TASK 2: AFTER READING THE TEXT " THE AGRICULTURAL REVOLUTION PAVES THE WAY TO INDUSTRIAL REVOLUTION" COMPLETE EACH SENTENCE WITH A TERM 


1. It was a process which definitively established the private property of land.


2. It was a system introduced to improve soil.


3. This system avoided land lying ‘fallow’


4. This practice was very controversial.


5. This system improved the way to plant seeds


6. This process allowed farmers to invest more money on their lands.

TASK 2: ENCLOSURE SYSTEM WAS ONE OF THE MOST IMPORTANT IMPROVEMENTS IN AGRICULTURAL REVOLUTION. READ THIS SENTENCES ABOUT THIS SYSTEM AND SAY WHETHER THEY ARE TRUE OR FALSE.

 

  • I am a landowner. Now, I have more money to invest in my own land
  • I am a landless labourer. I have no land, so I must look for a job
  • I was a landowner, I lost my land because I did not have any documents to prove I owned it
  • Tenant farmer. I used to rent a piece of land. Now, I cannot rent it any more
  • The landowner is investing in new techniques for farming it
  • I work making fences and walls for enclosures.

TASK 3: THE INVENTIONS WHICH STIR THE TEXTILE INDUSTRY UP

 

  • You have to identify each invent: connect each one with its name. One tip: "Foot Power Loom Weaving" is the first one because is the oldest invent and therefore, the first one in our list. 


NAMES

 

Foot Power Loom Weaving

 

The power Loom

 

Flying Shuttle

 

Spinning mule

 

Spinning Jenny

 

Water Frame

 

  • Put them in chronological order and explain the advantages of each one in relation to the previous.

 

  • Use internet to achieve in your task ¡Good luck!

 

TASK 4

JUST REFLECT ON IT:

CHILD LABOUR IN THE INDUSTRIAL REVOLUTION AND MODERN DAY SLAVERY

 

Read the next article about child labour in factories during the Industrial Revolution

 

 

When the industrial revolution first came to Britain and the U.S., there was a high demand for labor. Families quickly migrated from the rural farm areas to the newly industrialized cities to find work. Once they got there, things did not look as bright as they did. To survive in even the lowest level of poverty, families had to have every able member of the family go to work. This led to the high rise in child labor in factories. Children were not treated well, overworked, and underpaid for a long time before anyone tried to change things for them.

Wages and Hours:

Children as young as six years old during the industrial revolution worked hard hours for little or no pay. It was not common for children who worked in factories to work 12-14 hours with the same minimal breaks. Not only were these children subject to long hours, but also, they were in horrible conditions. Large, heavy, and dangerous equipment was very common for children to be using or working near. Many accidents occurred injuring or killing children on the job.

Treatment:

The treatment of children in factories was often cruel and unusual, and the children's safety was generally neglected. The youngest children, who were not old enough to work the machines, were commonly sent to be assistants to textile workers. The people who the children served would beat them, verbally abuse them, and take no consideration for their safety. Both boys and girls who worked in factories were subject to beatings and other harsh forms of pain infliction. Boys were sometimes dragged naked from their beds and sent to the factories only holding their clothes, to be put on there. This was to make sure the boys would not be late, even by a few minutes.

 

 

Does child labour exist nowadays? Before answering this question, read the next article about working conditions in Nike sweatshops.

NIKE: MODERN DAY SLAVERY

(JUST DON´T DO IT)

 

Read the next article, published here, about working conditions in Nike factories

 

Imagine having to work in an environment where you were treated as less than a human; had to deal with extremely harsh working conditions and were unable to speak out without the risk of losing the only job you were able to get to survive.

This is the reality that many factory workers have to face around the world.  These workers are exploited by the factories that they work for and the companies that own or run the factories don’t regulate working conditions for many workers in developing nations.  There are multiple companies that have factories that violate humane working conditions but one of the major culprits is Nike.

Nike is one of the many companies that produce many of their items abroad.  While it provides work to those that are in need of an income, they are also underpaid, overworked, and exploited under these companies.

In Nike’s case, they have sweatshops [talleres ilegales] in many places including Vietnam and Pakistan where workers are not given fair rights or wages for the amount of work they are forced to do.  Workers are routinely physically abused, mentally abused, and sexually harassed in these factories. 

On top of these already terrible working conditions, workers are:

 

  • Not given proper training or having the necessary safety equipment.
  • Exposed to toxic glues and chemicals.
  • Paid an average of $1.60 a day when at least $3.00 a day is needed to survive.
  • Expected to work an average of 60 to 70 hours a week.

 

While Nike publicly says that the conditions that these workers are working in are constantly regulated, they are usually only monitored a few times a year.

Workers are also often scared of those that run the sweatshops in fear that they will be abused for wanting to use the bathroom or even taking a break.

Nike does not only abuse adult sweatshop workers, they are also reported to frequently hire people under the age of 18 in these sweatshops and there are no initiatives taken to monitor this.  Nike signed a pledged to stop using workers in hazardous situations in 1998 after denying any abuse that these workers faced.  Since then, Nike has not followed through with this agreement and routinely turns a blind eye to these sweatshops. 

In addition to using sweatshops that perpetuate violence and offer workers inadequate conditions to work under, Nike has also bought good from manufacturers that use child labor.  In Pakistan areas like Sialkot are known to use child labor to mass produce sporting goods.

 In 1996 Life magazine published an article about a 12-year-old boy in Pakistan that stitched soccer balls for Nike for about 60 cents a day.  This was not uncommon for Pakistan which allowed children to work for low wages.  This information that was leaked [filtrada] to the public lead to massive protest against the company from people in the United States and worldwide. 

Nike continues to use sweatshops in countries primarily in Asia and still does not regulate these sweatshops.  Their “mission” of offering jobs to those in developing nations or nations that has higher poverty rates is just a façade for saving the company money.

 

TASK 6

CAPITALISM AND SOCIALISM

 

Read carefully this article in "History Contents - Industrial Revolution. As you have read capitalism and socialism are completely diferent economic systems which, as well as, have been faced up to them. Draw a chart and divide it in two columns: one of them to "socialism system", the other to "capitalism system". Organize the features below in the correct column.

 

  • The community or the state should own property and the means of production.
  • Government should not interfere in the economy because competition creates efficiency in business.
  • Progress results when a community of producers cooperate for the good of all.
  • The community or state must act to protect workers, because employers take advantage of workers.
  • Progress results when individuals follow their own self-interest.
  • Individuals and businesses own property and the means of production.
  • Capitalism creates unequal distribution of wealth and material goods. A better system is to distribute goods according to each person’s need.
  • An unequal distribution of wealth and material goods is unfair. A better system is to distribute goods according to each person’s need.
  • Businesses follow their own self-interest by competing for the consumer’s money. Each business tries to produce goods or services that are better and less expensive than those of competitors.
  • Consumers compete to buy the best goods at the lowest prices. This competition shapes the market by affecting what businesses are able to sell.

TASK 5

THE PHILOSOPHERS OF INDUSTRIALIZATION

CAPITALISM AND SOCIALISM

 

 

  • Divide the class into two groups: capitalism (first group) - socialism and comunism (second group).

 

  • As you have seen both systems have got advantages and disadvantages, but each group have to defend its economic system as the best economic system ever, making as arguments as they can. 

 

  •  The second group will be in disagreement with the first one, because, as we said, both economic systems are confronted. They have to explain why they do not agree with the first argument. At the same time, they have to stand up for their own ideas.

 

¡May the best win!



Criterios evaluables:


B. Investigación: máximo nivel de logro 8


C. Comunicación: máximo nivel de logro 8



PARTE I: PRESENTACIÓN (Sesión I)


GRUPO UNO: CAPITALISMO - ELADIO (Inglés) Y CARLA (español)


  • Presentación de su sistema económico - político:
a. Filósofos o ideólogos del sistema: bases teóricas (puedes aportar citas, fotos...)
b. Países o donde dicho sistema ha estado vigente (razones de su éxito): puedes aportar datos estadísticos, razones históricas.


  • Argumentos acerca de por qué tu sistema es el mejor: puedes aportar razones de tipo económico, social, político justificando todos y cada uno de ellos.


  • Importante: el alumno debe ser convincente y llevar una indumentaria adecuada al sistema político que trata de defender.



GRUPO DOS: COMUNISMO - FERNANDO (español) y CONAN (inglés)


  • Presentación de su sistema económico - político:
a. Filósofos o ideólogos del sistema: bases teóricas (puedes aportar citas, fotos...)
b. Países o donde dicho sistema ha estado vigente (razones de su éxito): puedes aportar datos estadísticos, razones históricas.


  • Argumentos acerca de por qué tu sistema es el mejor: puedes aportar razones de tipo económico, social, político justificando todos y cada uno de ellos.


  • Importante: el alumno debe ser convincente y llevar una indumentaria adecuada al sistema político que trata de defender.



PARTE II: DEBATE (sesión II)

GRUPO UNO: CAPITALISMO - ELADIO (Inglés) Y CARLA (español)



  •  Los alumnos del grupo I deben dar un contraargumento al argumento que, en la sesión anteiror, el grupo II haya presentado acerca de por qué su sistema político es el mejor. ¡Muy importante! Se debe presentar una alternativa razonable a cada contraargumento o crítica que se haga sobre el sistema defendido por el otro grupo.



  • El grupo II tiene que esperar turno de palabra y ser capaz de defender su sistema frente al contrargumento del anterior. Puede contar con unos minutos de deliberación si lo desea antes de hacer uso de su turno.



  • Es muy importante tomar notas sobre lo que dice cada grupo, para tener razones justificables.





"If you have got a new point of view about the World, you’ll have to find new ways of showing it”

Mark Rothko

 

Pilar Sánchez  has a double Degree in Literary Theory and Comparative Literature (2010), a Degree in History (2002), both by Salamanca University. She also has Advanced Studies in Philosophy.

 

She has been working as a teacher and researcher in  the Salamanca University, Art and Aesthetics Department, as an Art critic, a team member in specialised publications, teacher of Spanish as a foreign language in other countries (Ireland), Secondary teacher of Social Studies and Spanish Language and Literature in Madrid and Head of Department in SEK Les Alpes International School.

 

Her main goals when teaching are setting up the latest educational methodologies based on cooperative and blended learning, relying on emotional intelligence as one of the best means to enhance teacher and teenage students’ relationship.