Teacher's Resource Pack

6 Social Science

Social Science Learning Lab is a collective work,

conceived, designed and created by the Primary
Educational department at Santillana, under the
supervision of Teresa Grence.

WRITERS
Rosario de Antonio
Lynn Durrant
Michele C. Guerrini

ILLUSTRATIONS
Alberto Pieruz

EDITORS
Sara J. Checa
Sally Frazer

EXECUTIVE EDITOR
Peter Barton

BILINGUAL PROJECT COORDINATION

Margarita España
Contents

Teacher's Book
Student's Book contents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Learning Lab game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Read about it! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Key vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Audio transcripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Answer key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Worksheets
Reinforcement .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Extension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Graphic organiser .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Language support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
 4 Spain in the 20th and 21st
UNIT 3 Spain in the 19th century
centuries

CONTENTS • What happened on 2nd May 1808? • What is a coup?

• What is ‘la Pepa’? • When did women first vote

• When did Isabel II become Queen?
• How long did the First Republic
last?
• What was the Industrial
Revolution?
• What was life like for a factory
worker?
in Spain?
• What was the Spanish Civil War?
• What happened after
the Civil War?
• When did Spain become a
member of the United Nations?
• How did the dictatorship end?

• What was life like for wealthy • What was the Transition?
people?
• Which document guarantees
• How did art reflect society? democracy?

• Which laws promote equal

opportunities?

• What is Cubism?

MINI LAB / BE A… • Compare production methods • Organise a forum about

the challenges for Spain
• Be a historian! How do we analyse
a photo? • Be a historian! How do we
analyse a news article?

FINAL TASK Task Task

Send a postcard from the past Interview adult relatives about
the past
Values education
Pair and group work / cultural Values education
awareness Pair and group work / cultural
awareness

REVIEW Learning Lab game

READ ABOUT IT! Diary 1814 A symbol of peace

7
 Learning goals
• To review the Spanish monarchy
in the 18th century

Key language
3 Spain in the
19th century
Vocabulary Who was Francisco de Goya?
royal family (king, prince, queen),
court painter
Language structures
This painting shows...
I think she/he is ... because...

Key concepts
King Carlos IV was the last Spanish
monarch of the Modern Age.
Francisco de Goya was his court
painter.

Who was Francisco de Goya?

• Students read the question and
try to answer it.
• Suggest possible answers: an artist,
a politician, a king.
• Focus on the painting.
Ask:
Who painted this portrait? 1 Observe  Look at La familia de Carlos IV
What does it represent? by Goya. Answer the questions. Talk to
You already know!
a partner. Explain your answers.
a. Who are the people? • The French Revolution marks
the end of the Modern Age.
b. Which one is Carlos IV? Who is the Queen?
• Contemporary History began with
c. Who was the court painter of Carlos IV?
the French Revolution in 1789
Is he in the painting?
and continues to the present.
• King Carlos IV ruled Spain at the end
I think the people are the of the Modern Age.
royal family. I see the king.

40 forty

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You already know! Observe

• Read the statements aloud. 1  Look at La familia de Carlos IV by
Goya.
• Students draw a timeline on the board using: 18th
• Students examine the painting
century, 19th century, Modern Age, and Contemporary
and answer the questions.
Age. They add King Carlos IV and the French
Revolution. • In pairs, they discuss their answers
using the example.
Ask:
What age are we in now? • Volunteers identify figures in the
Who was the king of Spain when the French Revolution painting: I think this is ... because...
broke out?
10
 Learning goals
• To examine the causes and ideals
of the French Revolution

Key language
Vocabulary
basic rights (equal society, equality,
express ideas, vote), absolute
How did Contemporary monarch, pay taxes, portrait
History begin?
Language structures
Carlos IV became king in 1788. He was an absolute Before the French Revolution,
monarch. However, Queen María Luisa and the prime people...
minister, Godoy, ruled the country for him. He soon lost
prestige among the Spanish population.
Now, people...
A year later, in 1789, the French Revolution began. Carlos IV, cazador, Francisco de Goya. Key concepts
Revolutionaries deposed the king, Louis XVI. He was Carlos IV loved hunting in the forests
the first of the absolute monarchs in Europe to fall. near Madrid.
The ideal of an equal society spread
throughout Europe in the 19th
century.
At that time, there was a big gap between noble people
and the rest of the population.
The lower social classes, who made up most of the
How did Contemporary
population, wanted a more equal society. They wanted
to choose their rulers. They wanted basic rights, such as
History begin?
freedom and equality. The ideals of the French Revolution • Students read the question and
soon spread throughout Europe. predict the content of the page.
The French Revolution marks the start of Contemporary
History. • Read the text aloud. Clarify the
meaning of the words in bold.
• Focus on the paintings.
2 Copy this timeline. Complete it as you work on this unit.
Ask:
1 9 th CENTURY Which painting is a portrait? Who
1808
War of
1812 1814
Constitution Reign of
1833
Reign
1868
Exile of Isabel II
1873
First Spanish
1874
Reign of
does it represent?
Independence of Cádiz Fernando VII of Isabel II Republic Alfonso XII
What is his hobby?
What building does the other painting
3 Think about it  These situations were common before the French Revolution.
How are they different today? Talk to a partner. show?
a. The laws were different depending on social class.
b. Depending on their social class, people could do different things.
c. Poor people paid more taxes than rich943006_03_p43_LT_sigloXIX
people.
Final task Final task
d. People could not express their ideas.
Make sure the students know
Send a postcard from
the past that at the end of the unit, they
will work in groups to write a
forty-one 41 postcard from the past, describing
an invention from the 19th century.
ES0000000096737 942995_Unidad03_89655.indd 41 13/06/2019 15:51:59 Ask them to think about an
invention they would like to
2  Copy this timeline. Think about it • Volunteers present describe.
• Students copy the 3  These situations were their conclusions to
timeline in their common before the the class.
notebooks. French Revolution. • In pairs, students
• They add events to it • In pairs, students justify their analysis of
throughout the unit. decide if these the present situations.
situations still apply
now.

11

Learning goals
• To identify the factors that led
to the War of Independence
Key language
Vocabulary
war (civilians, French soldiers, occupy,
rebel, revolt), abdicate, dictator
Language structures
The War of Independence
started on...
The Spanish people rebelled
against...
In this painting, people are...
Key concepts
The War of Independence marks
the start of the Contemporary Age
in Spain.
Resources
Map: Political map of Europe
What happened on 2nd May
1808?
• Books closed. Write the question
on the board. Elicit answers and
write them on the board. Ask
students which answer they think
is correct.
• Read the text aloud. Clarify
pronunciation and meaning.
What happened on 2nd May 1808? Key wo
rd s
• abdicate
The French Revolution ended with the rise of Napoleon Bonaparte in France. • dictato
r
In 1799, he gained power and became a dictator. Napoleon wanted to expand
• occupy
the French Empire.
• revolt
In 1807, he decided to occupy Portugal. He asked the King of Spain, Carlos IV,
for permission to cross Spain. Soon it was clear that Napoleon also wanted
to occupy Spain.
In March, 1808, a popular revolt broke out.
A Carlos IV was forced to abdicate. His son,
Fernando VII, became king. However, Napoleon
forced Fernando VII to abdicate and proclaimed
his brother, José Bonaparte, king.
The Spanish population did not accept the new
king. On 2nd May 1808, the people of Madrid
rebelled against the French. This started the
War of Independence.
Contemporary History begins in Spain in 1808
with the start of the War of Independence.
El 2 de mayo de 1808 en Madrid, Francisco de Goya 2 How did the War of Independence start?
Copy the sentences in chronological order.
a. Napoleon proclaimed his brother José
B King of Spain.
b. Spanish people rebelled against the
French on 2nd May 1808.
c. Napoleon decided to invade Portugal.
d. Napoleon forced Fernando VII
to abdicate.
e. Carlos IV abdicated and his son Fernando
VII became king.
f. Napoleon gained power in France.
3 Compare  Look at the paintings El 2 de
El 3 de mayo de 1808 en Madrid, Francisco de Goya mayo de 1808 en Madrid and El 3 de mayo de
1808 en Madrid and answer the questions
in your notebook.
a. Describe the two scenes. What
1 Make an index card about the War is happening?
of Independence. Include its dates, the
groups that fought and the consequences b. How is the light used in the pictures?
the war had. c. How do you think the people feel?

42 forty-two

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1  Make an index card about statements. Check Compare

the War of Independence. pronunciation. Ask questions 3  Look at the paintings.
• Provide sentence stems: The to check understanding. • Focus on the two paintings.
War of Independence started  sk:
A Students read the captions.
on... The Spanish people fought What happened first, Carlos IV
against... As a consequence...  sk:
A
abdicated or Napoleon invaded What is happening in each painting?
2  How did the War of Portugal? How do you think the people feel?
Independence start? • Students copy the sentences How does the painter add drama
• Volunteers read the in chronological order. to the scenes?
• Students answer the questions
12 in their notebooks.
 Learning goals

What is ‘la Pepa’?

3 • To understand the sequence
of events from 1808 to 1824
Lifestyle
During the War of Independence, the Spanish • To evaluate the impact the
parliament moved to Cádiz. Some politicians were The Constitution was approved on 19th Constitution of Cádiz had on
not happy with the king. They were against March 1812, which is the day of San José. In
citizens' rights and freedom
the absolute monarchy. Spanish, the nickname for José is Pepe. For this
reason, the Constitution was called ‘la Pepa’.
In 1812, the members of the Spanish parliament Key language
wrote Spain's first constitution, the Constitution • What do you think the expression
‘¡Viva la Pepa!’ means?
Vocabulary
of Cádiz.
abolish, internal fight, political
disorder, restore
The Constitution limited the king's power. Language structures
It established rights for citizens, such as In 1812, … could/couldn't...
equality under the law or the right to vote Today, … can/cannot...
for men that were twenty-five years old
or older. It also declared that everyone could Key concepts
express and publish political ideas.
The Constitution of Cádiz limited
the power of the monarchy.
When the War of Independence ended in 1814, Fernando VII returned as king.
He abolished the Constitution of Cádiz and restored absolute monarchy.
Many people disagreed. This caused political disorder and internal fights.
As a result, during this period most of the American colonies became independent.
Resources
Map: Political map of Spain
180 8 War of 1814 Fe r na ndo V II
Independence

1808 1812 1814 1816-1824

Read about it!: Diary 1814 (page 46)
Start of the War Constitution End of the War Independence of almost all
of Independence of Cádiz of Independence the American colonies

What is ‘la Pepa’?

History facts 1 Complete your timeline. Include the main
events that happened between 1799 and 1833. • Students read the question
During the War of Independence, some
and predict the answer.
women such as Agustina de943006_03_p45_h01_LT_fernando_VII
Aragón and Clara
2 Compare  Could these people vote in 1812?
del Rey became famous for their courage. • Read the text aloud.
Could they vote now? Why? Why not? Copy
• What do you know about them? and complete the table. Ask:
Name and age 1812 Today What rights did the Constitution
María, 36 … … protect?
Pablo, 28 … … Did Fernando VII respect them?
Carlos, 19 … … • Focus on the timeline. Students
Diana, 17 … … say when each event occurred.

3 Think about it  Did men and women have

equal rights in the past? Give examples. Lifestyle
• Students read the text and
forty-three 43
volunteers answer the question.

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History facts 1  Complete your timeline. Think about it

• Students research the lives • Students add more facts
and achievements of each to their timeline.
woman. Compare
• Elicit the main facts and 2  Could these people vote in 1812?
put them on the board. • Students complete the table
and explain their choices:
... couldn't vote in 1812 because…
… cannot vote today because...
3  Did men and women have
equal rights in the past?
• In pairs, students discuss the
question and give examples.
• Pairs share their conclusions
with the whole class.

13
 Learning goals
When did Isabel II become
• To understand the causes
Queen?
of the Carlist Wars According to the law of succession, only men could inherit
• To understand the sequence the crown and become the king.
of events from 1833 to 1868 However, Fernando VII had two daughters and no sons.
He changed the law so that when he died, his daughter Isabel
• To identify historical sources could become Queen of Spain.

Key language Fernando VII died Carlos María Isidro de

Vocabulary in 1833 and his Borbón, the brother of
liberal parties (moderate, daughter, Isabel II, Fernando VII, thought
progressive), absolute/constitutional became the Queen he should become
of Spain. The liberal king. People who
monarchy, law of succession
parties, who wanted wanted an absolute Isabel II was crowned queen at age 13 when
Language structures a constitutional monarchy supported she was declared legally of age.

This is a... monarchy, Carlos. They were

supported her. called ‘Carlistas’.
It represents ... because...

Key concepts Two Carlist Wars took place in 1833 and 1846. The Carlistas
Liberal parties wanted a were defeated in both. History facts
constitutional monarchy. Isabel II conceded more political power to the parliament. During the reign of Isabel II, there
However, the military conflicts and changes of government were two liberal parties: the
led to a revolution, called La Gloriosa. progressives and the moderates.
In 1868, Isabel II went into exile. The progressive liberals wanted
When did Isabel II become a constitutional monarchy
that limited the power of the
Queen?
monarch. The moderate liberals
• Students scan the text and 1 Complete your timeline. Include the main events also wanted a constitutional
answer the question. that happened during the reign of Isabel II. monarchy, but they wanted the
monarch to have more power
Ask: 2 Observe  Look at the pictures on this page. than the progressives.
Who was Carlos María Isidro What types of graphic sources can you see? • Why do you think the liberal
de Borbón? Which one appeared for the first time in the 19th parties supported Isabel
What caused the Carlist Wars? century? Answer in your notebook. instead of Carlos?
Why did Isabel II go into exile?
3 Think about it  This
cartoon appeared in the
British magazine Vanity
Fair in 1868. What does
History facts it represent? Talk to
• Students draw a Venn diagram to a partner.
compare the political parties.
It represents … because…
Isabel II swearing on the Constitution.
• Have a class discussion to answer
the question.
44 forty-four

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1  Complete your timeline. Observe Think about it

• Students add the events from  Look at the pictures on this page.
2 3  This cartoon appeared in the
1833 to 1868 to their timeline. Ask: British magazine Vanity Fair
What does each picture represent? in 1868.
Which picture makes fun of • Pairs discuss the answer using
an event? the model structure.
• Have a class discussion.
• Students answer in their
notebooks.

14
 Learning goals

How long did the First Republic last?

3 • To compare different forms
of government
• To understand the sequence
In 1871, the Spanishparliament chose Amadeo Lifestyle of events from 1868 to 1902
de Saboya, an Italian nobleman, to be king. He did not
have much support. He abdicated two years later. A republic is a system
Key language
of government in which the Vocabulary
people choose their leaders. conservative/liberal party, Regency,
In 1873, the members of the parliament proclaimed The head of government is regent
the First Spanish Republic. an elected president, rather than
a king or queen. Language structures
However, the political situation was unstable. The
• Do you know any present-day In a ..., the head of government is...
republic also lacked support and failed after about a year.
republics? In a …, laws are made by...
People can/cannot choose...
In 1874, the monarchy was restored. The son Key concepts
of Isabel II, Alfonso XII, was crowned king. He had
the support of an influential politician, Cánovas The political situation from 1868
del Castillo. A new period, the Restoration, began. History facts to 1902 was unstable.
A new constitution was proclaimed. The conservative
The regent is the
and liberal parties alternated in power.
person who rules
a country when
the king or
How long did the First
Alfonso XII died in 1885. Queen María Cristina ruled queen is Republic last?
as regent until their son Alfonso XIII was 16. In 1898, unable to • Read the text aloud.
the last Spanish colonies, Cuba, the Philippines do it.
and Puerto Rico, became independent. • Who was • Volunteers organise the events on
the regent the board in chronological order.
of Spain while
In 1902, Alfonso XIII became king. During his reign, Alfonso XIII
he tried to modernise the country. was a child?
Lifestyle
• Read the text aloud.
1 Compare  Think about the different 2 Complete your timeline. Include the main Ask:
forms of government in the 19th century. events that happened between 1833 and
What are the main features
How are they similar? How are they 1902.
different? Talk to a partner.
of a republic?
3 Think about it  What is the main Can you name some present-day
• absolute monarchy
difference between a monarchy and republics?
• constitutional monarchy a republic?
• regency
In a …, the head of 4 In your notebook, make a list of the
• republic government is… monarchs in the 19th century in Spain. History facts
The laws are Include the years they ruled.
• Check the understanding of regent.
made by...
Ask:
forty-five 45 Who could be the regent in present-day
Spain?
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Compare Think about it

1  Think about the different forms of
government in the 19th century.
• In pairs, students state similarities
and differences.
2  Complete your timeline.
• Students add the main events
of the period to their timeline.
3  What is the main difference between
a monarchy and a republic?
• Students write the answer in their
notebooks.
4  In your notebook, make a list of the
monarchs in the 19th century in Spain.
• Ask students to write the list in
chronological order.

15
 Learning goals What was the Industrial Revolution?
• To evaluate the impact of the
The Industrial Revolution originated in the United Kingdom
steam engine on everyday life
at the end of the 18th century. Later, it extended to other
countries. In Spain, it took place in the 19th century.
Key language
Vocabulary
change (economic, social), coal, Before the Industrial Revolution, machines were
powered by people, animals, wind or water.
steam engine The invention of the steam engine made a big
Language structures difference. It used coal as a fuel source. All the
Trains are faster than... machines in factories were powered by steam.
Trains are more comfortable than...
The Industrial Revolution had a great impact on
Key concepts how things were made and transported. It also
The invention of the steam engine changed how people worked, travelled and lived.
changed the way people worked, Many important economic and social changes
travelled and lived. took place. A society that was based on
agriculture transformed into a society based on
industrial activities. Factories promised abundant
work, so people started moving from the
countryside to cities.
Resources In Spain, factories were built mainly in Cataluña
and País Vasco. New machines allowed the textile
Map: Political map of Spain and metal industries to advance.

History facts
Steam engines were fitted with wheels and 1 Listen and answer the questions in your
trains were born. The first steam train was notebook.
What was the Industrial built in 1814 by George Stephenson. It was a. Where does this person live?
Revolution? used to transport goods.
b. What is the distance between
• Read the text aloud. Clarify the The first passenger railway service was Barcelona and Mataró?
opened in 1830 in England. In Spain, the first
meaning of the words in bold. c. How did he get to Mataró before there
railway line opened in 1848. The train's top
speed was 30 kilometres per hour! was a train?
• Check understanding by asking
volunteers to draw a table on the • Which Spanish cities did the first railway d. How long did the journey take?
board. It should compare life and in Spain connect? e. How long does the journey take now?
work before and after the Industrial
2 Compare  What are the advantages
Revolution.
of trains in comparison to other means
of transport? Which other means of
transport were developed at the same
time as the steam engine? Talk to
History facts a partner.
• Students research the first railway Trains are faster.
train in Spain.

46 forty-six

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1  Listen and answer the questions Compare

in your notebook.  What are the advantages of trains
2
• Students read the questions in comparison to other means of
and predict the content. transport?
• Students listen and write the answers Ask:
in their notebooks. What means of transport existed before
the invention of the steam train?
Full transcript, page 50, Track 5 Which were faster/more comfortable?

16
 Learning goals
3 • To understand why the
population increased in the 19th
century
During the 19th century, the quality of life improved.
New resistant crops, such as potatoes and corn, came from Key language
America. There was enough food for people and animals.
Vaccines and the importance of hygiene were also
Vocabulary
discovered. hygiene, increase/decrease, resistant
As a result, people became healthier and they lived longer.
crops, vaccine
Infant mortality decreased, so the population increased. Language structures
More people meant a great need for all types of goods The population grew because...
The scientist Edward Jenner introduced
and products.
the vaccine for smallpox. As a consequence...
Small workshops could not supply all the goods
people needed. Factories had machines which Key concepts
produced more than workshops. Mini Lab
The population increased thanks to
Compare production methods better food and medical advances.
You need
• card • scissors
• colouring pencils • ribbon Resources
1 Draw a bookmark on card, cut it out, Mini Lab: Language support
punch a hole in a corner and add photocopiable (page 80)
a ribbon.

2 Form two groups, workshop and

factory. Make as many of the same
What was the Industrial
3 Think about it  What were bookmark as you can for 10 minutes.
the causes of population growth? Revolution?
• If you work in a workshop, do all
Make a list in your notebook. the tasks yourself step by step. • Read the text aloud.
4 Compare  Look at the table below. • If you work in a factory, divide the • Focus on the illustrations.
Did the population of Spain increase tasks among all the factory workers.
or decrease during these years? Make the bookmarks on an assembly Ask:
line. What does each illustration represent?
Year Population 3 Count the bookmarks. How many
1857 15,464,340 bookmarks were made by each group?
1877 16,622,175 4 Answer the questions. Think about it
1887 17,549,608 3  What were the causes of
a. Which method produced more
1897 18,065,635 bookmarks? population growth?
1900 18,616,630 b. Which method is more efficient? • Students make a list in their
c. What are the advantages and notebooks.
5 Think about it  How do you think disadvantages of each method?
life changed after the Industrial
Revolution? Talk to a partner.
Compare
forty-seven 47 4  Look at the table below.
• Students compare the figures
ES0000000096737 942995_Unidad03_89655.indd 47 13/06/2019 15:52:11 and answer orally.

Mini Lab tasks and make the bookmark

Compare production methods using an assemply-line method.
Think about it
1 
Draw a bookmark on card. • Encourage each group to work as 5  How do you think life changed
fast as they can. after the Industrial Revolution?
• Each student makes a bookmark.
3 Count the bookmarks. • In pairs, students consider
2 Form two groups.
• Students compare the number health, factories and urban
• In the workshop, each student living.
of bookmarks.
makes their own bookmark.
4 Answer the questions.
• In the factory, students divide the
• Students discuss in pairs.
17
 Learning goals
What was life like for a factory worker? Key wo
rd s
• labour u
nion
• To describe the living conditions In the 19th century, society was divided into three social classes • loom
of factory workers based on wealth.
• slum
The lower class consisted of poor people, such as peasants and • strike
Key language factory workers. The peasants lived in the countryside.
• wage
Vocabulary They worked on the land of the large landowners. They were very
demonstration, labour union, poor. Many wanted a better life, so they moved to the cities to work
in factories.
landowner, loom, running water,
slum, strike, wage
Language structures The living conditions for factory workers Factory workers worked more than twelve
were very hard. They lived in slums near the hours a day for very low wages. Women
This picture shows...
factories. Their homes were dark and damp. and children had to work for even lower
They had no running water. Often whole wages than adult men. They did not have
Key concepts families lived in a single room. enough money to live.
The living conditions of factory
workers were very hard.

Resources
Graphic organiser: Society in
the 19th century (pages 72-73)

Factory workers wanted better working

1 Think about it  Read the job offer.
conditions. At the end of the 19th century, they
What was life like for a factory joined together in groups called labour unions. Answer the questions in your notebook.
worker? Strikes and demonstrations became legal.
TEXTILE FACTORY JOB
• Books closed. Elicit the answer
to the question. W ANTED. Three or four large
families consisting of men, women and
children to work in the new Textile Factory.
• Read the text aloud. They will run sixty power looms and three
stocking looms. Living wage will be paid.
• Focus on the illustrations.
Ask: 18th Sept. 1826
What do they show?
a. When was this offer published?
Are these people rich?
Why do you think that? b. What employees are needed?
How do you think they feel? c. Would it be possible to publish this offer
Why are these workers on strike? in Spain today? Why?
The Strike, Robert Koehler

48 forty-eight

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Think about it Extension

1  Read the job offer. • Students bring in photos of people
• Read the job offer aloud. Check understanding. working at factories in the present day.
Ask:
 • In groups, they stick the photos on card
Did hiring women and children give the factory any and label the elements that did not exist
advantages? in the 19th century.
Do you think they were going to get a fair and • Encourage the students to use their work
sufficient living wage? to explain the main differences between
What is the legal age to work in Spain today? a 19th-century factory and a factory
Do men and women get equal pay for equal work? today.
• Students answer questions a-c in their notebooks.
18
 Learning goals
• To compare the living conditions

What was life like for wealthy people?

3 of people from different social
classes
Key words
The upper class of 19th century society consisted of wealthy people, • aristocrat
Key language
such as aristocrats and the bourgeois.
• bourgeois Vocabulary
Aristocrats were nobles who owned large areas of land. The bourgeois education (governess, school), middle
• governess
were factory owners, prosperous merchants and bankers. Both groups lived class (doctor, engineer, landowner,
in luxurious houses in the cities and had houses in the countryside too. • soirée
lawyer, professional), social life
They employed many servants who did all the housework.
(opera, soirée, theatre), upper class
(aristocrat, banker, bourgeois,
During the day, men took care of their businesses.
merchant)
Women stayed at home. Boys usually went to school,
but girls were taught at home by a governess. Language structures
In the evenings, the upper class had soirées. They also If my parents were ... in the 19th
liked going to the theatre or the opera. century, I would/wouldn't...
El Liceo, Ramón Casas Carbó
Key concepts
Living conditions were very different
between workers and the upper
History facts 2 Compare  Copy and complete the class.
diagram. Compare society in the 19th
Small merchants, landowners and
century with the feudal system. How are
professionals such as doctors, lawyers and
they similar? How are they different?
engineers were in a different social class.
Then, compare it with nowadays.
What was life like for wealthy
It was the middle class.
people?
• What do you think life was like for people
in the middle class? • Elicit the answer.
Feudalism both 19th c.
• Read the text aloud. Check
… … …
understanding.
• Focus on the paintings.
Ask:
3 Think about it  Answer the questions What does it represent?
with a partner. Are these people rich or poor?
• Did all 19th century children have equal Why?
opportunities?
Interior of a dining room, Martin Drolling • What would your life be like if your family
owned a factory in the 19th century? History facts
• What would your life be like if your parents
• Students read the text. Check
1 Write definitions for these words in your were 19th century factory workers?
notebook. understanding.
4 Listen. Which social class do these people Ask:
belong to? How do you know? Check with
aristocrat bourgeois governess
a partner.
What jobs did middle class people
have?
forty-nine 49 • Have a class discussion to answer
the question.
ES0000000096737 942995_Unidad03_89655.indd 49 11/06/2019 11:04:07

1  Write definitions for these words in your notebook. Think about it

• Students write the definitions using the information in the text. 3  Answer the questions with a partner.
Compare • Pairs answer the questions.
 Copy and complete the diagram.
2 4  Listen.
 Ask: • Elicit characteristics of each social class.
What social classes were there in the Middle Ages /19th century? • Students listen and answer the
Which people were rich? questions in their notebooks.
Who was poor?
What jobs did they have? • Students check their answers in pairs.

• Students complete the diagram in their notebooks then Full transcript, page 50, Track 6
compare it with society today. 19
 Learning goals
• To identify 19th-century artistic
movements
How did art reflect society? Key wo
rd s
• To recognise the work of some
• Impress
19th century architects and As cities became bigger, expansion plans became necessary. ionism
• Roman
sculptors Old city walls were demolished. Blocks of flats were constructed.
ticism
Public buildings such as railway stations and big markets made
Key language of iron and glass were built. Cities became modern.
Vocabulary
architectural styles and movements, At the beginning of the 19th century, By the end of the century, a new architectural
cities (block of flats, expansion, market, Neoclassical architecture was the fashion style, Modernism, was born. Modernist buildings
railway station), literary movements for public buildings and monuments. show curved, wavy shapes that simulate forms
(Generation of '98, Realism, The style was similar to Greek and Roman in nature. In Spain, the best-known modernist
Romanticism), materials (glass, iron, architecture. architect was Antoni Gaudí.
stone), shapes (curvy, straight, wavy)
Language structures
I think this ... was created by ...
because...
… and … were different/similar
because…

Key concepts
Cities became bigger. New types
of buildings were built. Palacio de las Cortes in Madrid Casa Milá in Barcelona, Antoni Gaudí

The transformation of 1 Compare  What literary

Resources cities also influenced movements were there in the 19th
Map: Political map of Spain sculpture. During century? How were they similar?
this century, squares, How were they different?
Graphic organiser: Art in the 19th gardens and avenues
century (pages 74-75) were decorated with 2 Research a Spanish work of art from
beautiful sculptures the 19th century and make an index
made mainly of stone. card. Include its name and year, the
artist who made it, the movement
How did art reflect society? and a picture.
• Read the text aloud. Check for
3 Observe  Look at this
understanding. El ángel caído, photo of the Casa
Ask: Ricardo Bellver, Battló by Gaudí. What
in Madrid features of Modernist
Why did cities become bigger? architecture can you
What kind of public buildings and see? Talk to
elements were built? a partner.
What were they made of?
What architectural styles were there in
the 19th century? 50 fifty

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Compare 2  Research a Spanish work of Observe

1  What literary movements were
there in the 19th century?
• Read the text on page 53 aloud.
• Students scan the text and
make a mind map to answer the
questions in their notebooks.
20
art from the 19th century 3  Look at this photo of the Casa
and make an index card. Batlló by Gaudí.
• Students make the index card • Pairs discuss the question.
following the instructions. • Help students focus on the lines,
 sk:
A straight or curved; the shapes; and
What work of art did you choose? symmetry or lack of it.
When was it made? Ask:
What movement does it belong to? What shapes can you see in the photo
of the Palacio de las Cortes?

Throughout the 19th century, important events took place
in Spain. These were reflected in the art of the time.
In painting, at the beginning of the 19th
century, Francisco de Goya was the most
important painter.
At the end of the 19th century, a new
movement was born: Impressionism.
Impressionist painters emphasised colour
and the effect of light on landscapes.
Joaquín Sorolla is the most important
Spanish Impressionist painter.
Corriendo por la playa, Joaquín Sorolla
Be a historian!
How do we analyse a photo?
Look at the photo
1 What type of photo is it?
• landscape • portrait • aerial
2 What profession does the woman in the photo
have? How do you know?
3 What type of artifact does the photo show?
Think about it
4 Is this photo a historical source? What kind
of source is it? What does it tell us?
5 Imagine a similar photo today. What would be
the same? What would be different?
ES0000000096737 942995_Unidad03_89655.indd 51
2  What profession does the
woman in the photo have?
• Students read the caption and
justify their answers.
3  What type of artifact does the
photo show?
• Students share their ideas.
In literature in the 19th century, there were
different literary movements:
• Romanticism was popular at
the beginning of the century. It gave
importance to expressing emotions. The
group included writers such as Gustavo
Adolfo Bécquer and Rosalía de Castro.
• Then, Realism became popular. It tried to
show reality. Some important realist
writers were Emilia Pardo Bazán and
Benito Pérez Galdós.
• At the end of the century, the writers
known as the Generation of '98 wrote
pessimistically about the situation of Spain.
Some of these writers were Miguel de
Unamuno, Pío Baroja and Antonio
Machado.
Mathilda Ranch (1860–1938)
in her studio
fifty-one 51
Think about it
4  Is this photo a historical source?
• Students describe the photo
(artifact, clothes) and answer
the questions.
5  Imagine a similar photo today.
• Show a photo of a present-day
female photographer.
• Students compare them.
Learning goals
3 • To recognise 19th-century artistic
movements, writers and painters
Key language
Vocabulary
Gustavo Adolfo Bécquer
literary movements (Generation
of '98, Realism, Romanticism);
Impressionism
Language structures
... is an important … painter/artist/
writer.
Key concepts
The works of the 19th-century
painters and writers are known
worldwide.
Resources
Be a historian!: Language support
photocopiable (page 81)
How did art reflect society?
• Have students scan the text.
Check understanding.
• Name a painter. Students say the
artistic style.
• Name a writer. Students say the
literary movement.
Be a historian!
How do we analyse a photo?
• Students share their ideas.
Look at the photo
1  What type of photo is it?
• Pairs choose an option.
11/06/2019 11:04:12
Extension
• Students create a self-portrait. They take
photos of each other or take selfies.
• Have them compare the equipment they
and Mathilda Ranch use to do this.
• Create a display with the students' self-
portraits: Photographers from the 21st
century.
21

Learning goals
• To review the key concepts
and vocabulary from Unit 3
Vocabulary
1  Write a word for each
definition.
• Students read the definitions
and write the corresponding
word.
• Pairs compare their work.
Concepts
2  Who belonged to each social
class in the 19th century?
• Students copy and complete
the diagram.
3  Why is this building
representative of 19th century
architecture?
• Elicit the materials the
building is made of and its
shape.
• In pairs, students discuss the
answer.
ES0000000096737 942995_Unidad03_89655.indd 52
4  Copy and label the
statements.
• Students read the labels.
• Elicit characteristics for
each type of government.
• Students copy and label
the statements.
22
Check your progress
Vocabulary 4 Copy and label the statements. Some
statements have more than one label.
1 Write a word for each definition.
a. A legal document that describes the absolute monarchy republic
rights of the citizens.
b. A period in which the monarch is unable constitutional monarchy
to rule, and a regent rules for them.
c. A style of painting that shows the effects a. The monarch exercises authority following
of light. a constitution.
d. A style of architecture that follows the b. The head of state is not a monarch.
styles of Ancient Greece and Rome. c. Laws are made by a parliament.
e. A new type of engine for trains and boats. d. Laws are made by the monarch.
Concepts e. All power is held by the monarch.
f. Workers can go on strike to get better
2 Who belonged to each social class
conditions.
in the 19th century? Copy and complete
the diagram.
5 Copy and complete the table in your
notebook.
lower class Cause Effects
middle class Napoleon proclaimed
upper class his brother José King of …
Spain.
… The Carlist Wars
In 1868, military
conflicts and changes
…
of government led to a
revolution.
The regency of Queen
…
María Cristina
3 Why is this building representative of 19th
century architecture? 6 What was life like for factory workers during
the 19th century? In your notebook, draw
a three-panel comic about a child from the
lower class in the 19th century.
7 In your notebook, make a graphic organiser
about literature during the 19th century.
Include the main movements, their features
and some writers of each movement.
Palacio de Cristal in Madrid
52 fifty-two
11/06/2019 11:04:14
5  Copy and complete the 6  What was life like for 7  In your notebook,
table in your notebook. factory workers in the make a graphic
19th century? organiser about
• Ask questions to focus
literature during the
attention on the cause or • Students show how
19th century.
effect of each event. For this child would have
example: How old was lived, using three • Students decide the
Alfonso XIII when his drawings and speech best format for their
father died? bubbles or captions. graphic organiser
and complete it.
• Students write the cause
or effect of each event.
 3
Apply what you know
Apply what you know 8 Look at the pictures and answer
the questions in your notebook.
8 Look at the pictures and answer A B
the questions in your notebook. • Focus on the paintings.
a. Which social groups do the children A
 sk:
belong to? How do you know?
What type of graphic sources are
b. What was life like for people in the these pictures?
upper class?
What does each show?
c. What was life like for people in the Do you think these paintings are
lower class?
historical sources?
d. Which painting is Impressionist? Why?
How do you know?
La tejedora, Joan Planella Young girls at the piano,
Pierre-Auguste Renoir • Students recall the
characteristics of
9 Copy and complete the diagram in your notebook.
Impressionism.

SOCIETY IN CONTEMPORARY HISTORY A

 sk:
Which painting is more colourful?
Which looks lighter?
• Students answer the questions
upper class middle class …
in their notebooks.

peasants and factory

… …
workers 9 Copy and complete the diagram
in your notebook.
luxurious houses
… … • Students copy and complete
in the cities
the diagram using one page
in their notebooks.
• They refer to their answers
in Activity 2 to name the
professions that made up each
My progress Think about your work in this unit. Copy and complete.
social class.
YES NO NOT SURE
• I can explain the political evolution of Spain during the 19th century. … … …
• I can identify some important people and events from the 19th
century in Spain. … … …
• I can describe the characteristics of life and art during the 19th
century in Spain. … … …

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My progress
• Students should be
encouraged to consider the
work they have done in the
unit, before copying and
completing the progress table
in their notebooks.
Extension
• In pairs, students design a poster from the
19th century to encourage people to use a
new invention: the railway train.
• Have them write a slogan that states the
advantages of this new means of transport.
• Create a display to share the posters.

23
 Final task
Learning goals You need
• To revise the key concepts, • a pencil and coloured
vocabulary and language Send a postcard from the past pencils
structures from Unit 3 • coloured card
The 19th century was a exciting period: • a black pen
new inventions and discoveries emerged, • a printer
changing people's lives.
Resources Imagine you live in Spain in the 19th century.
Write a postcard to a friend in another country.
Final task: Language support
Write about a new invention or discovery.
photocopiable (page 82)
1 Think about it.
• What new inventions and discoveries were
Send a postcard from the past there in this time?
• Which might have surprised people
• Books closed.
at the time?
Ask:
When were postcards invented? Steam trains might
Do you think that the invention of the have surprised people.
steam train improved the postal service?
Why? Vaccines were a
2 Make a decision. new invention!
• Read the text aloud. Check for
In a group, discuss why these discoveries
understanding.
or inventions might have affected people's
• Explain to the students that they lives. Vaccines helped people
become healthier.
must write a postcard imagining • Why was this discovery or invention
themselves living in the 19th significant?
century. • How did it change people's lives?

• Read the list of materials and be 3 Investigate.

sure that they are available for all • What were the main inventions of the
students. 19th century?
• What were the main scientific discoveries?
• Which inventors or scientists developed
them?
1  Think about it.
• Are these inventions or discoveries still
• In pairs, students answer used at present?
the questions using the
sentence stems.

54 fifty-four

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2  Make a decision. 3  Investigate.

• Pairs form groups of four • Groups divide up the research tasks: inventions,
in order to discuss their discoveries, people who developed them and their
answers to Activity 1. relevance today.
• Students answer the • Encourage groups to search for inventions and
questions in their groups. discoveries that have not appeared in the unit.
• Circulate and ensure they • Remind groups to answer all the questions
are communicating their and to take notes.
ideas effectively.
• Groups decide on the role/s of each group member.
24

4 Design your postcard.
• Which discovery or invention will you
explain to your friend? Who discovered
or invented it? Where were they from?
• How is this discovery or invention going to
change people's lives?
• How large will your postcard be? What
picture will you include?
• Plan what you will write on the left side
of the postcard. Space is limited!
Let's start writing
‘Dear…’
5 Prepare your postcard.
• Print the photo or draw the picture you
have selected. Stick it on the front of
the card.
• Write a short caption for the photo.
For example, the name of the discovery
or invention and the year.
• Draw a vertical line on the back of the
postcard, down the middle.
• Write your text on the left. Include a
greeting. Sign your name at the bottom.
• Write your friend's name and address
on the right of the line.
3
4  Design your postcard.
• Groups choose an invention
Presentation time! or discovery they would like to
explain in their postcard and
6 Present your postcard. give their reasons.
• Introduce yourselves.
• Groups plan their text. Remind
• Show the postcard.
them that the space for a
• Explain what it is about. message on a postcard is
• Give details about the invention limited.
or discovery.
• Answer your classmates' questions.
• Students make a draft
of the text.
• Thank your classmates for their
attention. • They select a suitable photo
or make a drawing.
We wrote this
We tell them
postcard to…
about…
5  Prepare your postcard.
• Read the instructions aloud.
• Draw an outline on the board
to clarify the position of the
message and caption.
• Encourage students to divide
up the tasks of drawing or
printing the picture and
7 Talk to other groups. preparing the postcard caption
• Which 19th century invention and message.
or discovery has the most influence
on our lives today?
• Do you like this discovery
or invention? Why? Why not?
• Have any of the 19th century
inventions led to new inventions?
• Why is research important?

fifty-five 55

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Presentation time!
6  Present your postcard.
• Read the points aloud.
• Groups decide on the role/s
of each group member.
• Allow time for note-taking
and for group members to
rehearse their parts.
• Encourage groups to listen
to each other and ask
questions.
• Ask groups to reflect on
their presentations and
identify what they might do
differently the next time.
7  Talk to other groups.
• Use the questions to help
students reflect on the
inventions and discoveries
that have been presented.
• Elicit recent discoveries
related to 19th-century
ones.

25
 Learning goals
• To review aspects of life
in the 19th century
Key language
4 Spain in the 20th and
21st centuries
Vocabulary How did steam machines change the world?
Industrial Revolution (factory, lower
class, steam machine, worker), past A
tense verbs (changed, lived, travelled,
worked)
Language structures
I can see ... in photo...
Photo ... shows...

Key concepts
The Industrial Revolution changed
the way people travelled, worked
and lived.
B C

You already know!

• Ask students what they can
remember about the 19th
century.

1 Observe  Look at the photos. Talk to

How did steam machines a partner.
change the world? a. What can you see in the photos? You already know!
b. Which photos show a change in the way people
• Elicit answers to the question at • In Spain, the Industrial Revolution
worked and lived? How?
the top of the page. took place in the 19th century.
c. Which photos show changes in how people It had a profound impact on the way
• Focus on the photos. Students travelled? How? people worked, travelled and lived.
guess which century the photos • At the end of the 19th century,
are from. I can see a factory in photo A. the lower classes started to demand
their rights.

56 fifty-six

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Observe Extension
1  Look at the photos. • In groups, students find photos
• Elicit a description of each photo of people and places in their
using question a. town or area in the 19th century.
• Pairs discuss questions b and c. • Together, groups create a 19th-
century collage and display it in
• To check, volunteers ask the whole
the classroom.
class these questions.

28
 Learning goals
• To identify political and social
conflicts during the reign of
Alfonso XIII

Key language
Vocabulary
conflicts (autonomy, battle, labour,
Who was the last king of the labour unions, nationalism, political,
protest, social, strikes, territory, war,
Restoration era?
wealth), past tense verbs (asked,
King Alfonso XII died in 1885 before his son Alfonso XIII controlled, lost, started, was/were)
was born. Queen María Cristina ruled the country as
regent for their son until he was 16. Alfonso XIII started to Language structures
rule in 1902. He was the last king of the Restoration era. During the reign of Alfonso XIII
Serious social and political conflicts marked the regency. El rey D. Alfonso XIII, László de Lombos
there were...
They continued throughout the reign of Alfonso XIII. At the beginning of the 20th century...
Moving pictures were first shown...
Conflicts during the reign of Alfonso XIII
Key concepts
During the reign of Alfonso XIII
there were many conflicts.
Strikes The war in Morocco Nationalism

Resources
Workers and miners At the beginning of the 20th Some groups in Cataluña
organised labour unions. century, Spain controlled and País Vasco started to Map: Physical map of Spain
There were strikes and territories in North Africa. demand autonomy.
violent street protests. War broke out in Morocco.
They asked for better In 1921, in the Battle of Annual,
labour conditions and a fair Spain lost many soldiers and LibroMedia/i-book
distribution of wealth. its territories in North Africa. Video
Play the video, first with subtitles
2 Copy this timeline. Complete it as you work on this unit. on, then without them.
Ask questions and discuss with
XX CENTURY XXI CENTURY the class.
1902 1923 1931 1975 1986 2014
Reign of Dictatorship of Second 1936-1939 End of the Francoist dictatorship. Spain joins the EU Reign of Felipe VI
Alfonso XII General Primo de Rivera Spanish Civil War Reign of Juan Carlos I
Republic

Final task
3 Think about it  Find out when moving pictures were first
shown. What were they about? Are they historical sources? Make sure the students know
Why? Why not? that at the end of the unit they
Final task will work in groups to interview a
943006_04_p59_h01_LT_sigloXX
Interview adult relatives
relative about the past.
about the past Ask them to think about the
questions they can ask and who
fifty-seven 57 they could interview.

ES0000000096737 942995_Unidad04_89657.indd 57 11/06/2019 11:00:11

Who was the last king of the

Restoration era? 2  Copy this timeline. Think about it
• Clarify what a timeline is. 3  Find out when moving
• Students predict the content from
• Ask the class to suggest pictures were first shown.
the question and describe what the
king is wearing: a uniform, medals, elements to put on the • Using the internet, the
etc. timeline. students do research
on moving pictures.
• Read the text aloud. • Students begin to
complete the timeline. • Check the answers as
• Show or elicit the locations of País a whole class.
Vasco and Cataluña on a map.

29
 Learning goals
• To learn about the events from What is a coup? Key wo
rd s
1923 to 1931 • ban
Parliament seemed incapable of solving the conflicts of the reign • coup
• To identify the consequences of Alfonso XIII.
of the dictatorship of Primo • dissolve
Some members of the armed forces believed that politicians were destroying
de Rivera • oppose
the country. In 1923, General Miguel Primo de Rivera led a coup. In a coup,
a person or a group overthrows a government using military force.
Key language
Vocabulary
General Primo de Rivera became a dictator.
past tense verbs (abolished, banned, He abolished the Constitution and dissolved
dissolved, limited, opposed, resigned), Parliament. He appointed men from the armed
political elements and events forces to help him rule. He banned political
(constitution, coup, dictator, freedom, parties and labour unions. He limited freedom
for citizens.
general election, military force,
parliament, political party, republic), During the dictatorship, many roads, railways and
other public works were built. Spain won the war
exile, labour union
with Morocco. However, the population opposed
Language structures the dictatorship and demanded more freedom.
The dictatorship of General Primo In 1930, Primo de Rivera lost support and
de Rivera... resigned.
The consequences of the General elections were held in 1931.
dictatorship were... General Primo de Rivera (left) and King Alfonso XIII (right) The political parties that supported a republic won
and Alfonso XIII went into exile.
Key concepts
In 1923, General Primo de Rivera led
a coup to overthrow the 1 91 09 20 2 A lAf lof no sn os oX IXI II I I
government. During his 1902 1909 1917 1921 1923 1930
1902 1909 1917 1921 1923 19301931
1931
dictatorship, freedom was limited. EndEnd
of the
Reign
Regency.
of the Regency.
of Alfonso
Reign XIII XIII
of Alfonso
Tragic Week
Tragic in Barcelona
Week in Barcelona General strike
General strike Disaster of Annual
Disaster of Annual Dictatorship
General
of of
Dictatorship
Primo
General de Rivera
Primo de Rivera
ExileExile
of of
Alfonso XIII XIII
Alfonso

Many people opposed his

restrictions.
1 Complete your timeline. Include the 3 Copy the sentences in your notebook.
events that happened between 1902 Classify them as constitutional monarchy
943006_04_p60_h01_LT_alfonso_XIII
943006_04_p60_h01_LT_alfonso_XIII
or dictatorship.
What is a coup? and 1931.
a. The head of state is a dictator.
• Focus on the question. Students 2 What happened to the following things
b. The head of state is a king or a queen.
predict the content. during the dictatorship of General Primo
de Rivera? What were the consequences? c. People vote for the members of
• Students describe the photo. Talk to a partner. parliament.
• Read the text aloud. a. the Constitution d. There are no political parties or labour
unions.
b. political parties and labour unions
• Clarify the meaning of the words
e. The freedom of citizens is limited.
in bold.
General Primo de Rivera f. It is based on a constitution.
Ask: abolished the Constitution.
Who was Miguel Primo de Rivera?
58 fifty-eight
What happened in 1931?

ES0000000096737 942995_Unidad04_89657.indd 58 11/06/2019 11:00:13

1  Complete your timeline. . 2  What happened to the following things

during the dictatorship of General
• Elicit events between 1902 and 1931.
Primo de Rivera?
• Students complete their timelines.
• Review the meaning of the terms in a and b.
Circulate to check.
• Pairs answer using the model.
3  Copy the sentences in your notebook.
• Elicit the differences between a
constitutional monarchy and a dictatorship.
• Students do the activity in their notebooks.
30

When did women first vote in Spain?
On 14th April 1931, the Second Spanish Republic
was proclaimed. Niceto Alcalá Zamora was
appointed president of the Republic.
In 1931, a new constitution was approved.
It established a democratic system.
It included:
• The right to vote for women.
• The separation of church and state.
• The creation of autonomous regions.
Statutes of Autonomy for Cataluña and
País Vasco were approved.
The Republican government tried to modernise
the country and carried out many reforms related
to areas such as land, education and labour.
However, these reforms were not accepted
by everyone and violent conflicts escalated
over time.
Lifestyle
The Republican government carried
out many educational reforms. Many
schools were built. For example, Misiones
Pedagógicas promoted culture in small
villages. Some of the greatest Spanish
writers at the time, such as Federico García
Lorca or Antonio Machado, participated
in this project.
• Have you read Lorca or Machado's poems?
ES0000000096737 942995_Unidad04_89657.indd 59
1  Copy and complete the sentences
about the Constitution of 1931 in your
notebook.
• Students complete the sentences.
2  What did the Constitution of 1931
include?
• Students complete their mind maps.
• In small groups, they compare their
work.
Learning goals
• To identify the changes in the
4 Constitution introduced by the
Second Spanish Republic
• To learn about the consequences
of the reforms that were made
History facts
In 1931, the Spanish Cortes (parliament) had
Key language
its first female deputies: Clara Campoamor, Vocabulary
Victoria Kent and Margarita Nelken. Second Spanish Republic
• What did these women defend? (autonomous regions, church,
democratic system, educational
reform, labour union, land, state)
Language structures
The Constitution included...
Women could...
Today, women can...
In the future...
Key concepts
The Second Republic government
tried to modernise the country. Not
1 Copy and complete the sentences about everyone accepted the reforms, so
the Constitution of 1931 in your notebook.
there were conflicts.
a. … got the right to vote.
b. … and state were separated.
c. … regions were created.
When did women first vote in
d. Cataluña and País Vasco got a…
Spain?
2 What did the Constitution of 1931 include? • Students predict the content from
Make a mind map in your notebook. the title.
3 Think about it  Read the questions and • Read the text aloud. Check for
talk to a partner. understanding.
a. What rights did women have during the
Ask:
Second Republic?
How did the government try to
b. What rights do women have today?
modernise the country?
c. How has the situation improved for
women? How will it improve in the
future?
History facts
Today, women can…
• Students describe the photo.
• Read the text aloud.
fifty-nine 59 Ask:
Where did the three women work?
What did they defend?
11/06/2019 11:00:14
Think about it
 Read the questions and talk
3
Lifestyle
to a partner.
• Students describe the photo.
• In pairs, students discuss
the questions. • Read the text aloud. Elicit titles
of poems students have read.
• Elicit opinions from the whole class.
31
 Learning goals
• To learn about the Spanish Civil
War and its consequences
Key language
Vocabulary
areas (Nationalist, Republican),
Spanish Civil War (bombing, fighting,
Guernica, troops)
Language structures
The Civil War started with...
I think a consequence of the Civil
War was...
Key concepts
During the Spanish Civil War
society became divided. This
caused conflict and economic
losses. Many people left the country.
What was the Spanish Civil War?
In 1936, General Francisco Franco led a coup
against the Republican government. This started
the Spanish Civil War, which lasted until 1939.
During the war, the Spanish population was
divided into two areas. Key words
• bombing
The Republican The Nationalist • civil war
area supported area supported
the Republic. General Franco.
1 Complete your timeline. Include the
events that happened between 1931
General Franco and his troops took full control
and 1939.
of Spain in 1939. The consequences of the Civil
War were very severe. There were bloody battles,
bombing and fighting in towns and villages. 2 Think about it  Why did the Civil
War start? What consequences do
you think the Civil War had?
Talk to a partner.

Resources The Civil War started with…

Map: Political map of Spain
Read about it!: A symbol of peace I think a consequence of
(page 47) Hundreds of thousands of people died or went the Civil War was…
into exile, there were huge economic losses and
society became divided.

What was the Spanish Civil War? 3 Think about it  What types
• Students predict the content of government did Spain have
History facts between 1902 and 1939? How were
from the title. they different? Make a mind map
The bombing of Guernica, in País Vasco,
• They describe what the people was devastating. The bombing inspired the in your notebook.
in the photo are doing. painting Guernica by Pablo Ruiz Picasso.
4 Use the internet to look for
• What are the colours of the painting?
• Read the text aloud. How do they make you feel?
information about Guernica.
Find out the meaning of these
figures.

History facts a. the woman holding a child

b. the bull
• Students describe the elements
c. the horse
in the painting.
d. the woman with the lamp
• Read the text aloud and answer
e. the woman kneeling
the questions.
• Show the town of Guernica 60 sixty
on a map.
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1  Complete your timeline. Think about it

• Revise events as a class. Students
complete their timelines.
Think about it
2  Why did the Civil War start?
• In pairs, students discuss the questions.
3  What types of government did
Spain have between 1902 and 1939?
• Students complete their mind maps
and compare in groups.
4  Use the internet to look for
information about Guernica.
• In pairs, students do research.

32
 What happened after the Civil War?
4 Learning goals
• To describe the events after
Key wo the Civil War and life during the
After the Civil War, General Franco established a dictatorship rd s
that continued for more than thirty years. This period, known as • censors
hip
dictatorship of General Franco
the Francoist dictatorship, lasted from 1939 to 1975. • dictato
rship Key language
As a result of establishing a dictatorship: • isolated
Vocabulary
• The Constitution was abolished. • revoke
dictatorship (censorship, constitution,
• General Franco had all the power. He became head of state, head exile, repression), past tense verbs
of the government, and commander-in-chief of the military.
(arrested, isolated, killed, revoked)
• Political parties and labour unions were banned.
Language structures
• Statutes of Autonomy were revoked.
One major change/consequence
• Censorship was established. Books, films, plays and anything else was...
that went against the ideas of Franco were banned.
Today this is...
Key concepts
Franco established a dictatorship.
History facts
The Constitution and many
The first years of the dictatorship were difficult. People who had
freedoms were abolished. This
supported the Republic faced harsh repression. Many were
arrested or killed. Others went into exile. caused great hardship for the
population. Spain became isolated.
Among the exiles there were many important intellectuals and
artists, such as Antonio Machado, María Zambrano, Francisco
Ayala, Juan Ramón Jiménez, Rafael Alberti, María Teresa León,
Maruja Mallo, Severo Ochoa, Luis Buñuel and Margarita Xirgu.
• What are these people known for?
What happened after the Civil
War?
• Read the text aloud.
During the dictatorship, Spain became isolated
internationally. Many countries broke off 1 Compare  Write three major changes Ask:
diplomatic and commercial relations. that happened when Franco took power. What changes took place during
This isolation and the destruction of Are these things different today?
infrastructure and industries during the war
the dictatorship?
caused an economic crisis. As a result, Why was Spain isolated?
2 Think about it  Make a list of the
the population became poor. People often
consequences of the Civil War. Classify
did not have food or other basic goods.
them into groups.

History facts
social political economic
• Read the text aloud. Use the
3 Listen and answer in your notebook. photo to clarify the words in bold.
a. Who is each speaker? Ask:
b. What job did each person have? Where are these women and children?
c. What happened to each one? What are they doing?
• Discuss the question as a class.
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Compare Think about it 3  Listen and answer in your Extension

1  Write three major 2  Make a list of the notebook. • In pairs, students choose
changes that consequences of the • Students listen and answer someone who was exiled
happened when Civil War. in their notebooks. and do research to find
Franco took power. out what happened to
• Students do the • To check, elicit answers from
• Discuss the changes activity. Volunteers him or her.
volunteers.
as a whole class. share their work. • Pairs present their
Full transcript, page 51, Track 7
information to the class.

33
 When did Spain become a member
Learning goals
of the United Nations?
• To identify when and how
the Spanish economy began From the 1950s onwards, Spain started to be more accepted
to improve internationally. In 1955, Spain was included as a member of the
United Nations. In the 1960s, the economy started to improve.
Key language
Vocabulary
economy (farming technologies, Huge modern factories were built in the Rural areas became scarcely populated.
main cities. Workers were needed, so many In contrast, the urban population grew.
modern factory, tourism, urban
people living in villages and small towns Big blocks of flats were built to provide
population), past tense verbs (built, migrated to the cities. homes on the outskirts of cities.
grew, migrated), United Nations
Language structures
... helped the economy to improve.
The two dictatorships were similar/
different because...

Key concepts
In the 20th century, many changes
helped the economy to improve.
Spain achieved more international
acceptance.
At the same time, tourists from all over Europe
started to spend their holidays in Spain. Tourist
services, such as hotels and restaurants,
developed on the coasts. Tourism became one
Resources of Spain's main economic activities.
Graphic organiser: The Francoist
dictatorship (pages 76-77)

1 Think about it  What factors helped
to improve the economy in the 1960s?
When did Spain become a Make a list in your notebook.
member of the United Nations?
2 Copy and complete the table.
• Students predict the content from
the question. Causes Consequences
Huge factories were built
• Read the text aloud. Use the in the main cities.
photos to clarify the meaning
of the words in bold. Foreign tourists began
to spend their holidays
in Spain.
3 Think about it  How do you think
the introduction of new farming
technologies contributed to the loss
of population in rural areas?
Talk to a partner.
I think that…
…
4 Compare  How were the dictatorships
… of Miguel Primo de Rivera and Francisco
Franco similar? How were they different?
In your notebook, draw a diagram.

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Think about it Think about it Compare

1  What factors helped to improve the economy 3  How do you think the 4  How were the dictatorships
in the 1960s? introduction of new of Miguel Primo de Rivera
• Elicit suggestions from the whole class farming technologies and Francisco Franco
as a review. contributed to the loss of similar?
population in rural areas? • Students draw a Venn
• Students complete their lists.
• In pairs, students discuss diagram or a table.
2  Copy and complete the table. the question using the
• Volunteers share their
• Students complete the activity using verbs model. The whole class
work: They were ...
in the past tense. shares ideas in a debate.
because...
34
 How did the dictatorship end?
4
Learning goals
In the 1970s, the standard of living improved. • To analyse the last years
There was work for everyone. A new middle of the Franco dictatorship
class developed. People could afford goods and
conveniences that they could not afford before. • To understand how Spain
became a democracy

Lifestyle Key language

Vocabulary
In the 1960s and early 1970s, people who afford, could, democracy, teleclub
could not afford to have a TV at home met Language structures
at community centres to watch television.
These centres were called teleclubs.
The events which marked the end
of the dictatorship were...
• What other electronic devices were not
common in Spain in the 1960s?
If we didn't have democracy…
Key concepts
The SEAT 600 became a symbol of prosperity in Spain.
People lived better towards the end
of the Francoist dictatorship. When
However, Spain was still not a democracy. he died, the dictatorship ended
The dictatorship controlled the population. and Spain became a democracy.
People who opposed the regime were arrested.
Labour unions and political parties were still
banned, but people met in secret. Students
protested asking for democracy.
How did the dictatorship end?
On 20th November 1975, General Franco died.
The dictatorship ended. It was the beginning of • Elicit the answer from the photo.
a new era in which democracy was established.
• Read the text aloud. Check
understanding.
1939
1939 -- 1975
1975 Francoist
Francoist dictatorship
dictatorship
Ask:
1936-1939
1936-1939
Civil
Civil War
War Spain
Spainbecomes
1955
1955
becomesaamember
member General
1975
1975
GeneralFranco
Franco
Why wasn't Spain a democracy
in the 1960s?
ofofthe
theUnited
UnitedNations
Nations died
died

What happened when General Franco

1 Complete your timeline. Include 4 Think about it  How do you think your life died?
the events that happened during would be different if Spain was not
943006_04_p65_h01_LT_franquismo
943006_04_p65_h01_LT_franquismo
the dictatorship. a democracy today? Talk to a partner.

2 In your notebook, describe the three If we didn't have Lifestyle

periods of the dictatorship. What event democracy…
• Read the text aloud. Clarify the
marked the end of the dictatorship?
meaning of teleclub.
3 Listen and write true or false in your People would… • Discuss the question as a class.
notebook.

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1  Complete your timeline.
• Elicit events orally to help students
complete their timelines.
2  In your notebook, describe the
three periods of the dictatorship.
• Briefly review the periods as a
whole class activity.
• Students complete the activity
in their notebooks.
3  Listen and write true or false in
your notebook.
• Students listen and answer.
• Play the track again if necessary.
• Check answers as a whole class.
Full transcript, page 51, Track 8
Think about it
4  How do you think your life
would be different if Spain
was not a democracy today?
• Pairs discuss the question.
• Ask volunteers to share
their ideas with the class.

35
 Learning goals What was the Transition?
• To learn about the Transition
After General Franco died, many changes took place.
Key language Juan Carlos I, grandson of Alfonso XIII, was crowned
Vocabulary king of Spain. He appointed Adolfo Suárez as the prime
minister.
Transition (constitution, democratic
country, election, referendum), A series of reforms were adopted so that Spain could once
again become a democratic country. This period is known
approve, hold, legalise, win
as the Transition.
Language structures
• Political parties and labour unions were legalised.
The headline refers to...
• People that were in exile returned to Spain.
The article is about...
The photo shows... • The first democratic elections since 1936 were held in 1977.

Key concepts
As a result of the reforms that took
place during the Transition, Spain
became a fully democratic country.
The Unión de Centro Democrático (UCD), the party led by
Adolfo Suárez won the elections.
After the 1977 elections, representatives of the major political
parties wrote a constitution which was approved by
parliament. People voted in favour of the Constitution
in a referendum. It was approved on 6th December 1978.

Resources Be a historian!
Be a historian!: Language support
How do we analyse a news article?
photocopiable (page 83) A new era starts in Spain
Read the headline
1 What is the headline? What ‘new era’
What was the Transition? does it refer to?

• Students predict the content from 2 What do you think the purpose of
the title and the photo. the article was? Why? King Juan Carlos I signs the Constitution.
To the right, Queen Sofía and Prince Felipe.

• Read the text aloud. Clarify the • to entertain

meaning of the words in bold. • to inform
• to persuade

Look at the photo Think about the text

Be a historian! 3 What does the photo show? 5 Is this article a historical source?
How do we analyse a news article? What event does it tell us about?
4 Who is the man signing a document?
• Students predict the content
Who are the woman and the child 6 In your notebook, write a different
from the question. next to him? title for this article.
Ask:
Who can you see in the photo?
What are they doing? 64 sixty-four

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Read the headline
1  What is the headline?
• Check that students understand
headline and can recognise its
features: large, bold letters.
• Pairs discuss the questions.
2  What do you think the purpose
of the article was?
• Volunteers respond, justifying their
36 answers.
Look at the photo
3  What does the photo show?
• Volunteers describe the photo.
4  Who is the man signing
a document?
• In pairs, students discuss
the question.
Think about the text
5  Is this article a historical source?
• Discuss the questions as a whole
class.
6  In your notebook, write a different
title for this article.
• Students write headlines and share
them with the class.
 Learning goals

Which document guarantees democracy?

4 • To identify what makes
the Constitution important
• To recognise the achievements
The Constitution of 1978 is the most important law in Spain. It establishes of Spanish prime ministers from
Spain as a democratic country with a parliamentary monarchy.
1977 to the present

The Constitution of 1978: Key language

• Guarantees the rights of citizens, such as equality Vocabulary
under the law and freedom of speech. democracy (equality, freedom of
• Grants the right to vote to all citizens over eighteen speech, vote of no confidence, rights
years of age. of citizens), crisis , ETA, euro, terrorist
• Recognises the organisation of Spanish territory attack
in autonomous communities and cities. Language structures
The Constitution guarantees...
Since 1978, several prime ministers have been in charge of the Spanish government. The Constitution is important
because...
1977:Adolfo
1977: AdolfoSuárez
Suárez 1982: Felipe González 2004: José Luis Rodríguez 2018: Pedro Sánchez The prime minister of Spain is...
Spainsuffered
Spain sufferedananeconomic
economic He tried to modernize
Zapatero
He became the prime On the ... in...
crisis. Terroristattacks
crisis.Terrorist attacksby
by the country. Spain joined Laws that extended the minister after a vote of no
ETAwere
ETA werefrequent.
frequent.For
Forthis
this the European Economic rights of citizens were confidence. He had the first Key concepts
reason,he
reason, heresigned.
resigned. Community (EEC) in 1986. passed. In 2008, the government with a majority
economic crisis caused of women. The Constitution of 1978 guarantees
unemployment to rise. the democratic rights of citizens in
Spain.
1975 Transition
1975 Transition 1982
1982 Governments of
Governments of the
the democracy
democracy

1981:Leopoldo
1981: LeopoldoCalvo
CalvoSotelo
Sotelo 1996: José María Aznar 2011: Mariano Rajoy 1 Use the internet Resources
Whileparliament
While parliamentwas was Economic stability was Very strict measures were to find out who Graphic organiser: Prime ministers
votingto
voting toelect
electhim,
him,aasmall
small achieved. The euro replaced taken to fight the serious the prime of Spain after the Transition (pages
groupof
group ofmilitary
militaryofficers
officers the peseta as the currency. economic crisis. minister is now.
ledby
led byLieutenant-Colonel
Lieutenant-Colonel 943006_04_p67_h01_LT_transicion_democracia
943006_04_p67_h01_LT_transicion_democracia
In 2014, King Juan Carlos I
78-79)
AntonioTejero
Antonio Tejeroattempted
attempted
abdicated. His son Felipe VI
coup.ItItdid
aacoup. didnot
nothave
have
became King of Spain.
support,so
support, sothe
thecoup
coupfailed.
failed.

Which document guarantees

democracy?
2 Make an index card about the Constitution 4 What happened in Spain on these dates? • Focus on the photo. Students
of 1978. Include the date, how it was Research and complete your timeline. predict the answer to the title
approved and the main rights a. 30th May 1982 question.
it guarantees.
b. 25th July 1992 • Read the text aloud. Clarify the
3 Think about it  Why is the Constitution c. 11th March 2004 meaning of the words in bold.
so important for citizens? Talk to a partner. d. 5th September 2010 1  Use the internet to find out who
the prime minister is now.
sixty-five 65 • Students do their research and
compare with other groups.
ES0000000096737 942995_Unidad04_89657.indd 65 11/06/2019 11:00:24

2  Make an index card about Think about it 4  What happened in Spain

the Constitution of 1978. on these dates?
3  Why is the Constitution so
• Students include the important for citizens? • Students research and
relevant information complete their timelines.
• In pairs, students discuss
on their index cards.
the question. • Circulate to offer guidance.
• Groups compare cards.
• Have a debate with the • Ask volunteers to share
class on their opinions. their findings.

37
 Learning goals
• To understand the rights of citizens
Which laws promote equal opportunities?
• To identify the challenges
for Spain in the future In recent decades, there have been great changes in Spanish society and lifestyles.
Many laws that extend the rights of citizens have been passed. At present,
Key language Spain has a similar lifestyle, as well as similar issues and challenges to the other
Vocabulary countries in the European Union.
challenges (affordable housing,
reducing pollution, unemployment, Lifestyle
work-life balance), equality
(disability, discrimination, divorce, Some of the challenges that Spain faces
marriage) in the near future are:
Language structures • How to reduce pollution in cities.
I think... • How to guarantee access to affordable
Women are protected from discrimination. housing for everyone.
I'd like to talk about...
We can meet these challenges by... • How to reduce the high level of
We can ... by.... unemployment among young people.
• How to achieve a good work-life balance.
Key concepts
How do you think we can meet them?
In recent decades many laws have
been passed to improve equality and
lifestyle in Spain. As a result, present-
Access to employment and training for people with
day Spain has a lifestyle and priorities disabilities is promoted.
similar to other EU countries. Mini Lab

Organise a forum about

the challenges for Spain
Resources A forum is a meeting where people discuss
and exchange ideas about a topic.
Mini Lab: Language support
photocopiable (page 84)  Prepare the forum
Divorce and marriage equality have been legalised.
1 Read the future challenges for Spain and
There are different types of families.
think about them. How do you think we
can successfully meet these challenges?
Which laws promote equal
2 Research the issues you want to discuss.
opportunities?
Include relevant data.
• Students predict the content from
the question.  Organise the forum
3 Listen to your partners and take notes.
• Read the text aloud. Use the Do they have a different point of view?
photos to clarify the words in bold. Many Spanish companies do business in a large number On which things do you agree? On which
of countries. There is greater access to the internet things do you disagree?
and international travel is easier. Both of these factors
have led to a multicultural, multilingual society.

Lifestyle
66 sixty-six
• Read the text aloud. Clarify the
meaning of the words in bold.
ES0000000096737 942995_Unidad04_89657.indd 66 11/06/2019 11:00:30

• Discuss the question as a whole

class. Mini Lab 2 Research the issues you want to discuss.
Organise a forum about the challenges • Provide models: One challenge is...
for Spain We can meet this challenge by...

Prepare the forum Organise the forum

1 Read the future challenges for Spain
and think about them.
• Students read the information
in the Lifestyle box and take notes.
3 Listen to your partners and take notes.
• Elicit ways to agree and disagree:
I (dis)agree with you because...
I think you're right.
I agree with that, but...

38
 What is Cubism?
4
Learning goals
Throughout the 20th and 21st centuries, important events have taken place • To understand how art has
in Spain. These are reflected in the art of the time. reflected important events
of the 20th and 21st centuries
Architects have created multi-shaped Sculptors Key language
buildings using materials such as metal have used iron,
and glass. steel, plastic Vocabulary
and recycled artists (architect, painter, sculptor),
materials movements (avant-garde, Cubism,
to create Surrealism/Surrealist), date of birth,
distorted
experimental, work
human forms
and abstract Language structures
sculptures. This artist was born in...
This photo shows...
Art in the 19th century is different
Museo Guggenheim in Bilbao, Frank Gehry Gran bailarina, Pablo Gargallo from ... art because...
Key concepts
Artists reflect events in their work.
After the invention of photography, rather than portraying reality, painters experimented with
Artists in the 20th and 21st century
shapes, textures and colours. These experimental movements are called avant-gardes.
experiment with shapes, textures,
colours and materials.

What is Cubism?
Pablo Ruiz Picasso invented a style Salvador Dalí was a surrealist. Joan Miró was a surrealist. He used • Students predict the content from
called Cubism. In this style, human He represented the world of dreams bright colours and geometrical
figures and objects are represented using light, colour and unique shapes to create a fantasy world the question.
by different geometrical shapes. drawings. similar to that of a child.
• Elicit descriptions of the photos.
Then check understanding of
content.
1 Make an index card about a Spanish artist 3 Choose one of these topics. Use the Ask:
from the 20th or 21st century. Include their internet to research and write a report
Who was Pablo Picasso?
date of birth, a description and a picture about it.
of one of their works. a. the Generation of '27 • Read the text aloud. Use the
b. Las Sinsombrero photos to clarify the meaning
2 Compare  Compare art in the 20th and
21st centuries. How is it different from the c. Spanish writers who won the Nobel Prize
of the words in bold.
19th century? Talk to a partner. for Literature

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1  Make an index card about a Compare

Spanish artist from the 20th
2  Compare art in the 20th 3  Choose one of these topics.
or 21st century.
and 21st centuries. • Put students who choose
• Students make their index
• In pairs, students discuss the same topic in pairs.
cards including photos
the question. • Pairs write their reports.
of their work of art.
• The whole class debate • To check, pairs share their
their opinions together. reports.

39
 Learning goals
• To review the key concepts
and vocabulary from Unit 4 Check your progress
Vocabulary 5 Label the pictures.
Vocabulary 1 Write a word for each definition. democracy multiculturalism
1  Write a word for each definition. a. Armed conflict fought between two
• Read the first definition groups of people from the same country. equal opportunities
and elicit the word. b. Event in which citizens vote for a list
of possible representatives in parliament.
• Students complete the A
c. Event in which a person or a group
activity in their notebooks. overthrows an existing government
2  Write a definition for by force.
‘censorship’. d. Event in which citizens vote to approve
or reject a particular measure or proposal.
• Elicit the meaning of each
word. 2 Write a definition for 'censorship'.
Use these words.
• Students write definitions using
B
phrases such as, … is a practice dictatorship ideas ban
that… It is often used by/in…
dictator books

Concepts Concepts
3  Copy and complete the table
3 Copy and complete the table in your
in your notebook. notebook.
C
• Read the phrases in the table
Democracy Dictatorship
aloud and clarify any queries.
Separation of
… …
• Students complete the activity. powers
Political parties
4  What is the difference between and labour unions
… …

these words? Citizens' rights … …

• Suggest that students look back Rulers … … Apply what you know
at the unit to check their ideas.
6 Who are these people? Write a sentence
• They write sentences in their 4 What is the difference between these about each in your notebook and order
notebooks. words? Write sentences in your notebook. them chronologically.
a. monarchy / republic a. Juan Carlos I
5  Label the pictures.
b. dictator / president b. Clara Campoamor
 sk:
A
c. democracy / dictatorship c. Francisco Franco
What are the people in each photo
d. censorship / freedom of speech d. Adolfo Suárez
doing?
e. coup / elections e. Pablo Ruiz Picasso
• Students complete the activity
in their notebooks. 68 sixty-eight
• Circulate to check.
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Apply what you know Extension

6  Who are these people? • In pairs, students choose a theme
• Students write a sentence about or a page from the unit.
each person. They put them in • They formulate three questions
chronological order. about the theme or page content.
• Groups compare their sentences • Pairs take turns asking their
and check the order. questions.

40
 4
7 Look at the painting and answer the questions in your notebook.
7 Look at the painting and
a. What is the title of the painting? answer the questions in your
Who painted it? notebook.
b. How can you tell it is a Cubist • Focus on the painting. Elicit
painting? the answers to question a.
c. What does the painting
represent? • Students complete the
d. What were the consequences
activity.
of the Civil War? • Circulate to check accuracy
and content.
Guernica, Pablo Ruiz Picasso

8 Copy and complete the diagram in your notebook.

8 Copy and complete the diagram

FRANCOIST DICTATORSHIP
in your notebook.
• As a whole class, students
brainstorm what they
1939 - 1955 1955 - 1970 1970 - 1975 remember about General
Franco's dictatorship.
• Students copy the diagram in
Politics: … Politics: … Politics: …
their notebooks and complete
it with the information
required.
Economy: … Economy: … Economy: …

My progress
My progress Think about your work in this unit. Copy and complete. Students should be encouraged
YES NO NOT SURE to consider the work they have done
• I can explain the political development of Spain during the 20th in the unit, before copying and
and 21st centuries. … … …
completing the progress table
• I can identify some important people and events from the 20th in their notebooks.
and 21st centuries in Spain. … … …
• I can describe the characteristics of life and art during the 20th
and 21st centuries in Spain. … … …

sixty-nine 69

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Extension
Students work in groups to find paintings
or sculptures which represent an important
event in the 20th and 21st centuries.
• Tell students to form groups of four.
• Ask them to find examples of paintings
or sculptures.
• Ask them to include information about
each point:
- who painted/created it and when
- what it represents.
• Circulate to provide guidance or correction.
• Groups present their paintings/sculptures
to their classmates.

41
 Final task
Learning goals
You need
• To revise the key concepts,
• family photos
vocabulary and language Interview adult relatives about the past • notebook and pencil
structures from Unit 4

We can learn about history by talking to adults

about the past. For example, we can ask our
Resources grandparents about games they played when they
Final task: Language support were children. They can tell us about the work
photocopiable (page 85) they did when they were younger. We can ask
how they felt about events at the time.
You are going to interview your grandparents
or other adult relatives to learn about the past.
Interview adult relatives
about the past
• Draw attention to the photo.
1 Think about it.
Ask: • Who is your oldest relative? How old are My grandmother was born in
Which person do you think knows they? Madrid in 1945. She voted
more about the past? • When and where were they born? in the referendum on
What could you ask them? • Which historical events happened when 6th December 1978.

• Read the text aloud. Check your relatives were young?

understanding of the task. • Did they witness any of them?
• Were they involved in any of them? My grandfather was born in
Ask:
What are you going to do? Ciudad de México in 1949. He saw
2 Make a decision. the Olympics in 1968.
Who are you going to interview?
In a group, choose a topic of recent history
you want to learn about. Discuss how each
of your relatives can help you to understand it.
• What do you want to know?
1  Think about it. • Who will you interview?
• In pairs, students answer • What do you want to know about their
the questions. life?

• Circulate to provide guidance.

We want to know what school
2  Make a decision. was like in the 1950s!
• In their groups, students
choose a topic. We will interview our
grandparents!
• Group members discuss
the questions.
• Have the whole class discuss
each group's decisions 70 seventy

together.
• Encourage students to
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respond using the sentence

models provided. Extension
• In pairs, students find out about an
event in Spain that happened in the
last 50 years.
Ask:
What was the event?
What happened?
• Pairs share their findings.

42

3 Write the interview.
• Write a list of the questions you will ask.
• Include questions about your relative's life
as a child and as a young adult.
• Ask what events occurred at these times.
4 Conduct the interview.
• Tell your relative what the interview is about.
• Find a convenient time and a quiet place.
• Ask your questions and write down
the answers.
• Find out if your relative has any photos
of those times. Ask if you can borrow them.
• Thank your relative for being so helpful.
5 Make a report.
• Translate and organise by themes the information from all
the interviews your group did.
• Make a report. Include the photos that you borrowed and any
that you found on the internet, in magazines or in newspapers.
Presentation time!
6 Present your report to your classmates.
• Introduce your group and say the topic
you researched.
• Talk about the relative each group
member interviewed. Give each
relative's date and place of birth.
• Explain what you have learnt from
the interviews.
• Answer your classmates' questions.
• Thank your classmates for their
attention.
ES0000000096737 942995_Unidad04_89657.indd 71
Presentation time!
6  Present your report to your
classmates.
• Coach groups by formulating
the instructions as questions:
What topic did you research?
• Suggest that groups do a
rehearsal presentation.
How old were you
when ... happened?
7 Think about the experience.
• How did you feel while interviewing
your relative?
• How did your relative feel? Were they
happy to share these memories with
you?
• Have you learnt anything about the
history of the 20th and 21st century
that was not in this unit?
• Why can we learn about history
by talking to adults about their past?
seventy-one 71
7  Think about the experience.
• Students think about each
question and take notes.
• Ask the whole class to give
feedback to compare
experiences.
4
3  Write the interview.
• Elicit or provide examples
of questions on the board:
When were you born?
Where did you live when you
were younger?
How old were you when...?
What do you remember about...?
What happened in...?
4  Conduct the interview.
• Students follow the
instructions to conduct
the interview.
• Remind them to take notes
to help them remember
the facts.
5  Make a report.
• Provide support for report
writing on the board: This
report is about...
... was born in...
When he was...
• Students complete their
reports.
• Circulate to offer guidance
and check accuracy.
11/06/2019 11:00:41
Extension
• Groups compare the similarities
and differences between their
lives now and those of their
relatives at the same age
in the past.
• Have a class debate to discuss the
comparisons and the reasons for
the similarities and differences.
43
 Learning goals Learning Lab game
• To revise the key concepts and
language from Units 3 and 4 Draw a Neoclassical
or Modernist building.
• To give students the opportunity
The other team has to
to evaluate their own learning Imagine you are time travellers! guess the style.
• To informally test knowledge
Unfortunately, your time machine is
acquired during the units broken. Complete challenges to get the
pieces you need to repair the time Which conflicts
Key language machine and come back to the present. did the reign of
Revision of vocabulary and Alfonso XIII face?
structures from Units 3 and 4
.
1  Get into teams of two

2  Flip a coin and move

(heads
is two
is one space and tails
spaces). Yo u can mo ve
Material forwards or backward
s.
pai nti ng, ans wer
• A coin Name the Make a list of
the question or do the Who was General the challenges for
• Coloured card or small classroom
challenge. Primo de Rivera? the future of Spain and
materials for counters and the think about a solution
pieces of the time machine All the members
Questions are of the team do the
for one of them.
• Coloured pencils or crayons and answered by one challenges together.
member of the team, Win a piece for the time
a sheet of paper or card to create taking turns. If you fail machine if you
the Learning Lab game to answer the do it correctly.
question, miss
a turn.
213

The winners are the group

Make a timeline of the
that collects all the pieces and
20th century in Spain.
reaches Finish first.

Who could vote

in the Second
Republic?

Start
How did
Contemporary
History begin?

72 seventy-two

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How did Contemporary History begin? Why did the Carlist Wars happen? (M.A.) Carlos de
Model answer (M.A.) Borbón thought he should be the king of Spain.
It began with the French Revolution in 1879. Which types of government did Spain have between
Name the painting. El 3 de mayo de 1808 en Madrid 1871 and 1902? monarchy and republic
Mime an invention from the 19th century. Make a visual thinking organiser about the social
Open answer (O.A.) classes of the 19th century. (O.A.)
Which rights did ‘la Pepa’ establish? What was the Industrial Revolution? (M.A.) It was a
(M.A.) the right to vote for men over 25, equality period of many economic and social changes.
under the law and freedom of speech People started working in factories and living in cities.

44
 Learning Lab game
• Students work in pairs.
• Each pair takes turns to flip the
coin and move one or two spaces.
Name two • Pairs can move forwards
authors from or backwards.
Why did the
the 19th century
and their
population • Members of the pair take turns
increase in the 19th to meet the challenges. If they
movements.
century?
answer incorrectly or fail to
answer, they miss a turn.
What was the
Industrial • Pairs win a piece for the time
Revolution? machine if they meet the
challenge successfully.
• The first team to collect all the
pieces and reach Finish wins.
• Make your own Learning Lab game!
Which rights are Pairs design a new game. They
Finish
Make a visual
granted by the write questions based on units 3
thinking organiser
Constitution
about the social classes and 4 and create challenges. They
Welcome back of 1978?
of the 19th century. swap games with other pairs
to the present!
and play their game.

Roleplay a Why did the population increase in

historical event Which the 19th century? (M.A.) It increased
from the 20th or the types of because the quality of life improved.
21st centuries. You win government did
the piece if the other Spain have Name two authors from the 19th
team guesses it between 1871 century and their movements. (M.A.)
correctly. and 1902? Benito Pérez Galdós - Realism, Pío
What were the Baroja - the Generation of '98
consequeneces of
the Civil War? Draw a Neoclassical or Modernist
Why did the
Carlist Wars building. (O.A.)
happen?
Which conflicts did the reign of
Alfonso XIII face? (M.A.) strikes, the
Make your own Learning Lab game! war in Morocco and nationalism
• Write questions about the topics Who was General Primo de Rivera?
Which rights did you learnt about in Units 3 and 4.
Mime an invention ‘la Pepa’ establish? (M.A.) a member of the armed
Make different challenges.
from the 19th century. forces who led a coup in 1923
Win the piece if the • Test your partners!
other team guesses it. Make a timeline of the 20th century
seventy-three 73 in Spain.(O.A.)

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Who could vote in the second Republic?
(M.A.) men and women
What were the consequences of the Civil War?
(M.A.) many people died or went into exile,
many became poor, the country was divided.
Roleplay a historical event from the 20th
or 21st century. (O.A.)
Which rights are granted by the Constitution of
1978? (M.A.) equality under the law, freedom
of speech, voting rights for people over 18
Name the painting. Guernica
Make a list of the challenges for the future of Spain
and think about a solution for one of them. (M.A.)
challenges: reduce pollution, guarantee affordable
housing for everyone, achieve a good work/life
balance, reduce unemployment. A solution:
reduce pollution by improving public transport
45
 Learning goals Read about it! Unit 3

• To learn about la Pepa, the

Spanish Constitution of 1812, from
a personal perspective
HISTORY MAGAZINE

Key language
Vocabulary
Diary 1814
la Pepa (constitution, equality,
freedom of the press, justice, liberty), A fter a long and dangerous journey,
I arrive in Cádiz to attend a secret
past tense verbs (approved, meeting. It is not my first time here; two
years ago, in 1812, I was part of a big
contained, introduced, involved,
celebration for the approval of the
lasted, signed, took place, was called), Constitution of Cádiz, the first Spanish
diary, motto, secret meeting constitution.
Language structures We call it la Pepa because it was
It was signed because… approved on 19th March, day of San
… were involved… José. We believed the Constitution
would help modernise Spain. The
It contained… Constitution recognised Fernando VII
as king, but it also included new ideas,
Key concepts such as making all men equal and
The Constitution of 1812 introduced protecting the freedom of the press.
A man walks by me in the street and
ideas of equality, liberty, justice and The Constitution only lasted two years whispers ‘Viva la Pepa’. It is our motto.
freedom of the press. It only lasted and now they arrest anyone who I follow him and promise myself to
supported it. never stop defending ideas like equality,
two years.
liberty and justice.

1 Read the text and decide if the sentences are true or false. Correct the false sentences and copy
Diary 1814 all the correct sentences in your notebook.
• Students read the title and a. The secret meeting took place in Cádiz.
predict the content. b. The Constituton was called la Pepa because it was approved on Saint John's Day.
• Elicit definitions of diary. c. La Pepa was introduced to make Spain a stricter country.

• Read the text aloud. Clarify the d. La Pepa lasted two years.
meaning of secret meeting and
2 Use the internet to find out more about the Constitution of Cádiz.
motto.
• Why was it signed?
Ask: • Who was involved?
Why is the meeting secret?
• What did it contain?
What is happening to supporters
of la Pepa?
Why do people use the motto ‘Viva la
Pepa’ as a greeting?
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1  Read the text and decide if the 2  Use the internet to find out more
sentences are true or false. about the Constitution of Cádiz.
• Read sentence a and ask students • Read the questions aloud.
to decide if it is true or false.
• In pairs, students do research
• Students correct any errors to answer the three questions.
in sentences b-d and copy them
• Volunteers share their answers to
in their notebooks.
each question.
• Volunteers read correct sentences
aloud.

46

A symbol of peace
I n July 1937, the International
Exposition dedicated to Art and
Technology in Modern Life was going
to be held in Paris, France. At this
time, Spain was immersed in Civil
War. In January of that year,
the government of the Spanish
Republic contacted the painter Pablo
Picasso, who lived in France. They
asked him to create a painting for
the exposition. His job was to show
the world the difficult situation Spain
was in. On 26th April, 1937,
1 Read the text and answer the questions in your notebook.
a. What event was held in Paris in 1937?
b. What was happening in Spain at that time?
c. What did the government of the Republic ask Picasso to do?
d. What made Picasso change his initial project?
e. What does Guernica stand for today?
2 Where can you see Guernica now? Use the internet to find out. Would you like to see it? Why?
Why not?
ES0000000096738 943006_Anexo02_87405.indd 111
1  Read the text and answer the
questions in your notebook.
• Read the questions aloud and clarify
any doubts.
• Provide sentence stems:
- The … was held…
- Spain was…
- They asked Picasso to…
- He changed his mind when...
- It is a symbol…
Unit 4
Learning goals
• To analyse the circumstances that
surrounded the creation of
HISTORY MAGAZINE
Picasso's Guernica
• To understand what the painting
symbolises
the Basque city of Guernica was
bombarded and completely
destroyed. Two days later, Picasso
Key language
saw the photos in the newspapers Vocabulary
and was deeply affected. Picasso past passive verbs (was affected, was
changed the focus of his painting for
bombarded, was destroyed, was
the exposition and in just over a month
he painted Guernica. Guernica exhibited, was held), past tense verbs
is a mural-size canvas that illustrates (asked, changed, contacted,
and denounces the horrors of war. dedicated), horror, symbol, violence
The painting was exhibited at
the exposition and from that point on, Language structures
it became a symbol against violence. ... was held in...
... immersed in...
They asked him to…
He changed the project because…
It stands for…
Key concepts
Works of art can express profound
beliefs, such as the desire for peace
or condemnation of violence.
A symbol of peace
• Focus on the painting. Ask the
students to identify the feelings
it conveys: terror, pain, destruction,
horror.
• Read the text aloud and clarify
any doubts.
Ask:
Have you seen this painting?
Who is Pablo Picasso?
What nationality was he?
one hundred and eleven 111
Where was he living in 1937?
11/06/2019 10:57:30
2  Where can you see Guernica now?
• Pairs use the internet to research
the question.
• Provide sentence stems:
- I would/would not like to see
the painting because…
• Volunteers share their reasons.
47
 KEY VOCABULARY

3 Spain in the 19th century

abdicate when a king or queen renounces their

position as head of state.
abolish to formally end a law or practice.
absolutism a type of monarchy where the king
controls all the powers of state.
aristocrat a person with a high social rank
and often a nobility title.
bourgeois a person belonging to an
economically comfortable middle class.
constitution the system of laws of a country
that establishes the citizen's rights and duties.
dictator a ruler who has total power in a
country, particularly if their power was
obtained by force.
governess a person, usually a woman,
employed by a family to teach their children.
Impressionism a style of painting developed
at the end of the 19th century. It tried to occupy to gain control of a place by military
capture the visual impression of the moment, conquest or settlement.
especially concerning light and colour in the regency a period in which a country is governed
paintings. by a regent because the monarch is unable
labour union an organisation of workers to rule.
formed to protect their rights and interests republic a country where power is held
and improve their working conditions. by representatives elected by the people
loom a machine used for making fabric. instead of by a monarch.
revolt an often violent action that attempts
to change the political system.
Romanticism an artistic and literary movement
that emphasized the expression of the
individual's feelings and emotions.
slum an area of a city where the inhabitants are
poor and the buildings are in a bad condition.
soirée an evening gathering, usually for cultural
activities such as music or theatre.
strike when workers protest and stop doing
their job for a period of time, usually to
improve their working conditions.
wage the salary of a worker.

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48
 Spain in the 20th and 21st centuries 4
avant-garde a series of artistic movements oppose to disagree with something and try
that took place at the beginning of the 20th to prevent it.
century, whose artworks were experimental peseta the currency Spain used before the euro.
and innovative.
ban to legally prohibit something.
bombing to drop bombs on a target.
censorship the prohibition of books, films,
plays, etc. or parts of them because they are
considered ideologically unacceptable.
civil war a war between groups of people from
the same country.
coup when a group suddenly takes control
of the government, often violently.
Cubism an artistic movement that used
geometrical shapes and represented objects
from different perspectives at the same
time.
referendum a vote where people decide if they
dictatorship a government ruled by a dictator.
agree or not with a certain question.
dissolve to officially end an institution.
resign to formally leave or give up on
headline the title of an article, often something.
in a newspaper.
revoke to officially cancel something, such as
isolate to be separated from others. laws or rights.
marriage equality when all couples have the Surrealism an artistic movement that
same legal right to marry, regardless of gender. combined objects, shapes and ideas in an
unusual way, such as in a dream.

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49