from the first section. They also
read the text boxes Economic growth, the American way
of life, Bipartisanship and Social inequality and look at the
photographs.
They answer question a and then brainstorm the main
ideas as a class. Write them on the board:
– The US dominated the world economy.
– The American way of life was based on the abundance
of products and massive consumption.
– The United States’ political system was based on the
alternation of power between two parties: the Democrats
and the Republicans.
– Economic inequality kept poorer social classes from
taking part in mass consumption.
– There were social movements and protests against the
consumerist social and economic model and American
intervention in the Vietnam War.
12-4 METHODOLOGY
B. The USSR, leader of the communist world
■ Students now read the text from his section and
answer question a. Then, brainstorm its main concepts as
a class on the board:
– The economic model in the Soviet bloq was based in
state ownership, state interventionism and centralised
planning.
– Between 1950 and 1970, these countries, had high rates
of economic growth and were able to improve the
standard of living, which had been very low.
– The factors leading to the collapse of the Soviet system
were: an authoritarian political system, the lack of
freedoms, excessive bureaucracy and economic
inefficacy.
Then, students read the text boxes Uneven growth, One
party... and Advances made... and discuss their content.
Have them look at the chart Industrial production in the
USSR and Deyneka’s painting and notice the differences
in the information they each present.
■ Finally, pupils use all the information gathered in this
section to do activity 1. Encourage them to engage in an
oral debate in groups, so they may connect the concepts
they have learnt in this section.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. a. Students will describe in their own words the
reasons the US emerged as the leader of the capitalist
world after World War II.
■ Acts. a, b, 1. They will use the appropriate vocabulary
to answer the questions correctly.
LEARNING TO LEARN
■ Act. a. Pupils will make conclusions about American
hegemony as a capitalist global leader after the Second
World War.
■ Act. b. They will appropriately answer the question,
relating several facts that they have learnt in this unit.
■ Act. 1. Students will synthesise the concepts
presented in charts of the US capitalist model and the
USSR communist model in order to discuss it in pairs.
SOLUTIONS TO THE ACTIVITIES
Pages 244 and 245
a. The US emerged as the leader of capitalism for the
following reasons: economic, military and technological
superiority, its political prestige in international bodies
after the victory in the Second World War and the lack
of competition, as most countries were still recovering
from the effects of war.
b. Communism was characterised as being an authoritarian
political system. The lack of freedoms, excessive
bureaucracy and economic inefficacy all contributed to
its collapse.
1. Economic characteristics of the US: private property,
entrepreneurial freedom, irregular distribution of wealth.
Economic characteristics of the USSR: state ownership,
no entrepreneurial freedom, equalitarian distribution of
wealth.
Political characteristics of the US: democratic system of
government, separation of powers, freedom of political
parties.
Political characteristics of the USSR: totalitarian system
of government, all the powers controlled by the state,
one legal party: the Communist one.
Social characteristics of the US: healthcare and
RESOURCE MATERIALS 12
Let's Surf Tiching
P 244 and 245
– Pupils can learn more about the communist and
capitalist systems by visiting the following link:
http://www.tiching.com/755470
After watching the video, the students answer the
following questions:
• How was industrial capitalism different from
capitalism in previous centuries?
• What are the origins of socialism?
DIDACTIC GUIDE AND ANSWER KEY
• How does the presenter discuss his sympathy for
Karl Marx’s way of thinking?
• What are some of the main issues that regulate
the welfare state?
education partly private, freedom of press, class-based
society, individualism.
Social characteristics of the USSR: state healthcare and
education, press controlled by the State, equality of
class, communitarianism.
The debate should include the following concepts:
The ideological differences that exist between the two
blocs are the fact that the American bloc subscribed to
capitalism, based on economic freedom and private
property, and had a political regime based on liberal
democracy, characterised for being representative and
defending the rights and freedoms. Contrarily, the Soviet
bloc followed the ideology of socialism, characterised
by the collectiveness of social and economic life, and by
a political regime marked by the totalitarian control of
the Communist Party.
In the US, the existence of strong economic inequalities
left the weakest social sectors outside the opulence and
the massive consumption. The answer of the social the
American intervention in the Vietnam War also created
movements of protests by the youth.
In the USSR, economic and social progress did not
match its unbalanced economic growth, which could not
reach the standard of living in the West. This led to the
growing discontentment of the population and the
collapse of the system.
METHODOLOGY 12-5
12 CAPITALISM AND COMMUNISM: TWO OPPOSING SYSTEMS
P 246 and 247
DIDACTIC GUIDE AND ANSWER KEY
2. THE CONSTRUCTION OF A NEW, UNITED...
The first steps towards European cooperation
■ Pupils begin by reading the introductory text. They
then read the text from the first sub-section and answer
question a. Ask them the following questions:
– What were the first steps towards European
collaboration? Which countries participated?
Now, focus their attention on Plantu’s cartoon and ask
them to do activity 1.
The Treaty of Rome and the creation of the EEC
■ The students then read the text from the second sub-
section. Have them synthesise the first steps in the
process of constitution of the EEC by answering question
b. As a class, write the main ideas in the blackboard:
– The Treaty of Rome (1957) created the first
communitarian institutions: EEC and EURATOM.
– The objectives were the abolition of custom barriers, the
free movement of goods, services and capital among
member countries and the development of a common
economic policy.
Afterwards, ask students the following questions:
– What were the main principles of the common economic
policy?
12-6 METHODOLOGY
– What does it mean that the realisation of communitarian
policies was based on a transference of competence of
the states to the EEC?
– How was the communitarian budget drawn up? How was
it implemented?
Now, ask the pupils to look at the map The growth of the
European Union and discuss their impressions
■ Students move on to the sub-section EU institutions.
Ask them to read the text and answer question c. Then,
discuss the following question as a class:
– What does it mean that the member countries have
delegated a part of their sovereignty into the
supranational institutions?
After that, focus their attention on the chart The European
Union’s budget. They then look at the table The decision-
making institutions of the European Union and following
the process in pairs.
■ Finally, the students do activities 2 and 3. Discuss
their ideas and correct their answers as a class.
Go over the information in the Quick revision box. Then,
discuss and clear up any doubts or questions students
may still have about the information from this unit.
 KEY COMPETENCES
LEARNING TO LEARN
■ Act. 1. Students will interpret the content in Plantu’s
cartoon and relate it to the aspects that drove some
European leaders to propose the convenience of a union
among European countries.
■ Act. b. They will analyse the information represented
on a map and individually answer the question.
■ Act. c. Pupils will interpret the information contained in
a graph and analyse it in order to answer the question.
■ Act. 2. They will practice their oral comprehension and
determine if certain information is true or false according
to the content seen in this section.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. 3. Students will look for information on the Internet
in order the answer the questions.
RESOURCE MATERIAL OF THE GUIDE
 Extension Activity 1 is useful for the students to learn
more about the functions of the European Union.
SOLUTIONS TO THE ACTIVITIES
Pages 246 and 247
1. After the Second World War, in a context characterised
by the struggle between the United States and the USSR
and for the internationalisation of the economy, some
European governments decided to encourage the
cooperation between the different European states. In
that spirit, with the objectives of collaborating in social
and economic progress and promoting human rights, the
Council of Europe was created in 1948.
b. France, West Germany, Belgium, Italy, Luxembourg
and the Netherlands signed the Rome Treaty in 1957.
The treaty established the bases of the Economic
European Community and the Atomic Energy
Community, with the goal of maintaining economic and
political unity. In 1973, Great Britain, Ireland and
Denmark joined. Greece joined in 1981, Spain and
Portugal in 1986 and Sweden, Austria and Finland in
1995.
c. The European parliament guarantees public participation
in the European Union. It controls the other institutions
and approves laws and budgets. Its members are elected
every five years, in proportion to the population of each
state.
1. The drawing shows the evolution of Europe in four
RESOURCE MATERIALS 12
Let's Surf Tiching
P 246 and 247
– Pupils can find more information about the process of
European integration by visiting the following link:
http://www.tiching.com/755136
After they have look at the information from this page,
they answer the following questions:
• What stages are established and how is each
characterised?
• How is the present time described? Do you agree
DIDACTIC GUIDE AND ANSWER KEY
with that description?
• Which figures appear as founding fathers? What
countries do they come from? Are there any
women?
stages. In the first three, the same type of confrontation
is repeated, showing this long history of warring states
in Europe. However, the fourth stage, which
corresponds to the present times, is represented by a
peaceful election in which all citizens vote (and their
vote spells the word Europe).
Personal answer.
2. The answers are the following:
1. The U.K. was not an original member of the ECSC.
(True)
2. The Treaty of Rome established the ECSC. (False)
3. Greece, Spain and Portugal joined the EEC in 1986.
(False)
4. The European Parliament is elected by popular vote.
(True)
3. The answers are the following:
UK: Opposition of General de Gaulle.
Finland: relationship with Russia.
Spain: Not a democracy.
METHODOLOGY 12-7
12 CAPITALISM AND COMMUNISM: TWO OPPOSING SYSTEMS
P 248 and 249
DIDACTIC GUIDE AND ANSWER KEY
3. FROM ECONOMIC GROWTH TO ENERGY CRISIS
The golden age of capitalism (1950-1973)
■ Begin by focusing pupils’ attention on the graph The
growth of the United States as a starting point for the
analysis of this first section.
Then, pupils read the text from this section and answer
question a. Then, brainstorm and write the following on
the board:
– Between 1950 and 1973 the capitalist countries lived a
time of big economic prosperity, which ended with the oil
crisis in 1973.
– This growth was supported by the elevated consumption
of energy and raw materials at low prices, the new
technologies and the mass production.
– All of that made possible the consolidation of the society
of consumption and these countries reached the highest
quality of life of their history.
Growth leaders: USA, Europe and Japan
■ Pupils go on to read the following section and answer
question b. Ask them to look at the image Annual growth
rates to compare the evolution of the United States,
Europe and Japan. Ask them the following questions:
– What factors made the global economic leadership of the
12-8 METHODOLOGY
US possible?
– What was the economic growth of Western Europe
based on?
– What was the main characteristic of Japanese economic
growth?
■ Students then work with the section Why did oil trigger
an economic crisis? Pupils read the first paragraph of the
text and compare it to the graph The price of oil. Then ask
the following questions:
– When is there produced an increase of the oil’s price?
– With what historical events could it be related to?
Students read the rest of the text and answer question c.
Ask the pupils to compare what they have read to the
graphs GNP in industrialised countries and
Unemployment rates in industrialised countries. Discuss
their ideas and ask the following question:
– Is there any relationship between the evolution of the
GNP and that of unemployment?
■ Finally, students do activities 1, 2 and 3. Discuss their
ideas and correct their answers. Go through the points in
the Quick revision box as a class and answer any
questions pupils may still have.
 KEY COMPETENCES RESOURCE MATERIALS 12
LINGUISTIC COMMUNICATION Let's Surf Tiching

■ Acts. a-c. Students will use their writing skills to

P 248 and 249

– Pupils can obtain more information on the crisis of 1973
answer the questions individually. thanks to the following video:
http://www.tiching.com/755138
LEARNING TO LEARN
■ Act. b. They will identify the main traits of the Once they have seen the document, they answer the
following questions:
Japanese economic system and how it became the
second economic power worldwide. • What presidents governed the United States
during the 1970s?
■ Act. 2. Pupils will observe and interpret the information
• What was OPEC? What did it regulate?
represented in several graphs on the oil crisis so they can

DIDACTIC GUIDE AND ANSWER KEY

correctly answer the questions. • What relationship was established with the Yom
Kippur War in Israel?
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT • What effects did the crisis have in the United
States?
■ Acts. 1-3. They will show autonomy by doing the
• What measures were taken to limit the
activities individually.
consumption of gasoline?
INFORMATION HANDLING AND DIGITAL COMPETENCE • What industrial products are produced with oil? In
■ Act. 3. Students will use the Internet to find information what way do you think the crisis affected the
industries that produced those products?
about the causes and consequences of the 1973 oil crisis.
• Do you think that the crisis had any positive
effects?
RESOURCE MATERIAL OF THE GUIDE
 Reinforcement Activity 2 helps the students revise the
causes and consequences of the economic crisis of
1973.

SOLUTIONS TO THE ACTIVITIES

1. After
sobre los obreros era de protección, a cambio de que éstos fuesen menos listening to the report
reivindicativos.dro; Goya; on the oil crisis
Fernando, of 1973,
príncipe de the
Pages 248
Asturias; andJosefa
María 249 de Borbón, hermana del rey; una figura femenina students should
con la cara point out that the oil crisis had very
vuelta,.
curious consequences. Some North American states for
a. New technology contributed to economic growth
example, asked that people did not decorate their houses
because it enabled large-scale production, increased
with Christmas lights and that 90% of gas stations
productivity and reduced production costs, which led to
should not open during weekends. In Germany, Italy,
lower retail prices.
Switzerland, Norway and the United Kingdom, people
b. In less than twenty years, Japan became the world’s were not allowed to travel by car, plane or boat on
second economic power, thanks to an annual economic Sundays.
growth of over 10%, the highest of all the capitalist
2. Group activity. In general terms, the students should
countries. Japanese growth was characterised by high
notice that the oil crisis affected the economic growth of
investment and technological innovation, as well as by a
the previous decades and that the GNP of the western
large work force and low levels of social protection.
countries plummeted. Many companies went bankrupt
This enabled the mass production of goods, mostly and unemployment reached very elevated numbers in
electronics, at low production costs. The low price of most western countries.
their products made Japan the world’s main exporter.
3. Personal activity.
c. The increase in the price of a barrel of oil, which
quadrupled, had severe consequences for the world’s
economy: it led to a rise in production costs, high
inflation and a fall in demand. Additionally, because the
oil price was set in dollars, countries that had to import
oil increased their trade deficits, with the subsequent
growth in foreign debt. This situation put an end to the
economic growth of previous decades and the GNP of
the western countries plummeted.

METHODOLOGY 12-9
12 CAPITALISM AND COMMUNISM: TWO OPPOSING SYSTEMS
P 250 and 251
DIDACTIC GUIDE AND ANSWER KEY
4. WHAT IS A WELFARE STATE?
A. State intervention
■ To begin, the students read the introductory text and
discuss the following questions:
– What made the implantation and development of the
welfare state possible? What does it consist of?
They then read the text from this sub-section and answer
question a. Ask them to brainstorm the the main ideas as
a class and put them on the board:
– In the 1960’s decade, the social-democrat parties
defended the intervention of the State in economy so as
to promote policies that helped reduce the inequalities,
regulate the market or prevent speculation.
– The State implemented social policies to guarantee
universal public services and promote the social
cohesion.
– The increase of the public sector and the growth of the
Administration generated numerous employment
opportunities.
■ After that, focus their attention on the flow chart How a
welfare state... and ask them to describe the function of
the state in the management of expenses and income.
Then, they read the text Progressive and distributive...
and discuss the image that accompanies it.
12-10 METHODOLOGY
B. The pillars of the welfare state
■ After reading the text from this section, the answer
question be and discuss the key concepts as a class:
– The welfare state guarantees citizens have access to
basic social services.
– The principles of compulsory education and universal
free healthcare are two pillars of the Welfare State.
– Retirement pensions and social services are two of the
other basic principles of the welfare state.
Now, ask the students to look at the map Social
protection in the European Union and use the information
provided to do activity 1.
■ Then, students read the text Sweden, a model for
social welfare and then compare the Nordic welfare
model and the Spanish one through the data that appears
in the box The Nordic and Spanish welfare models. Ask
the students to describe the main differences.
Finally, students do activities 2 and 3 to analyse social
protections in Spain compared to the rest of the European
countries. Discuss their ideas as a class.
As a class, look at the Quick revision box and answer any
questions students may still have.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. 2. Students will read and understand the
information presented in a text and will answer the
questions, using the appropriate vocabulary.
■ Acts. a-b. They will correctly write the answer to the
questions.
LEARNING TO LEARN
■ Act. 1. Pupils will interpret the information collected in
maps and charts to answer the questions.
■ Act. 2. They will read and analyse the information from
a text and will elaborate a personal, well-reasoned
opinion.
■ Act. 3. They will develop a taste for continuous
learning by doing some research.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. 3. They will use a Tiching link to see how much of
the GDP Spain gives to the public healthcare system.
RESOURCE MATERIAL OF THE GUIDE
 In Reinforcement Activity 3, students have to explain
the welfare state and its main characteristics.
SOLUTIONS TO THE ACTIVITIES
Pages 250 and 251
a. In the 1960s, the European social democratic
governments argued that the state could better manage
the economy than the free market and intervened in the
economy to develop policies that helped reduce social
inequality. In this way, the state assumed an important
role in the economy, through the development of state-
owned companies, the construction of infrastructure,
public services, etc. It also intervened in market
regulation, enforcing laws to stop speculative trade,
monopolies and other questionable practices, advancing
social cohesion through policies of social protection.
b. The welfare state is built on four pillars that guarantee
basic social services:
• Compulsory and free education.
• Universal and free healthcare, although in some parts
of Europe citizens contribute towards the cost.
• Social security, namely retirement pensions and
benefits to provide support to those in different
situations (maternity leave, sick pay, etc.)
.• Social services that help disadvantaged people.
1. 40-45% of GDP: Finland, Sweden, Denmark, Germany,
Austria, Luxembourg, France, and Italy.
RESOURCE MATERIALS 12
Let's Surf Tiching
P 250 and 251
– In order to learn more about the welfare state, pupils can
visit the following link:
http://www.tiching.com/755149
After watching the video, the students answer the
following questions:
• What do all citizens in a democratic state have a
right to?
• What conditions are necessary in order for all
DIDACTIC GUIDE AND ANSWER KEY
citizens to be able to participate in politics?
• What elements characterise a welfare state?
• What three types of welfare state are described?
Who benefits in each of the types?
• What relationships are established between the
welfare state and social democracy?
• Who has created this document?
• Do you think that the welfare state is a model that
continues to exist today?
35-40% of GDP: United Kingdom, Ireland, the
Netherlands, Belgium, Spain, Portugal, Poland, and
Bulgaria.
30-35% of GDP: Estonia, Latvia, Lithuania, Czech
Republic, Slovakia, Hungary, Rumania, Slovenia,
Croatia and Greece.
25-30% of GDP: Cyprus.
2. Swedish citizens are satisfied with paying between 29
and 44% in taxes according to their salary because they
are aware of the protections that those taxes provide
them with.
Personal answer.
3. The percentage of the GDP that Spain spends on
healthcare is 6.4, whereas in Sweden it is 10 and in
Norway 8.3.
Tuvalu is the country that invests the most, since it
spends 16.4% on healthcare. Located in Polynesia, it is
the second least- populated country in the world (after
the Vatican). Bangladesh is the country that dedicates
the lowest percentage, only 0.8 of their GDP.
Personal answer.
METHODOLOGY 12-11
12 CAPITALISM AND COMMUNISM: TWO OPPOSING SYSTEMS
P 252 and 253
DIDACTIC GUIDE AND ANSWER KEY

5. WOMEN’S FIGHT FOR EQUALITY AND PARITY

A. Laws and traditions / B. Education and work
■ Pupils begin by reading the introductory text and
discussing the role of the suffragists, their fight for the
women’s right to vote and the repercussions of the
incorporation of women in the work force after the Second
World War, which has been studied in previous units.
■ Then, they read the text from the section Laws and
traditions and answer question a. Brainstorm and write
the main ideas on the board:
– The Constitution of 1978 declared equality between the
sexes and other laws were passed to protect maternity,
work-life balance and the family and to condemn gender-
based violence.
– In the year 2007, the Law for Effective Gender Equality
was introduced to promote equal opportunities.
They now read the text Feminist movements and look at
the image of International Women’s Day. Ask them to
discuss the following:
– What did the feminist movements of the sixties and
seventies propose?
■ Afterwards, they read the text from the following
section, Education and work, and answer question b.
Then, ask pupils the following questions:
– What is the percentage of women accessing all levels of
education in Spain?
– What are the obstacles in the labour market for women?
Are there differences in salary?
Then, focus their attention on the graph Gross rate… and
ask the pupils to describe it.
C. Politics and decision-making / D. Is there a…
■ Pupils continue by reading the text Politics and
decision-making and answering question c. Then, ask
them the following questions:
– What is the level of participation of women in the
decision-making positions? What do you think of the
measures taken to improve that situation?
After that, have them look at the box Women and men…
and ask them to do activity 1 and to create a bar chart
using the data represented in it.
They then read the text from the last section and discuss
the concept of the Glass ceiling. As a class, look at the
graph and answer question d.
■ Finally, the students do activities 2 and 3. Discuss
their ideas and correct their answers as a class. Clear up
any doubts they may have.

12-12 METHODOLOGY
 KEY COMPETENCES RESOURCE MATERIALS 12
LINGUISTIC COMMUNICATION Let's Surf Tiching

P 252 and 253l

■ Acts. a-d. Students will use the vocabulary they have
learnt in this section to describe the situation of women to
answer the questions correctly.
LEARNING TO LEARN
■ Act. d. They will interpret a graph showing the glass
ceiling and define what it consists of.
■ Act. 2. They will observe and interpret the information
from these pages and compare it to the information that
– The pupils can learn more about inequality in terms of
political representation by visiting the following link:
http://www.tiching.com/755150
After reading the article and watching the videos,
students answer the following questions:
What does this article attribute gender inequality in
parliamentarian representation to?
• What differences are established between new

DIDACTIC GUIDE AND ANSWER KEY

they find in the interviews they will conduct with women
from other generations.
■ Act. 3. Pupils will have the initiative to propose ten
measures to improve the equality of the sexes and defend
their own arguments and points of view when presenting
these measures to the class.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. 1. They will interpret a chart from 2014 showing
the presence of women in high-positioned jobs in Spain.
and old democracies? Has any of the data
surprised you?
• Do you know what proportion of the Spanish
parliament is made up of women?
After watching the second video, start a discuss in
class based on the following:
• Do you think that the quotas system is effective?
• Explain what other measures would you
implement to reduce this gender inequality.

RESOURCE MATERIAL OF THE GUIDE

 In Extension Activity 2, students have to explain the
situation of women in today’s society.

SOLUTIONS TO THE ACTIVITIES

that keeps women from achieving true equality and
Pages 252 and 253 having access to senior positions politics, business and
academia, in both the public and the private sectors.
a. Like most advanced countries, Spain has laws
1. According to the table, which gathers data from 2014,
establishing legal equality and individual rights for both
the most equal Spanish sector is the judicial system.
men and women. The Constitution of 1976 declared
Among the senior positions in the general administration
equality between the sexes and other laws protect
of the state, the presence of men doubles that of women
maternity, work-life balance and family and condemn
at all levels (ministers, secretaries, sub-secretaries and
gender-based violence.
general directors). There is even a bigger difference in
b. Gender inequality in the workplace can be seen in men’s the economic and business environment: women occupy
and women’s salaries: women with the same four times fewer positions of power that men do in the
qualifications as men often have lower salaries. Despite companies in the IBEX 35, with an even smaller level of
having access to all levels of education, Spanish participation, less than 10%, in positions of direction
women’s salaries are 86% of those of men. Women are and sub-direction.
also more affected by unemployment and job insecurity.
2. Personal answer.
c. The presence of women in decision-making roles at the
3. Personal answer.
political, economical and social level is much smaller
than that of men. For this reason, political institutions
have proposed the measures to guarantee a balance of
both sexes by establishing percentages or quotas of
women for positions of responsibility.
d. Despite the increase in equality between men and
women in education, the workplace and politics, as well
in the personal and domestic spheres, and despite the
establishment of legal equality between men and
women, there is a glass ceiling, an invisible obstacle,

METHODOLOGY 12-13
12 CAPITALISM AND COMMUNISM: TWO OPPOSING SYSTEMS
P 254 and 255
DIDACTIC GUIDE AND ANSWER KEY
6. THE EVOLUTION OF THE COMMUNIST BLOC
People’s democracies in eastern Europe
C.
■ Pupils read the introduction and comment on the map
showing people’s democracies in Europe.
■ They then read the text from the first section and
answer question a. Brainstorm the main ideas as a class
and write them on the board:
– In eastern democracies, the Communist Part was
installed in power as a single party, any opposition or
dissent was banned.
– All industrial and agricultural property came under the
control of the State, which directed production with five-
year plans and also encouraged rapid industrialisation.
– The USSR provided economic resources to help the
economic development of its satellite countries, through
cooperation bodies such as COMECON.
– The degree of development was unequal due to the
different starting points between the countries.
– The imposition of the Soviet model met with opposition in
Hungary in 1956 and in Czechoslovakia in 1968. The
Soviet army stopped both uprisings.
After that, focus pupils’ attention on the poster of Soviet
propaganda and ask them to do activity 1. Discuss their
ideas as a class.
12-14 METHODOLOGY
The USSR: resistant to change
■ The students now read the text from this subsection
and answer question b. Then, discuss the main ideas as
a class and write them on board:
– The victory of the USSR after the Second World War
allowed it to expand its influence and become an
economic and military superpower that could compete
with the United States for world domination.
– Nikita Khrushchev promoted de-Stalinisation by trying to
put an end to both the indiscriminate repression and the
cult of Stalin.
– After the fall of Khrushchev in 1964, Brezhnev stopped
the reform process, which created political paralysis and
economic stagnation.
■ Students then read the section The global expansion
of communism. Ask them the following questions:
– What consequences did the adoption of the Soviet
model have in Cuba and in China?
– What was the Soviet influence in the countries that
emerged after decolonisation?
Finally, focus their attention on the map Soviet expansion
and ask them to do activities 2, 3 and 4. Discuss their
ideas and correct their answers as a class.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. a and b. Students will use the appropriate
vocabulary to make questions related to the evolution of
the communist bloc.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. 2. They will use different sources to find
information about the Pact of Warsaw and COMECON.
■ Act. 4. They will search and explain in their own words
the influence of decolonisation and the Cold War in the
expansion of communism in places like Cuba, China or
some countries in Africa.
LEARNING TO LEARN
■ Act. 2. Pupils will put the main events from the text in
chronological order.
■ Act. 1. They will analyse the information from a Soviet
propaganda poster and will explain the symbolism of the
images and colours used.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Act 4. They will prepare a group presentation in order
to show the results to the class.
SOLUTIONS TO THE ACTIVITIES
Pages 254 and 255
a. In the people’s democracies adopted political systems
similar to the USSR. The Communist Party was installed
in power as a single party, any opposition or dissent was
forbidden and persecuted, and party members controlled
the administration of the country.
All agricultural and industrial property came under state
control and followed the Soviet model of rapid
industrialisation based in heavy industry. The state
controlled production through five-year plans, which
imposed production rates and prices.
b. Khrushchev promoted de-Stalinisation, in an attempt to
put an end to the indiscriminate repression and the cult
of Stalin. To improve people’s standard of living, he
established new economic measures to increase
agricultural production. Brezhnev, however, put an end
to the reforms and increased bureaucratisation, which
created the political and economical paralysis that
characterised the Soviet system in its final years.
1. The sign is trying to convey the message of the
unstoppable character of Socialism. Red represents
communism and the red train is going at full speed,
running over the declining capitalist tortoise.
RESOURCE MATERIALS 12
Let's Surf Tiching
P 254 and 255
– In order to know more about the Cuban revolution, the
students can visit the following link:
http://www.tiching.com/755545
After watching the video, the students answer the
following questions:
• Who were the leaders of the Cuban revolution?
• How many men were there when they were
hidden in Sierra Maestra? How long did they
DIDACTIC GUIDE AND ANSWER KEY
remain in hiding?
• What were the complaints of the opposition
against the dictatorship of Fulgencio Batista?
• What happened on 31 December 1958?
• What animal did Fidel Castro put in his shoulder
during his speech in la Habana?
• Do you know anything about the current political
situation in Cuba?
2. The events corresponding to the dates are the following:
1953: Stalin’s death.
1956: Uprising in Hungary against Soviet presence.
1964: End of Khrushchev’s mandate.
1968: Prague Spring.
3. Personal answer. In general terms, the pupils have to
point out that the Warsaw Pact was an agreement of
military cooperation signed in 1955 by the USSR and
the people’s democracies in Eastern Europe with the
objective of counteracting the threat posed by NATO.
COMECON was made up of the USSR, Poland,
Czechoslovakia, Hungary, Rumania, Bulgaria and
Albania. The objective of COMECON was to integrate
all the countries in the Soviet bloc into a common
market, under the control of the USSR. Yugoslavia was
a special case in COMECON, as the government there
started new way of incorporating socialism different
from the interests of Moscow. For that reason it was
given the title of associated country.
4. Group activity.
METHODOLOGY 12-15
12 CAPITALISM AND COMMUNISM: TWO OPPOSING SYSTEMS
P 256 and 257
DIDACTIC GUIDE AND ANSWER KEY
7. THE CRISIS OF THE SOVIET SYSTEM
Economic stagnation
■ The students read the introductory text and discuss
the following questions:
– What economic situation did the USSR have as it
emerged as the second military power in the world?
■ They then read the text from the first subsection and
answer question a. Discuss the main ideas as a class:
– In the early 1970s, economic growth in the USSR began
to stagnate due to high defence spending.
– The nationalised model lead to low productivity and slow
technological innovation, which were aggravated by the
global recession in 1973.
– The technological and business restructuring of western
countries to overcome the crisis illustrated the collapse of
the Soviet system.
Then, focus their attention on the chart Annual growth...
and have read the text The collapse of the Soviet system.
The students then synthesise the situation they describe.
Social unrest
■ The students now read the text from this subsection
and answer question b. Then, ask them to discuss the
following questions as a class:
12-16 METHODOLOGY
– What services did the Communist system guarantee all
citizens? What problems did that lead to?
– Which were the causes of this situation? Why did the
Soviet state become a gerontocracy?
■ After that, pupils read the section Perestroika, a
reformist project and answer question c. Then, discuss
the main points as a class:
– In 1985, Gorbachev came to power and initiated a
programme of reforms: perestroika (reconstruction) and
glasnost (transparency).
– The main reforms were political, economic, the
rebalance of the relationship between the Soviet
republics and diplomacy with the west.
Focus students’ attention on the images Gorbachev’s
reforms... and Stamp... Ask the students to describe them
and how they represent the reforms.
Then, students read the text The Soviet problem and
answer question d.
■ Finally, the students do activities 1, 2 and 3 as a way
of synthesising the content they have worked with in this
section of the book.
Discuss their ideas and correct their answers as a class,
clearing up any doubts they may have.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. a-d. Students will use their written expression
abilities to answer the questions.
■ Act. d. They will understand a text written by
Gorbachev and will answer the question.
■ Act. 1. Pupils will select the information they choose
from this section to complete a series of sentences.
LEARNING TO LEARN
■ Act. a. They will analyse this section’s content and will
explain the reasons why the Soviet economy collapsed in
the 1980’s.
■ Act. 2. Students will observe a cartoon and analyse
the information it contains in order to answer the question.
CULTURAL AWARENESS AND EXPRESSION
■ Acts 2. They will value the activity’s cartoon as a work
of art and will analyse it from a historical perspective.
RESOURCE MATERIAL OF THE GUIDE
 Reinforcement Activity 1 allows the students to revise
the causes of the Soviet crisis after reading a text by
Mikhail Gorbachev.
SOLUTIONS TO THE ACTIVITIES
Pages 256 and 257
a. Economic growth began to stagnate in the USSR
because defence spending was very high and consumed
most of the Soviet budget. In addition, the nationalised
model of the economy led to low levels of productivity
and slow technological innovation. All of that led to the
economic, scientific and technological collapse of the
Soviet system, and in an increase in the differences
between Soviet and western countries.
b. The allocation of resources to heavy industry and
military defence reduced the budget destined to food and
basic consumption goods. Shortages became permanent
and forced people to make great efforts to obtain them.
c. In the economy, Gorbachev attempted to increase
production and productivity by introducing personal
incentives and facilitating some elements of a free
market.
On a political level, he limited the monopoly of the
Communist Party and promoted the participation of non-
affiliated people in politics. He encouraged greater
freedom of the press and fought against corruption.
On a territorial level, he established a more balanced
relationship between the different Soviet republics, and
RESOURCE MATERIALS 12
Let's Surf Tiching
P 256 and 257
– To learn more about the fall of the Soviet Union’s, the
pupils can visit the following link:
http://www.tiching.com/755151
After watching the video, the students answer the
following questions:
• How many republics were part of the Soviet
Union?
• What issues does the centralised economy
DIDACTIC GUIDE AND ANSWER KEY
present, according to the video?
• What reforms did Gorbachev implement?
• What happened in 1989? What countries
abandoned the USSR after that year?
• What political groups were opposed to
Gorbachev’s reforms?
• What role did Yeltsin play?
a greater participation in the decisions that affected the
individual republics.
In international politics, he opted for diplomacy and
understanding, which propitiated the end of the arms
race. He eased the control of the USSR over Eastern
Europe and dissolved the Warsaw Pact.
d. Gorbachev attributes the issues of the Soviet economy to
corruption and inefficacy. As one of the biggest cereal
producers in the world, the USSR needs to buy foreign
grain to feed their own population and, despite having
numerous doctors, the healthcare system suffers from
increasing problems.
Gorbachev also mentions the contradiction between the
advanced Soviet technology (in the space field, for
example), and its insufficiency when applying it to
consumer goods.
1. The correct sentences are the following:
Economic growth in the USSR in the 1970s stagnated
due to defence spending, the nationalised economic
model and the global economic recession.
The communist leadership became less effective
because it became a gerontocracy, increasingly
bureaucratic, inefficient and removed from social
reality.
(Continued on page 12-27)
METHODOLOGY 12-17
12 CAPITALISM AND COMMUNISM: TWO OPPOSING SYSTEMS
P 258 and 259
DIDACTIC GUIDE AND ANSWER KEY
8. TWO APPROACHES TO ART: THE USA AND...
A. Pop Art
■ Pupils read the introductory text and discuss the
following question:
– How was the difference between the models of social
organisation of the USA and the USSR evident in the
ways they understood art?
■ After that, the students read the text from the first
subsection and answer question a. Brainstorm and write
the main ideas on the board:
– Pop Art emerged in London and New York at the same
time. Works were figurative and based on consumerism
and popular culture.
– Pop art challenged the abstract art trends, which were
considered intellectualised and socially elitist.
– Its representatives include the North Americans Roy
Lichtenstein and Claes Oldenburg, and the British
Eduardo Paolozzi and David Hockney.
– The leader of the movement was Andy Warhol.
Then, focus their attention on the images Vicki! and
Campbell’s Soup. Ask the students to identify some of the
movement’s characteristics.
Continue by looking at the image Duane Hanson... and
do the ArtFile activity.
12-18 METHODOLOGY
B. Socialist Realism
■ Students begin by reading the text from this
subsection and answering question b. Then, brainstorm
the main ideas and write them on the board:
– Socialist realism was born as a reaction against
bourgeoisie art and became the only authorised artistic
style in the communist bloc.
– Its goal was essentially propagandistic. Its objective was
to instil the communist spirit in the workers.
– Workers and peasants were the protagonists, portrayed
in their working environments and presented as heroes.
– Social Realism praised the accomplishments of the
communist state and its political leaders who drove the
revolutionary process.
Now focus their attention on the painting Donbass. Ask
the pupils to describe it and point out the characteristic
features of Socialist Realism.
Then, ask them to look at the image Worker and Kolkhoz
Woman and do the activity in the ArtFile.
■ Finally, the students do activities 1 and 2 from the
bottom of page 259. Discuss their ideas and correct their
answers as a class, clearing up any doubts they may still
have about this unit.
 KEY COMPETENCES
CULTURAL AWARENESS AND EXPRESSION
■ Acts. a and b. Students will recognise the different
characteristics of Pop Art and Socialist Realism and will
relate them with the social model they correspond to.
■ Act. 1. They will produce a drawing to represent their
current culture, using the artistic parameters of Pop Art.
■ Art File. They will evaluate two works of art from an
artistic and historical perspective.
LEARNING TO LEARN
■ Acts. a and b. Pupils will analyse the paintings from
this section and will synthesise the characteristics of the
two artistic movements.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Acts 1 and 2. They will work individually and
autonomously to do the activities form this unit.
RESOURCE MATERIAL OF THE GUIDE
 Extension Activity 3 allows the students to learn more
about the North American artistic movement known as
Pop Art.
SOLUTIONS TO THE ACTIVITIES
Pages 258 and 259
a. Pop Art is characterised by its figurative works and the
use of images associated with consumerism
(advertisements, television, magazines, newspapers,
consumer goods, comics, famous people, etc.). Its works
were created for a mass audience, offering them banal,
mass-produced art that was transient, witty, expendable
and easy to understand.
b. Social realism was born as a reaction against bourgeois
art and became the official and only authorised artistic
style in the communist bloc. It was form of state
propaganda that incorporated communist ideals into art.
1. Personal answer.
2. Personal answer.
Art File page 258
a) Supermarket Lady, by Duane Hanson, 1969. Is three-
dimensional sculpture, created with new materials for
the time, such as resin, polyvinyl and polychrome glass
fabric in oil-based paint. The figure is accompanied by
real-life objects, such as a metallic grocery cart.
The work belongs to a movement that came up after Pop
Art, called Hyperrealism. However, Duane draws from
RESOURCE MATERIALS 12
Let's Surf Tiching
P 258 and 259
– To learn more about the Pop Art artistic movement, the
students can visit the next link of the Tate Modern:
http://www.tiching.com/751053
The page offers a lot of information about this artistic
movement: biographies of the most important artists
of the movement, a comparative between the
development of the American and British Pop Art and
several videos with the works exhibited in the
museum’s rooms.
DIDACTIC GUIDE AND ANSWER KEY
Put the students in groups and ask them to look for
more information on this artistic movement. They will
give an oral presentation of the information they have
discovered to the class.
the frivolity and the kind of attractive aesthetic typical of
Warhol, which arouses, through an almost obsessive
realism, certain repugnance in the spectator.
b) It is a realistic sculpture. Even the polychrome finish
imitates the texture of the skin with disturbing precision,
looking like flesh. However, the fact that the figures are
bigger than they are naturally increases the feeling of the
grotesque.
c) Duane, the American-born son of Russian immigrants,
created the collection American Dream, to which this
sculpture belongs, with an evident critical purpose. The
figures that appear in this collection, with all their
imperfections, represent the failure of this American
dream based on consumption.
In this case, the woman, an obese and unkempt
housewife, who wears rollers in her hair beneath a
headscarf, does not fit with the prevailing model of
beauty. Her lost and distant look transmits feelings of
boredom and sadness. The image may generate
repugnance and disgust, but at the same it makes the
viewer feel some compassion.
(Continued on page 12-27)
METHODOLOGY 12-19
12 CAPITALISM AND COMMUNISM: TWO OPPOSING SYSTEMS
P 260 to 263
DIDACTIC GUIDE AND ANSWER KEY
KEY
LINGUISTIC COMMUNICATION
■ Page 260, Summary; Page. 261 Learn how to…;
Page. 262, acts. 2, 3, 4, 5 and 6. Students will use the
appropriate vocabulary and their written expression ability
to answer the questions.
■ Page 262, act. 2. They will read a historical text and
will comment on it with the help of the questions.
LEARNING TO LEARN
■ Page 261 Learn how to... Pupils will analyse several
digital sources and will use them to obtain relevant
information on one of the topics from the activity.
■ Page 261 Learn how to… They will develop a taste for
continuous learning by doing research.
■ Page 262, act 1. They will interpret the information
found in some maps showing the foundation/extension of
the EEC and will answer the questions.
■ Page 262, act 3. Students will look at a cartoon and
analyse the information it contains from a historical
perspective.
■ Page 263, acts 6 and 7. They will analyse several
primary and secondary digital sources and will use them
to obtain relevant historical information.
12-20 METHODOLOGY
COMPETENCES
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Page 261, Learn how to… They will look for
information on the Internet about aspects related to the
creation of the EEC using the digital resources available.
■ Page 261, Learn how to… Students will do graphic
presentations of texts, images and videos, familiarising
themselves with the programme Prezi.
■ Page 263, acts 6 and 7. They will use the available
digital resources, such as the Tiching links, to obtain
historical information and answer the questions.
CULTURAL AWARENESS AND EXPRESSION
■ Page 263, act 5. Pupils will analyse a painting that
compares Tsarist Russia to Soviet Russia, discover its
symbolic content and relate it with the historical context,
and answer the questions.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Pages 262 and 263. They will plan the resolution
process of the given activities discussing their answers
logically and keeping in mind how well they have learnt
the contents dealt with in this unit.
CAPITALISM AND COMMUNISM: TWO OPPOSING SYSTEMS
FINAL ACTIVITIES
■ The activity Learn how to… gives students the
opportunity to know more about the European Union
through the research on the Internet.
■ The resolution of activity 1, Organise information,
allows students to work through the analysis of different
maps showing the EEC’s several stages.
After that, activity 3, Iconographic sources, helps them to
interpret Europe’s position in the international order.
Activity 4, Statistics, gets students to analyse the
evolution of the role of women in Europe.
Activity 2, Written sources, lets them identify the bases of
the de-Stalinisation process.
Activity 6, Documentary sources, allows students to learn
more about the Communist system in China.
Activity 7, Audiovisual sources, gives students the
opportunity to synthesise the process of the collapse of
the USSR.
Activity 5, Art in its context, allows students to apply their
knowledge of Socialist Realism.
■ The activities in the Summary fulfil the objective of
consolidating the key concepts from the unit.
12
P 260 to 263
DIDACTIC GUIDE AND ANSWER KEY
SOLUTIONS TO THE ACTIVITIES
Page 260
1. Copy and complete the concept map
Capitalist bloc
Economic characteristics: capitalist system, private
property, consumer society.
Political characteristics: Parliamentarian democracy;
political pluralism, free elections, recognition of
individual rights.
Social characteristics: existence of strong social and
economical inequalities.
United States / world’s leading... / high productivity;
high annual rate of growth; multinational companies;
big volume of exterior commerce; high national
income; dollar as a reference coin.
Western Europe / post-war... / Long period of growth
(superior to the annual 5%); new industries and
growth of the services’ sector; improvement of the
income per capita, rise of salaries and low index of
unemployment.
Japan / great industrial... / growth rate superior to the
annual 10%; massive production of goods, mostly in
high technology; low costs of production; huge
competitiveness; first global exporter.
METHODOLOGY 12-21

Communist bloc
Economic characteristics: economy directed and
planned by the State, centralisation plans; unequal and
insufficient growth.
Political characteristics: single party authoritarian
political system; persecution of the opposition; lack of
freedoms.
Social characteristics: social equalitarianism, extension
of social rights.
USSR / uneven economic growth... / priority of the
industries related to defence; insufficient production of
food and consumer goods to provide for the entire
population.
Eastern Europe / adoption of Soviet model / very
unequal economic development processes according
each country; COMECON, organism of economic
cooperation, leaded by the USSR.
World expansion / Triggered by... / Chinese
revolution; Cuban revolution; Latin-American
guerrilla; influence of the decolonisation.
Capitalist bloc / Cold War / peaceful coexistence /
Communist bloc.
2. Check what you know
Answer the questions
a) After the war, the United States legitimised its
hegemonic position within the capitalist world by
developing a massive financial aid programme for
Europe, called the Marshall Plan, and the creation of a
new network of alliances, pacts and military bases
through NATO. With this, the US not only maintained
its predominance over the capitalist world, but also
managed to isolate the USSR.
The American social model was characterised by
abundance and consumption. Many social groups, such
as retired people, day-labourers, the unemployed and
unskilled young people, were excluded. Economically,
the United States represented the essence of the
capitalist model.
b) The reconstruction of a Western Europe was possible
due to a series of economic measures taken after the
Second World War: the Bretton Woods agreements
guaranteed the stability of the European currencies by
fixing the dollar as hard currency; organisations were
created to guarantee post-war reconstruction, like the
FMI or the BIRD; several countries opted for the
Marshall Plan, which was managed by the OECE; and
supranational economic collaboration was created.
In 1948, the Benelux came into force, a customs union
made up of Belgium, Holland and Luxembourg. In
1951, these countries signed a treaty with Germany,
France and Italy to create the European Coal and Steel
Community, which set the bases for later
communitarian organisation. In 1957, the same
countries signed the Treaty of Rome and created the
European Economic Community and the Anatomic
Energy Community with the objective of achieving
12-22 METHODOLOGY
economic and political unity. In 1973, added Great
Britain, Ireland and Denmark joined. Later on, in 1981,
Greece joined and Spain and Portugal followed in
1986. In 1995, Sweden, Austria and Finland joined. In
2004, the Czech Republic, Cyprus, Slovakia, Estonia,
Hungary, Latvia, Lithuania, Malta and Poland joined,
followed by Romania and Bulgaria in 2007 and Croatia
in 2013.
c) A welfare state is the result of a state’s centralised
commitment to the social protection of its citizens, in
particular education, healthcare and retirement
pensions. This policy led to the income redistribution
and a tax system, which changed according to the level
of wealth.
d) The social role of women changed during the second
half of the 20th Century. If at the beginning of the
century, women were submitted by law to the authority
of the head of the family, after the Second World War,
and especially during the 1960s and 1970s, feminist
movements proposed a revolutionary change regarding
what women expected for themselves and the position
they should hold in society. The right to have their own
sexuality, the need to share household chores, the
rebellion against abuse and the option to be able to
choose any possible jobs or responsibility equal to that
of men, became the main demands called for by the
collectives of women.
e) At the end of the Second World War, the USSR came
out enormously reinforced in its role of leader of the
communist countries, although it was physically
destroyed. After the war, the USSR was characterised
as having a totalitarian political system and an
economic policy that favoured heavy industry. Russian
society had two main social groups: the ones who had
salaries and the farmers, most of the population, and
intellectual workers and professionals –officers, civil
servants, artists, etc. – who enjoyed certain privileges.
The dominant class was made up of those who had
some political power, linked to the Communist party.
During the second half of the 20th century,
Communism expanded to the countries of Eastern
Europe: East Germany, Poland, Romania, Hungary,
Bulgaria, Czechoslovakia, Yugoslavia and Albania.
These European countries linked to the Soviet regime
were known as “people’s democracies”.
Later, Communism spread to countries with no
democratic tradition and with severe economic and
social issues. These new areas of Soviet influence were
found in Latin America, the Maghreb and Sub-Saharan
Africa.
f) In 1973, during the Arab-Israeli War, the Arab
countries that produced oil, organised by the OPEC,
quadrupled the price of the barrel of oil, which
continued to increase in the following years.
Oil stopped being cheap energy, which had a great
impact on the world’s economy. The increase in the
price of oil led to the rise of production costs, the
increase of inflation and the reduction of demand. In
 addition, as the crude oil price was established in
dollars, the countries that had to import oil increased
their trade deficits, leading to increases in foreign debt.
The economic crisis meant that only the strongest
companies survived, producing a greater concentration
of economic power. To reduce costs, some companies
moved to Third World countries, thereby initiating a
process of industrial delocalisation.
At the beginning of the 80s, the USSR suffered a deep
economic and social crisis: it had huge military
expenses, people’s standard of living was very low,
their technological level was underdeveloped and its
prestige had deteriorated. In order to solve these issues,
Gorbachev began a process of both economic, as it was
the perestroika, and political, the glasnost, reform. In
foreign policy, he facilitated dialogue with the United
States, in order to negotiate conflicts and advance
disarmament. Other countries that were part of the
Communist bloc were encouraged to begin their own
process of reforms.
Identify key figures
• Joseph Stalin. The main leader of the USSR and the
Communist Party from 1920 to 1953. He led the
country to victory in the Second World War.
• Mikhail Gorbachev. President of the USSR from 1989
to 1991. He is known for introducing economic
reforms, known as the Perestroika, and political
reforms, the glasnost. He was in charge of the
disintegration of the USSR.
• Leonid Brezhnev. General Secretary of the CPSU and
leader of the USSR from 1964 to 1982. His long
mandate was characterised by the military expansion of
the country, but also by economic stagnation, which
would eventually lead to the dissolution of the Soviet
Union.
• Mao Zedong. Main leader of the Popular Republic of
China and the Chinese Communist Party. He was
characterised for being the most important figure of the
Chinese Revolution under Communism. This ideology
ended up being called Maoism.
• Andy Warhol. He was the most influential figure in
Pop Art. He began doing graphic design and
commercial illustration. In the 50s, he would stand out
for his fantastic drawings, golden collages and hand-
coloured books. He began painting in 1962, taking
comics and adverts as sources of inspiration.
One of the techniques he employed was the
photobooth, in which he manipulated the images with
other resources. Another frequently used technique by
the artist was the serigraphy, which allowed him to
repeat the very same image as many times as he
wanted, onto which he would apply acrylic paint. As
subjects, Warhol used movie stars of the time, such as
Marilyn Monroe, Elizabeth Taylor or Elvis Presley.
The most representative and original idea from his
work is the use of objects from American middle class
life, such as his famous Campbell’s soup can.
• Ernesto “Che” Guevara. Argentine-Cuban politician,
military, journalist and doctor, was one of the creators
of the ideology and leader of the Cuban Revolution.
After the triumph of the latter, he headed the creation
of guerrilla forces in other Latin American countries,
such as in Bolivia, where he was executed by the
Bolivian army in collaboration with the CIA in 1967.
Define key concepts
• De-Stalinisation. It was the recognition of the errors
made during Stalin’s government. This process started
after Stalin’s death in 1953 and opened up a period of
change in the Soviet Union.
• Perestroika. It was a process of reforms, created by
Mikhail Gorbachev in 1985, in order to deal with the
economic issues facing the USSR. It was characterised
by introducing a business spirit, the notion of free
markets and technological innovation.
• Socialist Realism. Aesthetic trend whose purpose was
to transmit the ideals of communism through art and
became the official artistic style in 1934. From the
USSR, it was exported to other socialist states.
• Popular democracy. It was a political regime that
emerged after 1945 and was established in the Eastern
European countries. It was characterised by creating a
socialist society through the implantation of a social,
economic and political model like the one in the
USSR.
• The American way of life was characterised by the
elevated and individual consumption of goods and its
values promised wealth and well-being.
• Consumer society. A term used in economy and
sociology to name the kind of society that corresponds
to an advanced stage of industrial capitalist
development and that is characterised by the mass
consumption of goods and services, available thanks to
mass production.
• Pop Art. Pop Art was intended for a mass audience,
and therefore, was cheap and easy to produce and
recognise. Its themes were based on consumer society
and popular culture, from where it took television
adverts, comic books, famous characters, magazines,
newspapers, etc.
According to Richard Hamilton, Pop Art should have a
series of qualities: it must be directed towards a mass
audience, it had to be easily recognised, it should be an
transient art that was cheap, mass-produced, and witty.
• Gerontocracy. During the USSR’s final years, its
leaders were characterised by their elevated ages. In
1980, the average age of Politburo members was 70;
Breznev died at 76 years old and his successors
Andropov and Chernenko at 68 and 73 years old
respectively. Mikhail Gorbachev broke this trend, as he
came to power at 54.
• Nomenklatura. Elite of the former Soviet Union, and
by extension, of the rest of countries in the communist
bloc, made up almost exclusively by members of the
METHODOLOGY 12-23
 CPSU. They directed the state’s bureaucracy, the army
and the government, enjoying the great privileges that
came with this position.
• Social benefits. The pillars of the welfare state are:
education, compulsory and free; healthcare, as a
universal and free principle, although in some places of
Europe the citizen has to partially contribute to finance
his or her cost; social security, fundamentally
retirement pensions, which vary according the function
of the workers’ incomes, and of the insurances that
attend different situations (orphanage, widowing,
sickness, etc.); social services, which are destined to
cover the needs of certain less favoured collectives.
Identify the abbreviations
• CPSU: Communist Party of the Soviet Union.
• EURATOM: European Atomic Energy Community.
• COMECON. Council for Mutual Economic Assistance.
• EEC. Economic European Community.
• OPEC. Organisation of the Petroleum Exporting
Countries.
• ECSC. European Coal and Steel Community.
• USSR. Union of Soviet Socialist Republics.
When did it happen?
• Treaty of Rome: 1957.
• Spain enters the EEC: 1986.
• Prague Spring: 1968.
• First oil crisis: 1973.
• Chinese Revolution: 1949.
Italia
• Cuban Revolution. 1959
Página 85
ANSWER A...
APRENDE THE INITIAL QUESTION
COMPARAR DOS...
From 1945 until 1991 the world was divided into two
antagonistic blocs, which represented two opposing
ways of organising society: the capitalist bloc, led by
the United States, and the communist bloc, led by the
USSR.
The internal evolution of both blocs followed very
different dynamics. Capitalist countries experienced
periods of great economic and social development,
until it was stopped by the energy crisis that started in
1973.
The communist countries, which started at a very low
income level, also had a remarkable social and
economic development, but the lagged behind in
technological innovation. The lack of competitiveness
and the excess of bureaucracy lead to the collapse of
the system in the 1980s and 1990s.
Page 261
LEARN HOW TO... USE INFORMATION AND ...
Personal answer.
12-24 METHODOLOGY
Page 262
1. Organise information: The stages of the EEC
C. 1957: Germany, Belgium, France, Holland,
Luxembourg.
B. 1973: Denmark, Ireland, United Kingdom.
A. 1981: Greece; 1986: Spain, Portugal.
D. 1994: Austria, Finland, Sweden.
2. Writen sources: De-Stalinisation
a) The author of the text is Nikita Khrushchev, General
Secretary of the CPSU. It is a secret report presented at
the 20th Congress of the party, in 1956, in which, after
Stalin’s death, the new general secretary denounced
Stalinist crimes.
b) Khrushchev critiques the persecution suffered by some
of the communist party members, who were accused of
being enemies, spies or saboteurs. He also criticises the
cult to the individual, highly exalted by Stalin.
The de-Stalinisation process also involved the
establishment of new economic measures to improve
production in order to overcome the unbalances of the
Soviet economy.
c) The objectives in Khrushchev’s foreign policy were
based in the application of a peaceful coexistence
between different states and blocs so as to reach a long
and peaceful period.
3. Iconographic sources: Europe’s place
a) Character 1 represents the United States, and is
characterised through the typical image of Uncle Sam.
Character number 3 represents the USSR, which is
represented by a bear.
The cartoonist has placed them in an arrogant attitude
of superiority and facing each other.
b) The characters with number 2 represent the twelve
countries of the EEC. The one in the middle represents
France. The others also wear the initial of the country
on their chest.
They are building a human castle, with represents the
union of the European countries.
c) The image transmits the image of a united Europe, as
an alternative of the world’s division into two blocs led
by the US and the USSR. It represents a clear
European position, in a moment of the Community’s
expansion, in 1986, with the entrance of Spain and
Portugal.
4. Statistics: Women in Europe
a) The presence of women in the European Parliament
doubled between 1979, the year of the first election,
and 1999. We can credit this change of historical roles
to the feminist movement and its fight for effective
equality between men and women.
However, between 1999 and 2008 we can see a
stagnation in the presence of women in the European
 parliament. The difficulties of the advances in real
equality between men and women make reference to
the so-called glass ceiling.
b) These data shows us that, despite the relevant advances
achieved by women since the second half of the 20th
century, we are still far away from perfect parity.
Despite the considerable progress of equality between
men and women in education, the workplace and
politics, as well as in the personal and family
environments, and the establishment of legal equality
between men and women, there is still a glass ceiling,
an invisible obstacle that keeps women from achieving
real equality with men and reaching the highest levels
in political, business and academic areas, as much in
the public sector as in the private one.
Page 263
5. Art in its context: Socialist Realism
a) 1: Seizure of the Winter Palace; 2: Tsarist city; 3:
victory of the Red Army; 4: new communist men and
women; 5: achievements of the communist regime.
The two dates are: 1917, year of the Russian
revolution, and 1924 year of the USSR formation with
a new constitution.
The author presents an idyllic version of the Soviet
society. In the work there are represented country
people in an archetype and idealised way.
b) Deneika presents an idyllic vision of history and Soviet
society, with a strong idealisation of the characters,
represented as heroic archetypes of the Socialist
regime.
Socialist Realism was an aesthetic trend whose purpose
was to portray Communism ideals through art and
which became the official artistic style from 1934.
From the USSR, it was exported to the other socialist
states.
The objective of Socialist Realism was to highlight the
common worker, the industrial or field labourer, by
presenting his life and job as something admirable. Its
objective was to educate the people in the sights and
meaning of socialism. The final goal was to create
what Lenin called a type of human being completely
new, the Soviet New Man.
The painters represent happy and muscled farmers,
industrial workers and collective farms. The industrial
and agricultural landscapes showing the achievements
of the Soviet economy were very common themes.
During Stalinism, many heroic portraits of Stalin were
made and art was used as fundamental element in the
cult of his persona as leader. Another very important
theme was war painting, which reflected the emotion,
pride, stoicism and heroism of the Red Army and the
Soviet people, both during the Revolution as well as
during the Great Patriotic War (World War II).
For all of that, Socialist Realism became a instrument
of propaganda to the service of the dominant ideology
and the power established in the USSR and the other
Communist countries.
6. Documentary sources: The Chinese Revolution
a) The Revolution was produced after the Second World
War. During this war, China was invaded by Japan and
was defended by the Communists. In the context of
negotiation between the Communists and the
Kuomintang, supported by the United States, a civil
war broke out. It ended with Mao’s proclamation of the
Popular Republic of China on 1 October 1949. The two
main objectives of the new Communist government
were to start a process of economic growth and to try
and install a communist society in a country still linked
to agricultural feudalism.
b) During a first stage, the new China, which had the
support of the USSR, was leaning towards the Soviet
model of collectivisation of the land (agricultural
cooperative) and the priority of the heavy industry. But
in 1956, in plain process of de-Stalinisation, Mao
proposed a new socialist model. This meant breaking
with the USSR, as China had previously used a Soviet
model and it did not yield the expected results. Their
own model of socialism (Big Step Ahead) was based
on the creation of popular communes, economic,
administrative and cultural centres, with a completely
collectivistic lifestyle. The experience of the
communes, which resulted in economic failure, pushed
some sectors of the party to remove Mao from power
and try to re-orientate the revolutionary process.
c) Mao reacted and, in 1965, he started a campaign of
against the new leaders in which the latter were
accused of driving China towards capitalism. It was the
so-called Cultural Revolution, which wanted to
transform or eliminate all the cultural references before
the Maoist revolution, mostly among the youngest
(Red Guard). There was systematic persecution among
all accused suspects of capitalism or contra-
revolutionaries, who were sent to re-education camps.
d) After Mao’s death, in 1976, the leaders of the
Communist party reoriented China’s economy with a
market socialism in which there the collectivised
economy and capitalist elements could coexist. But
there is still no political openness and the power is still
monopolised by the Communists.
e) After the repression of the reformist movements in
1989, China, leaded by Deng Xiaoping, threw itself
into a programme of massive economic growth and
economic openness, which led the country to become
the third global power. This contrasts with China’s
single party political system, giving it the particularity
of having a capitalist style economic system under the
dictatorship of a Communist party.
7. Audiovisual sources: The fall of the USSR
a) Within the USSR there were 15 different republics,
among them, Kazakhstan, Uzbekistan, Turkmenistan,
Ukraine, Byelorussia, Estonia, Latvia or Lithuania.
Most of them wanted independence.
b) Boris Yeltsin had led the communist party in Moscow.
METHODOLOGY 12-25
 A popular and ambitious character, he took advantage
of the population’s discontentment to weaken
Gorbachev. Gorbachev faced the opposition of the
sectors that wanted to accelerate the changes, and on
the other hand, of the tough line communists. During
the coup d’état in 1991, Yeltsin, who was president of
the Russian Republic, faced the ones who did the coup
whilst Gorbachev remained detained in his house in
Crimea. This event was definitive and marked the
political end of Gorbachev, who would resign in the
following months.
c) On 19 August 1991, there was a coup d’état by part of
the members of the Russian government. They thought
that Gorbachev’s reforms had gone too far and that the
signing of the New Union Treaty dispersed the central
government from the Republics. Boris Yeltsin became
one of the coup members’ rivals. He took advantage of
the complex situation to sign the agreement of the
Independent Republics’ Community as representative
of Russia. That is how the USSR fell.

12-26 METHODOLOGY
 SOLUTIONS (CONTINUED)
architect, Albert Speer, which was crowned by the
German eagle who held a swastika in its talons. The
(Continued from page 12-17) aesthetic confrontation of the pavilions foreshadowed
the following confrontation to death in the battlefields
1. (Continued)
of World War II.
Gorbachev attempted to improve the economy by
introducing personal incentives and facilitating some
elements of a free market to increase production and
productivity.
Soviet household appliances are of very poor quality
despite the fact that Soviet rockets can fly by Halley’s
Comet or travel to Venus.
2. The cartoon denounces the unbalance of the Soviet
economy, focused on heavy industry but unable to
produce basic consumer goods for the population.
3. Personal activity.
(Continued from page 12-19)
d) Pop Art is a style that reflects the popular culture of the
20th century, as it is characterised by the use of images
typically found a consumer society, such as
advertisements, television, magazines, newspaper,
consumer goods, etc. Its works were designed for a
mass audience. They were cold, mass-produced and
simple to interpret. Some examples are the works by its
most well-known representative, Andy Warhol, with
his famous soup cans or his representation of series of
coloured photographs of famous people like Marilyn
Monroe. There were also paintings in the large format
of comic strips, created by Roy Lichtenstein.
Art File page 259
a) Stainless steel sculpture that is 24.5 metres high. The
work was commissioned by the Soviet government to
be the central piece of the USSR’s pavilion in the
International Exposition of Paris in 1937.
b) The sculpture represents a worker holding up a
hammer and a female farmer from a kolkhoz or a
collective farm holding a sickle. The characters adopt a
heroic position, transcendent, inspired in classic works
like the Tyrannicides or the Nike of Samotracia, and
together create the Communist symbol of the hammer
and the sickle.
c) The work, conceived to coronate the Soviet pavilion,
intended to show the USSR’s consolidation, its
modernity, its technological power and the confidence
in the future of the communist system.
d) The work by Moukhina is one of the best examples of
Socialist Realism, with a dynamism and metallic
structure that dialogues with the tradition of the
Russian avant-garde from previous decades.
Socialist Realism is an art form dedicated to the service
of power, with clear propagandistic intent to the
service of the state, which wanted to transmit the ideals
of Communism through art. The USSR pavilion in the
Paris International Exposition in 1937 is a
paradigmatic example of this propagandistic use.
Besides that, the pavilion was placed right in front of
Nazi Germany’s pavilion, a work by Hitler’s favourite

METHODOLOGY 12-27
 WEB PAGE ADDRESSES

TICHING WEBSITES

http://www.tiching.com/65640 https://www.youtube.com/watch?v=SFUqeh3P71w

http://www.tiching.com/751053 http://www.tate.org.uk/learn/online-resources/glossary/p/pop-art

http://www.tiching.com/755136 https://europa.eu/european-union/about-eu/history_en

http://www.tiching.com/755138 https://www.youtube.com/watch?v=FiLnj5WD0ao

http://www.tiching.com/755149 https://www.youtube.com/watch?v=Jv3hMfTTCfY

http://www.tiching.com/755150 http://www.cbc.ca/news2/interactives/women-politics/

http://www.tiching.com/755151 http://www.history.com/topics/cold-war/perestroika-and-glasnost

https://www.khanacademy.org/humanities/world-history/crashcourse-worldhistory/you-
http://www.tiching.com/755470
aint-the-boss-of-me-2/v/crash-course-world-history-33
http://www.biography.com/people/fidel-castro-9241487/videos/fidel-castro-the-cuban-
http://www.tiching.com/755545
revolution-903747709

12-28 METHODOLOGY
F OURTH COURSE

Unit 13
Spain: the Franco dictatorship (1939-1975)

TEACHER’S GUIDE

• Didactic Guide

• Answer Key

• Key Competences

• Focus on diversity
– Reinforcement activities
– Extension activities

• Didactic resources
– Let’s surf Tiching

• Digital Book

• Education in values

METHODOLOGY 13-1
13 SPAIN: THE FRANCO DICTATORSHIP (1939-1975)
P 264 and 265
DIDACTIC GUIDE AND ANSWER KEY
LET’S PREPARE THE UNIT
What are we going to learn?
■ This unit teaches the students about the following
content:
− The characteristics of the Franco regime.
− The post-war period: misery and autarky.
− Spanish society under Franco’s regime.
− Developmentalism (1959-1975) and the regime’s
crisis.
− Exile and Franco’s opposition.
Let’s start the unit
■ Read the first two paragraphs from the
introductory text and characterise Franco’s regime:
− It was a totalitarian military dictatorship whose
political principles did not change throughout time.
− It was imposed by armed force and the dictator
held complete power.
− Democratic political parties and the Constitution
were eliminated; liberties were denied.
Point out that Francisco Franco’s dictatorship ruled
Spain between 1939 and 1975. Identify the General
and the regime’s support, look at the mural, and ask:
13-2 METHODOLOGY
− Who is the character in the centre of this image?
How is he characterised?
− Who surrounds him? What do they symbolise?
What attitude do they show towards the central
character?
− Does the image suggest a cult of personality? In
what regimes did/does that happen?
■ Read the next paragraph and comment on the map
of migration in the 1960s, highlighting these ideas:
− During the 1960s, millions of Spaniards left rural
areas in search of jobs.
− About 2 million Spaniards left the country, migrating
mostly to Germany, Sweden and France.
− A lot of migration also occurred within Spain.
Go into more detail on this topic by asking the
students to answer these questions:
− Did your parents or grandparents emigrate in the
1960s? Why did they do so?
− From 1980 onwards, how did the migratory trend
in Spain change? What happens nowadays?
■ Finally, read the last paragraph from the
introductory text, divide the dictatorship into different
periods using the timeline given, and then, answer
the questions on page 265.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Text and questions pages 264-265. Read the text and
answer the given questions in order to comment on the
content and check comprehension.
■ Acts. 1 and 2, section What do we know? Produce
descriptive and argumentative texts, using vocabulary
related to social sciences.
MATHEMATICAL COMPETENCE AND BASIC COMPETENCES…
■ Timeline page. 264. Interpret the information from a
timeline, showing the main events that happened in Spain
under the dictatorship.
■ Act. 3 section What do we know? Identify which
geographical areas people migrated to and from during
the 1960s.
CULTURAL AWARENESS AND EXPRESSION
■ Pages 264 and 265. Observe and analyse the mural
from an artistic and historical perspective, using it to
obtain relevant information about the Franco regime.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. 3, section What do we know? Interpret and
comment accurately on the information contained in a
map and its legend.
Education in values
Fundamental rights
■ Franco’s dictatorship was founded on different
principles to liberal democracy.
Think about the loss of individual liberties and civil and
political rights that occurred following the repeal of the
1931 Constitution.
■ After reading the first three sections from pages 266-
267 of the textbook, comment on the repressive measures
imposed by Franco’s regime:
− What rights were abolished by Franco’s regime? How
was power organised?
− What laws enacted by the government of the Second
Republic were annulled? Why?
− How did the regime punish the opposition? Do you
think that women lost rights during the dictatorship?
Digital Book
■ Self-correcting activities in which the student can
answer and then check themselves if they are correct.
■ Open activities that the student can answer and then
afterwards the teacher will correct them.
RESOURCE MATERIALS 13
Let's Surf Tiching
P 264 and 265
− The students can check the following link in order to
get a greater overview of the implications of the
Nationalists' victory in the civil war:
http://www.tiching.com/106582
The first 26 minutes of the video explain the end of
the war and the attempts to reach a peace
agreement.
• How long did the battle of the Ebro last?
• What is a "burnout battle"?
DIDACTIC GUIDE AND ANSWER KEY
After minute 32:35, the video explains the situation at
Alicante’s port four days before the end of the war:
• What was the main evacuation point for the
Republicans fleeing from the Nationalists'
revenge?
• How many of them fled? How many of them
stayed waiting, at the port?
• What do the three witnesses explain?
After minute 37, once the end of the war has been
announced.
• What does the video explain about concentration
camps? What surprised you the most?
• How did José Antonio Primo de Rivera die?
SOLUTIONS TO THE ACTIVITIES
Page 265
• Franco’s regime was a dictatorial system of
government since it was imposed by means of armed
force and there was no division of powers. Franco
held absolute power and his office was for life.
Likewise, it was a dictatorship due to the fact that
rights and freedoms were eliminated, political parties
were forbidden and democratic courts, free elections,
the Constitution and individual and collective
freedoms were suspended.
• After the defeat of the Axis powers in the Second
World War, Spain was left isolated despite its efforts
to clean up its image, reducing its spotlight from any
symbols associated with Nazism and Fascism. The
start of the cold war allowed Franco’s regime to go
from isolation to international recognition. Hostility
towards the USSR changed the stance of the United
States, who valued positively Franco’s anti-
communism. Spain began to break away from its
isolation in the 1950s, by signing collaboration
agreements with the United States and a Concordat
with the Holy See.
(Continued on page 13-23)
METHODOLOGY 13-3
13 SPAIN: THE FRANCO DICTATORSHIP (1939-1975)
P 266 and 267
DIDACTIC GUIDE AND ANSWER KEY

1. IN WHAT WAYS WAS THE FRANCO...?

A. A Strict military…/ B. The support of... individually.

■ Read the introductory paragraph and ask:
− What kind of political system was Francisco Franco's
regime?
− What ideologies did it oppose and which did it defend?
What powers did Franco hold?
Continue by reading part A and highlight the
characteristics of Franco’s dictatorship:
− The enforcement of one political party (FET and
JONS), and a vertical syndicate, the CNS.
− Ban of the Cortes, elections, the Constitution of 1931
and individual and collective freedoms.
− The abolition of Statutes of Autonomy and any
expression of Catalan, Basque or Galician regional
identity.
Then, work with the diagram titled The Concentration of
Power and answer questions a and 1.
■ Read part B and then ask the pupils these questions:
− What advantages did the Catholic Church and the
bourgeoisie enjoy during Franco’s dictatorship?
− Why did Franco give so much political power to the
members of the army?
After that, ask the students to answer questions b and 3
C. A system of repression / D. Adapting to the…
■ Next, read part C which talks about the system of
repression, and then ask the class:
− What does it mean that Franco’s regime developed a
network of repressive laws?
− Why can it be stated that in this political system there
was no separation of powers?
Then, comment altogether on the text Due Obedience
and answer question c.
■ Read subsection D and write on the board the
different time periods of the regime's foreign relations:
− 1939-1943: Support to the Fascist powers during
World War II, without formally entering the conflict.
− 1945-1953: International isolation and condemnation
of the regime by the UN.
− 1953-1975: Acknowledgement of Franco’s regime by
some of the democratic powers.
Then, answer question d.
■ Finally, ask the pupils to do activity 2 as a way of
concluding this lesson.

13-4 METHODOLOGY
 KEY COMPETENCES
LEARNING TO LEARN
■ Act. 1. Interpret a diagram and relate it with the
content of the text in order to understand the Franco
regime’s institutional framework.
■ Act. 2. Practise the ability to analyse, relate and
synthesise the content.
LINGUISTIC COMMUNICATION
■ Acts. a-d. Work on the pupils' reading comprehension
by answering the given questions.
■ Act. 2. Work on the pupils' ability to synthesise content
by compiling a list of factors that made the dictatorship a
totalitarian regime.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Act. 2. Make a case for why the Franco regime was a
totalitarian dictatorship using the information provided.
RESOURCE MATERIAL OF THE GUIDE
 Reinforcement Activity 1 helps the students to revise
some of the key concepts of the institutional
organisation of Franco's regime.
SOLUTIONS TO THE ACTIVITIES
Page 267
a. Francisco Franco held the title of Caudillo and had
absolute power (judicial, executive and legislative); he
ruled by decree; he was head of state and head of the
army.
b. Franco’s regime had the support of those groups that
wanted to restore the old social order and dismantle the
Republican reforms. These groups included the army,
the Falange, the Catholic Church and the landowning
and industrial bourgeoisie.
c. The Franco regime tried to restore the old social order
by giving support to the social groups opposed to the
Republican reforms. These groups were the landowning
and industrial bourgeoisie (they kept their economic
power); the army and the Falange (they held important
positions in government and even in certain companies);
and the Catholic Church, who regained their social
supremacy and they got a budget for worship and the
clergy (national Catholicism).
d. After the Civil War, Spain supported the Fascist powers.
However, after World War II, Franco's regime was
condemned and so began a period of international
isolation. In the 1950s, Spain began to break its isolation
by means of bilateral agreements with the United States,
RESOURCE MATERIALS 13
Let's Surf Tiching
P 266 and 267
− The following link shows a 22 minute video that
explains the Franco regime’s characteristics and his
character:
http://www.tiching.com/754456
After watching it, ask the students:
• How is Franco described in the documentary?
What was the Fifth Column?
• What diplomatic relationships did he establish with
DIDACTIC GUIDE AND ANSWER KEY
other European countries?
• How many Italian soldiers joined Franco’s army
during the war? What similarities does the
documentary point out between Italians and
Spaniards?
• How was the relationship between Franco and
Hitler?
• What was the Blue Division? Why and where did it
fight?
• When and for what reasons did the UN condemn
Franco’s regime in 1946?
• What international support did the regime have?
• What relationship was established with the US
after the 50s?
• What was agreed with King Juan Carlos?
becoming one of its most loyal allies in the fight against
Communism. Also, a Concordat was signed with the
Holy See, guaranteeing the supremacy of the Catholic
Church.
1. Under Francoism, executive, legislative and judicial
powers were controlled by the head of state, namely
Francisco Franco. Franco was the leader of the
government during his lifetime and ruled by decree,
without being democratically elected. The advisory
Cortes, which was created in 1942, was not chosen
democratically either.
Personal answer.
2. Personal answer. The pupils should highlight and
develop the following points in order to provide
justification that it was a totalitarian regime:
– An institutional framework that gave absolute power
to Franco.
– The support of social groups who were opposed to
the Republican cause: the army, the Falange, the
Catholic Church and the landowning and industrial
bourgeoisie.
– Repression by the military and police.
(Continued on page 13-23)
METHODOLOGY 13-5
13 SPAIN: THE FRANCO DICTATORSHIP (1939-1975)
P 268 and 269
DIDACTIC GUIDE AND ANSWER KEY
2. THE POST-WAR PERIOD (1939-1959)
Traces of the Civil War
■ Read the text from the first subsection and ask the
students these questions:
− What were the demographic consequences of the civil
war? How many victims were there? How many
people left the country or went into exile?
− How did the war affect the infrastructure and the daily
life of the population?
Then, answer question a.
Next, analyse the two charts from page 268 and ask
these questions:
− What was the largest expense in the family budget
between 1936 and 1943? What differences are there?
− Could Spanish families save money in 1936 or in
1943? What do you think their lives were like?
Then, answer question 2.
Autarky and state… / Economic collapse
■ Read the text from the second subsection and write on
the board the two main features of the economic policy
applied by Franco’s regime during the post-war period:
− State interventionism which determined production,
distribution of goods, wages, prices, labour laws and
controlled commerce.
13-6 METHODOLOGY
− Economic autarky which involved promoting Spain's
self-sufficiency so that all the goods and services
needed were produced in Spain.
Continue by reading the box In defence of... and answer
question b.
■ Evaluate the effects of autarky by reading the section
titled Economic collapse. Then, answer question c and
ask:
− Do you think that a country can live in an autarkic
way? Why? What specific areas could be damaged?
The black market and contraband
■ Read this section, as well as the Ration Cards and
Social Relief boxes and define the key concepts:
− Rationing: State distribution of food and essential
goods, at government-set prices.
− Black market: clandestine selling of scarce goods
outside the official market, violating the government-
set prices and rationing laws.
■ Then, read the text The black market and answer
questions d, 3 and 4 altogether as a class.
■ Finally, ask the students to do activity 1 individually in
order to consolidate their knowledge of this section's
concepts.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. a-d. Work on the pupils' reading comprehension
by answering the given questions.
■ Act. 3. Work on the pupils' written expression abilities
by means of writing an explanatory text about the black
market and rationing.
■ Act. 4. Practise the pupils' ability to analyse a historical
text to extract the context in which it is written.
DIGITAL COMPETENCE
■ Act. 3. Look for the historical origin of the expression
black market using digital sources and media.
LEARNING TO LEARN
■ Act. 2. Interpret a table to explain the reasons for the
economic collapse in 1950.
RESOURCE MATERIAL OF THE GUIDE
 Reinforcement Activity 2 enables the pupils to review
Spain's post-war key concepts.
 Extension Activity 1 helps the pupils to gain wider
knowledge of Spain's post-war economic policies.
SOLUTIONS TO THE ACTIVITIES
Page 269
a. The Civil War was devastating for Spain. It is calculated
that the conflict caused about 550000 deaths and another
400000 went into exile. Economically, the country was
also devastated as a result of the destruction of factories,
transport networks and means of transport and the
collapse of agricultural production.
b. Autarkic policies were introduced as a result of Spain's
isolation and Franco's desire for self-sufficiency, as in
other totalitarian regimes. It involved all goods and
services being produced in Spain and reducing imports
to a minimum.
c. The shortage of raw materials, low levels of production,
limited foreign trade and lack of investment and foreign
capital drove the Spanish economy to economic
collapse.
d. The black market was a system of selling products
outside the official market. It was controlled by black
marketeers (clandestine vendors), who took advantage
of people's need to sell at excessively high prices.
1. Personal drawing activity.
2. The chart on page 268 clearly shows that the
dictatorship affected the population’s quality of life.
RESOURCE MATERIALS 13
Let's Surf Tiching
P 268 and 269
− In this link a digital version of collection 2 from the
Queen Sofia Art Museum can be found. It covers the
artistic transformations that occurred in the post-war
years:
http://www.tiching.com/754643
Visit room number 403 or 304, which are called An
Art for the Franco Regime and Two Visions of Spain
in the 1950s respectively.
DIDACTIC GUIDE AND ANSWER KEY
Suggest that the students pick one of the paintings or
photographs and use the image to think about what
the Spanish population experienced and what image
of the country did the author of the work want to
portray.
Finally, all the students can put together what they
have been working on.
Despite the price of houses remaining stable, in less than
twenty years, the general expenses of a family were
increased fourfold, while income only grew by 50%. For
example, prior to the war, if a family had spent an
average of 200 pesetas on food, by 1943, they would
have spent 1126 pesetas; a fivefold increase. In 1936,
each family would spend an average of 40 pesetas on
clothing, and by 1943, it had risen to 115 pesetas; a
threefold increase in price. Spending on other kinds of
products also doubled.
3. The rationing system was based on the distribution of
cards among the population in order to give out basic
necessities. Likewise, factories worked on a quota
system for the distribution of scarce raw materials and
energy sources.
The rationing system was not enough to feed the whole
population, which is why the black market emerged,
outside the official controlled market.
The origin of the term black market is a subject for
discussion. Some academics state that the word is
related to the purchase of black slaves, but there are also
theories that …
(Continued on page 13-23)
METHODOLOGY 13-7
13 SPAIN: THE FRANCO DICTATORSHIP (1939-1975)
P 270 and 271
DIDACTIC GUIDE AND ANSWER KEY

3. WOMEN UNDER THE FRANCO REGIME

A. The Falangist model / B. Legal and social… destiny and ask the class:

■ To begin, read the introductory text and extract the
following key concepts:
− Franco’s regime annulled the legal advances in
women's equal rights that had been established
during the Second Republic. Francoism maintained
the idea of male superiority.
− The Catholic Church and the Falange influenced
greatly this backward step for women’s rights.
Then, read the text in part A and ask the following
questions, before answering question a:
− What did the Social Relief programme do?
− Who organised it?
− What were its functions?
− Which article do you think is the most unfair towards
women?
− Do we still have any rules like this nowadays?
Ask the students to write the answer to question b
individually.
To find out more, go to the link @Find out more…
C. Different education / D. The women’s…
■ Now, read part C and the box titled The perfect wife.
Then, look at the image and ask:
− Why did the Franco regime abolish coeducation?
− What is your opinion on the text The perfect wife?
Then, answer question c.

■ Now, read the text in part B and write the main ideas: ■ Next, read part D and the boxes Defending women’s
rights and Joining the struggle against Franco. Ask the
− Inequality between men and women was enshrined in
students to write the answer to question d.
the Civil and Penal Code. It harshly punished adultery
and cohabitation. ■ Finally, ask the students to do activities 1 to 3, which
− Women could not own their own goods and could not serve as a summary and an extension to the information
have a bank account in their names. provided in this double-page section.
− The domestic ideal was that a woman's place was in
the home and they lacked any basic labour rights.
Next, read the boxes Legal inequality and A woman’s

13-8 METHODOLOGY
 KEY COMPETENCES RESOURCE MATERIALS 13
LINGUISTIC COMMUNICATION Let's Surf Tiching

■ Acts. a-d. Work on the pupils' written expression

P 270 and 271

− The following multimedia document can be used to
abilities and use appropriate vocabulary to answer the
given questions.
■ Act. 1. Practise oral comprehension skills by
answering a question related to an audio document.
■ Act. 2. Create a table that compares the rights of
women today with the ones they had under Franco's
regime.
find out more about the situation of Spanish women
under Franco’s regime:
http://www.tiching.com/754424
After checking the historical content section, covering
the period from 1939 to 1975, ask the students these
questions:
• What does it mean that Spanish society became
patriarchal again?

DIDACTIC GUIDE AND ANSWER KEY

LEARNING TO LEARN
• Why do you think that Franco’s authorities
■ Act 2. Learn how to create a table by gathering promoted childbearing?
relevant data to compare the rights of women nowadays • What was included in the reform of the Penal
with the ones under Franco. Code of 1944?
• How did the Women’s Section control education?
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
• What percentage of women did not know how to
■ Act. 2. Work autonomously and use initiative in order read nor write in 1940?
to create a chart that compares the situation of women.
■ Act. 3. Conduct a real-life interview on how life was
during Franco’s regime, and compare the information
collected with their classmates' findings.
RESOURCE MATERIAL OF THE GUIDE
 In Reinforcement Activity 3, pupils should complete a
chart on the roles of men and women during Franco’s
regime.

SOLUTIONS TO THE ACTIVITIES

sobre los obreros era de protección, a cambio de que éstos fuesen menos
Page 271María Josefa de Borbón, hermana del rey; una figura femenina
Asturias;
a. The Women’s Section was an organisation in the
Spanish Falange which organised the Social Relief
programme. It also instilled Falangist and National-
Catholic ideologies in women, which reinforced the
ideal of the submissive, obedient woman, the wife and
mother, who should occupy herself exclusively with
household duties.
b. Francoist laws reflected the legal inequality of women
because married women were not allowed to own
property; husbands were their legal representatives and
women had to obey them; wives needed written
permission from their husbands to work; and they had
no labour rights.
c. During Franco’s regime girls were educated separately
because it was thought that women were destined for a
domestic role, and so their education focussed on
teaching them practical household skills and proper
social behaviour in public. As a result, women received
a lower level of education with less scientific and
humanistic content.
d. Despite legal inequalities and propaganda about the role
of women, many women did work during Franco’s
regime. This was not only due to economic necessity,
butreivindicativos.dro;
also to affirm theirGoya; Fernando,
capacity príncipe
and their right de
to work.
con la cara vuelta,.
Furthermore, many participated in or supported the
guerrilla movement and/or other groups opposed to
Franco's regime, where they introduced their demands
for equality between the sexes. Many feminist
organisations were created, which gained huge
popularity in the 1970s.
1. What the interviewee finds the hardest about the
dictatorship is not being able to work. It is very
frustrating not being able to practise as a lawyer because
she is a woman. These kinds of jobs are reserved for
men, especially for the Falange, who, in her opinion, are
highly incompetent.
2. Personal activity. For example:
– Legal Situation: Franco’s regime: women were
punished more severely than men for adultery and
cohabitation; civil marriage and divorce were
suppressed; married women were prohibited from
owning goods; and wives needed written permission
from their husbands to work. Nowadays: civil
marriage and divorce are allowed; women have the
right to own goods; and they have the right to work
in any profession.
(Continued on page 13-23)

METHODOLOGY 13-9
13 SPAIN: THE FRANCO DICTATORSHIP (1939-1975)
P 272 and 273
DIDACTIC GUIDE AND ANSWER KEY
4. ECONOMIC DEVELOPMENT AND CRISIS...
Political reorientation/ Stabilisation and…
■ Firstly, read the first two paragraphs from the first
section and ask the students these questions about the
changes the regime made:
− Who helped with the reorientation of the regime?
What were the programme’s goals?
− Did Franco’s regime undergo changes to its core
policies after the involvement of the technocrats?
Following that, read the last paragraph and write down
the measures taken to improve the image of the Franco
regime abroad:
− The fascist symbols of the regime were removed and
the Falange was renamed the National Movement.
− They created new laws and administrative reforms
which defined the regime as an organic democracy.
− Juan Carlos de Borbón was named as Franco’s
successor as head of State, with the title of king.
Read the box titled Modernising Laws and then answer
question a.
■ Next, read the text from the second section and look
at the chart titled Foreign investment…. Comment on the
chart and answer question b. Then, ask these questions:
− What were the objectives of the Stabilisation Plan?
13-10 METHODOLOGY
How was it applied?
− What did the Development Plans intend to
encourage?
The years of economic growth
■ Read the text from the third section and the box Was
there …. Then, ask the students these questions:
− How was economic growth reflected in the different
sectors?
− Why did the “economic miracle” happen?
Then, answer question c individually.
■ Read the section on page 273 titled The final crisis…
Then, answer question d. Afterwards, ask the class:
− When did Franco’s regime go into crisis? What
stopped economic growth?
− Which terrorist groups started to act? Which colonial
conflict added to those problems?
Continue by looking at the two magazine images and
read the text titled Continuity or Reform. Then, do
activities 1, 2 and 3.
Finally, read the text about the Sahara and ask the
students to do activity number 1 as a way of synthesising
this chapter’s content.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. a-d. Read and understand the information from a
text and answer the given questions.
■ Act. 2. Practise speaking skills by explaining the
difference between the two approaches of continuity and
reform.
LEARNING TO LEARN
■ Act. 3. Learn to read and interpret magazine covers
that announced Franco’s death.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Act. 1. Select the information needed in order to create
a timeline showing how the regime evolved.
■ Act. 3. Work on pupils' written expression abilities
through an interpretation of two magazine covers
announcing Franco’s death.
RESOURCE MATERIAL OF THE GUIDE
 In Reinforcement Activity 2, the pupils have to define
the economic policy of the Development Plans, which
were introduced during the final stages of Franco’s
dictatorship.
SOLUTIONS TO THE ACTIVITIES
Page 272 and 273
a. To improve its image abroad Franco’s regime started
several reforms at the end of the 1950s. Fascist symbols
were no longer used and the Falange was renamed the
National Movement, although it remained subordinate to
the government. Moreover, laws like 'The Law of
Principles of the National Movement' and the 'Organic
Law of the State' were established, which were defined
with the euphemism 'organic democracy'.
b. The technocrats were Catholic leaders who belonged to
the Opus Dei organisation. They joined Franco's
government in 1959. They proposed measures to
stabilise the economy such as the reduction of inflation,
the stabilisation of prices, wage freezes and the
restriction of credit. The peseta was devalued in order to
stimulate exports and measures were taken to attract
foreign investment.
c. Between 1960 and 1973 the Spanish economy grew
quickly. In the 1960s, salaries increased and the
population’s purchasing power increased too thanks to a
series of improvements. Agricultural production grew as
a result of increased mechanisation, a reduction in the
workforce and product diversification. Industrial
production grew at an annual rate of 10% due to the
RESOURCE MATERIALS 13
Let's Surf Tiching
P 272 and 273
The students can obtain more information about how the
Spanish Sahara conflict developed by checking the
following link:
http://www.tiching.com/754752
After watching the video, ask the following questions:
− How did the Saharans live before the colonisation?
− What natural wealth did the colony have?
DIDACTIC GUIDE AND ANSWER KEY
− What position did the UN support?
− What did Morocco expect?
− In what international context did the conflict occur?
What role did Algeria, the United States and France
play in it?
− What was the Green March?
− What is the current situation of the Saharan
population?
− Have you heard any news about this conflict?
modernisation of machinery and the adoption of new
technologies. The service sector also grew, mainly due
to increases in tourism, which became, and still is today,
central to the Spanish economy.
d. During the last years of Franco’s life, Spain suffered the
impact of the international economic crisis of 1973.
There was an increase in unemployment and inflation,
which caused conflicts among workers and social
protests. In addition, there were many terrorist attacks
from groups like the FRAP, GRAPO and ETA. Finally,
there was also the serious colonial conflict in the
Spanish Sahara.
1. Personal activity. The timeline should include the
following dates:
1959: Stabilisation Plan
Social Security Act
1964-1975: Development Plans
1966: Organic Law of the State
1969: Press Law
1970: General Education Law
1973: International Crisis / Carrero Blanco assassinated
1975: Franco died.
METHODOLOGY 13-11
13 SPAIN: THE FRANCO DICTATORSHIP (1939-1975)
P 274 and 275
DIDACTIC GUIDE AND ANSWER KEY
5. THE IMPACT OF THE 1960S ECONOMIC...
A. Population growth / B. Migration abroad…
■ Firstly, read the introductory paragraph and write the
period’s main characteristics on the board:
− Rural exodus to the cities and to Europe.
− Economic growth.
− Growth of tourism.
■ Following that, read the text in part A and look at the
table titled Evolution… to learn about Spain's population
growth between 1940 and 1970.
Then, answer questions a and 1 to consolidate the pupils'
understanding of this section.
■ Next, read part B and write down the features of
Spain's migratory movement in the 1960s:
− The causes of migration were mainly the search for
jobs and better life opportunities.
− Around two million Spaniards emigrated to other
countries, mainly Germany, Switzerland and France.
− Large numbers of people migrated from rural to
industrial areas.
Comment on the chart titled Rural and urban…and on the
map on page 274.
Then, answer question b.
13-12 METHODOLOGY
C. Improved living… / D. Social modernisation
■ Now, read part C, answer question c, and write down
the indicators that show how Spanish society became
more modern in the 1960s:
− The agricultural population decreased and the urban
population, who worked in industry and services,
grew.
− The middle class noticeably increased.
− The increase of household incomes gave people more
purchasing power. People began to own televisions,
cars, washing machines etc.
Use the chart titled Indicators... to illustrate this point.
■ Next, take a look at the image of the tourist poster with
the slogan 'Spain is different' and read part D. Answer
question d and then ask these questions:
− What allowed Spaniards to get in touch with the
outside world in the 1960s?
− How did this contact with the outside world influence
people's mentality?
− What laws contributed to increasing the well-being of
the Spanish population in the 60’s?
■ Finally, answer questions 2 and 3 to revise and
supplement the content from this double-page spread.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. a-d. Work on pupils' reading comprehension and
written expression abilities by answering the questions
given
■ Act. 2. Practise listening skills by listening to an audio.
■ Act. 3. Develop their imagination by writing a short
letter about the effects of tourism in the 1960s.
LEARNING TO LEARN
■ Act. 1. Observe and interpret the data from a chart to
answer the question correctly.
DIGITAL COMPETENCE
■ Act. 3. Use information from digital sources and the
media to find out more about tourism to Spain during the
1960s.
RESOURCE MATERIAL OF THE GUIDE
 In Reinforcement Activity 4, the pupils have to answer
a series of questions related to Spanish emigration in
the 60’s and 70’s.
SOLUTIONS TO THE ACTIVITIES
Page 275
a. Between 1940 and 1970, the Spanish population grew
by 7.951.947. This population growth was caused by a
mortality decrease, particularly among children, and a
high birth rate, as a result of better living conditions.
b. During the 1960’s, two kinds of migration took place in
Spain: external migration, which meant that Spaniards
moved to other countries, especially European ones
were there was a high demand for labour; and internal
migration, which meant that people from agricultural
areas moved to industrialised regions.
c. During the 1960’s, people began to own cars,
televisions, washing machines and refrigerators.
d. As Spain opened up to the outside world and more and
more foreign tourists began to arrive, the Spanish
mentality started to change. For example, women started
to participate more actively in the labour market and
public life, while the influence of the Church slowly
declined. Over time, the mentality of the new
generations who had not lived through the civil war took
over. A social movement in favour of the
democratisation of Spanish life emerged.
1. The most remarkable trend from the graph of population
RESOURCE MATERIALS 13
Let's Surf Tiching
P 274 and 275
− The students can find out more about emigration
trends during the 1970’s by watching this report. It
draws a parallel with the emigration of many young
people to Germany nowadays:
http://www.tiching.com/106677
After watching the video, ask the following questions:
• What kind of work did Spanish emigrants find in
Germany during the 60s? Why?
DIDACTIC GUIDE AND ANSWER KEY
• What level of education do many of the Spaniards
who emigrate nowadays have? How does this
facilitate their search for jobs in Germany?
• Do you know what the expression “brain drain”
means?
To conclude, start a debate in class about the impact
that the emigration of a highly qualified population has
on the country.
For example, the countries, which in many cases
have invested in the education of those emigrants,
lose their talent and workforce. The emigrants are
often young and dynamic and the country ends up
with an ageing, uneducated population, etc.
growth is the continuous growth throughout the years.
The population increased by approximately three million
inhabitants in each decade.
2. After listening to the man's story about the rural exodus,
the students should answer that the man was born in a
small Andalusian village. He left the village to go to
Madrid, because he thought that with his education and
his level of English he would get a better job than
working on his parents’ little farm. He describes how
hard it was at the beginning, because of how expensive
the city was and how much he missed his family.
However, he finally got a decent job in an international
bank based in Madrid.
3. Personal activity.
METHODOLOGY 13-13
13 SPAIN: THE FRANCO DICTATORSHIP (1939-1975)
P 276 and 277
DIDACTIC GUIDE AND ANSWER KEY
6. REPRESSION, RESISTANCE AND EXILE
A. The exiled / B. The resistance
C.
■ Read the introductory text and write:
− All those who were opposed to the dictatorship were
persecuted and repressed.
− When the war ended there were 200000 republicans
imprisoned and large numbers went into exile.
− Internal opposition began with armed resistance (the
maquis), and after the 1960’s, new opposition
movements were formed.
Answer, as a class, the questions at the end of the
introductory paragraph.
■ Then, read the poem and part A titled The exiled.
Comment on the following points:
− Many exiled Republicans joined in the fight against
Nazism during World War II.
− Some of the exiles came back during the post-war
period, but others did not return until 1977.
Comment on the image Spanish exiles in a refugee camp
and then answer question a.
■ Next, read part B titled The resistance… and ask the
students:
− Who were the maquis? Which was their goal? What
was their most ambitious armed action? Did it
succeed?
−13-14
When METHODOLOGY
did the opposition parties and trade unions
reorganise in secret?
− When did the first collective action against the regime
take place? What did it involve?
Afterwards, look at the map and then answer question b.
C. The strengthening of the opposition
■ Firstly, read the box titled The origins of Comisiones
Obreras and ask the pupils:
− What are the complaints? What are the demands?
Then, read the following paragraph and synthesise:
− During the 1960s, opposition to the regime increased
and spread to several social groups.
− The PCE was the most active underground party,
creating the Comisiones Obreras.
− PSOE, PNV and new organisations in Catalonia
demanded democracy and freedom; students
participated in protests; and critics from the Catholic
Church arose.
Ask the students to answer question c individually.
After that, read the text From amnesty… and look at its
associated image.
■ Lastly, do activities 1 and 2 to help synthesise the
concepts studied in this section.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. a-c. Explain different aspects of the opposition
movement to Franco’s regime from the 1960’s, using
appropriate vocabulary.
■ Act. 1. Work on the pupils' written expression abilities
by defining several terms related to repression and the
resistance to the regime.
LEARNING TO LEARN
■ Act. 2. Encourage the pupils to search for information
using different sources to describe historical events.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Act. 2. Strengthen the pupils' abilities to use personal
initiative and work independently through the use of digital
media.
DIGITAL COMPETENCE
■ Act. 2. Search for information on the Internet to find
out more about the tram strike in Barcelona.
RESOURCE MATERIAL OF THE GUIDE
 Extension Activity 2 allows the students to know more
details about the end of Franco’s regime and his legacy.
SOLUTIONS TO THE ACTIVITIES
Page 277
a. After the civil war, 400000 republicans went into exile
for fear of reprisals by the Franco’s regime. After
crossing the border, they ended up in French
concentration camps. Others left the country from
Alicante shortly before the arrival of Franco’s troops in
1939. Many became part of the Nazi resistance during
World War II, with some ending up in Nazi
concentration and extermination camps.
b. The Maquis were a Republican armed resistance group,
in action between 1939 and 1944.
c. During the 1960s, the different social and political
groups involved in the anti-Franco struggle were the
Communist Party of Spain (PCE), the PSOE (Spanish
Workers Socialist Party), the PNV (Basque Nationalist
Party), Catalan organisations like the National Front of
Catalonia and the Catalan Socialist Movement, trade
unions like the Comisiones Obreras and Catholic groups
like the Christian Youth Workers.
1. The definitions are as follows:
Exile: A situation in which someone has to leave their
home and live in another country, often for political
reasons.
RESOURCE MATERIALS 13
Let's Surf Tiching
P 276 and 277
The following link offers us a report about the political
situation of Spain forty years after the death of Francisco
Franco:
http://www.tiching.com/754487
After viewing it, ask the pupils to answer these questions:
− How is Franco’s regime described? How many
executions does it mention?
− What does the victim of the Franco dictatorship
DIDACTIC GUIDE AND ANSWER KEY
explain? What upsets him about the current situation?
What does the representative from the Francisco
Franco Foundation think?
− Do you know what the term amnesty refers to?
− What does the Valle de los Caídos represent? What
do you think should be done there?
− What is the 'declassification of files'?
− Do you know who Baltasar Garzón is? Do you know
other cases he has handled? (For example, Augusto
Pinochet’s or the investigations of GAL, ETA or Terra
Lliure)
Encourage the students to think about how historical
memories are built and how we remember the past.
Maquis: Groups of Republican guerrillas who hid in
mountainous areas, from where they undertook armed
resistance against Franco’s regime.
General strike: A strike in which most workers in a
country refuse to work until they are given higher pay or
something else that they want.
In secret: Clandestinely.
Historical memory: Recognition of the victims on both
sides of the Spanish Civil War. The Historical Memory
Law gives rights to the victims and the descendants of
victims of the Civil War and the subsequent dictatorship
of General Francisco Franco, and formally condemns
the Franco Regime.
Amnesty: A decision by a government that allows
political prisoners to go free.
2. Personal activity. For example:
The tram strike in Barcelona took place in March 1951.
It was held in protest against the rise in prices (in
comparison to Madrid’s prices). The population's
general discontent with the awful standard of living
since the end of the war was also a contributing factor. It
started as a spontaneous popular movement, but parties
like the PSUC and trade unions like the CNT, FNEC or
FNC joined them. After a harsh repression, the strike
ended when the rise in prices was annulled.
METHODOLOGY 13-15
13 SPAIN: THE FRANCO DICTATORSHIP (1939-1975)
P 278 to 281
DIDACTIC GUIDE AND ANSWER KEY

KEY COMPETENCES

LINGUISTIC COMMUNICATION LEARNING TO LEARN

■ Page 281, Act. 4. Accurately define terms used to
describe the economy of a country like the trade balance
in services and goods or the basic balance.
■ Page 281, Act. 5. Work on the pupils' written
expression abilities by writing an argumentative text about
a protest song.
■ Page 281, Act. 7. Practise the pupils' ability to
synthesise content by writing a summary of the Seat 600
phenomenon in the 1960s.
DIGITAL COMPETENCE
■ Page 281, Act. 5. Using digital resources, look for
information related to protest songs in Spain in the 1960s.
■ Page 281, Acts. 6-7. Look for audiovisual resources in
digital media and use the information appropriately.
CULTURAL AWARENESS AND EXPRESSION
■ Page 280, Act. 1. Find out about the current situation
in Western Sahara and establish links with the history of
the region, how it has developed and its current situation.
■ Page 279, Learn how to… Learn how to compare
various newspaper articles based on a set of criteria.
■ Page 280, Act. 1. Interpret a map of Western Sahara
in order to draw conclusions about the event known as
the “Green March”.
■ Page 280, Act. 2. Learn how to contextualise a text by
using sources of a different nature and by establishing
links to the present situation.
■ Page 280, Act. 3. Interpret a chart detailing the causes
of labour unrest between 1963 and 1972, and relate it to
the context of Franco’s regime.
■ Page 281, Act. 4. Interpret a diagram on the state of
the economy in the 1970s.
■ Page 281, Act. 7. Know about publicity codes and
understand the social context in which they occur.
MATHEMATICAL COMPETENCE AND BASIC COMPETENCE…
■ Page 281, Act. 4. Be familiar with basic economic
terms.

13-16 METHODOLOGY
SPAIN: THE FRANCO DICTATORSHIP (1939-1975)
FINAL ACTIVITIES
History workshop
■ Learn how to... In this activity students learn how to
critically analyse the content of several newspaper
articles referring to the same event.
■ Activity 1. In this activity the students interpret a map
on the decolonisation of the Sahara.
■ Activity 2. The students have to understand a
historical text on the opposition to Franco’s regime.
■ Activity 3. The students have to analyse a table
containing data about labour unrest between 1963 and
1972.
■ Activity 4. The students interpret a diagram about the
economic situation of Spain under Franco’s regime.
■ Activities 5-6. The students need to look for
information about different protest movements.
■ Activity 7. In this activity the students will study the
phenomenon of the Seat 600.
Synthesis
■ Activity 1. These questions will help the students to
revise the contents of the unit.
■ Activities 2-5. The students will learn about key
concepts and events during the period of Franco’s
dictatorship.
13
P 278 to 281
DIDACTIC GUIDE AND ANSWER KEY
SOLUTIONS TO THE ACTIVITIES
Page 278
Summary
1. Copy and complete the concept map…
THE FRANCO REGIME (1939-1975)
Was a dictatorship:
Characteristics: Strict military dictatorship, with
support of traditional social groups, a system of
repression, adapting to the international climate.
Stages: Post-war period (1939-1959), economic
development (1959-1973), crisis (1973-1975).
Social support: Falange, Catholic Church, landowning
and industrial bourgeoisie and the army.
Social change:
The result of: population growth, emigration abroad
and improved living conditions.
Involved: change of mentality.
Opposition: The exiled, the maquis and new sectors (PCE,
CCOO, PNV, National Front of Catalonia, Catalan
Socialist Movement, university students, critical
voices from the Catholic Church).
METHODOLOGY 13-17

2. Check what you know
Answer the questions
a) Franco’s regime counted on the support of those
organisations or social groups that wanted to put a
stop to Republican reforms: the army, the Falange
(or only party), the Catholic Church and the
landowning and industrial bourgeoisie.
Franco’s regime was a dictatorship because 'the
Caudillo' held absolute power. Any opponents to
the regime were harshly repressed, and all forms of
democracy such as the Constitution, the Parliament,
elections, trade unions and other political parties
were suppressed or forbidden.
b) Broadly speaking, during Franco’s dictatorship
international relations passed from total isolation,
after the support of the Fascists during the Second
World War, to progressive openness from the 1950s
onwards. The regime’s international relations can
be divided into three stages:
– From 1939 until the end of World War II the
regime supported the Fascists (Germany and
Italy).
– In 1945, after the defeat of the Fascists, an
isolation stage began. In 1946, the UN
condemned Franco’s regime and recommended
that all ambassadors of democratic countries
withdraw from Spain.
– From 1953, Franco's regime made a series of
agreements with the United States, and signed a
Concordat with the Vatican. Spain became a
strong ally of the US in its fight against
communism. As a consequence, Spain became
less isolated.
c) Autarky was an economic model which involved
promoting the self-sufficiency of the country, so
that all goods and services needed were produced
domestically and the number of imports was
limited. This system involved high interventionism
from the State, who set mandatory prices and forced
the farmers to deliver part of their production to the
State.
This type of policy resulted in a period of very slow
growth. Trade with the exterior was almost non-
existent, which caused shortages in consumer
goods, and thus, the post-war period was
characterised by great misery and hardship.
Demographically, the country had been destroyed
by the civil war, which had caused thousands of
victims and exiles. On a social level, there were vast
differences between the workers, farmers, and
middle classes and the leaders of the regime. This
first group had very low wages and very little
purchasing power whereas the leaders of the regime
and the speculators, experienced euphoric times and
possessed great wealth.
d) At the end of the 1950s, the failure of the autarkic
policy, international recognition of Franco’s regime
and the general discontent of the population
13-18 METHODOLOGY
convinced the regime of the need to change its
economic policies.
Therefore, developmentalism emerged between
1959 and 1973. This new policy was pushed
forward by new ministers, called "technocrats", who
tried to promote an open economy which enabled a
closer relationship with Europe and the industrial
development of the country. To achieve this, they
began to create the Stabilisation Plan (1959), whose
objective was to create an economy involved in
international capitalism and with greater
involvement of the private sector. Afterwards, a
series of Development Plans (1964-1975) were
carried out, which intended to encourage
industrialisation and reduce inequalities between
different Spanish regions. These measures led to
major economic growth in all sectors: agricultural,
industrial and services. Salaries and people's
purchasing power increased, resulting in an
improvement in quality of life.
e) During Franco’s regime, women were relegated to
the domestic sphere. Franco’s ideology was based
on the principles of the Falange and the Catholic
Church, who maintained that men were both
physically and intellectually superior to women.
The ideal of the submissive, obedient wife taking
good care of the home was indoctrinated in schools.
Inequality was established by law in both the Civil
Code and the Penal Code, in which women could
not legally act without the consent of their husband.
Despite these moral and legal limitations, many
women did work during Franco’s dictatorship,
either due to economic necessity or to affirm their
capacity and right to work. Some women
participated in or supported anti-Franco opposition
groups, where they introduced their demands for
equality, laying the foundations for the feminist
movements which would develop in the 1970s.
f) The last stage of Franco’s dictatorship came about
because of a combination of several factors: Firstly,
the impact of the international crisis of 1973, which
stopped economic growth and triggered high
inflation and unemployment, causing social protests
and labour unrest. Secondly, there was an increase
in political violence, especially from ETA, a Basque
separatist organisation, who assassinated Prime
Minister, Carrero Blanco, who was Franco's likely
successor. Lastly, there was the crisis over the
control of the Sahara. When Franco died on the
20th of November, 1975, it was clear that the
dictatorship could not continue and so began the
first steps towards democracy.
The changes that happened during the 1960s,
especially the openness towards the outside world
and the growing urbanisation of society contributed
to the fall of the regime, because they led to a
change in the population's mentality. Women began
to work, the influence of the Church decreased and
public education expanded. In general, the changes
 that took place during this decade triggered the rise
of a large social movement in favour of Spain’s
democratisation.
Define key concepts
• Rationing: The process implemented by Franco’s
government in order to control the supply of
essential goods. The post-war period was
characterised by misery and shortages of consumer
goods.
• Organic democracy: It is the political system that
Franco’s regime adopted, which considered that
popular representation and associations should be
done through social “corporations” like the family,
municipality and trade union, controlled by the only
party.
• Maquis: They were groups of Republican guerrillas
who hid in mountainous areas, from where they
undertook armed ambushes, hoping that the defeat
of the Axis powers would lead to the fall of
Franco’s regime. In 1944, they attempted and failed
to advance through the Pyrenees via the Valle de
Arán (Lleida). They were most active between 1939
and 1944, although these groups remained until the
beginning of the 1950s.
• Exile: a person who is forced to live outside of their
country. In Spain, about 400000 people who were
in favour of the Republic chose to go into exile after
the Civil War.
• Technocrat: civil servants who have a high degree
of technical expertise and who place more
importance on technology than on political, social
or ideological factors. These technocrats took
charge of modernising the Spanish economy at the
end of the 1950s.
• Black market: illegal selling of products outside the
official state-controlled market, taking advantage of
people's needs to sell products at high prices.
When did it happen?
The chronological order is as follows: UN
condemnation (1946); Law of Succession (1947);
Concordat and agreements with the United States
(1953); Law on Principles of National Movement
(1958); assassination of Carrero Blanco (1973).
Explain the difference
Autarky/Black Market. Autarky was an economic
system promoted by Franco’s regime between 1939
and 1959, which was based on control of the
economy through State intervention. To achieve the
country's objective of self-sufficiency, goods and
services had to be produced inside Spain and
imports had to be limited to a minimum.
Circumventing state control systems and ration
cards, products outside the official market were sold
on the black market. These products were often
hidden by farmers and sold at prices higher than
their value on the official market.
Continuity/reformism. After Francisco Franco’s
death in 1975, two clear trends could be identified
within the Franco regime: the more conservative
side, who would not accept any kind of change; and
the more liberal side, who were in favour of
openness and reform.
Stabilisation Plan/Development Plan. The
Stabilisation plan was implemented in 1959 with
the objective of replacing the isolated, state-
controlled economy (autarky) with an economy
linked to international capitalism and greater
involvement in the private sector.
The Development Plan was introduced between
1964 and 1975 with the objective of encouraging
greater industrialisation and reducing inequalities
between different Spanish regions.
Identify the abbreviation
• FET and JONS: Falange Española Tradicionalista y
de las Juntas de Ofensiva Nacional Sindicalista.
• FRAP: Frente Revolucionario Antifascista and
Patriota.
• PCE: Partido Comunista de España.
• JOC: Juventud Obrera Cristiana.
• CNS: Central Nacional Sindicalista.
• ETA: Euskadi Ta Askatasuna.
Answer the initial question
Franco’s regime was a dictatorship because it
suppressed all the existing democratic freedoms of the
Republic: elections were banned; Franco became the
head of the only political party (FET and JONS); the
only permitted trade union was the National
Syndicalist Central (CNS); Francisco Franco held the
title of "Caudillo" and had absolute power, as all
legislative, executive and judicial powers were
controlled by him. Moreover, throughout the
dictatorship, any opponents of the regime were brutally
repressed.
Page 279
Learn how to… Compare historical sources
1. Identify the sources:
• The documents are newspaper articles of that time.
They are primary sources, as they were written at the
time the events were happening.
• The authors are journalists who describe the Asturian
miners' strike of 1962. There are different interviews with
people who participated in the strike action. The authors'
have a high level of involvement in the related events as
they interviewed the miners.
• The stories recount the same event, but are told in
different ways and from different points of view,
depending on the ideology of the newspaper.
METHODOLOGY 13-19
 The article from Vanguardia Española, tries to diminish
the effects of the strike and the Frente de Liberación
Popular, tries to exaggerate them. They are biased,
impartial views of the same episode. The most realistic
version probably came from Le Monde, because it didn't
have such a vested interest in the event.
2. Historical context:
• These sources were written in a context of increased
labour unrest and calls for measures to improve
workers' lives.
• The political and economic situation in Spain at that time
was one of increased openness to the outside world and
economic improvement. The mentality of Spaniards
was becoming more open.
This situation made people less afraid and caused a
growth in the opposition to the dictatorship.
Furthermore, there was a higher number of workers
and better organisation of secret trade unions.
3. Compare the sources:
• Personal activity.
• The article from La Vanguardia Española recounts an
interview with an Austrian miner with the objective of
presenting a favourable view of Franco’s regime to the
general public. It suggests that the strike was provoked
by external agents who had tricked the workers.
In contrast, the article from Frente de Liberación
Popular is also biased. It encourages the Asturian
miners to carry on with the strike and the rest of the
workers to stand in solidarity with them.
The article from Le Monde is probably the most
objective. It describes the miners’ strike from the
distance
Página 85 of a foreign newspaper, belying the official
version given by the state-controlled media.
APRENDE A... COMPARAR DOS...
4. Evaluate the sources:
• The article in La Vanguardia Española uses the
testimony of a single miner to offer a patronising view
of the striker. It transmits the idea that he had been
tricked by foreigners, possibly Communist agents, and
had he known about the goodwill of the government,
he would not have gone on strike.
The article in the Frente de Liberación Popular is also
a biased report, but in the opposite sense. It uses the
case of the Asturian miners’ strike to generalise about
the unfair situation of all Spanish workers and
encourage opposition to the regime.
• The two previous articles reflect two opposed and
biased views of the same event, as they were both party
to the political and social conflict in Spain at that time.
The most reliable version of the strike is that of Le
Monde, because the report comes from a foreign
newspaper.
13-20 METHODOLOGY
Page 280
1. Space and time: The conflict of Spanish Sahara.
a) The Sahara was a Spanish colony since 1958. It
contained two big territories: in the northern part,
Saguia el Hamra, whose capital was El Aaiun; and
in the central and southern part, the Río del Oro,
whose capital was Dajla. The neighbouring
countries of Western Sahara were Morocco, Algeria
and Mauritania. The Western Sahara was rich in
phosphate.
b) In 1975, the king of Morocco organised a peaceful
invasion of the northern part of Western Sahara,
named the 'Green March'.
Hasan II called on the Moroccan people to occupy
the territories of the Spanish Sahara in order to
force the Spanish government to withdraw its troops
from the region and transfer it over to Morocco.
c) The Green March occurred when Spain was going
through an economic, political and social crisis. The
international crisis of 1973 halted economic growth
and triggered high inflation and unemployment,
resulting in increased labour unrest and protests.
Political violence was also on the increase, with
terrorist attacks by extreme left groups. Franco's
successor, Carrero Blanco, was assassinated by
Basque terrorist group, ETA.
Consequently, Spain had already agreed to
decolonise the territory when the Green March
occurred, and the march only served to speed up
this process.
d) In the middle of a deep social, economic and
political crisis and with the dictator in serious ill
health, the Spanish government signed an
agreement to transfer Western Sahara to Morocco
and Mauritania.
e) The Polisario Front was a nationalist and socialist
group, created in 1973, that called for the
independence of the Sahara. They set up their
settlements in Algeria, near the north eastern border
of Western Sahara.
f) Personal activity.
The students should point out that, today, the
situation is still unresolved, because Morocco
rejects the possibility of holding a self-
determination referendum for the Saharan
population, demanded by the United Nations.
2. Documentary sources: The Munich 'conspiracy'
a) The demands of those attending the meeting were
that Spain begin a process of democratisation,
establishing representative institutions,
guaranteeing human rights and recognising the
character of the different communities.
b) The Munich congress responded to the request by
Franco's regime to join the European Community,
 which was the beginning of the present-day
European Union. The internal and external
opponents to Franco’s dictatorship, who attended
the meeting, concluded that Spain could not belong
to the European Community until it had a
democratic system.
c) Personal activity. In general terms, ask the students
to point out that ahead of the Munich congress,
Franco’s regime displayed outright rejection. The
Falange newspaper Arriba described the meeting as
“a dirty conspiracy against Spain” and the rest of
the press also jumped on the bandwagon with its
condemnation. Demonstration of support for the
regime filled towns and cities. The eighty
opponents suffered a severe backlash, and
consequently, had to go into exile, suffered
harassment or in some cases were arrested.
3. Graphs: Labour unrest.
a) A labour dispute puts workers and their
representatives up against businesses in order to
defend their rights or obtain improvements in their
working conditions. Normally, labour disputes
manifest themselves in the form of strikes.
b) Between 1963 and 1964, labour disputes were
related to the negotiation of collective agreements,
mostly improved wages. In 1967, labour unrest was
for socio-political reasons. The year 1970 was a
particularly conflictive year, as these causes, along
with collective agreements, and to a lesser extent,
wage improvements, had a major impact on labour
unrest.
c) Between 1960 and 1972, labour unrest was strongly
linked to the growth of the regime’s opposition; a
product of social and economic changes. The
creation or reorganisation of associations and
political parties, especially the Communist Party,
increased the demand for political freedom and
labour demands. After 1962, strikes proliferated in
the most industrialised areas of Spain like Madrid,
Catalonia, the Basque Country or Asturias.
Page 281
4. Organise information: Spain’s balance of payments
a) The balance of trade is the difference between the
imports and exports of a country during a specific
period. The balance of goods and services are
statistics that recapitulate the entire trade of goods
and services between a country and the rest of the
world. Finally, the balance of payments assesses the
balance of payments from an economic point of
view; it is an indicator of the economic situation of
the country.
The difference between these three indicators is the
amount of data they incorporate. The balance of
trade only takes into account the imports and
exports; the balance of goods and services
incorporates tourism; and lastly, the balance of
payments takes into account the contribution of
emigrants and foreign capital.
b) Spain's balance of trade was negative at 75 111.6, as
imports significantly exceeded exports.
c) Spain's final balance of payments was positive at 12
062.7, contrary to the balance of trade.
d) The foreign currency contributions from Spanish
emigrants working abroad was one of the factors
that helped balance the potential deficit of the final
balance of payments, along with tourism and
foreign capital investments.
5. Look for information: Protest songs.
Personal answers. The students can check the
following web pages:
http://www.tiching.com/754592
http://www.tiching.com/754593
a) Personal answer. The students can point out that,
among the main songwriters of the 1960s and 1970s
were Joan Manuel Serrat, Raimon, Lluís Llach,
Paco Ibáñez, Mikel Laboa and José Antonio
Labordeta. Most of them were influenced by the
musical trends coming from the United States to
Europe. In Spain, a number of singer-songwriters
began to express their desire for change through the
medium of protest songs. Some of these songwriters
also put music to the poetic works of authors who
had been exiled by Franco’s regime.
b) Personal activity.
The students should keep in mind that the singers
used music and its lyrics to demand change in Spain
and to express their desire for freedom, justice and
rights, as well as the improvement of citizens’ lives.
6. Audiovisual sources: Women opposed to Franco.
a) The women recounting their memories are those
who were imprisoned during Franco’s regime. They
were imprisoned because they had been linked to
the Republicans, the Communists or any other
organisation opposed to Franco's regime. These
women talk about the hardships of life in prison,
their feelings when some of their comrades were
executed and day to day life in general.
b) The Church played an essential role in the
repressive system of Franco’s dictatorship, as it
provided both staff and property for the prisons,
first for free and then rented out.
c) The Spanish press used the case of Isaac Gabaldón
to serve as an example to any opponents of the
regime. It justified the punishment and used it as a
warning. However, it neglected to tell the full truth
of the incident, which was that thirteen women were
shot and seven of them were underage. The
international press echoed the case of 'the Thirteen
METHODOLOGY 13-21
 Roses', so that the regime abstained from any
further shootings of minors.
d) The protagonists relieve their memories of the
sisterly, trusting relationships they had with other
prisoners. Some remark that prison was like a
'political and intellectual school' where all types of
women could be found.
e) 'The thirteen roses' was the name given to the
thirteen women, between 17 and 23 years of age,
who were executed on the morning of August the
5th, 1939. This group of women were executed after
being condemned to death for the murder of
Guardia Civil commander, Isaac Gabaldón, and his
daughter and chauffeur. The regime used this
execution as an example to society and a warning to
the dictatorship's opposition.
f) Personal answer.
The students can state that the title refers to the
need not to forget those victims of the arbitrariness
of Franco’s regime.
13-22 METHODOLOGY
7. Documentary sources: The Seat 600.
a) Production of the SEAT 600 started in the 1960’s. It
was produced in the SEAT factory in Zona Franca,
Barcelona. It cost 66000 pesetas. It was a vehicle
for 4 people, weighing 600 kg with a 633 cm3
engine, a power of 24.5 CV and a maximum speed
of 90 km/h.
b) The advertising used for selling this car was based
on showing the manufacturing process. It was
advertised as an easy car to drive, and even women
could drive it, reflecting the sexist attitudes of that
time. Owning a car brought about huge changes to
people's lives, enabling greater movement around
the city and general improvements in day to day
living.
c) Personal answer.
 SOLUTIONS (CONTINUED)
(Continued from page 13-3)
• Mass emigration in the 1960s affected several Spanish
regions. Emigrants mainly came from the less
economically developed, less industrialised and more
rural inland regions of Spain (Zamora, Palencia, Ávila,
Segovia, Soria, Guadalajara, Teruel, Cuenca, Cáceres,
Badajoz, Córdoba, Ciudad Real, Jaén, Granada,
Albacete). In contrast, the main provinces that received
immigrants were more industrialised and had a strong
economy. Most of them were located near the coast
(Gerona, Barcelona, Tarragona, Castellón, Valencia,
Alicante, Vizcaya, Guipúzcoa, Álava), with the
exception of Madrid, the capital.
(Continued (from page 13-5)
3. The table showing the groups who benefitted and those
who suffered should look like this:
Beneficiaries Victims
Those who opposed the
The Catholic Church
regime
The army
Falange party members
The bourgeoisie
(Continued from page 13-7)
3. (Continued)…it derives from the selling of burnt out
products or from the German term Schwartzmarkt,
which was a term adopted by English soldiers during
the First World War.
It has also been related to the use of the word “black”
for its negative connotations and for being a dark and
illegal market.
4. The goods were thrown from the train because they
had been bought from a black marketeer in Segovia. If
she didn't dispose of them before arriving at the station,
they could be seized by the police.
Products such as these, acquired on the black market,
allowed the subsistence of many Spanish families.
(Continued from page 13-9)
2. (Continued)...
– Employment situation: Franco’s regime: lower
salary in comparison to men, no compensation for
dismissal from work and no access to family
allowances. Nowadays: equal pay to men, although
data shows that women still earn below the average;
compensation if made redundant from work and the
right to receive state benefits.
– Education: Franco’s regime: a different education
to boys with less scientific and humanistic content;
an education focused on learning household tasks
and virtually no access to higher university
education. Nowadays: possibility of coeducation
with access to the same educational level and
content as boys.
3. Personal activity.
(Continued from page 13-11)
2. Group activity. In general terms, the students should
point out that those who favoured the continuity
approach did not want any change to the current
system, while the reform approach was supported by
those with more liberal tendencies who were in favour
of certain reforms.
3. The students will look at and compare the magazine
covers that appear on page 273:
On the cover of the magazine Fuerza Nueva, very close
to the extreme right party of the same name, we can
read the headline “Franco ha muerto, ¡Viva Franco! In,
contrast, on the cover of the illustrated magazine la
Actualidad Española, which is a more open and
moderate publication, the headline is “Franco ha
muerto, ¡Viva el rey!”.
Interestingly, the two headlines have the same structure
and approach to the news (reflecting the expression
used whenever the king dies “the king has died, long
live the king!”). However, the first headline transmits
the idea that, despite Franco’s death, his work will
prevail, while the second headline emphasises the
evolutionary nature of succession.
METHODOLOGY 13-23
 WEB PAGE ADDRESSES

TICHING WEBSITES

http://www.tiching.com/106582 https://es.tiching.com/link/106582

http://www.tiching.com/106677 https://www.youtube.com/embed/hjTvIDcV4I4?wmode=transparent/

http://www.tiching.com/754424 http://www.historiasiglo20.org/sufragespana/sufragismo_v3_english.swf

http://www.tiching.com/754456 https://www.youtube.com/watch?v=7X7CMGXAAVo

http://www.tiching.com/754487 https://www.youtube.com/watch?v=3zNEe9lTd_c

http://www.museoreinasofia.es/chttp://www.museoreinasofia.es/en/collection/collectio
http://www.tiching.com/754643
n-2

http://www.tiching.com/754752 https://www.youtube.com/watch?v=4p4aSn-arBA

http://www.tiching.com/754592 http://www.readysteadygirls.eu/#/spanish-girls/4544167385

http://www.tiching.com/754593 http://www.europopmusic.eu/Newsletters/Features/Protest_68/1968_in_Spain.html

13-24 METHODOLOGY
F OURTH COURSE

Unit 14
Transition and democracy in Spain

TEACHER’S GUIDE

• Didactic Guide

• Answer Key

• Key Competences

• Focus on diversity
– Reinforcement activities
– Extension activities

• Didactic resources
– Let’s surf Tiching

• Digital Book

• Education in values

METHODOLOGY 14-1
14 TRANSITION AND DEMOCRACY IN SPAIN
P 282 and 283
DIDACTIC GUIDE AND ANSWER KEY

LET’S PREPARE THE UNIT

What are we going to learn?
■ In this unit the students will study the following
content:
− The reasons why Franco’s dictatorship didn't
continue.
− The transition to democracy (1975-1977).
− The new State that emerged from the Constitution
of 1978.
− Popular movements.
− The first democratic governments.
− Social and economic change after 1985.
− The building and the crisis of the welfare state.
− Artistic trends in 20th Century Spain.
parliamentary monarchy and territorial reforms
created a state comprising different autonomous
communities.
− A series of social and economic measures created
the welfare state in Spain.
Next, look at the map and ask the pupils to describe
how the different territories are organised.
Then, look at the timeline and do the first activity from
the What do we know? section.
Finally, look at the painting titled El abrazo de Juan
Genovés and ask the students to interpret the
meaning of the hug between the people in the
painting, taking into account its historical context.

Let’s start the unit

■ After reading the text, ask the students to write
down its main ideas:
− During the last few decades, Spain has regained
its democratic freedoms, the State has become
decentralised and it has been fully integrated into
the European Union.
− Political reforms established a constitutional

14-2 METHODOLOGY
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Page. 283. Read and understand the text about
Spain’s transition to democracy and answer the given
questions individually.
■ Act. 2, section What do we know? Use written
expression abilities to describe the illustration.
LEARNING TO LEARN
■ Pages 282 and 283. Look at the timeline and the map
and interpret the data represented in them.
■ Act. 1, section What do we know? Look at the timeline
on page 282 and answer the given questions.
CULTURAL AWARENESS AND EXPRESSION
■ Act. 2, section What do we know? Observe Genovés’
painting and describe the society it reflects.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Pages 282 and 283. Look at the timeline and the map
and obtain the relevant data represented in them.
Education in values
Equality between men and women
■− In this section, think about the discrimination women
have to endure. Ask the pupils to share their opinions with
the rest of the group:
– Do you think it is fair that women get paid less for
doing the same job as men? Why do you think that is?
– Why are women sometimes discriminated against at
work when they decide to have children?
– Why do you think that women have more difficulties in
getting jobs with more responsibility and higher
positions?
Finally, discuss as a class, the inequalities that exist at
home. Statistically, women do household chores for an
average of 3 hours and 47 minutes per week compared to
men at 2 hours and 21 minutes.
Digital Book
■ Self-correcting activities in which the student can
answer and then check themselves if they are correct.
Open activities that the student can answer and then
afterwards the teacher will correct them.
RESOURCE MATERIALS 14
Let’s surf Tiching
P 282 and 283
− To obtain more information about the transition to
democracy, the pupils can check the following link:
http://www.tiching.com/755476
After reading about the key moments, the pupils can
answer the following questions:
• When did the Transition begin?
• Who was in charge of the government during the
first moments of the monarchy?
DIDACTIC GUIDE AND ANSWER KEY
• Why is 1977 thought of as the Transition’s key
year?
• When did the attempt at a coup d’état occur? Who
carried it out?
SOLUTIONS TO THE ACTIVITIES
Page 283
• Spain was considered to be a democracy after the
celebration of the first democratic elections in 1977,
after forty years of Francoism. In 1982, the victory of
the left-wing PSOE is considered the defining
moment in which democracy settled firmly in Spain.
Since 1977, the three political parties who have
formed democratic governments are: UCD, PSOE and
PP.
The most important events from this era are: the
enactment of the Constitution in 1978; the attempt at a
coup d’état in 1981; the entry into the European
Community and NATO.
• El abrazo, de Juan Genovés, is one of the icons of the
Spanish Transition. The painting was used by the
Democratic Board as a poster in favour of amnesty,
which lead to the arrest of the painter.
The painting shows the collective desire for freedom
and amnesty and the will to build a democratic
country. Due to its representation of these values, the
painting is currently displayed in the Congress of
Deputies.
METHODOLOGY 14-3
14 TRANSITION AND DEMOCRACY IN SPAIN
P 284 and 285
DIDACTIC GUIDE AND ANSWER KEY

1. WHY DID THE DICTATORSHIP END AFTER...

A. Political crisis and division

C. The organisation of the opposition
■ Firstly, read the introductory text and then ask the
following: ■ Now, read the text from part C and highlight the key
concepts before answering question c:
− What do the expressions 'political will' and 'left no
loose ends' mean? − The democratic parties were coordinated in Unitarian
platforms like the Democratic Junta and the
Continue by reading the text in part A, point out the main
Democratic Convergence Platform.
ideas below and then answer question a:
− Their demands included the granting of political
− Juan Carlos I expressed his interest in political
amnesty, the recognition of democratic freedoms and
change. Moreover, the division within Franco’s regime
the call for free elections.
between the continuists and the reformists became a
struggle for power. Then, read the text The isolation…, look at the image
Police… and ask the pupils to make a summary of the
Next, look at the image The investiture… and check the
main demands and complete exercise 1.
tiching link.
D. International isolation
B. Economic crisis and social protests
■ Now, read part D and highlight the main ideas below.
■ Then, read part B and write down the key ideas below. After that, answer question d:
Also, look at the graphs Evolution of… and Variation in...
− The end of the Greek and Portuguese dictatorships
− The economic crisis of 1973 came to Spain a bit later
and the keenness of the US and Western Europe to
and caused a deep economic recession.
end the dictatorship in Spain brought Spain's isolated
− In 1975, inflation and unemployment increased, position in Europe to the forefront.
tourism decreased and there was a reduction in
foreign investment. Read the text titled The isolation... and ask the students
to summarise what is described.
Then, answer question b.
Finally, do exercise 2 in order to synthesise the contents.

14-4 METHODOLOGY
 KEY COMPETENCES RESOURCE MATERIALS 14
LINGUISTIC COMMUNICATION Let’s surf Tiching

■ Act. 1. Explain the reasons why they are involved in

P 284 and 285

− The students can obtain more information on the
the popular democratic movements, using appropriate organisation of the opposition against Franco’s
vocabulary. regime during the transition by checking the following
link:
■ Acts. a-d. Use the vocabulary learnt to answer the
given questions. http://www.tiching.com/755481

Once they have consulted the resource, they can

LEARNING TO LEARN
answer the following questions:
■ Act. b. Look at some graphs regarding Spain’s • When was the Democratic Junta created? Who
economic situation and analyse the data in order to was the coalition made up of?

DIDACTIC GUIDE AND ANSWER KEY

answer the question correctly.
• What were its political aims?
■ Act. 2. Bring together the content of this double-page • Which platforms constituted the “Platajunta”?
section to create a mind map showing the factors that
contributed to the end of Francoism.

RESOURCE MATERIAL OF THE GUIDE

 Reinforcement Activity 1 helps the students identify
the factors that led to the fall of Franco’s regime
after the dictator’s death.

SOLUTIONS TO THE ACTIVITIES

the perspective of one of the protesters.
Page 285 2. The following factors should be mentioned in the mind
map:
a. Among the supporters of Franco’s regime, there were
two different viewpoints: a) The supporters of the Franco regime were divided
between the continuists and the reformists, and so the
− Continuists: supported by the regime's most radical regime therefore lacked a clear direction and focus.
sectors, who wanted to keep authoritarianism.
b) The economic crisis and the consequent social
− Reformists: advocated eby the more evolutionary protests made the need for deep reform in economic
sectors of the regime, who proposed progressive policies and the political system increasingly evident.
reforms to get to democracy.
c) The organisation of the democratic opposition and
b. Inflation (continuous rise in prices) and the increase in the popular movements, who demanded
unemployment directly affected the purchasing power of democratisation and amnesty.
the working and middle classes’, which led to great
d) Franco’s dictatorship was the last one remaining in
economic difficulties.
Western Europe.
c. The pro-democratic organisations called for free
elections, the democratisation of the regime and amnesty
for political prisoners.
d. Franco’s dictatorship was the last one remaining in
Western Europe after the end of the Greek and
Portuguese dictatorships. The European countries and
the US were in favour of ending the dictatorship and
introducing a democratic regime in Spain.
1. Personal answer. Check what demands the opposition to
the regime had and why they were protesting. The pupils
should use their imaginations to write a paragraph from

METHODOLOGY 14-5
14 TRANSITION AND DEMOCRACY IN SPAIN
P 286 and 287
DIDACTIC GUIDE AND ANSWER KEY

2. THE TRANSITION TO DEMOCRACY ...

The dismantling of Francoism board, and then, answer question b:

■ To begin, read the first three paragraphs from this − On the 15th of June 1977, the first democratic
elections in more than forty years were held.
section and write the main ideas:
− The Union of the Democratic Centre (UCD), led by
− In 1976, Adolfo Suárez was named president of the
Adolfo Suárez, gained the most seats. The Spanish
government and started the legal path to dismantle
Socialist Workers' Party (PSOE), headed by Felipe
Franco’s regime.
González, became the main opposition party.
− The opposition accepted an agreement between all
− Adolfo Suárez became president and the new Cortes
political parties to establish a democracy in Spain.
started the constituent process and appointed a
Then, read the final two paragraphs, write the following parliamentary committee consisting of members from
key concepts on the board, and then, answer question a: all political parties to draft a democratic constitution.
− The Political Reform Law, which created a Congress
■ Next, look at the image A presentation…, read the
of Deputies and a Senate elected by universal
section The UCD... and ask:
suffrage, was approved by the Francoist Cortes in
1976. − How was the situation during the first years of
democracy? What urgent measures did the UCD
− In 1977, political parties and trade unions were
government take?
legalised and a pardon was granted to all political
prisoners. − Why did Adolfo Suárez end up resigning?

After that, look at the image The legalisation…, read the
text The law that… and ask the students to summarise its
content.
The first democratic elections
■ Now, read this section and analyse the graph titled
General Elections, write the following key ideas on the
Then, read the text titled The failed… and ask the
students to describe what happened on the 23 February,
1981 (23-F).
Do exercise 1 in order to synthesise the contents.
Finally, look at the graph Deaths..., read the text titled
The rise... and do exercise 2.

14-6 METHODOLOGY
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. 1. Correct define the concepts given using the
information learnt in this double-page section.
■ Acts a-c. Answer the questions using appropriate
vocabulary from this unit, to test the pupils' knowledge.
LEARNING TO LEARN
■ Act. a. Explain coherently what measures were taken
to dismantle Francoism.
■ Act. b. Analyse the information shown on a graph and
answer the question individually.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Acts 1-2. Do the activities from this page individually.
RESOURCE MATERIAL OF THE GUIDE
 In Reinforcement Activity 2 the students need to
answer some questions on the democratic transition of
Spain.
SOLUTIONS TO THE ACTIVITIES
Page 287
a. The Political Reform Law was one of the most
important legal instruments that started the transition
from dictatorship to democracy. The law, which created
a Congress of Deputies and a Senate chosen by universal
suffrage, was approved by the Francoist Cortes. This is
interpreted as the legal dismantling of Franco’s regime
and it was ratified in the referendum of December 1976.
b. The first democratic elections for over forty years were
held on the 15th of June, 1977. The UCD party, led by
Adolfo Suárez gained power.
c. The economic crisis caused an increase in social unrest
with widespread strikes and protests. In the meantime,
the UCD was facing internal divisions and Suárez’s
leadership was being questioned. Moreover, in 1980, the
PSOE presented a vote of no-confidence against the
government. It was not successful, but it served to
highlight the weakness of the government.
Faced with this difficult situation, Suárez decided to
resign. During the vote to elect the new prime minister,
an attempted coup d’état took place. The coup failed, but
the government could not prevent the UCD’s
deterioration and new elections were eventually called in
1982.
RESOURCE MATERIALS 14
Let’s surf Tiching
P 286 and 287
− At the below link, the pupils can see the election
propaganda (in Spanish) of the main political parties
in the democratic elections that were held in Spain in
1977:
http://www.tiching.com/107694
Once they have watched the video, answer the
following questions:
• Which political parties does the video feature?
DIDACTIC GUIDE AND ANSWER KEY
• Who are the leaders of the different parties?
• What are the main promises of each party?
1. The definitions are as follows:
amnesty: a period of time when a government lets some
people leave prison or does not punish people.
coup d'état: when a group of people take control of a
country by force.
Political Reform Law: A law passed in 1976 by the
Francoist Cortes, which created a Congress of Deputies
and a Senate elected by universal suffrage.
Ruptura pactada: an agreement between all Spanish
political parties, from both Francoism and the
opposition, to be in favour of establishing democracy in
Spain.
2. The complete sentences are as follows:
a) In the first years of democracy, all political decisions
were made by consensus between different political
parties and unions.
b) The 1981 coup d’état was led by Lieutenant Colonel
Antonio Tejero.
c) The extreme left participated in terrorism because
they felt that political changes were insufficient.
METHODOLOGY 14-7
14 TRANSITION AND DEMOCRACY IN SPAIN
P 288 and 289
DIDACTIC GUIDE AND ANSWER KEY
3. WHAT KIND OF NEW STATE DID...
A. A constitutional parliamentary monarchy
■ To start, read the introductory text, look at the graph
titled Referendum... and ask:
− When and how was the 1978 Constitution approved?
− What were the results of the Referendum?
Next, read the text in part A and answer question a. Write
the main ideas on the board:
− The Constitution defines the Spanish state as a social
and democratic state of law, organised as a
parliamentary monarchy, in which sovereignty belongs
to the people.
Then, look at the graph Spain’s Political…, recap on the
concept of the separation of powers, and then, do activity
1.
B. A system of rights and liberties
■ Now, read the text in part B and answer question b.
Write the key concepts on the board:
− The Constitution guaranteed equality before the law of
all Spanish citizens, and developed a wide declaration
of rights and duties and civil and political freedoms.
− In this regard, it protects civil and social rights and
establishes civic duties.
14-8 METHODOLOGY
Next, read the text titled The rights of… and ask the
students to create a list of the rights that appear in the
box. After that, ask the pupils to answer question 2.
C. The state of autonomous communities
■ Now, read the text in part C, look at the image A
protest on… and read the text The right to…. Write the
main ideas on the board and answer question c:
− The recognition by the Constitution of the right of
nationalities and regions to self-governance led to a
decentralised political system.
− The strong demands for self-governance in Catalonia,
the Basque Country and Galicia began a process
towards autonomy, which occurred even before the
passing of the Constitution.
− After the approval of the Constitution, there were 17
autonomous communities and 2 autonomous cities
governed by their own statute of autonomy. This
statute establishes the government institutions and
areas of responsibility.
Finally, look at the map The autonomous… and do
exercise 3.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. 1. Describe coherently how the political system is
organised in Spain.
■ Act. b. Explain the essential features of the 1978
Constitution, using appropriate vocabulary.
LEARNING TO LEARN
■ Act. 2. Using the concepts learnt, complete a table
detailing the rights and duties established in the
Constitution.
■ Act. 1. Interpret information from a diagram of the
Spanish political system.
■ Acts
3. Identify and name the autonomous
communities that were formed on the dates given.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Acts 1-3. Do the activities from this page individually.
RESOURCE MATERIAL OF THE GUIDE
 Extension Activity 1 enables the students to develop a
better understanding of the institutional architecture
of Spain from the reading of the Constitution.
SOLUTIONS TO THE ACTIVITIES
sobre los obreros era de protección, a cambio de que éstos fuesen–menos
Page 289
Asturias; María Josefa de Borbón, hermana del rey; una figura femenina con la cara vuelta,.
a. The purpose of the Constitution is to define the Spanish
political system and to regulate the function of the state
and its institutions.
b. The main features of the Spanish Constitution are to
guarantee equality before the law and to declare
fundamental rights and duties, and civil and political
freedoms for all Spanish citizens.
c. The Spanish political system recognised the existence of
nationalities and regions with the right to self-
governance, which resulted in a decentralisation process.
This was the case in Catalonia, the Basque Country and
Galicia. The strong demand for autonomy in these
provinces started a process towards autonomy, even
before the passing of the Constitution.
1. The 1978 Constitution defines the Spanish state as a
parliamentary monarchy in which the head of the state is
the King, as a hereditary title. Besides that, it declares
the separation of powers:
– Executive power is exercised by the central
government, through the president and the ministers;
and by the autonomous governments, through their
president and councillors.
RESOURCE MATERIALS 14
Let’s surf Tiching
P 288 and 289
− To widen their knowledge of Spain's autonomous
communities, the students can check the following
link:
http://www.tiching.com/755487
After reading it, ask them the following questions:
• What do you think the sentence “café para todos”,
which is the title of the article on territorial models,
means?
DIDACTIC GUIDE AND ANSWER KEY
• Which two communities were the first ones to
approve their statute of autonomy?
• How did Catalonia, the Basque Country and
Galicia get their autonomy? What about the rest of
the regions?
Legislative power is exercised
reivindicativos.dro; by the príncipe
Goya; Fernando, bicameral
de
Cortes, made up of the
Congress of Deputies and the
Senate; and by the autonomous parliaments.
– Judicial power is headed by the General Council of
Judicial Power and the Constitutional Court, who are
responsible for safeguarding that the laws and actions
of the state powers are subject to the Constitution.
2. Some of the fundamental rights and duties established in
the 1978 Constitution are:
Civil rights: freedom of expression / freedom of
assembly / freedom of association / religious freedom /
the right to life
Social rights: the right to education / the right to work /
the right to social security benefits
Civic duties: the defence of the State / the correct
payment of taxes / participation in the labour market
3. The answers to the listening activity are as follows:
6 April 1981 and 20 October 1981: Galicia
25 February 1983 and 8 May 1983: Castille León
30 December 1981 and 23 May 1982: Andalusia
METHODOLOGY 14-9
14 TRANSITION AND DEMOCRACY IN SPAIN
P 290 and 291
DIDACTIC GUIDE AND ANSWER KEY
4. SOCIAL JUSTICE MOVEMENTS
A. The fight for political liberties
■ Firstly, read the introductory text and ask the
following:
− What was the attitude of the citizens throughout the
transition years?
Then, read the text from part A and answer question a.
Write the main ideas on the board:
− Popular movements organised by political parties,
trade unions and student movements demanded
political freedoms and the establishment of
democracy.
− The workers' movement, spurred on by the social
consequences of the economic crisis, played a
fundamental role.
Then, analyse the graph titled Labour conflicts... and do
exercise 1.
Following that, look at the image A leaflet..., read the text
Trade union demands and ask the students to describe
the situation.
B. The commitment of the church
■ Then, read the text from part B and answer question
b. Write the main ideas on the board:
14-10 METHODOLOGY
− Since the 1960s, the Church had been critical of
Franco's regime.
− In the 1970s, the Catholic sectors that were more
closely linked to the workers' movement and the
democratic opposition participated in and encouraged
social protests.
C .Feminist movements
■ Then, read the text from part C, observe the image A
demonstration…, and then, answer question c. Write the
main ideas on the board:
− The transition and the arrival of democracy allowed
women to organise and start a strong movement in
defence of women's' rights.
D. Civic and neighbourhood associations
■ Next, read the text from part D, observe the image A
demonstration…, and then, answer question d. Write the
key concepts on the board:
− After Francoism, a large number of different groups
like civic, professional and neighbours’ associations
were formed in order to demand improvements in
living standards and increased equality.
Lastly, answer questions 2 and 3 to practice what has
been learnt in this section.
 KEY COMPETENCES RESOURCE MATERIALS 14
LINGUISTIC COMMUNICATION Let’s surf Tiching

■ Acts. 1-3. Read and understand the content of this

P 290 and 291

− The pupils can obtain more information about the role
double-page section, and answer the given questions
using appropriate vocabulary.
■ Acts a-d. Write the answers to the given questions
correctly.
LEARNING TO LEARN
■ Act. 1. Look at the data represented in a graph about
the evolution of labour conflicts in Spain and answer the
of women during Franco’s regime by consulting the
following link:
http://www.tiching.com/ 755491
After reading the article, they can answer the
following questions:
• Why was the Women’s Section of the Falange so
important during Franco’s dictatorship?

DIDACTIC GUIDE AND ANSWER KEY

• How did traditional women’s values have to
given questions.
prevail? Which two government entities defended
■ Acts 2, 3. Develop a taste for continuous learning by these values?
doing an activity with other students. • How did they spread their ideology nationally?
• Give your own opinion about the article.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Act. 2. Show initiative when recreating a situation from
the past, and when thinking of possible demands together
with the rest of the group.

■ Act. 3. Show initiative when preparing a radio

broadcast from that time about the citizens’ protests.

SOLUTIONS TO THE ACTIVITIES

the effects of the oil crisis were accentuated in Spain, the
Page 291 graph shows a steep rise in the number of conflicts, as
well as the number of hours lost and the number of
a. The popular movements demanded pay and labour workers involved in strike action.
reforms, freedom of association and democracy in The workers' main demands were regarding pay and
Spain. working conditions, but they also demanded freedom of
b. Since the 1960’s, the Spanish Church had been critical association and democracy in Spain.
of Francoism. In the 1970s, the Catholic sectors that 2. Group activity.
were more closely linked to the workers’ movements
and the democratic opposition, encouraged and 3. Activity in pairs or small groups.
collaborated in many of the social protests.
From 1971, Cardinal Tarancón, president of the
Episcopal Conference, introduced a support policy for
the democratisation of Spain and the reconciliation of
the two sides that fought in the Civil War.
c. The main demands of the feminist organisations were
focused on divorce, abortion, gender equality at work
and domestic violence.
d. Civic associations, composed of parents' associations,
student unions, etc., were formed to defend their rights.
Neighbours’ associations demanded services for
schools, infrastructure and better transport, particularly
for less privileged areas.
1. During the final years of Franco’s regime, there was a
significant increase in labour conflicts. After 1975, when

METHODOLOGY 14-11
14 TRANSITION AND DEMOCRACY IN SPAIN
P 292 and 293
DIDACTIC GUIDE AND ANSWER KEY
5. DEMOCRATIC GOVERNMENTS
1982-1996: Socialist governments
■ Start by reading the introductory text and writing the
main ideas on the board:
− The 1982 elections saw changes in political power.
− From 1996, a two-party system was established in
which the PSOE and PP have been alternating in
power.
After that, look at the charts titled Election Results and
ask the students to describe and compare them.
Then, read the text from the first section, look at the
image titled PSOE election..., and answer question a.
Write down the key concepts on the board:
− The PSOE governed with a programme of reforms
focused on economic recovery, the expansion of
social services and Spain's integration into the EEC.
− Economic difficulties and corruption cases caused
discontent with the PSOE. Consequently, the Popular
Party (PP) went on to win the 1996 general election.
1996-2004: PP governments
■ Next, read the text from the second section, look at
the image titled PP election..., and answer question b.
Write down the most important concepts on the board:
14-12 METHODOLOGY
− The government of the Popular Party was focused on
reducing the state deficit, reforming some of the laws
made by the socialist government and forming
stronger links with the United States.
− The terrorist attack in Madrid on 11th March 2004
precipitated the socialist's victory.
2004-2011: The return of the PSOE – from …
■ Next, read the text in this section and answer question
c. Write the main ideas on the board:
− The socialist government ordered the withdrawal of
troops from Iraq and introduced a series of social
measures.
− The government was criticised for its handling of the
economic crisis and early elections took place in 2011.
Now, read the text The Historical… and comment on what
this law was and who it was for.
Then, do activities 1 and 2.
2011-2015: A new term for the PP
■ Then, read the text in this section, look at the image
The 15M...and do activity 3.
To finish, read the text titled The 2015 elections... and
answer question d.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. 1. Read and understand the information in this
section, and answer the given question using appropriate
vocabulary.
■ Acts. a-d. Answer the questions using appropriate
vocabulary from this unit, so as to evaluate the pupils'
knowledge.
LEARNING TO LEARN
■ Act. 2. Understand and interpret the information from
this section in order to answer the questions correctly.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Act. 3. Show initiative when preparing and interpreting
an interview with members of the protest movements.
RESOURCE MATERIAL OF THE GUIDE
 In Reinforcement Activity 3 the students will complete
a chart on the successive governments in Spain from
1982 until 2015.
SOLUTIONS TO THE ACTIVITIES
Page 293
a. During the first years of the socialist government, the
fight to reduce inflation predominated, which led to
major industrial restructuring. Also, public services and
social benefits were increased, and public works projects
were initiated.
A new education law was approved, which made
education compulsory until the age of 16. There was a
major reform of the army and an anti-terrorist policy
was started, mainly against ETA.
b. During its first term, the PP focused on reducing the
state deficit through its privatisation of public companies
and it sought to reduce unemployment. Due to the
improvement in its economic situation, Spain was
allowed to adopt the euro in 2002.
In its second term, the PP concentrated on reforming
some of the laws made by the previous socialist
government related to education, labour, immigration
and antiterrorism.
In their external affairs, they formed closer links with
the United States, supporting military intervention in
Iraq in 2003.
c. Some of the social measures promoted and implemented
by Zapatero's government were: gender equality, same-
RESOURCE MATERIALS 14
Let’s surf Tiching
P 292 and 293
− Pupils will go on a virtual tour of the Spanish Senate
in order to gain a better understanding of its history
and operation:
http://www.tiching.com/107736
After watching the video, they can answer the
following questions:
• When was the building founded? Which was its
use?
DIDACTIC GUIDE AND ANSWER KEY
• How many flags are erected in front of the
building? What Communities do they belong to?
• Who was Cánovas del Castillo?
• Compare the seating arrangement of the Old
Plenary Sitting Hall and the Plenary Sitting Hall.
sex marriage, increased benefits for dependants and
reforms to the immigration law.
d. The 2015 elections saw the PP gain the most votes but
fall far short of a majority. The political system has been
left very fragmented due to the emergence of new
political parties, like Ciudadanos and Podemos. The
traditional two-party system of the PP and PSOE has
come to an end.
1. Zapatero's second term (2008-2011) was deeply affected
by the world economic crisis. In Spain, this resulted in
an increase in unemployment, a slowdown in industrial
production and construction, and an extensive crisis in
the finance sector with a growth of the public deficit.
The government was criticised for its response to the
economic crisis and early elections were called for in
November 2011. These elections were won with an
absolute majority by the PP and its new leader, Mariano
Rajoy.
2. The reforms the people are talking about are:
a) Legalisation of same-sex marriages.
b) More benefits for dependent individuals.
3. Role play activity.
METHODOLOGY 14-13
14 TRANSITION AND DEMOCRACY IN SPAIN
P 294 and 295
DIDACTIC GUIDE AND ANSWER KEY

6. ECONOMIC AND SOCIAL CHANGE FROM 1985

Economic transformation adoptions and same-sex marriage.

C.
■ Read the text and look at the graph titled The
evolution..., then write the main ideas on the board, and
finally answer question a:
− From 1986, Spain experienced economic growth
above the EEC average, reducing the gap between
Spain and the more developed countries. However,
the economy still suffered from structural problems.
Demographic change
■ Read the text in this section and ask the students:
− What demographic changes have occurred in Spain in
recent decades?
Look at the graph titled Population and..., and then
answer question b and question 1.
Modernisation of society
■ Read the text in this section, then write the key ideas on
the board, and answer question c:
− In recent decades, there has been an increase in the
Gross National Income, which has led to an increase
in consumerism.
− The traditional family structure has changed with the
growth of single-parent families, unmarried couples,
− The social structure has changed with the
predominance of the middle class.
Next, read the text titled Women’s new… and ask the
pupils to say what measures were taken to increase
women's political, social and working participation.
■ Then, look at the image Spain played…, read the
section titled Spain on the ... , write the main ideas on the
board, and then answer question d:
− The establishment of democracy allowed Spain to join
international organisations, like the EEC and NATO.
− On 12th of June 1985, Spain joined the European
Economic Community (EEC).
Then, read the text titled Entry into…, analyse carefully
the graph titled Convergence of…, and then do activities
4 and 5.
After that, read the text titled Spain joins…, take a look at
the box titled Referendum…, and do activity 3. Lastly,
define the concepts given in activity 2.

14-14 METHODOLOGY
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. 1, 2, 3. Work on the pupils' written expression
abilities by answering the given questions.
MATHEMATICAL COMPETENCE AND BASIC COMPETENCE…
■ Act. 1. Analyse and understand quantitative data from
a graph about Spain's population growth.
LEARNING TO LEARN
■ Act. 1. Observe the data represented in a population
graph and answer the questions given.
■ Act. 4. Give a reasoned answer for what is the most
important change in Spain since the end of the 1980s.
INFORMATION HANDLING AND DIGITAL COMPETENCE
■ Act. 2. Define the concepts studied in this double-page
section with the help of the Internet.
RESOURCE MATERIAL OF THE GUIDE
Reinforcement Activity 4 helps to consolidate
knowledge of Spain's economic and social changes.
SOLUTIONS TO THE ACTIVITIES
Page 295
a. From 1986, Spain experienced annual economic growth
above the EEC average, reducing the gap with the more
developed countries. Its GDP rose considerably, the
number of employed people increased and the tertiary
sector started to grow.
Despite this growth, the Spanish economy continued to
experience some structural problems. The balance of
trade deficit was high, industrial productivity was low,
and it had a low level of technological innovation
compared to other European countries. Moreover,
growth after the year 2000 relied excessively on the
housing sector. The Spanish economy suffered badly
from the 2008 world economic crisis.
1. Natural growth is the difference between those who are
born and those who die. In the graph, natural growth
decreases between 1975 and 1999 because the increase
in life expectancy does not make up for the decrease in
the birth rate.
In recent decades, Spain has experienced a decrease in
the birth rate as women are giving birth later in life and
having fewer children. These circumstances, along with
the increase in life expectancy, have resulted in an
ageing population.
RESOURCE MATERIALS 14
Let’s surf Tiching
P 294 and 295
− Pupils can obtain more information about the euro
and the monetary union in Europe at the following
link:
http://www.tiching.com/107748
After watching the video, they can answer these
questions:
• When was the euro introduced for the first time?
DIDACTIC GUIDE AND ANSWER KEY
What countries use it?
• In what year was a European monetary union
started to be talked about? What happened?
• Which countries signed the 1958 Rome Treaty?
What was it? Explain the changes that happened
between 1979 and 1992.
• When was the euro first circulated? Which three
countries decided to keep their own currency?
• What is the current situation of the euro?
The arrival of four million people looking for jobs in
Spain partly counterbalanced this ageing population.
However, recently there has been a sharp fall in the
number of immigrants and some have returned to their
home countries as a result of the 2008 economic crisis.
b. The decrease in the birth rate is due to Spaniards getting
married later and having less children.
c. The increase in income has led to a growth in
consumption and the purchase of consumer goods such
as cars, computers, leisure, travel, etc.
There have been changes to the traditional family
structure; single-parent families, same-sex marriages,
cohabiting and adoption have all become more common.
Society has become more secular, the Church has lost its
influence, and the urban middle class has become
predominant.
d. Spain's entry into the European Economic Community,
(EEC) in 1985, helped increase Spain's international
influence.
(Continued on page 14-27)
METHODOLOGY 14-15
14 TRANSITION AND DEMOCRACY IN SPAIN
P 296 and 297
DIDACTIC GUIDE AND ANSWER KEY
7. DEVELOPMENT AND CRISIS OF THE ...
A. Towards the model of the welfare state
■ Read the introductory text, look at the image titled
Protest in favour..., and ask:
− What social system was built in Spain after 1978?
What have the effects of the 2008 crisis been?
Next, read the text in part A and write the main ideas on
the board:
− In recent decades, a welfare state has been
established, guaranteeing basic social protection to all
citizens.
− The 1977 fiscal reform and the consolidation of the
social security system have been essential.
Then, look carefully at the graph titled Taxes… and
answer question a.
B. The pillars of the welfare state
■ Next, read the text in part B and write the key
concepts on the board:
− The four pillars of the welfare state are: the social
security system, public healthcare, free education and
social services.
Then, analyse the charts titled Social security... and
Social protection and answer question b.
14-16 METHODOLOGY
C. Weakness of the Spanish welfare state
■ Next, read the text in part C, analyse the graph
comparing social expenditure in Spain and the EU as a %
of GDP and then answer question c. After doing that,
answer these questions:
− What is the difference between social expenditure in
Spain compared to the rest of the EU as a % of GDP?
What are the consequences of that?
D. The 2008 crisis
■ Next, read the text in part D, write the main concepts
on the board and then answer question d:
− The 2008 recession triggered a crisis in the industrial
sector and a large increase in unemployment.
− The decline in economic activity and the lack of
European funds caused a loss of tax revenues and
consequently a reduction in public investment and
general budget cuts.
Following that, look at the table titled Public healthcare…
and read the text titled Public debt.
Finally, do activity 1 in order to review the information
learn in this unit, and do activity 2 in order to reflect on
and appreciate the importance of the welfare state.
 KEY COMPETENCES RESOURCE MATERIALS 14
LINGUISTIC COMMUNICATION Let’s surf Tiching

■ Acts. a-d. Answer the questions using appropriate

P 296 and 297

− The pupils can obtain more information about the
vocabulary from this unit, so as to evaluate the pupils'
knowledge.
■ Acts. 1 and 2. Use appropriate vocabulary to define
the concepts and to give their opinion about the welfare
state.
LEARNING TO LEARN
■ Act. 2. Understand the importance of the welfare state
financial crisis in Spain by checking the following link:
http://www.tiching.com/755497
After watching the video, they should answer these
questions:
• What are the terms generally used to describe
Spain?
• What positive aspects of the Spanish economy

DIDACTIC GUIDE AND ANSWER KEY

in our society. does this document highlight?
• What sectors and companies stand out in Spain?
SOCIAL AND CIVIC COMPETENCES
• What reasons does the country have to keep its
■ Act. 2. Understand the importance of the welfare state optimism up? Do you agree with them?
in offering social protection and evaluate the importance
of maintaining it.

RESOURCE MATERIAL OF THE GUIDE

 In Extension Activity 2 the students need to relate
article 1 of the Constitution with the introduction of
the welfare state in Spain.

SOLUTIONS TO THE ACTIVITIES

sector. Bankruptcy and the increase in unemployment
Page 297 led to the non-payment of loans and mortgages, causing
many evictions and a banking crisis. Economic activity,
a. The 1977 fiscal reform established a progressive system incomes and tax revenues all decreased. To add to these
of taxes, in which you pay tax in line with what you problems, there was a large reduction in investment and
earn. It consolidated the public social security system, general budget cuts that affected even essential social
guaranteeing healthcare and pensions. Compulsory services such as education and healthcare.
personal income tax (IRPF) also came into force.
1. The definitions of the concepts are as follows:
b. The four pillars of the welfare state are:
budget cut: a restriction on expenditure.
− The Social Security system is financed by
social expenditure: amount of money allocated for social
businessmen and workers.
purposes.
− Public healthcare is partly financed by the
social security: public provision for the economic and
contributions of workers and businessmen and partly
social welfare of the population.
by taxes.
welfare state: system in which the government provides
− Free education until the age of 18 and the partial
for the social and economic wellbeing of its citizens.
financing of university education is covered by taxes.
− social services such as child protection, disability 2. Activity in pairs.
benefits, pensions, council housing and dependency
and social exclusion support are all financed through
taxes.
c. Spain allocates 25% of its GDP to social spending, a
lower percentage than other EU countries. This means
that in times of crisis small cuts in spending can greatly
affect social welfare.
d. The 2008 crisis greatly affected the housing and finance

METHODOLOGY 14-17
14 TRANSITION AND DEMOCRACY IN SPAIN
P 298 and 299
DIDACTIC GUIDE AND ANSWER KEY

8. ARTISTIC TRENDS IN 20TH - CENTURY ...

A. Art before the Civil War
■ Read the introductory text and ask:
− What stages can be distinguished in Spanish art
during the 20th Century?
Read the text in part A and ask the pupils this question:
B. The second half of the 20th century
■ Read the text in part B and ask the following:
− Franco’s regime was a setback for avant-garde artists.
− From the 1950s, artists linked to modernity and the
avant-grade movement began to emerge.

− What consequences did the Civil War and Francoism Next, read the sections titled Architectural renovation and
have for Spanish art? Sculpture, and ask:
− What path did Spanish architecture take after the
Following that, read the section titled Avant-garde
1950s? What happened in the 1960s? What new
architecture and write the main ideas on the board:
concepts did sculpture begin to explore?
− During the 1930’s, functionalist and rationalist
After that, read the section titled New tendencies in
architectural trends came to Spain. Eduardo Torroja,
painting, write down the main ideas on the board and
Josep Lluís Sert and the group GATEPAC were its
then answer question b:
leading exponents.
− El Paso, Dau al Set and the Equipo Crónica led art in
After that, look at the image J.L.Sert…, and check the Spain during the second half of the 20th Century, as
tiching link given. well as Antonio López and Miquel Barceló, who also
Next, read the text titled Innovation in sculpture, look at made significant contributions to their field.
the image Pablo Gargallo…, and ask: Finally, do activities 1 and 2 in order to help synthesise
− What were the contributions of Pablo Gargallo and the different concepts learned in this double-page section.
Julio González? What characteristics of their work can
be seen in The Prophet?
Then, read the section titled Trends in painting and look
at the work of Juan Gris. Ask the students to describe it
and then answer question a.

14-18 METHODOLOGY
 KEY COMPETENCES RESOURCE MATERIALS 14
LEARNING TO LEARN Let’s surf Tiching

■ Act. 1. Use appropriate vocabulary to detect the errors

P 298 and 299

− To find out more details about the work of Eduardo
and complete the sentences correctly.
CULTURAL AWARENESS AND EXPRESSION
■ Acts. a and b. Know about different artistic trends in
20th Century Spain.
■ Act 2. Describe and compare two paintings from an
artistic perspective.
Chillida, who was one of the most important
exponents of the Spanish avant-garde movement, the
students can go to the following link:
http://www.tiching.com/755506
Then, ask the pupils to answer the following
questions:
• What country were the works of art of this sculptor
distributed from?

DIDACTIC GUIDE AND ANSWER KEY

LINGUISTIC COMMUNICATION
■ Act. 2. Use appropriate vocabulary related to art that • Which sculpture from the ones in this link do you
like the most? Why?
has been learnt in this section.
• What material plays a major role in Chillida’s
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT work?
■ Acts 1 and 2. Do the activities from this page
individually.

RESOURCE MATERIAL OF THE GUIDE

 In Reinforcement Activity 3 students have to analyse a
work by Pablo Picasso, from between 1911 and 1912.

SOLUTIONS TO THE ACTIVITIES

expressionism. In Catalonia, the Dau al Set group
Page 299 evolved from surrealism to informalism. In Valencia, the
Equipo Crónica produced figurative paintings, similar to
a. In the first third of the 20th Century, many artists had Pop Art.
contact with avant-garde artists abroad, especially from
1. The corrected sentences are as follows:
Paris and Germany.
a) The Civil War brought artistic innovation to a
Before the Civil War, sculpture was linked to cubism.
standstill in Spain.
During the first third of the century, painting was headed
b) Pablo Gargallo and Julio González were influential
by exponents of the avant-garde movement. However,
Spanish architects before the Civil War.
there were other important painters of other styles of the
era, such as cubism, expressionism, and surrealism. c) Antoni Tàpies was one of the artists involved in the
th Dau al Set group.
b. In architecture, the second half of the 20 century
brought a new generation of architects, who 2. Personal answer.
reincorporated functionalist principles back into their
work. In the post-modern movement of the 1960s, the
most remarkable innovations included eclectic
rationalism, the reintroduction of certain characteristics
of classical architecture and advances in structural
engineering.
In sculpture, the trend was for more abstract sculpture,
using materials like iron, wood and concrete. Also
sculptors began to explore the concepts of light and
gravity.
In painting, three groups led the contemporary art scene
in Spain. In Madrid, the El Paso group developed an
informalist painting style, influenced by abstract

METHODOLOGY 14-19
14 TRANSITION AND DEMOCRACY IN SPAIN
P 300 to 303
DIDACTIC GUIDE AND ANSWER KEY

KEY COMPETENCES

LINGUISTIC COMMUNICATION
■ Page 300, Copy and..; page 301 Learn how…; page
302-303, all the acts... The students will use appropriate
vocabulary and their written expression abilities to answer
the given questions.
■ Page. 302, act. 2. Read a text from a televised speech
and comment on it by answering the questions given.
LEARNING TO LEARN
■ Page 303, act. 6. Draw a timeline to show the main
events that occurred during this era.
DIGITAL COMPETENCE
■ Page 301, Learn how… Look for information on the
Internet about the d’Hondt method, using the available
digital resources.
■ Page 302, act. 1. Look for information on the Internet
about where the painting by Genovés is displayed.

■ Page 301 Learn how.... Analyse a chart on the ■ Page 303, acts. 7 and 8. Use the available digital
Spanish electoral system and interpret information in resources, such as the tiching links, to obtain information
order to answer the given questions. and answer the questions properly.

■ Page 301 Learn how.... Reason from a historical
perspective the two questions given; taking into account
what has been studied.
■ Page 302, act. 1. Observe and interpret what
Genovés’ painting symbolises.
CULTURAL AWARENESS AND EXPRESSION
■ Page 302, act. 1. Analyse a painting by Genoves, find
out about what it symbolises, relate it to its historical
context, and then answer the given questions.

■ Page 302, act. 3. Interpret the information in a graph MATHEMATICAL COMPETENCE AND BASIC…
about inflation and unemployment in Spain, and then
■ Page. 303, act. 7. Analyse and understand the data
answer the questions.
from the 2015 municipal elections.
■ Page 303, act. 5. Look at a photo and analyse the
information it gives from a historical perspective.

14-20 METHODOLOGY
TRANSITION AND DEMOCRACY IN SPAIN 14

P 300 to 303
DIDACTIC GUIDE AND ANSWER KEY
FINAL ACTIVITIES SOLUTIONS TO THE ACTIVITIES

Page 300
■ The activity Learn how to… Analyse the Spanish
voting system, gives the pupils the opportunity to widen 1. Copy and complete the concept map.
their knowledge of the workings of the Spanish
Dismantling of Francoism
democratic system.
Juan Carlos I King of Spain.
■ Activity 1, Art in its context... gives the pupils the
opportunity to analyse through art the significance of the government Adolfo Suárez.
transition to democracy. UCD governments.
Activity 2, Documentary sources... allows the pupils to 1978 Constitution
evaluate the significance of the coup d’état in 1981 Social and democratic State of right
Activity 3 Graphs... allows for an analysis of inflation and The sovereignty resides with the people
unemployment trends in Spain from the 1970s to the
Division of powers
present.
Pacts de la Moncloa
Activities 4, 6 and 7 allow the pupils to systematise the
evolution of the democratic governments in Spain in Amnesty
different areas. Democracy (1982-2015)
Activity 5 Visual sources... helps the students to PSOE (1982-1996)
understand the repercussions of ETA's terrorist activity.
entry into NATO.
Activity 8 Internet sources... enables the students to think
integration into the EEC.
more about women's roles and gender equality.
PP (1996-2004)
■ The Summary and Historical Thinking activities help
PSOE (2004-2011)
the students to consolidate the unit's key concepts.
PP (2011-2015)
Welfare State

METHODOLOGY 14-21
 Social Security System
Public healthcare
Free education
Social Services
2. Check what you know
ANSWER THE QUESTIONS
a) There are several reasons that explain why Francoism
did not survive the death of Franco. Firstly, the regime
itself was undergoing a crisis, as there were divisions
between the reformists and the continuists within the
regime. They were unable to come up with a solution
to the country’s problems.
Secondly, the economic crisis in 1973 led to many
social protests. These protests strengthened the
democratic opposition. The need for major economic
and political reforms became more and more obvious.
Thirdly, Franco’s dictatorship was the last one
remaining in Western Europe after the end of the
Greek and Portuguese dictatorships. The Franco
regime was strongly disapproved of in the international
arena and European countries and the United States put
pressure on Spain to introduce a democratic regime.
Finally, the organisation of the democratic opposition
and the popular movements demanding democracy and
amnesty played a fundamental role in the final
downfall of Francoism and the building of a
democratic alternative.
b) After Franco's death, King Juan Carlos I forced
president Arias Navarro to resign. He was a continuist
politician who was not in favour of making real
reforms. The king named Adolfo Suárez, a supporter of
policy reform, as president of the government. In
November 1976, the Political Reform law was passed.
This law allowed for the transition from Franco's
authoritarian regime to a constitutional democracy.
Franco’s institutions and laws were changed, popular
sovereignty was established, Franco’s Cortes were
substituted for a Congress and a Senate, other political
parties were made legal and democratic elections
became possible.
The democratic reforms faced extreme opposition from
right wing groups such as the terrorist group of the
Guerrilleros de Cristo Rey, the nationalist terrorist
group ETA and the extreme left group GRAPO. In
January 1977, a series of violent events, among them
the assassination of five labour lawyers from the PCE
in Madrid, almost put an end to the democratic process.
Finally, a massive peaceful demonstration in Madrid,
the will of the citizens and Suarez's political abilities
allowed the change towards democracy to go forward.
c) Social justice movements, organised by the parties, the
main trade unions, the students’ movement and
different associations, were constant during the 1970s.
As well as their own individual demands, they all
shared the same objective of establishing democracy
and public freedoms in Spain. This social climate made
14-22 METHODOLOGY
the search for a political alternative to Francoism
essential. Therefore, social justice movements played a
fundamental role in the arrival and the consolidation of
democracy.
d) The 1978 Constitution defines the Spanish state as a
social and democratic state of rights and establishes
that the Spanish state is comprised of 17 autonomous
communities.
e) The parties that have been in government are: Centre-
Democratic Union (UCD), Socialist Party (PSOE) and
the Popular Party (PP). The Centre-Democratic Union
governed from 1976 until 1982; the PSOE governed
for four consecutive terms, from 1982 until 1993, and
again from the year 2004 up until 2011; the PP
governed from the year 1996 until 2004 and in 2011
they won the elections once again.
The main achievements of the government of Adolfo
Suárez were: writing the democratic Constitution
(approved by the Congress and the Senate and
countersigned by Spaniards on the 6th of December
1978); making agreements with trade unions, political
parties and businessmen to develop the economy and
boost employment; reforming taxes; and enacting an
amnesty for political prisoners.
The main achievements of the socialist government
were: carrying out a wide programme of reforms to
prioritise economic improvement; the extension of
social services; and Spain's preparation to enter the
European Community.
In the fight against the crisis, they managed to reduce
the inflation and modernise the economic structure, but
the industrial restructuration lead to the closing of
companies and the loss of jobs, causing the call for
three general strikes.
The government fought to bring down inflation and
restructure industry. To minimise the social effects of
this policy, public services and social benefits were
increased. They also initiated several public works
projects, among which were the Universal Exposition
of Seville and the Olympic Games of Barcelona.
In its domestic policy, they reformed the armed forces
and initiated an anti-terrorist policy, especially against
ETA. They passed a series of new laws allowing for
the legalisation of abortion, the extension of
compulsory education to age 16 and the authorisation
of private television channels.
In its foreign policy, the Accession Agreement to the
European Community was signed, and it was decided,
following a referendum, that Spain could become a
member of NATO.
The main achievements of the government of the
Popular Party (PP) were: the abolition of compulsory
military service, reforms of the education system (The
Education of Quality Law, The University Reform
Law); labour reforms (Labour Contract Law); reforms
of migratory policies (Immigration Law) and in the
antiterrorist fight (Political Parties Law).
Regarding foreign policy, they were responsible for
 Spain’s monetary integration into the Europe of the
euro and the incorporation of Spain into the military
structure of the OTAN. Spain aligned itself to the
United States, which led to Spain’s support in a
military intervention in Iraq. This decision caused an
enormous wave of protests against the war. In addition,
another of the issues the popular executive power had
to face was the worsening of the relationship with the
nationalist parties, especially in the Basque Country.
f) Spain, to enter in the EEC, had to ratify the
international agreements on the United Nation’s
Human Rights and the European Social Charter. They
also made the following reforms:
− Industrial reconversion, which meant the closing of
non-competitive companies and the privatisation of
some public ones.
− The decrease of inflation and of public deficit were
indispensable requirements to make the Spanish
economy competitive.
− A Fiscal Reform by means of the payment of direct
taxes like the IRPF or indirect ones like the IVA.
− Investment in the public sector, in social policies
and in infrastructures.
Spain asked to join NATO in 1981, with the opposition
of the left parties, and joined in May of 1982. In 1986,
after a referendum, it was incorporated definitely, but
without integrating their military structure, which
would happen in 1997 with the Popular Party.
Spain’s first involvement in international missions as a
member of NATO was in 1991, in the first Gulf War.
Afterwards, Spain would intervene in Iraq,
Afghanistan and Libya. It has also participated in
humanitarian and peacekeeping missions as in Bosnia-
Herzegovina, Kosovo, Lebanon, Chad and Djibouti.
g) In recent decades, in the economic area, consumption
has been generalised and there has been a noticeable
increase in the gross national income.
Demographically, Spain has experienced an ageing of
the population as a result of the decrease of the birth
rate and the increase of life expectancy, whose effects
are social, political and economic. At the same time,
the welfare state has been consolidated thanks to fiscal
reform, which increases income and allows for social
policy.
From the mid-90’s to 2008 over 4 million immigrants
arrived to Spain looking for work. This wave of
immigration has meant the arrival of cultures,
traditions and religions that have sometimes caused
xenophobic behaviours.
The increase in income has led to an increase in
consumption and, therefore, new habits. Spaniards now
drive, have access to the latest technology, travel, etc.
This new society has brought a change to the tradition
structure of the family unit. There has been an
evolution towards single-parent families, marriages
between homosexuals, etc. There has been more
social secularisation and the Church has lost its
influence.
DEFINE KEY CONCEPTS
• transition: The democratic transition was the process
that began after the death of the dictator Francisco
Franco in 1975, by which Spain stopped being a
dictatorial regime and became a democratic state of
rights.
• politics of consensus: The term consensus refers to the
understanding that was finally reached between the
different sides, that is, between the reformists, who
were even ahead of their first intentions, and the
continuists, who renounced some of their petitions.
• welfare state: Political and social model in which the
state covers certain needs that are considered basic,
such as education and health, and that is financed
through a progressive and redistributive fiscal system.
• state of autonomies: model of state that recognises the
existence of different nationalities and regions that
have the right to their own self-government. There are
17 Autonomous Communities in Spain, regulated by
the Statutes of Autonomy, with both their own and
shared competences.
• Moncloa Pacts: Agreements signed in October of 1977
between the government of Suárez, the political parties
with Parliamentarian representation, businessmen and
trade unions, in order to modernise the Spanish
economy, control inflation and establish the process of
democratic transition.
• ruptura pactada: It is an agreement between all the
political forces in favour of establishing a democracy
in Spain, both those from Franco’s regime and those
who opposed Francoism, to promote a peaceful
transition towards a democratic system.
MAKE A TIMELINE
• 23 February failed coup d’état: 1981
• referendum on NATO: 1986
• first general elections: 1977
• passing of the Constitution: 1978
• entry into EEC: 1986
• Atocha massacre: 1977
• adoption of the euro: 2002
• 11 March terrorist attack: 2004
IDENTIFY KEY FIGURES
• Adolfo Suárez: president of the government (1976-
1981) who leaded the process of the democratic
transition.
• Felipe González: president of the government (1982-
1996) from the PSOE. Under his leadership, Spain
entered in the EEC and in the OTAN.
• José Luis Rodríguez Zapatero: president of the
government (2004-2011), from the PSOE.
METHODOLOGY 14-23
• Santiago Carrillo: general secretary of the PCE during
the period of the transition.
• José María Aznar: president of the government (1996-
2004), from the PP.
• Mariano Rajoy: president of the government (since
2011), from the PP.
ANSWER THE INITIAL QUESTION
Transitioning from a dictatorship to a parliamentarian
democracy meant a restitution of sovereignty for the
Spanish population. One of the most important
achievements on the road towards democracy was the
establishment of a constitution that guaranteed the
rights and freedoms of Spanish citizens.
Economically, the most relevant change was Spain’s
joining the EEC, which meant the end of a long period
of international isolation for Spain and political and
economical equality with neighbouring countries.
Spain benefited from the Cohesion Funds, with which
Europe promotes the development of less prosperous
countries. This allowed for investment in
infrastructures, development of employment policies,
development in rural and industrial areas, technological
innovation, etc. Spain went from being a receptor of
funds to almost being a contributor. The balance is
very positive, as the integration of Spain into the EEC
has meant economic, social and political modernisation
and consolidation of the welfare state.
Page 301
LEARN HOW TO... ANALYSE THE SPANISH…
1. Presentation
• The flowchart shows the elections and institutions of
the Spanish democratic system.
• In the Spanish democratic system, sovereignty lies
with the Spanish people. The electoral body is made up
of citizens over 18 years old.
• There are four major types of elections: European,
legislative, autonomous and local.
• European elections: every 5 years; a single
constituency (Spain); 64 parliamentarians members of
the European parliament.
Legislative elections: every 4 years; provincial
constituency; 350 deputies; 208 senators.
Autonomous elections: every 4 years; provincial
constituency; deputies to autonomous parliaments.
Local elections: every 4 years; municipal constituency;
councilmen.
• European elections: European Parliament.
Legislative elections: Congress of the Deputies;
Senate.
Autonomous elections: Autonomous Parliament. Each
parliament also chooses a determinate number of
14-24 METHODOLOGY
Senators according to the population of its autonomous
community.
Local elections: municipal plenary.
• The president of the government is chosen by the
Congress of Deputies. The mayor is chosen by the
municipal plenary.
2. Analysis
• The seats are adjudicated according to the D’Hondt
system. Candidates are ordered from major to minor
according to the number of votes. Then, those who
have more than 3% of the votes are counted and the
votes are divided from each list between 1, 2, 3... until
there is an equal number of deputies assigned to each
constituency. A deputy is assigned to each of the five
highest numbers. If the coefficients coincide, the seat is
given to the group with the greatest number of votes. In
case of a draw, the first seat is assigned by a random
draw. Despite the advantages of the proportionality of
the system, it has also been accused of reducing the
parliamentarian representation of the smaller ones.
• The European Parliament, the Cortes Generales and the
Autonomic Parliaments, institutions elected by popular
vote, have attributed the capacity to exert the
legislative power to the territory they govern. The local
institutions (town halls and insular cabildos), also
elected by popular vote, have the function of governing
their municipality or island.
• The head of the government is chosen by the
legislative power, represented by the Congress of the
Deputies. The mayor is chosen by the councillors or by
citizens in the terms established by the general
electoral legislation. According to the regime of the
open council (less than a hundred inhabitants), citizens
choose the mayor directly by majority. If the
municipality has a population of between a hundred
and two hundred fifty inhabitants, the mayor is chosen
by open lists. The candidates of all the parties appear
on the same ballot and the voters choose a set number
of them. The ones with the most votes are named
councillors and choose the mayor. In the rest of cases,
the parties concur in closed lists and the mayor is
elected in a second-degree election.
In the Spanish system, no specific person is elected; the
citizens vote for political options, which occupy a certain
number of charges. The political options with a greater
number of seats are able to constitute a government.
3. Evaluation
• We talk about representative democracy because
sovereignty is exerted by means of representatives. The
ones who want a more representative democracy
critique the little possibility of citizen participation that
representative democracy offers, which is reduced to
exercising the vote.
HISTORICAL THINKING
Reasoning
The transition from a political dictatorship to a
 democracy has meant that Spanish citizens now enjoy
more rights. Besides regaining their sovereignty, they
recovered the freedoms lost during Franco’s regime.
Causality
Spain, Greece and Portugal had dictatorships in
Western Europe, where all the other countries were
parliamentarian democracies. Little by little, this
exceptional situation led to the international
discrediting of Francoism. In addition, the fall of the
Greek military regime and the Carnation Revolution in
Portugal, which led to the establishment of democratic
governments, were seen as models for putting an end
to Franco’s regime. The dictatorship in Spain did not
make the integration into the EEC possible before the
year 1975.
Page 302
1. Art in its context: A reconciliatory embrace
a) The embrace, by Juan Genovés (1976) is one of the
icons of the Spanish transition. The painting was used
by the Democratic Board as a poster in favour of
amnesty and as a consequence the artist was arrested.
b) In the work, we can see some figures that are hugging
and marching forward together. He could have been
inspired by images of the time of political prisoners
that were released after amnesty and received in the
street by their partners, or any of the multiple
demonstrations of the time calling for democracy.
The figures are leaving the past behind, and look and
advance towards a future of democracy and freedom.
c) The work shows the urge of a collective for freedom
and amnesty, and the will to build a democratic
country. The figures’ embrace shows the solidarity and
unity of the fight for democracy, the consensus that
was imposed to initiate the process of transition.
d) For representing these values, the painting is now
exhibited in the Congress of Deputies.
Personal answer.
2. Documentary sources: 23 February 1981
a) It is the televised speech that King Juan Carlos gave to
the Spanish people on the morning of 24 February
1981. It is a primary source.
b) He describes the events that took place on the
afternoon of 23 February, with Tejero’s assault on
Congress and the occupation of Valencia by General
Milans. The king ordered the country to maintain
constitutional order, and declared that the Crown could
not accept attitudes or actions that intended to disrupt
the democratic process.
c) On 23 February 1981, there was an attempted coup
d’état in Spain. Lieutenant colonel Tejero and a group
of civil guards occupied the Congress and retained the
deputies for almost a day. In the mean time, the general
captain of Valencia, Milans del Bosch, took tanks to
the streets. The objective was to impose a government
that prohibited the democracy, stopped the autonomous
process and changed the Constitution.
The coup was unsuccessful thanks to King Juan
Carlos’ attitude, the opposition of some military
leaders and the unity of the democratic political forces.
3. Graphs: Economic development
a) The graph shows the evolution of unemployment and
inflation between 1975 and 2016.
b) Unemployment rose from 1987 to 1990 and from 1996
to 2005. Inflation has general downward trend, the
reason is that one of the objectives of the European
Union is to control inflation. When unemployment
increases, there is less consumption and prices are
stable. When unemployment decreases, consumption
rises sharply and prices go up. The IPC, as it is
controlled by the European Union, does not always
reliably show the state of a country’s economy, unlike
unemployment, whose numbers are manifested
whether the functioning of the economy is good or bad.
The periods of economic recession are: 1975-1984,
1990-1999 and 2008-2010. The main indicator is the
increase of the unemployment rate.
c) In Spain after 1996, as a consequence of the housing
market boom, there was an increase in employment,
especially in construction and the industries related to
it. In 2008, the mortgage crisis in the United States
affected the financial system and spread through
Europe and Spain. This crisis started affecting the
housing sector, which some have called the “real state
bubble collapse”, and together with the financial crisis,
led to a huge increase in unemployment since 2008.
Page 303
4. Organise information: Democratic governments
First line from left to right UCD: Time period: 1977-
1982; Prime Minister: Adolfo Suárez, Leopoldo
Calvo Sotelo; Main actions: Democratic constitution,
economic, salary and labour measures for economic
recovery (Moncloa Pacts), configuration of the State of
Autonomies, fiscal reform, amnesty for political
prisoners; Foreign policy: petition to enter the EEC.
Second line from left to right PSOE: Time period:
1982- 1996/ 2004-2011; Prime Minister: Felipe
González and José Luis Rodríguez Zapatero; Main
actions: industrial reconversion and rural employment
plan, military reform, extension of Social Security,
compulsory education until 16 years old, increase of
the finance of Autonomies, the Law for Homosexual
Marriages, Law of Equality between Men and Women,
immigration norms; Foreign policy: incorporation of
Spain to the EEC, joining NATO.
Third line from left to right PP: Time period:1996-
2004/2011-; Prime Minister: José María Aznar and
Mariano Rajoy; Main actions: reduction of the
public deficit, privatisation of companies, agreements
with trade unions to promote work, suspension of
METHODOLOGY 14-25
 compulsory military service, Education of Quality
Law, Universities Law, Immigration Law, increase of
the financing of Autonomies, Law of Political Parties,
National Hydrological Plan; Foreign policy:
incorporation of Spain into the military structure of
NATO, alignment with the US and support of the
military intervention in Iraq.
5. Visual sources: ETA
a) In the foreground, there is a sign with the motto Por la
libertad, ETA no, in Spanish, and Askatasuna, ETA ez,
in Basque.
b) ETA was founded in 1958 by members that split off
from the youth of the PNV, as a socialist,
revolutionary, armed society, in favour of Basque
independence. During the transition and the democratic
period that ETA considered to be a continuation of
Franco’s dictatorship, they developed an intense
terrorist activity. From the moment of the concession
of an autonomous regime in the Basque Country, ETA
became more and more isolated and, within the Basque
nationalism, they began to be seen as a threat to the
autonomy itself. Thus the motto in the sign, which
opposes ETA.
c) Police action and civil mobilisation against ETA has
led, after a long process, to the announcement by part
of the terrorist organisation of the definitive stop of
armed activity.
6. Space and time: Transition
The students should put the following events in the
timeline. They should complete the timeline with other
facts that they consider relevant.
.
Arias Navarro’s government: 1973-1976.
legalisation of political parties: 1977.
first democratic elections: 1977.
Franco’s death: 1975.
enactment of the Constitution: 1978.
attack in the Congress of Deputies: 1981
7. Statistics: Municipal elections
Personal activity.
8. Internet sources: Women’s role
a) Despite the evolution of society, some stereotypes still
remain. We can mention the following: women are in
charge of caring for children; men are stronger and
more intelligent than women; women cannot drive
well; men cannot cook.
b) Men are supposed to be doctors, and not nurses; they
work in science, engineering and other technical fields.
Women are supposed to have desk jobs, such as
secretaries, librarians, teachers. They are nurses, and
not doctors.
Personal opinion.
14-26 METHODOLOGY
c) Young people live another reality compared to older
generations, as the legislative and political change has
led to the recognition of women’s right in democratic
societies. However, young people still live and learn
discrimination. For example, in the public sphere
labour inequality still exists despite the laws, and in the
private sphere there is still an unequal distribution of
family responsibilities.
d) The women were repressed during Franco’s regime.
With the establishment of democracy, the feminist
movement could organise and start a strong
mobilisation in defence of women’s rights. Their main
demands were focused on divorce, abortion, labour
equality and gender-based violence.
Once democracy was recovered, although the
Constitution consecrated the legal equality between
men and women, the development of laws still needed
to be done. It will not be until the legislation of 2004-
2011 that legislation would be introduced to consecrate
and develop the beginning of equality. The Law of
Equality between Men and Women intends to achieve
equality between the sexes and the elimination of all
kinds of sex discrimination, particularly those affecting
women. Some of the measures and new developments
that it proposes are: the creation of a Strategic Plan of
Equal Opportunities, the recognition of the conciliation
of personal, work and family life, the promotion of a
greater co-responsibility between men and women; the
creation of a Council of Participation of Women; the
use of a non-sexist language by public powers, etc.
This law was approved on 22 March 2007. The
Institute of Women is an body within the Department
of Health whose function is to promote the social
equality of both sexes.
Inequalities in home life can be observed in the sharing
of domestic chores and childcare. At work, inequality
can be seen in lower salaries for the very same work or
in the lack of promotions. Not many women get to
ascend to directive positions in business companies
ONLINE CHALLENGE
Personal activity.
 SOLUTIONS (CONTD.)
white-collar worker: a person who works in an office
and is usually salaried.
(Continued from page 14-15)
3. The North Atlantic Treaty Organization, also known as
2. The definitions to the concepts are: NATO, is a military alliance established in 1949.
Cohesion Fund: The financial assistance received by Their member states have agreed to defend each other
Spain from the European Union that enabled the if they are under armed attack.
development of rail, road, and airport infrastructure.
4. Activity in couples.
GNI: abbreviation for Gross National Income.
5. Personal activity.
GDP: abbreviation for Gross Domestic Product.

WEB PAGE ADDRESSES

TICHING WEBSITES

http://www.tiching.com/755476 http://www.transicion.org/En/60hitosEn.php

http://www.tiching.com/755481 http://en.wikipedia.org/wiki/Democratic_Junta_of_Spain

http://www.tiching.com/107694 https://www.youtube.com/embed/xWpVRmUI2Po?wmode=transparent

http://www.tiching.com/755487 https://en.wikipedia.org/wiki/Nationalities_and_regions_of_Spain

http://www.tiching.com/ 755491 http://mujeresycaridad.umwblogs.org/la-seccion-femenina-womens-role-in-francoist-

spain/

http://www.tiching.com/107736 http://www.senado.es/visitavirtual/in/visita_virtual.html

http://www.tiching.com/107748 https://www.youtube.com/embed/PdLr3lTSyns?wmode=transparent

http://www.tiching.com/755497 https://www.youtube.com/watch?v=wsDzh60u7zo

http://www.tiching.com/755506 www.museochillidaleku.com/2000-2010/content/eng.html#d0

METHODOLOGY 14-27
14-28 METHODOLOGY
F OURTH COURSE

Unit 15
The World today

TEACHER’S GUIDE

• Didactic Guide

• Answer Key

• Key Competences

• Focus on diversity
– Reinforcement activities
– Extension activities

• Didactic resources
– Let’s surf Tiching

• Digital Book

• Education in values

METHODOLOGY 15-1
15 THE WORLD TODAY
P 304 and 305
DIDACTIC GUIDE AND ANSWER KEY

LET’S PREPARE THE UNIT

What are we going to learn?
■ In this unit, pupils will learn about the following
material:
− The end of the division of the world into blocs.
− A new world order.
− Europe after the fall of the Berlin Wall.
− The construction of the European Union.
− The crisis of the welfare state in Europe.
− An unstable world.
− The conflicts of the 21st century.
− The victims of the current wars.
− Art in the world today.
− Globalisation and its main characteristics.
− The Third Industrial Revolution.
− Sustainable growth.
Let’s start the unit
■ Start by reading the text and write down the main
ideas on the whiteboard:
− The collapse of the USSR resulted in the breakup
of the blocs and a new era in which the United
States emerged as the only superpower.
− The appearance of new emerging powers, such
as China, the relevant role of Europe and the new
Russia have led to a more bipolar world in the
21st century.
− In the new international order, tensions have not
disappeared as a result of poverty, ethnic clashes
and religious fanaticism.
Then, focus everyone’s attention on the timeline and
tell students to complete the first activity of the What
do we know? section.
Next, have them look at the image of the attack on
the Twin Towers in New York in 2001.
Afterwards, ask them to do the second activity of the
What do we know? section.
Thereupon, comment with the whole class on the
meaning of the key words of the unit in the context of
the subject matter: the world today.
In order to conclude, go through the map in order to
remind them of the main characteristics of the
European area and the countries within the European
Union.

15-2 METHODOLOGY
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. 2, What do we know? section. Use their abilities in
written expression to describe the picture on the double
page.
LEARNING TO LEARN
■ Page 304. Observe the timeline and map on this
double page and correctly interpret the data represented
on them.
■ Act. 1, What do we know? section. To answer these
questions, pupils will be able to interpret the timeline with
the phases and events that occured between 1990 and
2016.
■ Act. 1, 2, What do we know? section. Use the
knowledge acquired to relate different historical facts.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Act. 1- 2, What do we know? section. Show initiative
when completing the activities correctly and individually.
DIGITAL COMPETENCE
■ Pages 304 and 305. Observe the timeline and maps,
and get all the data represented on them correct.
Education in values
The right to equal opportunities
■ The framework of globalisation has imposed a social
order in which inequalities between rich and poor
countries are increasing.
To make students become aware of these inequalities,
you can write on the whitebaord the following statement
by Joseph Stiglitz, Nobel Prize for economics:
“If globalization continues to be conducted in the way that
it has been in the past, it will continue to create poverty
and instability”."
■ Then, start a debate on this topic. To break the ice,
you can ask them some questions as follows:
– There are more than 850 million people suffering hunger
in the world. What do you think this is due to?
– Why do you think that the difference between rich and
poor countries is increasing more and more?
– Why is it said that poverty is female?
Digital Book
■ Self-correcting activities in which the student can
answer and then check themselves if they are correct.
■ Open activities that the student can answer and then
afterwards the teacher will correct them
RESOURCE MATERIALS 15
Let's Surf Tiching
P 304 and 305
− In the following link, students will be able to get to
know the concept of ‘new world order’:
http://www.tiching.com/756695
They will read the first three paragraphs and then,
they will answer the following questions.
• What do we refer to when we speak about the
new world order?
• Why did the end of the Cold War mean a new
DIDACTIC GUIDE AND ANSWER KEY
world order?
• What differences can you name between the way
Gorbachev and Bush conceived the new world
order?
SOLUTIONS TO THE ACTIVITIES
Page 305
• The end of the blocs started with the collapse of the
USSR and the reunification of Germany.
In Europe, in the 1990s, the following events took
place in Europe: the reunification of Germany, the
signature of the Maastricht Treaty, which led to the
European Union, and of the Schengen Agreement.
The foundations of the euro were also established.
The worst conflicts in the two last decades were the
wars of Yugoslavia’s dissolution, the Gulf War and the
conflicts deriving from it (invasion of Afghanistan, Iraq
war) and the development of Islamic terrorism.
• The picture captures the attack on the Twin Towers in
New York of 11 September 2001.
This attack caused the United States to declare war
against international terrorism and invade
Afghanistan, a country ruled by the taliban, who
consented to the existence of al-Qaeda training camps,
and Iraq, in order to bring down Saddam Hussein’s
regime. Many states passed anti-terrorist laws or
tightened up the already existing ones. In the western
world, the sense of fear and insecurity expanded.
METHODOLOGY 15-3
15 THE WORLD TODAY
P 306 and 307
DIDACTIC GUIDE AND ANSWER KEY
1. WHY DID THE DIVISION OF THE WORLD...?
A. The crisis in Eastern Europe
■ Start by reading the introductory text and ask:
− What facts led to the transformation of the global
geopolitical situation in 1990?
■ Read the text of this section, write down the main
ideas and elicit the answer to question a:
− The reformist policies initiated in the USSR favoured
the end of the communist regimes in eastern Europe
and Poland was the first to begin this process.
− The example was followed by Hungary,
Czechoslovakia and Bulgaria.
− Romania needed a popular uprising to put an end to
Nicolae Ceaucescu’s dictatorship.
Next, have everyone look at the image Demonstration in
Prague and read the text The Velvet Revolution.
B. The fall of the Berlin wall and the ...
■ Read the text, focus the pupils’ attention on the picture
The Berlin wall …, write down the main ideas on the
whiteboard and have them answer question b:
− In East Germany, a strong popular support forced the
government to open the Berlin Wall peacefully in
1989.
15-4 METHODOLOGY
− In 1990, political parties were legalised, free elections
were called and the Unification Treaty was signed.
Then, read the text A unified Germany, remind how the
FRG and GDR emerged, and check the @Find out
more... link.
C. The dissolution of the Soviet Union
■ Read the text of this part and indicate the main ideas
before having students answer question c:
− Civil resistance to the coup d’etat of the CPSU
hardliners and the accession to power of Boris Yeltsin
brought changes in the Soviet system.
− Yeltsin decreed the abolition of the communist regime,
dissolved the CPSU and the divided USSR no longer
existed.
After that, focus attention on the images On 25
December… and In August …, and ask pupils to describe
their meaning.
Point to the map The breakup of the USSR and tell them
to describe the territorial changes regarding the former
USSR.
To conclude, have them complete activities 1 to 3 as a
way to summarise the contents of the section.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. 3. Describe with their own words the reasons why
the world was no longer divided into two blocs from 1990-
1991.
■ Acts. 1-3. Use the appropriate vocabulary in order to
correctly answer the proposed questions.
LEARNING TO LEARN
■ Act. 2. Observe and interpret the information
represented in a timeline suggested to correctly answer
the questions in the activity.
■ Acts. 3. Identify the reasons for which the world was
no longer divided into two blocs from 1990 and assess the
importance of this fact.
DIGITAL COMPETENCE
■ Act. 3. Check a tiching link in order to get more
information about the disintegration process of the USSR.
RESOURCE MATERIAL OF THE GUIDE
 Reinforcement Activity 1 will be useful for students to
place the date of some of the main events of recent
history.
SOLUTIONS TO THE ACTIVITIES
Page 306 and 307
a. Gorbachev’s reforms in the USSR and across the Soviet
bloc caused a quick downfall of the socialist bloc
without war or excessive violence.
The movement began in Poland, where elections were
held in 1989. They were won by the Catholic labour
union Solidarity, led by Lech Walesa, who wanted to
adopt a western model.
The example of Poland was followed by much of the
eastern countries, such as Hungary, Czechoslovakia and
Bulgaria, where in the face of popular pressure,
elections were called and confirmed the Communist
Party’s loss of power.
b. In November 1989 in East Germany, strong popular
support forced the communist government to open the
Berlin Wall.
This way, the symbol of the Cold War and of the
division of the world into blocs, fell peacefully.
c. In August 1991, there was a coup d’etat by CPSU
hardliners, who were against the reforms introduced by
Mikhail Gorbachev.
1. Personal answer. For example, pupils can comment on
how the progressive policies initiated by Gorbachev
together with the crisis of the communist bloc and the
RESOURCE MATERIALS 15
Let's Surf Tiching
P 306 and 307
− Pupils will be able to get more information about the
history of the Berlin Wall by looking at the images and
reading the captions they will find in this link:
http://www.tiching.com/756677
Once they have seen the images and read the
captions, have them answer these questions:
• When was the Berlin Wall built? What was the
purpose of its construction?
DIDACTIC GUIDE AND ANSWER KEY
• Why did West Berlin become isolated with the
construction of the wall?
• What facts preceded the demolition of the Berlin
Wall? When was it torn down?
desire of democratisation were key factors which explain
the peaceful fall of communism. In this sense, there was
a domino effect that caused eastern authroritarian
regimes to collapse one after another.
2. The timelime should begin with the separation of
Lithuania from the Soviet Union on the 11th of March
1990, the election of Gorbachev as president of the
USSR on 15 March 1990, and the proclamation of the
Russian SFSR on 12 June that same year. It should
continue with the failed coup d’etat in August 1991 with
the signature of the Belavezha Accords, through which
the Soviet Union was dissolved on 8 December 1991.
To these dates, pupils should also add the dates in which
the different USSR republics became independent.
3. In the early 1990s, the global geopolitical situation
radically changed. Gorbachev’s reforms in the USSR
and the progressive collapse of the entire socialist bloc
hindered the preservation of the model of division into
blocs.
This way, the US emerged in the decade of 1990 as the
world’s only superpower, establishing a new balance of
forces in the system of international relationships.
METHODOLOGY 15-5
15 THE WORLD TODAY
P 308 and 309
DIDACTIC GUIDE AND ANSWER KEY
2. A NEW WORLD ORDER
The breakup of the communist bloc
■ First, read the text of the section, write the key ideas
on the whiteboard and elicit the answer to question a:
− The process of crisis and collapse of the communist
regime in the USSR and the countries of eastern
Europe had an impact on the countries that had
formed part of the socialist bloc.
− Most of the developing–world countries with socialist
regimes disappeared or introduced changes towards
the establishment of free-market economies and multi-
party political systems.
− Cuba, Vietnam and China continue to follow a socialist
line.
Then, focus everyone’s attention on the image China…
and read its corresponding text.
The United States, the only superpower
■ Continue by reading this part, write the main ideas on
the whiteboard and tell students to answer questions b
and c:
− The United States, as the only superpower, expressed
its desire to promote a new world order in which it
assumed the role of guarantor.
− In 1990, the US staged several interventions, the most
15-6 METHODOLOGY
notable of which was the one against the dictator
Saddam Hussein for his invasion of Kuwait.
− The terrorist attack of 11 September 2001 on the Twin
Towers in New York triggered a hard policy of US
military intervention.
− Afghanistan was attacked for giving safe haven to al-
Qaeda training camps, the terrorist group to which the
attack on the Twin Towers was attributed.
Then, read the text The US after 11 September and have
everyone look at the different US military interventions
included in the box.
Next, ask pupils to interpret the content of the text titled
Criticism against..
■ Now, read the part Towards a multipolar world, tell
students to look at the graph China's trade with Africa, get
the answer to question d and write down the key ideas on
the whiteboard:
− From the early 21st century, the European Union,
India, China, Brazil and Russia emerge as new
players in response to the US leadership as
superpower.
After that, analyse the map and read the text The role of
the United Nations. Finally, have them complete activities
1 to 3.
 KEY COMPETENCES RESOURCE MATERIALS 15
LINGUISTIC COMMUNICATION Let's Surf Tiching

■ Acts 1-3. Answer the questions by using the

P 308 and 309

− Experience the September 11 2001 attacks on the
appropriate vocabulary of this unit, evaluating this way Twin Towers and the Pentagon through the live
their knowledge. coverage of the American media:
■ Act. 3. Use their writing skills to develop a well- http://www.tiching.com/108240
structured explanation about the role of the United
Nations in the world today. Students will be able to get information about the US
intervention in Iraq by watching this video:
LEARNING TO LEARN http://www.tiching.com/103067
■ Acts. 2. Interpret the data represented in a map about Next, ask them:

DIDACTIC GUIDE AND ANSWER KEY

the UN peace missions.
• Why didn't the USA have UN support for its
■ Act. 1. Explain the role given to the US in the new invasion of Iraq?
international context and the military actions it is
conducting.

SENSE OF INITIATIVE AND ENTERPRISING SPIRIT

■ Acts 1-3. Complete individually the activities on this
page.

RESOURCE MATERIAL OF THE GUIDE

 Reinforcement Activity 2, students will have to explain
the factors that turned the United States into the
world’s only superpower from 1990.

SOLUTIONS TO THE ACTIVITIES

1. Pair talking activity. For example, you can indicate
Page 308 and 309 following aspects:
a) US emerges in the new international arena as world’
a. The crisis and breakup of the Soviet Union affected all the guarantor to organise the world and intervene politically
countries of eastern Europe that had been connected with and militarily wherever it considers that its interests are
or were part of the communist bloc. Besides, most of the being infringed.
developing countries with socialist regimes disappeared
or introduced changes that signified the acceptance of b) To reinforce the role of the US in the 1990s and then,
free-market economies and multi-party democratic after the attack of September 11, to fight against
political systems. international terrorism have been the aims of the diverse
military interventions of the US between 1989 and 2003.
b. The three major military interventions were the
c) The most important change occurred after
intervention in Iraq in 1991, the intervention in
September 11 2001 was the tightening of the
Afghanistan in 2001 and the invasion of Iraq in 2003.
military intervention’s policy conducted by the US.
c. The intervention in Iraq in 1990 was carried out in
2. The new international situation has given the UN a
response to the invasion of Kuwait decided by the Iraqi
greater role.
dictator, Saddam Hussein. The intervention in
Afghanistan in 2001 took place after the attack on the In light of unilateralism caused by the US hegemony, the
Twin Towers in New York. The Taliban regime of world’s public opinion has become aware of the need of
Afghanistan openly supported and gave safe haven to al- turning the UN into an organism that acts as a mediator
Qaeda training camps, the organisation responsible for and guarantor of peace in international conflicts.
the attack. Finally, in 2003, the US decided to attack
Iraq to put an end to Saddam Hussein’s regime, accused
of having nuclear weapons.
d. The new players who have emerged in the international
scene are the European Union, Russia and the three (Continued on page 15-32)
major emerging countries: China, Brazil and India.

METHODOLOGY 15-7
15 THE WORLD TODAY
P 310 and 311
DIDACTIC GUIDE AND ANSWER KEY

3. EUROPE AFTER THE FALL OF THE BERLIN ...

Post-communist Russia development of brutal conflicts, such as the one in

■ Start by reading the introductory text, write the main
ideas on the whiteboard and answer question a:
− The Russian Federation inherited many of the
problems of the USSR, such as the economic crisis
derived from privatisation, apart from the
confrontations among different ethnicities and
nationalities.
− Boris Yeltsin exerted his power in an authoritarian way
and established a neoliberal economic policy that
minimised the intervention of the state.
− Vladimir Putin’s rise to power did not represent a
change towards democracy, but it brought a new
economic and diplomatic direction to recover the
leadership in the international arena.
Thereupon, have everyone look at the image The conflict
in Chechnya, read the text and ask pupils to describe the
conflict in Chechnya.
Eastern European countries
■ Continue by reading the text of this part, write the
main ideas and elicit the answer to question b:
− The consequences of the end of socialism were the
flourishing of nationalism and the breakup of
countries, such as Czechoslovakia or the
Yugoslavia.
− The Yugoslav conflict brought about the
independence to Croatia and Slovenia in 1991 as well
as bloody confrontations in Bosnia-Herzegovina
between Serbs, Croats and Muslim Bosnians.
− The new Yugoslav state was reduced to the territory
of Serbia, Montenegro and Kosovo, although
Montenegro is an independent state from 2006 and
Kosovo has unilaterally declared its independence
from 2008.
− In the early 21st century, the eastern European
countries have expressed their interest to become
members of the European Union and join NATO.
Next, focus the students’ attention on the map and read
the text titled The breakup of Yugoslavia.
■ Read the section The new Europe, go through the
meaning of the concepts ‘Cold War’ and ‘Iron Curtain’ that
have already been learned and ask:
− What changes happened in Europe in the new
international arena after the Cold War and the fall of
the Iron Curtain?
Finally, point to the map Changes in eastern Europe.and
the image The heads of... and, after answering question
c, have the class complete activities 1 and 2

15-8 METHODOLOGY
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act.a. Explain in a well-reasoned way and using the
− In order to broaden their knowledge about the
appropriate language the consequences that brought
about Vladimir Putin’s rise to power.
■ Acts. 2. Use their writing skills to create an explanatory
text from the key words.
LEARNING TO LEARN
■ Act 1. Actively listen to an oral text and identify the true
and false statements that are said on it about the contents
included in the section.
■ Act. 2. Interpret the information collected in a map
which reflects the changes in eastern Europe to answer
individually the proposed questions.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Acts. a-c. Plan the resolution of the suggested
activities, arguing the answers logically and becoming
aware of the degree of knowledge achieved throughout
the unit.
RESOURCE MATERIAL OF THE GUIDE
 In Reinforcement Activity 4, pupils will define the
Russian Federation and tell the context it emerged in.
SOLUTIONS TO THE ACTIVITIES
sobre los obreros era de protección, a cambio de que éstos fuesen menos reivindicativos.dro; Goya; Fernando, príncipe de
Page 310
Asturias; María Josefa de Borbón, hermana del rey; una figura femenina con la cara vuelta,.
a. Putin’s rise to power did not bring democratisation to
Russia, but it meant a new period of economic growth and
of an intense diplomatic activity.
b. Many of the eastern countries that adopted free market
economic systems decided to fully join the different
European organisms, especially, the European Union.
Once the Warsaw Pact was dissolved, some eastern
countries also decided to join NATO.
c. In spite of the intense economic relations, Russia
remains outside the European Union project because the
Russian territorial, economic and demographic weight
could end up destabilising the entire EU and causing
difficulties for its possible integration.
1. The true and false statements are as follows:
a) Boris Yeltsin was in power from 1991 to 1999. →
True.
b) Vladimir Putin made Russia more important in
international politics and developed democracy... →
False.
Russia’s democratisation did not happen under Putin’s
mandate, although there was a period of economic
growth and Russia managed to have a greater role in the
international arena.
RESOURCE MATERIALS 15
Let's Surf Tiching
P 310 and 311
Bosnian war, students will be able to watch a video
about the conflict in the following link:
http://www.tiching.com/103068
After watching the video, they will answer the
following suggested questions:
• What facts favoured the beginning of the wars in
Serbia?
DIDACTIC GUIDE AND ANSWER KEY
• What role did the different nationalities of the
region play in the outbreak of the war?
• Why did the NATO intervene in the conflict?
• When did the war end? What were their main
consequences?
c) In the 21st century, many eastern European countries
have joined NATO. → True.
d) After the fall of the Berlin wall, the Czech Republic
and Slovakia united to form Czechoslovakia. →
False.
Czechoslovakia split into two independent republics: the
Czech Republic and Slovakia.
e) Russia has not joined the EU because its economy is
unimportant. → False.
Russia has not joined the EU because its size and
economic weight could mean major instabilities for the
Union.
2. Territorial changes and conflicts in eastern Europe:
− German reunification with the incorporation of the
GDR to the FRG.
− Breakup of the USSR, independence of Estonia,
Latvia, Lithuania, Belarus, Ukraine, Moldova,
Georgia, Armenia and Azerbaijan (and the other
republics in Asian territory).
− Division of Czechoslovakia into Czech Republic and
Slovakia.
− Breakup of Yugoslavia into new states after violent
conflicts: Slovenia, Croatia, Bosnia and Herzegovina,
Macedonia, Montenegro, Serbia and Kosovo.
METHODOLOGY 15-9
15 THE WORLD TODAY
P 312 and 313
DIDACTIC GUIDE AND ANSWER KEY
4. THE CONSTRUCTION OF THE EUROPEAN…
The Maastricht Treaty
■ First of all, focus the pupils’ attention on the map, read
the introductory text and ask:
− What change of attitude brought the disappearance of
the blocs and the increasingly globalised economy in
the countries of western Europe?
■ Read the text, write the main ideas on the whiteboard
and elicit the answer to question a:
− The Maastricht Treaty is the cornerstone of the
European integration process and officially establishes
the name of the European Union.
− The axes of the common policies established by the
treaty are based in common policies in economic
matters, the Common Foreign and Security Policies
(CFSP) in issues such as terrorism, immigration or
asylum policies.
− The Treaty created European citizenship, which
allows people to freely move and reside within EU
countries, and establishes people’s right to vote and
stand for election in their country of residence in
European and municipal elections.
− The Treaty entered into force in 1993 and has been
revised and enlarged with the Treaties of Amsterdam
and Nice.
15-10 METHODOLOGY
Next, read the text The European Union’s objectives and
ask students to summarise the key objectives.
Then, tell them to look at the image Propaganda poster...
and interpret its meaning.
Europe of the 28
■ Read the text in order to learn about the progressive
enlargements of the European Union.
Thereupon, point to the map and elicit the answer to
question b.
■ Afterwards, read the part The European Union’s
policies, have everyone observe the map GDP per
inhabitant and ask the following questions:
− What’s the objective of the European Union?
− Where have their efforts been directed at? Where
does the revenue to fulfil them come from? What is it
used for?
Now, read the box entitled A single currency: the euro
and tell the pupils to summarise the way that the
monetary union was established.
Next, read the text Free movement (Schengen
Agreement).
To conclude, have them complete activities 1 to 4 as a
summary of the contents of the section.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. a. Explain the objective of the Maastricht Treaty
by using terms related to the unit.
■ Act. 1. Assimilate and define key concepts related to
the European construction.
LEARNING TO LEARN
■ Act. 2. Interpret the data represented in a map in order
to answer the proposed activities.
■ Act. 4. Analyse the advantages and disadvantages of
belonging to the EU and create an assessment.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Act. 1-4. Show autonomy when answering the
proposed questions.
MATHEMATICAL COMPETENCE AND BASIC COMPETENCES IN
SCIENCE AND TECHNOLOGY
■ Act. 2. Analyse and understand the data collected in a
map of GDP per inhabitant.
RESOURCE MATERIAL OF THE GUIDE
 In Reinforcement Activity 3, students will have to
colour in a map with the successive accessions of
countries to the European Union.
SOLUTIONS TO THE ACTIVITIES
Page 312 and 313
a. The Maastricht Treaty or Treaty on European Union
(1992) meant the articulation of the European
Community around three pillars: the community (the
preexisting Political, Eonomic and Monetary), the
cooperation in Common Foreign and Security Policies
(CFSP) as well as Justice and Home Affairs. The Treaty
also created European citizenship.
b. The EU has been enlarged several times. In 1973,
United Kingdom, Denmark and Ireland became
members and the 1980s were marked by the accession of
Greece (1981), Spain and Portugal (1986). In 1995,
Sweden, Finland and Austria joined the EU. After the
signature of the Treaty of Nice, the Czech Republic,
Hungary, Poland, Slovakia, Slovenia, Lithuania, Latvia,
Estonia, Cyprus and Malta became members too.
In May 2004, the biggest enlargement of the EU took
place with the accession of ten countries mainly from
eastern Europe: Cyprus, Slovakia, Slovenia, Estonia,
Hungary, Latvia, Lithuania, Malta, Poland and Czech
Republic; in 2007, they were joined by Romania and
Bulgaria; finally, Croatia acceded in 2013 as member
number 28.
RESOURCE MATERIALS 15
Let's Surf Tiching
P 312 and 313
− Pupils will be able to get further information about the
stages of the European Union’s creation by watching
a short video available at:
http://www.tiching.com/756678
Then, have them answer the following suggested
questions:
• When did the history of the European Union
begin? How did it start? Who was Robert
Schuman?
DIDACTIC GUIDE AND ANSWER KEY
• In what year did the EEC turn into the European
Union? When did the largest expansion of the EU
take place?
• What economic benefits comes from membership
of the European Union?
c. Most parts of the EU budget is spent on improving the
competitivity of the member states and developing
cohesion policies among richer and poorer regions. The
second largest part of the budget is devoted to the
development of agricultural policies. The rest of the
much smaller budget items are focused on covering the
functioning of the EU itself and other issues, such as
foreign policy, education, research, development aid.
1. The definitions of the concepts are as follows:
− European integration: process by which EU member
states are articulated in some common institutions
and a single project that has managed the European
states to jointly develop a new common framework
of political, economic and social understanding that
has developed in different stages.
− Euro Zone: group of EU member states that have
adopted the euro as official currency creating thus a
monetary union.
− Schengen Agreement: abolition of common borders
between most European states encouraging the
movement of people and contributing to cultural and
economic dynamism.
(Continued on page 15-32)
METHODOLOGY 15-11
15 THE WORLD TODAY
P 314 and 315
DIDACTIC GUIDE AND ANSWER KEY
5. EUROPE: THE CRISIS OF THE WELFARE ...
A. The crisis of 2008
■ Start by reading the introductory text and ask the
following questions:
− What was the model developed in western Europe
after the Second World War?
− What had happened with this model at the end of the
20th century and the start of the 21st century?
■ Then, read the text, focus the pupils’ attention on the
graph From financial crisis..., write down the main ideas
on the whiteboard and elicit the answer to question a:
− In the 2000s, in the United States, there was a
speculative operation from the provision of mortgages
which generated interests on their loan.
− The mortgage market was offered to people with low
income with the so-called ‘junk mortgages’.
− In order to minimise the risks, these mortgages were
camouflaged as investment funds, acquired by other
banks, which in turn sold them to private individuals.
B. From financial crisis to economic crisis
■ Read the text, have everyone look at the graph Crisis
and unemployment in Spain, write the main ideas on the
whiteboard elicit the answer to question b:
− The financial crisis resulted in the restriction on credit
15-12 METHODOLOGY
and investments, and led many banks to the verge of
bankruptcy. The states assisted them.
− The widespread industrial crisis, made worse by the
decline in consumption, caused an increase in the
unemployment rate.
Next, read the text The rise in poverty and ask students to
describe the situation it poses.
C. Austerity policies
■ Thereupon, read the text, write the key ideas on the
whiteboard and go through the graph titled Tax revenue
and public debt in Spain.
− The states’ deficits grew due to the decline of taxes
because of the drop in economic activity.
− The issuing of public debt increased as well as social
protection expenditure due to the increase of
unemployment.
Then, once they have analysed the graph Distribution of
public spending, elicit the answer to question c.
After that, read the text Social security systems and
check the @Find out more... link.
To conclude, tell pupils to complete activities 1 to 3 as a
summary.
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. 1-3. Use their written skills in order to answer the
proposed questions.
LEARNING TO LEARN
■ Act. a. Identify, analyse and elaborate on the subprime
mortgages assimilating the reasons why this type of loan
was characterised as a ‘junk mortgage’.
■ Act. 3. Compare the consequences of the crisis of
1929 and 2008.
MATHEMATICAL COMPETENCE AND BASIC COMPETENCES…
■ Act. 1. Analyse the quantitative data collected in a
graph about the economic crisis of 2008.
DIGITAL COMPETENCE
■ Find out more. Check a tiching link to get more
information about the bank bailout in Spain.
RESOURCE MATERIAL OF THE GUIDE
 In Reinforcement Activity 4, pupils will have to define
what austerity policies consist of.
 Extension Activity 1 will help to delve into the economic
crisis of 2008.
SOLUTIONS TO THE ACTIVITIES
Page 314 and 315
a. Subprime mortgages are known as ‘junk mortgages’
because they are a lending method of the US financial
market that is characterised by the high risk of default,
greater than the average of the rest of the loans.
Mortgages were sold transformed into bonds and placed
in the bond market to diversify the risk, sometimes even
mixing different types of mortgages and activities in a
single bond. This system satisfied the consumers, who
accessed cheap mortgages with a vesting period of 2
years; the bank, because it had clients and got rid of
mortgages that would bring problems when the Federal
Reserve started to raise the interest rates, and the
bondholders, because they had many activities available.
It all became more and more complicated when the
banks created conduits, that is, bank-related entities but
legally independent which purchased the mortgages.
This way, these mortgages did not appear in the balance
sheet of the banks.
In turn, banks started to lend money to each other using
their mortgage loans as a guarantee. Hence, they all were
buying, selling and insuring very dangerous bonds and, in
turn, getting into debt by using those bonds as a
guarantee.
The insolvency of mortgages was shown with the first
RESOURCE MATERIALS 15
Let's Surf Tiching
P 314 and 315
− Students can learn about the different types of
welfare state by checking the following link:
http://www.tiching.com/756679
After reading the text of the website, ask the following
questions:
• What does the Welfare State consist of? What
models of the Welfare State are there in Europe?
• Which of these models would the Welfare State of
DIDACTIC GUIDE AND ANSWER KEY
Spain better correspond to?
Then, students will check the figures for total public
and private social spending link, at the bottom of the
page.
Next, comment on the social expenditure of Spain by
comparing it with the rest of the countries represented
in the document.
defaults due to the gradual rise in interest rates and the
end of the vesting period, since the bonds incorporated
different types of mortgage and no one knew if what
they had purchased or if the endorsement for the
purchase had any value at all.
This situation has led to a credit crunch as no one lends
money anymore since no one knows if the other one is
solvent or not.
b. The Spanish crisis can be summarised in two lines: the
coincidence of a global financial crisis with the collapse
of the construction sector, the engine of the national
economy for more than a decade.
The real-estate bubble was a speculation phenomenon
that led to the collapse of the sector. Corruption and the
popular opinion that buying is more cost-effective than
renting caused that in 2001, Spain became the first
European country with home ownership.
With the onset of the crisis, families and companies
stopped purchasing and buying properties. Construction
dropped and the unemployment rate increased, so many
families could not afford their mortgage payments.
(Continued on page 15-32)
METHODOLOGY 15-13
15 THE WORLD TODAY
P 316 and 317
DIDACTIC GUIDE AND ANSWER KEY

6. AN UNSTABLE WORLD

E
Islamic fundamentalism
C.
■ Read the introductory text and ask:
− What was the situation at the beginning of the 21st
century?
Then, have everyone look at the image Graffiti on..., read
the text and go through the origin of the Palestinian
conflict.
Next, read the text, write the key ideas on the whiteboard,
tell pupils to do activity 1 and ask:
− Which do you think have been the consequences of
the attack of 11 September 2001?
Thereupon, read the texts of Bin Laden and al Qaeda and
The Paris attacks, and elicit the answer to question a.
The difficult reality of the Arab world
■ Afterwards, read the text of this part and get students
to answer question b:
− The Maghreb region and the Middle East are a
permanent flash point of tension where
unemployment, illiteracy and poverty are a constant.
− Between 2010 and 2011, the civic and secular
movements in Tunisia, Egypt, Libya, Syria or Yemen,
the so-called Arab Spring, led to the overthrow of
many dictatorships.
− After the overthrow of the dictatorships, radical
Islamists either have positions in government or
compete for control in a large area of Iraq and Syria.
Africa, poverty and ethnic and religious rivalries
■ Read the text and write the main ideas on the
whiteboard. Have pupils answer question c:
− The African continent has become a peripherial area
in the global economy as a result of decolonisation
and economic dependence. It is also an area of
tension and conflict.
− The countries around the Gulf of Guinea and in
Equatorial Africa have to deal with the deadliest
conflicts.
Then, focus everyone’s attention on the text The terror
of.... Next, ask students to describe the situation and
locate it geographically.
A single economic model, diverse realities
■ To conclude, read the text, point to the map Freedom
in the world and ask:
− What situation has generated the disappearance of
the blocs?
Finally, after answering question d, have them complete
activities 1 and 2 as a way of summary.

15-14 METHODOLOGY
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. a-c. Use the appropriate vocabulary to correctly
answer the proposed questions.
■ Act. 2. Discuss and develop in pairs an explanation
about the existing connections between the conflicts in
Middle East and Africa.
LEARNING TO LEARN
■ Act. c. Explain in a well-reasoned way why Africa is a
permanent flash point of conflicts.
■ Act 1. Actively listen to an oral text and identify the true
and false statements that are said on it about the contents
included in the section.
SOCIAL AND CIVIC COMPETENCES
■ Act. 2. Work collaboratively in pairs to analyse the
conflicts in Middle East, Africa and the relationships
between both.
RESOURCE MATERIAL OF THE GUIDE
 In Reinforcement Activity 4, pupils will have to define
what Islamic fundamentalism consists of.
 In Extension Activity 2, pupils will complete a table
about the Arab Spring.
SOLUTIONS TO THE ACTIVITIES
Page 316 and 317
a. Islamic fundamentalism is an Islamic religious
orientation that opposes the spread of secularism and
western social models in their countries. They advocate
a return to Islamic traditions, strict adherence to the
Koran and political systems based on Islamism.
b. Radical Islamism has either managed to control the
governments of countries where dictators had been
overthrown or it competes to control those countries.
This situation has turned the Middle East and Africa into
permanent flash points of tension since, in spite of being
home to vast oil reserves, their ruling classes have failed
to solve the problems of illiteracy, unemployment and
lack of freedom.
This situation has led into an increasing influence of
radical Islamism, with organisations like the Islamic
State or Daesh, a terrorist group that has taken control of
a sizeable portion of Iraq and Syria or of Boko Haram in
Nigeria.
c. The serious situations of inequality and the armed
conflicts have turned Africa into a permanent flash point
of conflicts. Since decolonisation, its situation of
economic dependence and the absence of strong states
have turned it into a peripherial area in the global
RESOURCE MATERIALS 15
Let's Surf Tiching
P 316 and 317
− In order to learn more about the Arab Spring,
students will check the following link:
http://www.tiching.com/108303
Once they have watched the video proposed in this
link, they will have to answer the following questions:
• In which countries were there protests during the
so-called Arab Spring?
• Who were the rulers of these countries?
DIDACTIC GUIDE AND ANSWER KEY
• In which country did the Arab Spring begin? Who
was Mohamed Woodsy?
• What did the protests in Tunisia demand?
• What role did social networks play in the protests
of the Arab Spring?
economy. The deadliest conflicts have taken place in the
countries around the Gulf of Guinea, such as Liberia,
Sierra Leone, the ones in the Horn of Africa, such as
Ethiopia or Somalia, and the ones in Equatorial Africa,
like Congo, Rwanda, Burundi or Angola.
d. The dissolution of the blocs has not put an end to war
due to the existence of large regions in which poverty
and the lack of resources have favoured the emergence
of violent conflicts.
1. a) al-Qaeda was created in 1988. Its initial objectives
were the creation of a new caliphate to restore the
territories of the old Muslim nation and attack the US
and its allies.
b) Bin Laden had a crucial alliance with Afghanistan,
he supported the Jihad against the Soviets, which in
turn gave him a safe territory and a place where he
could learn how to fight.
2. Personal answer. It would be important to indicate the
two key aspects that the Middle East and Africa share
with regards to violence and the conflicts in both
regions. On one hand, the poverty of a great part of
those territories and on the other hand, the spread of
Islamic fundamentalism in many areas of the African
continent.
METHODOLOGY 15-15
15 THE WORLD TODAY
P 318 and 319
DIDACTIC GUIDE AND ANSWER KEY

7. THE CONFLICTS OF THE 21ST CENTURY

■ First of all, read the text and ask the following stability, but has still hotspots of tension in Colombia
questions: and Mexico.
− What type of information does the map show us? Next, tell students to look at the map again and remind
them of the evolution of the role of the USSR in the
− What type of conflicts can we distinguish in the map?
international arena as well as the changes it has gone
− What are the most affected areas? through.
− What is the cause of most of the conflicts? ■ After that, read the boxes about North Africa, Sub-
Saharan Africa and Middle East, and have pupils solve
Then, focus the pupils’ attention on the map Conflicts in
activities 1 and 2.
the world today and elicit the answer to question a.
Now, propose that they get further information about the
■ Then, read the boxes about Europe, Asia and conflicts in the world by checking the web at the @Find
America. Write the key ideas on the whiteboard and go out more... box.
through the map:
In order to conclude, have them solve activities 3 and 4
− In Europe, armed conflicts are almost non-existent,
about the causes of violence in general and in the
but they continue in peripherial areas, as in the case
countries affected by armed conflicts.
of the conflict in Chechnya, the secessionism in
Ukraine and the one of the Kurdish minority in Turkey.
− In Asia, there are military conflicts in Afghanistan,
Pakistan and the areas of insurgents and armed
opposition movements in Philippines, Thailand and Sri
Lanka.
− In America, a distinction should be made between the
situation of North America, where the US is involved in
international conflicts, but always outside its territory,
and South America, which has improved its political

15-16 METHODOLOGY
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Act. 3. Explain, by using the appropriate vocabulary,
what are the main causes of violence in the world.
■ Act. 1- 2. Read and understand the texts of this double
page in order to answer correctly the proposed questions.
LEARNING TO LEARN
■ Act. 1 and 2. Analyse the information represented in a
map about the conflicts in the world today and indicate the
most relevant conflicts of the world today as well as the
continents that are most affected by war.
■ Acts. 3-4. Develop the taste for continuous learning by
doing a little research about the conflicts and tensions in
the world.
:SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Acts 1-4. Complete individually and independently the
activities of this unit.
SOLUTIONS TO THE ACTIVITIES
Page 318
a. The areas which are most affected by war are the
African continent, the Middle East and Southeast Asia.
1. According to the map, the most significant conflicts in the
world today are located in Libya, Chad, Nigeria,
Democratic Republic of the Congo, Sudan Somalia,
Yemen, Syria, Iraq, Turkey, Afghanistan, Pakistan.
2. Europe and North America would clearly be the areas
least affected by violent conflicts or international
tensions. Oceania would follow them since there, the
only tensions or conflicts registered are in an area of the
island of New Guinea. We find increasing tensions and
some armed conflicts related to guerrilla forces or drug
traffickers in extensive areas of Central and South
America.
Southeast Asia is an area very affected by war and armed
violence with clashes in Afghanistan, border conflicts
between Pakistan and India, and the guerrilla areas like
Philippines, Thailand and Sri Lanka, without forgetting
areas of permanent tension, such as Korea. Middle East
includes a long list of conflicts, such as the Palestinian-
Israeli one, the civil war in Syria, the border problems in
Lebanon, the radical Islamism in Iraq and the social
unrest in the Yemen.
RESOURCE MATERIALS 15
Let's Surf Tiching
P 318 and 319
− Pupils will be able to learn more about the conflicts in
the world by checking this link:
http://www.tiching.com/756683
Next, ask students to classify the countries in conflict
represented in the web according to their situation
regarding the progress of peace, be it:
• worsening
• alert
DIDACTIC GUIDE AND ANSWER KEY
• progress
Thereupon, have them choose a country of each type
and click on them.
This way, they will get further information about the
country and its situation of conflict.
The continent most affected by war is Africa, especially,
Sub-Saharan Africa, where a large amount of bloody
conflicts are concentrated, such as the one in Uganda,
the civil war in Somalia, the Islamist insurgency in
Nigeria, the civil war in South Sudan or the spread of
Islamism in the Sahel region.
3. The main causes of violence in the world are the
confrontations between rival armies and armies and
guerrilla forces as well as the generated in areas of
tension which generate armed conflicts, kidnappings or
ethnic and religious violence. In some cases, they are the
result of local conflicts and in others, they are caused by
severe international tensions between countries, often
distant from the initial centre of conflict.
In most cases, conflicts have to do with problems
created by the spread of radical Islamism and poverty,
the absence of civil rights and political instability.
4. In North Africa, the main causes of wars by countries
are the following ones:
− Syria, fighting between rival Islamic factions and
spread of radical Islamism.
− Radical islamism and terrorism in Egypt, Tunisia and
other countries of the region.
(Continued on page 15-33)
METHODOLOGY 15-17
15 THE WORLD TODAY
P 320 and 321
DIDACTIC GUIDE AND ANSWER KEY

8. THE VICTIMS OF CURRENT WARS

A. A new type of violence

■ Read the introductory text and ask:
− How do armed conflicts currently affect the civilian
population?
Then, read the text and write the key ideas:
− Armed conflicts in the 21st century involve guerrillas,
armed insurgency groups or terrorists and take place
in villages or cities within the conflict areas.
− The civil population suffers the violence of the attacks,
bombings, kidnappings, robbery or sexual violence
carried out by the warring parties.
After that, focus pupils’ attention on the picture A
Congolese woman... and check the @Find out more... link.
Now, point to the box Victims of... and tell students to
describe the differences they observe between the First
World War and today in the percentage of military and
civilian victims.
Thereupon, read the text titled The destruction of..., go
through the images that illustrate it and ask pupils to
describe the effects of the conflicts on the civilian
population that are mentioned.
Conclude this part by eliciting the answer to question a as
a way of summary.
B. The children of war
■ Next, read the text of this section and write the main
ideas on the whiteboard:
− The new type of war involves children as victims but
also as soldiers recruited to kill from a very young age.
Then, read the text Data on..., have everyone look at the
image One of the... and answer question b.
Afterwards, tell them to do activity 1 in their notebooks.
C. Displaced people and refugees
■ Read the text and write the key ideas on the
whiteboard. Analyse the graph The destination of…
− The violence and lack of basic resources causes most
of the population in areas of conflicts to flee to
neighbouring or close states and safer areas, like
Europe.
Then, read the text Why do they flee? and ask pupils to
answer question c.
To conclude, point to the map Forcibly displaced people
in 2014 and tell students to write a report about the
situation described in it.

15-18 METHODOLOGY
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. a-c. Use their written skills to answer individually
and correctly, the proposed questions.
LEARNING TO LEARN
■ Acts. A and c. Interpret the information collected in
maps and graphs to gain knowledge and have more
arguments to answer the questions.
■ Act. 1. Analyse and summarise the information
collected in a digital resource to answer the questions
proposed by the activity.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Acts a-c and 1. Complete individually and
independently the activities of this unit.
DIGITAL COMPETENCE
■ Act. 1. Check a tiching link to get further information
about the situation of child soldiers.
RESOURCE MATERIAL OF THE GUIDE
 In Reinforcement Activity 5, pupils will have to answer
several questions about the phenomenon of child
soldiers in wars today.
SOLUTIONS TO THE ACTIVITIES
Page 320 and 321
a. Contemporary conflicts are characterised by a new type
of violence committed by guerrillas, armed insurgency
groups or terrorists that act on the civilian population of
the villages and cities within the conflict areas with
violent attacks, kidnappings, robbery and sexual
violence agaisnt women.
b. Children are affected both by the material
precariousness, the violence of the conflicts and the
displacements as well as by the fact that today, they are
often recruited as soldiers.
c. The population of war zones flees because of the
violence and the lack of basic resources seeking refuge
in neighbouring or close countries. They also embark on
long and dangerous journeys to safer areas, such as
Europe, where they have major problems being accepted
and end up in precarious camps where the work of
NGOs and international organisations is essential.
1. Child soldiers are often subjected to violent treatment
during their training and in some cases, they die because
of the deplorable living conditions. They are sent to war
and forced to transport the needed material. In some
cases, they have been forced to kill members of their
own families, engage in sexual intercourse and
RESOURCE MATERIALS 15
Let's Surf Tiching
P 320 and 321
− Students will be able to check this link with
information about the NGO Child Soldiers
International:
http://www.tiching.com/756689
Once they have read and checked the web, have
them answer the following questions:
• How does this NGO define child soldiers?
• What are the countries of the world with more
DIDACTIC GUIDE AND ANSWER KEY
child soldiers?
• Why are they used as child soldiers?
• What actions does this NGO carry out in order to
help and reintegrate child soldiers?
cannibalism, apart from getting drugs and alcohol.
The testimonies tell horrific stories about how the armed
conflict of Democratic Republic of Congo has affected
them. At best, the former child soldiers reintegrate in
their community, but in many occasions, the lack of
alternatives have sent them back quickly to the armed
conflict or to succumb to delinquency and drugs.
In the last years, the international community has launched
different initiatives to highlight the illegality and
immorality of the recruitment and use of child soliders. It
has been working to strengthen the international right and
establish monitoring processes and reporting with the
purpose of collecting data on these practices. In July 2003,
the prosecutor of the International Criminal Court
announced that the abuses of human rights that were being
committed in the African country would be the first to be
researched by the Court and that whoever was accused of
war crimes, could be processed by it.
Apart from the legal abolition of the recruitment and use of
children in armed conflicts, initiatives aimed at the
economic development and consolidation of peace should
also be undertaken with the purpose of establishing
sustainable programmes of demobilisation and
rehabilitation.
METHODOLOGY 15-19
15 THE WORLD TODAY
P 322 and 323
DIDACTIC GUIDE AND ANSWER KEY
9. ART IN THE WORLD TODAY
A. Digital art
■ First, read the introductory text and ask:
− What are the characteristics of art of the last decades
of the 20th century and the early 21st century?
■ Then, read the text, focus the pupils’ attention on the
works by Nam June Paik and Antoni Muntades, and
systematise the characteristics of digital art:
− The use of digital elements in the process of
production and exhibition of works of art is one of the
most significant innovantions in the 20th century and
has continued into the 21st century.
− Nam June Paik and Wolf Vostell set the foundations
for this new art with the purpose of challenging the
role of the spectator in the world of communication.
− Magnetic media and television screens turn into a
means of art expression.
− Video art has become one of the most successfull
artistic manifestations from recent years.
− Video art can take many forms: broadcast recordings,
videos in galleries, sculpture installations featuring
television sets.
Next, encourage them to learn more about the work by
Antoni Muntades by checking the information included in
Tiching.
15-20 METHODOLOGY
Thereupon, read the information in the ArtMemo box,
have everyone look at the work by Bill Viola and elicit the
answer to question a.
B. Eclectic, diverse art
■ After that, read the text of this part and write the main
ideas on the whiteboard:
− German neo-expressionism and the Italian trans-
avant-garde share the ideas of moving freely between
art from different periods, return to the spatial two-
dismensionality, use large formats and make use of
figurative art.
− Neo-pop incorporates elements from comics and neo-
minimalism brings back geometric abstraction as
language and the formula of installations or
performances as artistic support.
Now, have students answer question b and complete the
ArtFile activity in order to apply all the knowledge
acquired.
To conclude, tell them to complete activities 1 to 3 as a
way of summary.
 KEY COMPETENCES RESOURCE MATERIALS 15
LINGUISTIC COMMUNICATION Let's Surf Tiching

■ Acts. 1-3. Use the appropriate vocabulary to answer

P 322 and 323

− Students will have the chance to watch a suggestive
individually and correctly the proposed exercises.
CULTURAL AWARENESS AND EXPRESSION
■ Acts 1 and 2. Identify the different trends and artists in
the world today.
■ Acts 3. Identify the characteristics of the postmodern
artistic movements and relate them to the historical
context.
video about the work by Nam June Paik, Beatles
Electronique, in the following link:
http://www.tiching.com/756696
Afterwards, comment on the work with the whole
class with some questions, such as:
• What does this work suggest to you? What
characteristics of digital art can you see in this
work?

DIDACTIC GUIDE AND ANSWER KEY

■ Ficha Art. Evaluate the works proposed and analyse • Would you say that what you have just seen is
them from an artistic and historical perspective. really in your opinion a work of art or not? Justify
and explain your answer.
LEARNING TO LEARN
■ Act. 2. Analyse the paintings proposed in the activity
and express with three words what they suggest.

RESOURCE MATERIAL OF THE GUIDE

 In Extension Activity 3, pupils will check a digital
resource about the art in the 21st century and answer
several questions.

SOLUTIONS TO THE ACTIVITIES

environment.
Page 322 and 323 2. Personal answer. For example, they can indicate some of
the possible terms that characterise the digital works
a. Digital art is that in which digital elements are used in
represented in these pages: innovation, technique,
the production and exhibition of works of art.
today’s world, breaking, ephemeral... The words chosen
Its origins can be found in the early 1960s by artists such by the students to express themselves about the works
as the Korean Nam June Paik and the German Wolf by Weiwei and Hockney could be: unrest, astonishment,
Vostell. Its aim was to challenge the role of the spectator uncertainty, surprise...
in the world of communication through the use of
popular television icons. 3. The artistic movements in the late 20th century and early
21st century are called postmodern because of their
b. In the late 1970s, German neo-expressionism and the opposition to the avant-garde.
Italian trans-avant-garde emerged.
While this advocated the idea of progress and innovation,
1. Digital art is characterised by the use of digital
postmodern art defends popular culture and eclecticism as
elements, both in the process of production as well as in
well as the return to the classic methods and the
the process of exhibition of the work of art. Artists use
indiscriminate mix of topics and styles. The great
magnetic media and television screens as a means of
diversity of proposals is a reflection of the constant
expressing their artistic concerns. The projected images
economic, political and social change in the last decades.
can be either repurposed or original footage by the artist.
One of the most successful artistic manifestations from
recent years is video art, in which two trends can be
distinguished. First, video action, which consists in the
recording of actions that take place in the different
ephemeral artistic modalities, such as performances,
body art or land art. Second, experimental video that
uses the video support from a creative perspective, such (Continued on page 15-33)
as video sculpture, video installation or video-

METHODOLOGY 15-21
15 THE WORLD TODAY
P 324 to 327
DIDACTIC GUIDE AND ANSWER KEY
KEY
LINGUISTIC COMMUNICATION
■ Page 324, complete..; page 324 learn…; page. 326-
327, acts. 3, 4, 5, 6 and 7. Use the appropriate
vocabulary and their written skills to answer correctly the
proposed questions.
■ Page 327, act. 7. Watch an Amnesty International’s
video and answer the proposed questions by using their
written skills.
LEARNING TO LEARN
■ Page 325, Learn how to... Analyse a source of
information about asylum requests in the EU and interpret
the data to answer the posed questions.
■ Page 326, act. 1. Read a historic text and comment on
it with the help of the questions posed in the activity.
■ Page 326, act 2. Look for information about Ai Weiwei
and relate the content of a work of art with the historical
context.
■ Page 326, act. 3 and 4. Analyse the information
received from two iconographic sources relating it to the
historical context.
■ Page 327, act 5. Interpret the information included in a
graph and complete the exercise.
15-22 METHODOLOGY
COMPETENCES
■ Page 327, acts 6 and 7. Summarise the information
of different sources to answer the questions of the
activity.
DIGITAL COMPETENCE
■ Page 327, act. 6. Look for information in the Internet
about the use of social networks during the events that
took place in the Arab Spring.
■ Page 327, act. 7. Check a tiching link about refugees.
■ Page 327, acts 6 and 7. Use the available digital
resources, such as for example the tiching links, in order
to get information and answer correctly the proposed
questions.
CULTURAL AWARENESS AND EXPRESSION
■ Page 326, act 2. Analyse an installation, find out its
symbolic content and relate it to the historical context by
answering the proposed exercise.
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
■ Pages 324 and 325. Complete individually and
independently the proposed activities.
THE WORLD TODAY 15

P 324 to 327
DIDACTIC GUIDE AND ANSWER KEY
FINAL ACTIVITIES SOLUTIONS TO THE ACTIVITIES

■ The activity Learn how to… Analyse the
consequences of a conflict gives us the opportunity to
apply the acquired knowledge about the characteristics
and consequences of current conflicts.
■ Doing activity 1, Documentary sources..., will allow us
to analyse the dismembering of the USSR through a
primary source.
Next, activity 2, Art in context..., will bring students closer
to an example of the last artistic trends.
Activity 3, Iconographic sources..., will allow us to reflect
through the image about austerity policies and its effects.
Activity 4, Iconographic sources..., will help pupils to
systematise the organisation of the UN, and activity 5,
Interpret a diagram..., will allow us to reflect about
European citizenship and its advantages and
disadvantages.
Activity 6, Find information..., will allow us to become
aware of the importance of social networks in the world
today, and activity 7, Audiovisual sources..., will allow us
to reflect about the phenomenon of refugees.
■ The activities of Summary and Historically reasoning*
meet the objective of consolidating the key concepts.
Page 324
1. Copy and complete the concept map
Islamic fundamentalism
Multipolarity: Emergence of new players
Economic crisis 2008
Armed conflict / Africa / Middle East / Southeast Asia
End of the division of the world in blocs / Fall of the
wall and reunification of Germany / Dissolution of the
USSR / End of socialist regimes.
New world order
USA, only supepower
UN’s role: mediator and guarantor of peace
New powers: China /Russia / European Union
Evolution and construction of the EU
Foundation 1957 / Enlargements 1973, 1981,
1986, 1995, 2004, 2007, 2013 / Maastricht Treaty.
(Continued on page 15-33)

METHODOLOGY 15-23
 D DOSSIER
P 328 and 329
DIDACTIC GUIDE AND ANSWER KEY

1. WHAT IS GLOBALISATION?

A. A single economic system summary of the content of this part.

■ First of all, read the introductory text and focus the
pupils’ attention on the key ideas. Then, answer the final
questions:
− Globalisation means that information, goods, capital
and people in the world are increasingly interrelated.
Then, read the text of this part and the box titled
Homogenisation of consumption and answer question a
after exposing the following ideas:
− The economic model that emerges from 1990 is
characterised by free competition, free markets and
the free movement of goods and capital.
− Globalisation is possible thanks to the progress of
communications, transport and technology.
B. The relocation of multinationals
C. An interdependent world
■ Now, read the text of this section and tell students to
observe the table about the effects of globalisation in
order to present the following main ideas:
− Globalisation results in a huge global flow of goods,
capital, labour, tourists…
− World trade has increased dramatically and the flow of
services represents more than 25% of the exchanges.
− Financial flows (movements of currencies, credit
securities, capital...) are carried out from the main
stock exchanges.
After that, go through the graph Foreign trade…* and
point to the illustration Debt security...*. Finally, get pupils
to answer question c.

■ Next, continue by reading the text of this section, have D. A homogeneous but unequal world
everyone look at the map and ask the following
questions: ■ Now, read the text of this part, the box Data on
inequality and tell students to look at the map showing the
− Why have the world’s manufacturing and markets
distribution of wealth. Ask:
been globalised?
− Have the differences between rich and poor countries
− Why do companies have a predominant role in this
disappeared? And inequality in rich countries?
economic system?
Thereupon, elicit the answer to question b as a way of Finally, they answer question d and do activities 1 and 2.

15-24 METHODOLOGY
 KEY COMPETENCES RESOURCE MATERIALS D
LEARNING TO LEARN Let's Surf Tiching

■ Act. a. Show the acquired knowledge by explaining the

P 328 and 329

− Pupils will be able to get further information about
causes for the the implementation of capitalism as the only
economic system and describing its characteristics.
■ Acts. b-d. Answer both questions in a well-reasoned
way by relating diverse knowledge and information
sources.
LINGUISTIC COMMUNICATION
■ Act. d. Practice the presentation of ideas explaining
globalisation by checking the following link:
http://www.tiching.com/756691
It is a Wikipedia article from which you can raise
these questions:
• What are the positive effects of globalisation?
Make a list with all of them.
• What are the negative effects of globalisation?

DIDACTIC GUIDE AND ANSWER KEY

Make a list with all of them.
the reasons why globalisation has not ended inequality in
the world. • How do you think globalisation could be improved
in order to reduce the inequality among countries?
■ Act. 2. Use the appropriate vocabulary to explain the
data that can be extracted from a world map about the
distribution of wealth.

SENSE OF INITIATIVE AND ENTERPRISING SPIRIT

■ Act. 2. Promote the initiative and autonomy to explain
the relationship between globalisation and inequality.

RESOURCE MATERIAL OF THE GUIDE

 In Reinforcement Activity 6, students will have to
answer many questions about the phenomenon of
globalisation.

SOLUTIONS TO THE ACTIVITIES

growth of unemployment because of relocations, lower
Page 328 and 329 wages in order to compete with other countries and the
weakening of public finances, that prevent social aid to
a. From 1990, after the disintegration of the communist be kept.
bloc, a single economic system has imposed itself in the
1. Personal answer. The two key aspects that would define
world, it is based on capitalism, where there are free
the effects of globalisation would be the dramatic
competition and free markets, less state control over
increase of population, trade, service and finance flows
private companies and prices, and the free movement of
as well as the increase of interdependence among the
goods, capital and services.
different regions in the world.
b. As the result of industrial relocation, goods can be
2. Personal answer. Pupils should for example indicate that
manufactured anywhere in the world with the purpose of
richer countries are mostly in Europe and North
increasing the profitability of the product (thanks to
America (apart from Australia, New Zealand and Japan)
taxes or lower salaries).
and that the countries with a lower per capita income are
Multinational corporations play a very important role in mostly found in Africa, followed by some Asian
this question since they are able to set up their factories countries.
and produce in any country, and they have power and
influence over governments and economic institutions.
c. The flow of services represents more than 25% of the
commercial exchanges.
d. Globalisation has not ended inequality because rich
countries accumulate most part of the capital and
technology. They also control commercial and financial
networks, unlike poor countries, which suffer
technological backwardness, lack of capital and
economic dependence. Within rich countries, inequality
between rich and poor has also increased due to the

METHODOLOGY 15-25
 D DOSSIER
P 330 and 331
DIDACTIC GUIDE AND ANSWER KEY
2. THE TECHNOLOGICAL REVOLUTION
A. Science, technology and power
■ Start by reading the introduction of this section, focus
the pupils’ attention on the graph and write the following
concepts on the whiteboard:
− In recent decades, there has been a Third Industrial
Revolution.
− Globalisation has been made possible thanks to
technological and scientific progress.
Then, point to the graph about the R+D expenditure in
2013 and elicit the answer to question a:
B. Information technology
■ Continue by reading this part, the box The evolution
on computing capacity, go through the graph and write
down the main ideas on the whiteboard:
− Advances in physics have favoured the progress of
electronics and computer science.
− The systems for information transmission and
computers have advanced significantly.
Next, get students to answer question b about IT.
C. A new way of communicating
■ Go on with this section and have everyone look at the
graph about Internet users in the world. Then, ask:
15-26 METHODOLOGY
− Why have new communication networks brought
radical changes in society?
− Why has social media also turned into a powerful
means of communication?
− What risks does excess information entail?
Now, have pupils answer and comment on question c.
D. A new production method?
■ Read carefully this last part as well as the box The
Internet of things. Afterwards, present the following ideas:
− The innovations in telecommunications and IT make
the following changes in industry possible: the
automation of production, the reduction in storage
costs, the division of labour and relocation.
− The challenge for the future is Industry 4.0, which will
lead to “smart factories”.
− The trend regarding the Internet is the Internet of
Things, which would control them all the time.
■ After answering question d, conclude this section by
the completion of activities 1 and 2 as a way of summary.
 KEY COMPETENCES RESOURCE MATERIALS D
LINGUISTIC COMMUNICATION Let's Surf Tiching

■ Acts a-d. Answer the questions using the appropriate

P 330 and 331

− Students will have the chance to learn more about the
vocabulary of this unit, evaluating their knowledge.
■ Act. 1. Formulate short and precise definitions of key
concepts mentioned in the section.
■ Act. 2. Promote and practice the written skills and the
exposition of personal ideas by describing the advantages
and disadvantages of the current technological changes.
DIGITAL COMPETENCE
Third Industrial Revolution by checking the following
link:
http://www.tiching.com/756692
When they have finished reading the text, tell them to
answer the following questions:
• According to Jeremy Rifkin, which are the five
pillars of the Third Industrial Revolution?

DIDACTIC GUIDE AND ANSWER KEY

• Which of these pillars do you think is more
■ Act. b. Expose the reasons for the huge development
important? Why?
of the Internet.
• What does 3-D technology consist of? Do you
LEARNING TO LEARN consider it to be an important technological
advance?
■ Act. 2. Show the acquired knowledge in the section by
exposing the advantages and disadvantages brought by
the current technological changes.

SENSE OF INITIATIVE AND ENTERPRISING SPIRIT

■ Act. 2. Promote the initiative and autonomy to express,
in their own words, a treated concept.

SOLUTIONS TO THE ACTIVITIES

− Industry 4.0: industry model characterised by a high
Page 330 and 331 level of technological development that will lead to
the establishment of "smart factories".
a. For scientific and technological progress to occur,
− R&D: research, technological development and
capital is necessary as well as economic and material
innovation in a business or governement context.
resources that often come from governments and large
companies. − Smart factory: factory model in which manufacturing
machines and information systems are interconnected
b. The development of electronics and IT have led to an at the factory itself.
increase of the amount of information and the speed it
− relocation: in business, moving the physical location
can be sent around the world.
of a company to a different geographical location,
c. Internet has been so successful because it has changed often in order to reduce costs.
the way we socially relate with each other as well as the
2. Personal answer. Students should for example comment
economy thanks to the real-time connection. This way,
on the fact that the ongoing technological changes have
we can access any kind of information and contents
advantages, such as the greater accessibility to products
from any point with connection and at any time, and
and services, but also disadvantages, such as relocation
social networks have become a great means of
or automation, which can reduce the number of jobs.
communication and interpersonal organisation between
They can also add that through the adaptation to the
private individuals and companies.
mentioned changes, with training and research, the
d. Technical innovations have changed industry and given negative effects of the current technological changes can
rise to a new way of manufacturing thanks to the be reversed.
following factors: innovations in telecommunications
and computer systems that enable the automation of the
industrial production, the reduction in storage costs, the
division of labour and relocation.
1. The definition of the concepts is the following one:

METHODOLOGY 15-27
 D DOSSIER
P 332 and 333
DIDACTIC GUIDE AND ANSWER KEY

3. THE NEED FOR SUSTAINABLE GROWTH

A. Environmental risks − The Kyoto Protoco (2007) and climate change

■ Start by reading the introductory text and ask pupils: conferences worked in order to reduce greenhouse
gas emissions.
− What are the possible effects of the expansion of an
− The Paris Summit of 2015 gave some room to newly
economic model that abuses natural resources?
industrialising countries, such as China and India.
Then, read the text of this part and have everyone look at
Conclude by reading the box about the Stockholm
the graphs about global CO² emissions by region and
Declaration and eliciting the answer to questions a and b.
sector in 2015.
Next, present the following ideas about the content of the C. Climate change
text and graphs:
■ Now, read the short text of this part, focus attention on
− The need to preserve the planet is internationally the graph and write the following ideas on the whiteboard:
accepted thanks to the work of environmental
− Climate change is one of the most serious problems
movements since the 1970s.
caused by uncontrolled growth.
− The uncontrolled growth has obvious consequences
− Global temperature has increased from 1960.
and the emerging powers have the greatest risk.
Read the boxes The effects…, Global warming… and the
B. Efforts to preserve the planet table about the effects of global warming to afterwards
expose the main ideas of its content, before answering
■ Continue by reading the text of this section and write
question c:
the main ideas on the whiteboard:
− Human beings can cause greenhouse gases, that
− The first efforts were made in 1972 with the UN
increase the heat on the planet.
Conference on environment.
− The effects of global warming are numerous, such as
− In 1987, the term ‘sustainable development’ was
the melting of the Arctic.
defined for the first time and in 1992, its principles
were presented. ■ Finally, have students complete activities 1 to 4 as a
way of summarising the content.

15-28 METHODOLOGY
 KEY COMPETENCES
LINGUISTIC COMMUNICATION
■ Acts. a-c. Use the appropriate vocabulary to answer
the questions proposed throughout this unit.
■ Act. 1. Actively listen to an oral text about the effects of
global warming and correctly answer questions about its
content.
■ Act. 3. Work with a classmate to develop an
explanation about the global warming and its effects.
LEARNING TO LEARN
■ Acts. 1-4. Show the assimilation of contents by
completing diverse activities about the global warming on
the planet, its causes and its consequences.
DIGITAL COMPETENCE
■ Act. 4. Do an activity in which they have to check
digital contents about the figure of Al Gore and the award
of the Nobel Peace Price in 2007.
SOCIAL AND CIVIC COMPETENCES
■ Act. 3. Work collaboratively in pairs to describe climate
change.
SOLUTIONS TO THE ACTIVITIES
Page 332
a. A model of economic growth that abuses natural
resources and produces uncontrolled pollution can be
harmful for the environment and humanity.
b. Governments first became aware of the need to protect
the planet in the 1970s, thanks to environmental
movements and the scientific community.
The main summits and agreements are the following
ones: UN Conference on the environment (1972); the
Kyoto Protocol (1997); conferences about climate
change (2007) and the Paris Summit (2015), which gave
more room to countries such as China and India.
c. The greenhouse effect is the warming that occurs when
certain gases in the Earth’s atmosphere trap heat. This
effect is closely related to pollution, to specific gases
resulting from the activity of industrial sectors, transport
and households.
1. The evidence are the increase of global temperature, the
rise of sea levels and the progressive melting of glaciers.
The short-term consequences are that islands are literally
disappearing under the sea; species of living things are
becoming extinct as their habitats disappear. In the long
term, cities on the coast are in danger of flooding; access
to clean water and food will become more difficult
RESOURCE MATERIALS D
Let's Surf Tiching
P 332 and 333
− To get further information about global warming,
pupils will be able to check the following link:
http://www.tiching.com/756694
It is a National Geographic website in which they will
find detailed information about what global warming
consists of and what its causes are.
Propose students to go through the website and then,
ask them:
DIDACTIC GUIDE AND ANSWER KEY
• What does the greenhouse effect consist of? Is it
a natural process or is it caused by human
beings?
• What problems can global warming cause us?
which will lead to starvation and there will be serious
political problems as large numbers of people migrate
from areas with no food to areas that can still support
agriculture
The measures to be taken are the promotion of
renewable energies and energetic efficiency.
Responsibility has also to be demanded to polluting
companies and governments promoting the use of
renewable energies with the purpose of reducing the rise
of temperature.
2. 1972, Stockholm Declaration: the need to protect the
planet was established. / 1992, Rio Summit: the
principles related to sustainable development were
elaborated. / 1997, Kyoto Protocol and 2007 Bali:
reduction of greenhouse gases. / 2015, Paris Summit:
agreements on the need to say the production and
growth.
3. Personal activity. The emphasis will be put on the fact
that global warming has caused a constant increase of
temperatures from the 1960s and with ups and downs
from the beginning of the 20th century.
4. Personal activity. Students will have to indicate that Al
Gore was vice president of the United States between
1993 and 2001, and received the Nobel Peace Prize in
2007 for his activity against climate change.
METHODOLOGY 15-29
 DIDACTIC GUIDE AND ANSWER KEY P 334 to 337

15-30
D DOSSIER

METHODOLOGY
 ICT PROJECT
The Earth: a planet under threat
■ Pupils will create an interactive world map in which
they will present, in a visual way, the deteriorated state of
the planet’s environment as well as its causes,
consequences and possible solutions.
The aim will be to collect the gathered data through a
digital tool with the purpose of analysing the
environmental risks of the planet and share the
conclusions with the class.
■ In section A, we indicate the need of a good
scheduling of the activity that includes:
− Getting started. Previous knowledge, information
sources and available resources.
− Evaluation criteria. Evaluation of all the aspects of the
activity.
− Recommended timescale, which will be of around nine
hours of class time.
■ In section B, students will search and organise the
information to carry out the project.
To do so, pupils will need to organise themselves into
work groups, of four or five people; they will gather the
information and use a series of digital sources for that.
■ Once they get to section C, pupils will be in a position
to create an interactive map through three steps to follow:
SOLUTIONS TO THE ACTIVITIES
Page 334
A. Project overview.
This point explains how to present the activity in class and
how to evaluate it.
Page 335
B. Organisation and research.
Pupils, in groups of 4 or 5 people, will look for reliable
information sources.
Some digital sources that you can consult…
In this section, there are different digital sources where the
information requested in the previous part can be found.
Page 336
C. Making the interactive map
1. Get to know the application
Each student will choose the application which he or she
considers to be most appropriate to create their poster.
2. Design your interactive map
D
− They will sign up in an application made to design
interactive maps.
P 334 to 337
− They will follow several points to create the design of
the interactive map.
− They will create the interactive map by following a
series of guidelines.
■ In section D, students will then present the interactive
map in class, explaining its content and commenting with
everyone on the best and worse aspects of the work.
■ In order to conclude the ICT Project, section E will
DIDACTIC GUIDE AND ANSWER KEY
allow students to correctly use the intearactive maps as an
education tool.
■ Finally, we will put into practice the activity to work
with the digital tablet creating a video about actions that
damage the environment. It will be made through the
following steps:
− Divide the class into small groups. Each group will
choose the topic and style for the video, write a script,
shoot the video and show it to the rest of the class.
− Finally, they will choose an IT resource according to
the operative system they have used.
They will have to follow a series of guidelines to propose
the design of the interactive map, such as colours, font style
and size of it, symbols and arrows to relate different
elements, etc.
3. Create your interactive map
Finally, they will create the interactive map through the
completion of a series of elements, like, among others,
highlight the borders between countries and indicate the
most polluting countries or the cities of the most important
treaties to fight against climate change.
Page 337
D. Presentation of the map.
Students will present the interactive map in class by
following a series of instructions. Afterwards, the class will
comment on the most successful aspects and the ones that
could be improved.
E. Good digital practice.
Different resources are offered for the use of the interactive
map as an education tool.
(Continued on page 15-37)
METHODOLOGY 15-31
 SOLUTIONS (CONTINUED)
2. (Continued) ... Some of the missions of the UN we can
see in the map are the following ones:
Lebanon: mission since 1978 to supervise the cessation
of hostilities and guarantee access to humanitarian
relief.
Kosovo: mission since 1999 to provide provisional
administration after the war.
Haiti: mission since 2004 due to the threat to peace and
security in the region.
Sudan: mission since 2007 to protect civilians, provide
them with humanitarian relief and help the political
porcess in Darfur.
Democratic Republic of the Congo: mission since 2010
to protect the civilian population and consolidate peace
in the country.
Apart from these, the UN keeps many other
interventions active in the entire world.
3. Villepin is opposed to a military intervention of the US
in Iraq during 2003 because he states that there is no
evidence showing that the Iraqi regime help or is
linked at all to the terrorist organisation of al-Qaeda.
Besides, Villepin warns that any military intervention
in the area could fragment the Iraqi society even more
and exacerbate the problems of the region, which
would constitute a breeding ground for the subsequent
development of terrorist organisations or movements.
(Continued from page 15-11)
1. (Continued)...
− Member state: country that has become a member
of the European Union.
− European citizenship: status created in the
Maastricht Treaty by which every person holding
the nationality of a European Union member state,
is a citizen of the European Union and has the rights
guaranteed by the Community laws and institutions.
− Maastricht Treaty: An agreement signed 7 February
1992 in the Dutch city of Maastricht that
established the foundation for political unity among
the European countries that signed it. Its main
avenues of unified action are: creation of
institutions with supranational competencies;
consensually agreed policy on international
relations and security; complementary positions on
matters of justice and home affairs.
2. The map shows the differences of income per capita
among the different regions of the EU. Depending on
it, the regions get resources from the European budget,
the largest part of which goes to making the EU’s
economy more competitive and developing cohesion
policies among richer and poorer regions.
3. The refugee crisis caused by armed conflicts in the
Middle East and North Africa has resulted in several
countries suspending the Schengen area.
15-32 METHODOLOGY
4. Personal answer. Students will have to develop their
arguments with the concepts worked in the section.
(Continued from page 15-13)
c. The consequences for the welfare state of the increased
debt and reduced income have been disastrous and
have meant the reduction of social budgets.
1. In the graph, we can observe the evolution of a US
stock index, the S&P 5000. The graph shows how there
was a slight fall of the index at the end of 2007, when
unpaid subprime mortgage start to be frequent. With
fluctuations, ups and downs, the index tends to fall
until when from September, with the Lehman Brothers
bankruptcy, the index drops sharply. Between the end
of 2008 and May 2009, there is a period of stabilisation
until when from May, the index starts a new process of
recovery.
2. The answers to the questions posed are as follows:
− European banks had made large investments in
properties in America, which caused them major
economic losses. In order to avoid the collapse of
European banks, they received public funds.
− In Spain, banks did not respect the existing
regulations and lent excessive amounts for the
construction and purchase of houses. That favoured
the creation of a house price bubble, a
disproportionate and speculative growth of the
housing price. With the arrival of the crisis and the
increase of unemployment, many people could not
afford mortgage payments, which exacerbated both
the economic as well as the banking crisis.
3. The different elements have similar behaviours in both
moments, although their origin is different. In 1929, an
economic model based on the speculative financing
goes into crisis. It is based on the stock exchange, that
abruptly collapses (Crash), causing a long depression,
the contraction of the production and consumption, and
widespread unemployment. The solutions to the crisis
included a state intervention in the economy and the
development of social protection measures.
On the other hand, the crisis in 2008 has its origin in
the collapse of subprime mortgages in the US and the
spread of its effects on a global financial system deeply
interconnected and from here, to the population, with
disastrous social effects. With the crisis of 2008, there
was an increase of unemployment and the need of
benefit expenditure, at the same time as tax income
decreased since there was less economic activity, less
people working and reduced wages. As a result, the
principles of the welfare state (high occupancy rate,
wages adequate to the vital needs of the families, high
direct taxes and income redistribution) have been
called into question, endangering the stability of social
protection public systems and basic social rights.
(Continued from page 15-17)
4. (Cont.) In different countries of Sub-Saharan Africa:
 − Uganda: attacks by Christian guerrilla,
− Somalia: civil war and food crisis.
− Nigeria: Islamist insurgency, Boko Haram.
− Civil war in South Sudan between Islamists and
Christians.
− Spread of Islamism in the Sahel region: Mali,
Burkina faso, Chad and Niger.
The main conflicts in the Middle East are:
− Palestinian-Israeli conflict. The reasons of the
confrontation are the mutual recognition of the
borders, the control of Jerusalem, Palestinian
terrorism, Israeli settlements, etc. This conflict has
an international dimension and has favoured the
development of radical Islamic groups.
− Iraqi conflict. It started with the invasion of Iraq by
the US with the pretext of dismantling weapons of
mass destruction. Once the war finished and the US
troops left the area, there are still ongoing internal
conflicts.
− Conflict in Yemen. It started with popular uprisings
to overthrow the dictator of the country, unified
since 1990, Ali Abdula Saleh.
For the number of victims and population exodus it
causes, we could consider Syria’s war as the most
bloody and serious conflict there is today.
(Continued from page 15-21)
ArtFile
Identification
David Hockney is an English painter born in Bradford
on 9 July 1937. He was educated at the Bradford
College of Art (1953-57) and the London Royal
College (1959-62); in 1962, he travelled to New York,
where he came into contact with Andy Warhol and the
pioneers of pop-art, who had a profound impact on
him. His painting can be included within the branches
of this movement, whilst without the fierce criticism or
the impersonal cynicism of the consumer society that
most of its representants showed.
Description
Hockney’s work represents the way going from
Bessingby Hill, close to the English town of
Bridlington, to the village of Kilham, which means it is
inspired in a landscape that is familiar for the painter.
This work is one of the paintings of a series of seven
pictures, all of them drawn from the same point of
view, which intends to be a tribute to the French
impressionist painter Monet (1840-1926), who painted
many landscapes “plein air”. Like the French artist,
Hockney wanted to focus the attention on the changes
of light of the natural landscapes according to the
season, which explains that each of the seven paintings
are titled with a different date. The immensity of the
trees, the sensation of space and the dazzling light of a
late autumn help to intensively transmit the feeling of
belonging to nature. To do so, the artist uses a
progressive degraded of colours as the view moves
towards the back, that is why the figures mix with each
other without being it possible to distinguish the
specific shapes. This painting is a good example of the
realist style and bright colours of Hockney’s work,
which evokes a hedonistic, sophisticated and placid
world, with no avant-garde pretensions, critical or
sociopolitical messages.
Assessment
Personal answer.
(Continued from page 15-23)
2. Check what you know
Answer the questions
a) In the early 1990s, the global geopolitical situation
radically changed. The reforms made in the USSR by
Gorbachev and the progressive downfall of the entire
socialist bloc caused the disappearance of a model of
division into blocs that had been established after the
Second World War. In view of this situation, the US
took a step forward in the 1990s as the only
superpower of the world, which led to a new balance of
forces in the system of international relations.
b) The quick process of crisis and collpase of the
communist regime in the USSR and eastern Europe
countries had implications in all those territories that
had been connected to or integrated in the socialist
bloc. Most of the developing countries with socialist
regimes disappeared or introduced changes that meant
the acceptance of free-market economies and multi-
party democratic political systems.
c) The post-communist Russia inherited many problems
of the USSR, such as the economic crisis derived from
the privatisation, apart from the confrontations between
diverse ethnic groups and nationalities. Boris Yeltsin’s
presidency exerted the power in an authoritarian
manner and established a neoliberal economic policy
that minimised state intervention. Later, Vladimir
Putin’s rise to power did not represent a change
towards democracy, but an economic and diplomatic
shift to recover the leadership in international politics.
On the other hand, eastern Europe country witnessed
the flourishing of nationalism and the breakup of
countries, such as Czechoslovakia, or the development
of serious conflicts, like the one in Yugoslavia.
d) The European Union emerged from the desire for
peace as well as from the weariness of the conflict in
which the Second World War had plunged European
countries. Due to the fact that the confrontations that
had been developing in the continent had France and
Germany as main players, an association was created
in order to include these two countries to share the
production of two key industrial sectors: coal and steel.
For that reason, with the Treaty of Paris (1951), the
European Coal and Steel Community (ECSC) was
METHODOLOGY 15-33
 founded, prototype of the current EU and who
encompassed France, Germany, Italy, Belgium,
Netherlands and Luxembourg. Six years later, with the
signature of the Treaty of Rome (1957), these same
countries built two new communities, a sectoral one
(European Atomic Energy Community/EURATOM)
and another one with a framework of common policies
(European Economic Community/EEC). A year later,
the European Parliament met in Strasbourg for the first
time. In the 1960s, the merging of the executive bodies
of the three European communities took place, the
common agricultural policy was created and the tariff
dismantling concluded starting a customs union
instead. After the accession, in 1973, of the United
Kingdom, Denmark and Ireland, direct universal
suffrage was introduced for the European Parliament in
1979, when also the European Monetary System
(EMS) came into force. The 1980s were marked by the
reform of the Treaty of Rome through the signature of
the Single European Act, by which the EEC became
the European Community.
The EU has been gradually enlarged. In 1973, the
United Kingdom, Denmark and Ireland became
members and the 1980s were marked by the accession
of Greece (1981), Spain and Portugal (1986). In 1995
Sweden, Finland and Austria acceded. After the
signing of the Treaty of Nice, the entry of Czech
Republic, Hungary, Poland, Slovakia, Slovenia,
Lithuania, Latvia, Estonia, Cyprus and Malta took
place. In 2007, Romania and Bulgaria; finally, Croatia
also joined them in 2013 as the member 28.
e) The causes of Europe’s welfare state crisis have their
origin in the financial crisis in the United States in
2008. This crisis spread to the rest of the world due to
the international connections of finance and led to a
widespread serious economic crisis with a significant
Página 85 of the unemployment rate. The decrease in
increase
revenues from the States asDOS...
a result of the reduction of
APRENDE A... COMPARAR
economic activity and the need in benefit expenditure
have shaken the principles of the welfare state.
f) The world’s current instability finds its causes in the flash
points of tension generated by the increasing influence of
radical Islamism and the creation of terrorist organisations
that act at global level. To all this, we have to add the
situation in Africa, that appears in the new international
arena as a continent that has been abandoned to its fate
with serious situations of inequality and armed conflicts,
particularly in Sub-Saharan Africa, where the extreme
poverty, the continuing domination of military
dictatorships and ethnic and religious rivalries have
caused lots of confrontations.
g) The civilian population suffers the effects of a new
type of violence committed by guerrillas, armed
insurgency groups or terrorists that act on the civilian
population of villages and cities within the conflict
areas, with violent attacks, kidnappings, robbery and
rapes against women. This situation causes important
displacements of population, who flee because of the
violence and lack of basic resources seeking refuge in
15-34 METHODOLOGY
neighbouring or nearby countries. They also embark on
long and dangerous journeys to safer areas, such as
Europe, where they have major problems being
accepted and end up in precarious camps, in which the
work of NGO’s and international organisations is
essential.
Define key concepts
• World order Period of history dominated by particular
political ideologies and balance of powers.
• welfare state Political proposal or general model of
state and social organisation, after which the State
provides services in accordance with social rights to all
the inhabitants of a country.
• Islamic fundamentalism Islamic religious movements
that oppose the spread of secularism and western social
models in their countries. They advocate a return to
Islamic traditions, strict adherence to the Koran and
political systems based on Islamism.
• Austerity policies Economic policy that advocates the
rise in taxes and the reduction of public expenditures or
budgets.
• Schengen Agreement Agreements signed in 1985 and
in force since 1995 that entail the abolition of common
borders between most European states.
• Arab Spring Upraisings initiated in countries like
Tunisia, Egypt, Libya, Syria or Yemen that brought an
end to the regions corrupt and ineffective governments,
based on civic and secular movements that demand a
greater democracy and social and economic reforms.
When did it happen?
• Fall of the Berlin Wall: 1989.
• Velvet Revolution: 1989.
• Resignation of Mikhail Gorbachev: 1991.
• Terrorist attacks on the Twin Towers in New York:
2001.
• Approval of the Maastricht Treaty: 1992.
• Arab Spring: 2010-2011.
Identify key figures
• Václav Havel. Czech writer, dramatist and dissident
who headed the candidacy of the Civic Forum. He was
the last president of Czechoslovakia and the first
president of Czech Republic.
• Vladimir Putin President of the Russian Federation
who had already previously been for two consecutive
terms (2000-2004 and 2004-2008), which makes him
the person who has been longer in that position since
the fall of the USSR. Under his government, there has
been a change in the economic focus and an
intensification of diplomatic activity.
• Boris Yeltsin First president of the Russian Federation
 between 1991 and 1999, under the government of
whom the country supposedly adopted a western-style
multiparty democracy, although the government was
exerted in an authoritarian manner.
• Mikhail Gorbachev Russian lawyer and politican who
was General Secretary of the Communist Party of the
Soviet Union (CPSU) from 1985 until 1989 and
president of the Soviet Union from 1989 until 1991. He
was awarded the Nobel Peace Prize in 1990 and is
currently leader of the Union of Social Democrats, a
party created after the official dissolution of the Social
Democratic Party of Russia in 2007.
• Osama Bin Laden Jihadist terrorist of Saudi origin,
known for being the founder of the terrorist network al-
Qaeda, dead after a military operation conducted by
US commandoes in 2011.
• G.W.Bush US politician who was vice-president of the
United States between 1981 and 1989, and president
between 1989 and 1993. He was also congressman,
ambassador and director of the Central Intelligence
Agency.
• Bill Clinton President of the United States in the
periods of 1993-1997 and 1997-2001.
• George W.Bush US politician and businessman who
was president of the United States between 2001 and
2009. During his term, he had to deal with the attacks
of 11 September 2001, started the invasion of
Afghanistan in that same year and the war of Iraq in
2003.
• Lech Walesa Polish politician, former trade unionist
and human rights activist. He was co-founder of
Solidarity, the first free trade union of the eastern bloc,
and was awarded with the Nobel Peace Prize in 1983.
He was president of Poland between 1990 and 1995.
Answer the initial question
In the early 1990s, the global geopolitical situation
radically changed. The division into two blocs: the
capitalist and the socialist, led respectively by the US
and the USSR, established since the Second World War,
disappeared with the downfall of the USSR. This way, a
new era began in the international relations and the US
adopted the role of only superpower that imposed its
decisions in the international arena. However, this
situation began to change with the appearance of new
playes, like the European Union, the major emerging
countries and the new Russia, which have created a new
world order. This multipolar situation represents a new
challenge for humanity, to which we have to add the
problems generated by the development of radical
Islamism and terrorism at global level, apart from the
serious situations of inequality and poverty in some parts
of the world.
Study skills
Personal activity.
Page 325
LEARN HOW TO... ANALYSE THE ...
1. Identifying sources
• It is a thematic map with different variables about
asylum requests in the EU between January and June
2015. It indicates, with a coloured legend, the asylum
seekers in the different countris of arrival, the
migration routes, with lines of different thickness
depending on the number of people who have followed
them. There is also a bar chart indicating the number of
refugees of each country of origin.
• Eastern Mediterranean route.
Western Balkan route.
Central Mediterranean route.
Western Mediterranean route.
Apulia and Calabria route.
Circular route from Albania to Greece.
Black Sea route.
Route from the east.
• Germany / Hungary / Italy / Austria / France / Sweden
/ United Kingdom / Belgium / Netherlands / Bulgaria /
Switzerland / Greece / Spain / Denmark / Norway /
Finland. Other countries, with smaller quantities.
• Asylum seekers in the EU come from different
countries. In quantitative terms, we can highlight the
ones coming from countries involved in armed
conflicts as well as the refugees who flee for
socioeconomic reasons.
2. Analysis and historical contextualisation
• In Syria, there is a civil war since 2011.
• Refugees go to Europe fleeing this conflict.
• Since 2008, Europe goes through a significant
economic crisis. The arrival of refugees is viewed by
the States as a problem, in a context of crisis and
imposition of austerity measures. There are also
xenophobic reactions in certain sectors of the
population, that translate into the increase of extreme
right-wing political options.
• The European Union has established a system of
distribution of asylum seekers and refugees among the
member states. The last reports by the European
Commission (May 2016), indicate that the emergency
mechanisms are not working well. The answer of the
member states is being slow and insufficient, and the
Commission highlights that the efforts of relocation
have only been made by few member states and
associated countries participating in the Schengen area.
Meanwhile, the humanitarian tragedy exacerbates at
the doors to Europe and in the Mediterranean.
• A refugee is a "person who, due to a well-founded fear
METHODOLOGY 15-35
 of being persecuted for reasons of race, religion,
nationality, membership of a particular social group or
political opinion, is outside the country of his
nationality and is unable or, owing to such fear, is
unwilling to avail himself of the protection of that
country; or who, not having a nationality and being
outside the country of his habitual residence as a result
of such events, is unable or, owing to such fear, is
unwilling to return to it " (Article 1 of the Geneva
Convention of 1951, modified in 1967).
Today, this concept has been extended referring to the
people who emigrate from their countries of origin
because they do not have their subsistence assured
there.
The international protection of refugees is essentially
based on ensuring the admission into the country of
arrival, the respect of human rights and the principle
of non-refoulement, which is the right of the people
seeking refuge not to be forced to go back to their
country.
On the other hand, a migrant who has left his country
for economic reasons, can go back to his country at any
time since there is no situation of danger or fear such
as the one mentioned in the Status of Refugees.
• The problem that generates the massive arrival of
refugees to Europe is, in the first place, humanitarian.
The countries of arrival are exceeded by the human
tragedy and the lack of measures and resources to
assist refugees, a situation exacerbated in countries that
are dealing with special economic difficulties, like
Greece, which is, moreover, one of Europe’s front
gates for the refugees.
On the other side, the final destination countries have
to provide for the needs of this people (housing,
education, health...) in a conext of social cutbacks and
austerity, which in some cases is generating anti-
refugee xenophobic reactions. However, it is also
important to highlight the solidarity response of the
population in many cases, which has replaced,
momentarily, the failures of the States’ action.
3. Conclusions
• Personal answer.
Page 326
1. Documentary sources: The crisis of the Soviet model
a) The text is a fragment of the resignation speech of the
president of the USSR, Mikhail Gorbachev, delivered
in the act of resignation on 25 December 1991.
b) Mikhail Gorbachev shows a total disagreement
towards the direction of dismemberment and disunity
of the State that has been imposed. Besides, he
considers that such resolution should have been taken
based on the expressed will of the people.
c) The sentence refers to Gorbachev’s belief in the need
of changing a system like the Soviet one, plagued with
problems that make its continuity very difficult.
15-36 METHODOLOGY
d) The achievements manifested by Gorbachev, such as
putting an end to the arms race and the militarisation
are very important to remove the threat of a nuclear
war and its disastrous effects on the economy and
collective consciousness.
e) In 1985, the process of the gradual disappearance of
the USSR as a State was initiated. The failed attempts
of reform, a stuck economy and the war of Afghanistan
generated an enormous dissatisfaction. Mikhail
Gorbachev started major social and political reforms
that could not face the gradual economic collapse,
apart from suffering an attempt of coup d’etat. In view
of this situation, he would end up resigning on 25
December 1991.
2. Art in context: Commitment
a) Ai Weiwei is a contemporary activist and artist. Ai
collaborated with the Swiss architects Herzog & de
Meuron as artistic adviser in the Beijing National
Stadium for the Olympic Games of 2008. He has
maintained a critical posture towards the Chinese
government with regards to the democratic principles,
human rights and corruption. On 3 April 2011, he was
arrested in the international airport of Beijin and put
under house arrest for economic crimes.
b) Life jackets are a clear reference to the situation of
extreme emergency that is going on in some points of
the Mediterranean with the massive arrival of refugees
from the Middle East and North Africa.
The artist intends to reveal, before the institutions of
the old Europe, the magnitude of the ongoing tragedy
as a result of the massive arrival of refugees who are
trying to find a better life in this continent.
3. Iconographic sources: Austerity policies
a) The image shows a very numerous group of people in a
clearly claiming attitude.
b) Austerity policies have shaken the principles of the
welfare state, such as the high occupancy rate, wages
adequate to the vital needs of the families, high direct
taxes and income redistribution. At the same time,
citizens have seen how the social budget and their
benefits are cut back.
c) Middle classes have been the most affected since they
have seen how their purchasing power got reduced to
unexpected levels. Also, the most dependant
population groups or in situations of social exclusion.
d) Students can look for examples in the field of
education, healthcare or assistance aid.
Page 327
4. Iconographic sources: A multipolar world: the...
a) The image shows a session in the General Assembly of
the UN. Its function is to gather all the representatives
of the member states to analyse the most urgent
 problems of the world. So, the decisions about
c) Personal answer.
international security and peace or the admission of
new members are discussed in its headquarters. 7. Audiovisual sourcess: Refugees
b) The new international situation has given the UN a a) The video shows the tragedy in which the refugees are
new predominant role. The US hegemony has created plunged, apart from trying to reflect the phenomenon
the widespread opinion that there is the need of turning as human and independent from nationalities or
the UN into an organisation that acts as mediator and origins.
guarantor of peace in international conflicts.
b) The document tries to bring closer the tragedy lived by
Nowadays, it has peacekeeping missions in many
this people to those who cannot even imagine to find
countries, such as Sudan, Haiti, Kosovo, Lebanon or themselves in a similar situation.
Democratic Republic of the Congo.
c) Personal answer.
c) Among the UN organisations that develop
humanitarian functions, we can highlight the United ONLINE CHALLENGE
Nations High Commissioner for Refugees (UNHCR), Personal activity.
the United Nations Relief and Works Agency for
Palestine Refugees in the Near East (UNRWA) and the (from page 15-31)
UN Office for the Coordination of Humanitarian
Affairs (UNOCHA) LEARN WITH A TABLET

5. Interpret a diagram: European citizenship 1. Aim

a) According to the diagram, European citizenship offers Make a short video about behaviours which damage the
advantages such as the possiblity of travel, reside, environment, such as the energy waste, among others.
work or study in any country of the European Union,
exert the citizen rights in the country of residence, have 2. Procedure
the fulfilment of basic rights and the right to defend
The video will be made by following five guidlines, in
one’s own interests.
groups of two or three pupils.
b) The equal rights among the citizens of a country and
the ones coming from member states can create refusal 3. Resources
in some people. Different programmes are recommended depending on the
c) The development of European citizenship can clash operating system used.
with the sovereignty of member states in the sense that
it imposes the general acceptance of certain conditions.

6. Find information: The Arab Spring and social ...

a) The terms “Twitter revolution” and “Facebook
revolution” became fashionable thanks to the events that
marked the Arab world at the end of 2010 and beginning
of 2011. The “online” movements were combined with
the “offline” demonstrations, precipitating the fall of the
dictators. The Tunisian and Egyptian revolutions revealed
themselves, above all, as human revolutions encouraged
by the Internet and social networks.
Facebook and Twitter worked as a sounding board,
transmitting and amplifying the frustrations and
reivindications of the demonstrators. They also allowed
the rest of the world to follow the event live, in spite of
the censorship. The role of mobile phones was crucial
in this context. The journalists and citizens fed with
images the places where photos and videos are shared,
as well as streaming.
b) In the most divided countries, it creates a space of
freedom that otherwise would not exist. Its
dissemination potential irritates dictators and turns
traditional censorhip methods into inefficient. So, some
regimes acquire resources to monitor dissidents,
especially via Facebook and Twitter, and infiltrate into
their networks.

METHODOLOGY 15-37
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http://www.tiching.com/756696 https://www.youtube.com/watch?v=6EVrcvhEC0Q

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