Social types

Beginning of the First World War - the Assassination of Franz Ferdinand in Sarajevo

Gavrillo Princip, Franz Ferdinand's murderer

WHAT HAPPENED 100 YEARS AGO?

100 years ago, on the 28th June 1914, the heir to the Austrian Empire, Franz Ferdinand, was murdered in Sarajevo, the capital of Bosnia, while he was visiting the city.

Franz Ferdinand

Bosnia was in the very south-east corner of the Austrian empire and some people there wanted to be independent from Austria and set up their own state which could run itself.

WHY DID THIS MURDER LEAD TO THE WW1?

Serbia was blamed by Austria for this murder. Serbia was near to Bosnia and it had encouraged the Black Hand Gang and given the gang weapons. Serbia hoped that both herself and Bosnia would unite to form a new Balkan state.

Austria decided that Serbia must be punished and planned to invade her. Serbia called on her old friend Russia to help her. Now the alliance/entente came in to play. One country from each was involved on opposite sides. The situation could only get worse.

Serbia would have been easy for Austria to crush but Russia was a different issue. She had a huge army and Austria would not have coped with a Austro-Russian war. Austria called on Germany for help. The German government agreed to this and their response provoked the French government.

However, unknown to anybody other than the German government, the German army had created a plan called the Schlieffen Plan. Schlieffen was a senior German army officer and he believed that the German army was superior to any army in Europe but that it could not fight a war on two fronts - France and Russia. 

However, he calculated that the vast Russian army would take 6 weeks to get itself organised - called mobilisation - and that in that time, the Germans could attack the French, beat them and then send their army across Europe to fight the Russians. The German High Command accepted this plan. But it had one problem. It relied on what the French or Russians did and the actions of one would provoke a German response and not the other way round. In other words, the Germans had to react to a situation as opposed to controlling it.

When France called up her army, Germany had no choice but to carry out the Schlieffen Plan. This plan involved an attack on France via Belgium.

Britain had given Belgium a guarantee in 1839 that if anybody attacked her, Britain would attack the attacker.

Therefore, within weeks of the murder at Sarajevo, five out of the six countries that had signed the two treaties were on the verge of war.

On August 4th, 1914, Germany invaded Belgium. Britain declared war on Germany. France and Russia supported Britain. Austria supported Germany. Only Italy did not get involved - yet.

Every country concerned was convinced that the war would last only from August to Christmas 1914 but it lasted until 1918 and millions of people died in what was later called the Great War.

adapted from  http://www.historylearningsite.co.uk/sarajevo_assassination_1914.htm 

Unit 9 - The First World War from Ana Arias Castro

OUR CLIL RESOURCES ABOUT WW1

READ MORE:

• Wikipedia
• History Learning Site
• History
• First World War
• Jetpunk Quizz about WW1

New presentation about Israel

Miguel Ángel Liz made this presentation about Israel for his English language class.

Israel from Ana Arias Castro

ESO-4 The French Revolution

Storming of the Bastille-picture from Wikipedia

These are the resources that you have for the unit about the French Revolution:

- unit 3

- presentation3

- glossary 3 

- additional text from Wikipedia 
- video: from Louis XVI to Napoleon
- video: song Revolution
- revision test

- audio1

- audio2

- audio3

- audio4

ESO-3 Political organisation resources

picture from Wikimedia Commons

These are the main resources we have for unit 3 about Political organisation:

- European Union Constitution

- The European Union timeline 

- Glossary

- Revision test

- Match these definitions

- Crosswords

- Gap-fill exercise

- audio1

- audio2

- audio3

- audio4

- audio5

- audio6

CLIL Social classes in Britain

The BBC website has published an interesting article about social classes in Britain. You can use the social class calculator in order to know which class you fit into. 

The article also tells us about how social classes have changed these last decades. The categories mentioned are related to economic, social and cultural factors.

These are the classes as mentioned in the article:

http://www.bbc.co.uk/news/magazine-22000973#gbcs-QuestionsView

• Elite: This is the most privileged class in Great Britain who have high levels of all three capitals. Their high amount of economic capital sets them apart from everyone else.
• Established Middle Class: Members of this class have high levels of all three capitals although not as high as the Elite. They are a gregarious and culturally engaged class.
• Technical Middle Class: This is a new, small class with high economic capital but seem less culturally engaged. They have relatively few social contacts and so are less socially engaged.
• New Affluent Workers: This class has medium levels of economic capital and higher levels of cultural and social capital. They are a young and active group.
• Emergent Service Workers: This new class has low economic capital but has high levels of 'emerging' cultural capital and high social capital. This group are young and often found in urban areas.
• Traditional Working Class: This class scores low on all forms of the three capitals although they are not the poorest group. The average age of this class is older than the others.
• Precariat: This is the most deprived class of all with low levels of economic, cultural and social capital. The everyday lives of members of this class are precarious.

CLIL ESO-3 The economy (unit 4)

Here you are the latest materials to help you revise unit 4. There is a crosswords with the key vocabulary, an exercise in which you have to match some words and definitions and an exercise in which you have to select the write answer or answers:

• crosswords
• matching exercise
• gap-fill exercise
• revision test

CLIL- Elections in the USA

Capitol - from Banco Imágenes ITE

Next Tuesday, the 6th of November it is election day in the USA. This is the basic information to understand the whole process:

Introduction

In the USA there are two main parties. Every president since 1852 has been either a Republican or a Democrat.

This is a "single-member district" system. The candidate who is elected is the one who gets the highest number of votes in their respective state. Then presidents are elected indirectly. The voters are really voting for electors in each state.

In all states, the candidate who wins a plurality, receives all of that state's electoral votes. All together there are 538 electors (in the "Electoral College"). It is very important to win in populous states and certain states are known to be the key to presidency. To win the presidential election, a candidate must earn an absolute majority at least 270 of the 538 electoral votes cast nationwide.

Candidates

Barack Obama (picture from Wikipedia)

Mitt Romney (picture from Wikipedia)

He/she must be a natural-born citizen of the United States, be at least 35 years of age, and have been a resident of the United States for 14 years.

Candidates in each party are usually chosen in primary elections within the year before the election. These can be closed and semiclosed (as in Arizona), open (as in Missouri) or blanket primaries (as in Louisiana).
The two candidates for this year's election are Barack Obama (Democrat) and Mitt Romney (Republican).

Length of term

The president is in office for 4 years and can be reelected only once so he/she can be in office for 8 years.

Voters

Anyone who is 18 years of age can vote. There is no national list of eligible voters, so a citizen must first qualify by becoming registered. Citizens register to vote in conjunction with the place they live so if they move to a new location, they typically have to register again.

How is the president elected?

Voters don't choose the president directly. They vote for electors who are members of a party.

Dates

The election day is on the Tuesday after the first Monday in November.  In December the 538 electors meet in each states’s capitol to formally elect the President.
The congress meets in joint session to count the electoral votes January 6 and the elected candidate will become president on the 20th of January.

Interesting links if you need more information:

• Elections in the USA
• List of USA presidents
• Declaration of Independence

Why study history

Have you ever thought that history is a boring, difficult subject?
If you still think it is so, just have a look at this video to know why you should change your mind.

ESL/EFL Carnival time

Carnival in Badajoz by Javier Trabadela-ITE

Hi everyone,

Carnival time has just started in Galicia and other places around the world. Sarah has explained about Mardi Gras in New Orleans, the USA and we have told her about Carnival in Spain, which we call Entroido. So, let's enjoy ourselves until Ash Wednesday.

If you want to learn more about Carnival, have a look at this presentations from our eTwinning project.

• Carnival in Spain
• Carnival in Lithuania
• Carnival in Spain, Canada and the USA-by Sarah Stahl

CLIL ESO-4 The French Revolution

Are you studying the French Revolution? Can't you remember all the details? Watch this video to revise the unit and... sing along if you want.

Department of history and geography

New Hot Potatoes revision units for ESO-4 history

Those of you who are going to study histoy as part of your Social Studies syllabus, will have the opportunity of testing your knowledge using the Hot Potatoes tests that have been uploaded at the Social Studies ESO-4 page in this blog.
Each test has been designed to cover the most important points in each of the units you will be studying this year. We hope they are useful and if you notice any mistakes or have any suggestions about them we'll be delighted to take them into account.
These are the tests:
- Unit 1 - The 18th century in Spain
- Unit 2 - The American Revolution
- Unit 3 - The French Revolution
- Unit 4 - The Directory
- Unit 5 - The Industrial Revolution
- Unit 6 - Imperialism and Nationalism
- Unit 7 - The Unification of Italy and Germany
- Unit 8 - Spain in the 19th century
- Unit 9 - The First World War
- Unit 10 - The Russian Revolution
- Unit 11 - The Booming Twenties

Department of history and geography-bilingual section

ESO-4 new unit for social studies-Fascism and nazism

There is a new version of the unit about fascism and nazism. New sections have been introduced and improved. 

However, bear in mind that there are no audio files about nazism in Italy. The audio files cover the part about fascism in Germany. We hope you like this new version.
Here you are:

• the unit for the student
• the presentation
• and the glossary

Map competition

These are the maps that were given in for the Bilingual Sections map competition. You can vote for the best map taking into account the following criteria:

• layout
• texts in English
• geographical and historial accuracy

If you are studying at CPI Tino Grandío tell Maite or Ana which is your favourite. If you are not studying in our school, write a comment at the bottom stating which map is your favourite.These are the maps:

MAP 1 by Elena Fernández (ESO-3)

MAP 2 by Edgar Ares (ESO-3)

MAP 3 by Alba Martínez (ESO-3)

MAP 4 (Second Carlist War) by Victoria González (ESO-4)

MAP 5 (Second Carlist War) by Laura López (ESO-4)

MAP 6 by Aine Rodríguez (ESO-3)

MAP 7 (Independence of American Countries) by Alba García (ESO-4)

MAP 8 (Unification of Italy) by Alba Rodríguez (ESO-4)

MAP 9 (Europe under Nappoleon) by Ángel Pérez

MAP 10 Out of the competition

MAP 11(Africa in 1914) by Lucas Lombardía

MAP 12 (Europe in 1830) by Adrián Balsa

MAP 13 (Independence of American States) by Sofía Díaz

MAP 14 -Out of the competition

ETwinning project - festivities in Poland

Today we have watched the Polish presentations in class. They are all different and incredible. We cannot do anything but praise them both for their layout and their content. We have learnt a lot about Poland, how similar and how different we are:

• The 1st of May is a holiday here but not many people celebrate it. For most people (unless you're involved in politics) it's just a holiday before the final exams. So it's great for studying a bit. Besides ,the weather is usually good and some years you can already go to the beach. We don't feel identified with the marches and demonstrations. This presentations let us realise that most of us don't really think of it a "workers' day".
• Teachers' Day was my favourite because I'm a teacher. I cannot imagine having a day for being proud of being a teacher, and even less for students giving me a present. My students even laughed at the idea. I told them that I might move to Poland. Definitely my favourite.
• Independence Day. For my students it sounded like the title of a film. We were all surprised to see that yours is such a young country, because Spain was a Roman province and has been a country since the Middle Ages. Many of the students didn't really like the historical part as they don't know much about European history. However, the presentation was very good.
• Women's Day. We also celebrate here as it's an international festivity but nobody knew the exact date. Sometimes we show a film or mention it in class but it isn't as important as it seems to be for Poles. Another reason to move to Poland!!
• New Year's Eve shows a festivity which is very similar in Spain. We don't go to bed that night (we sleep the next morning or afternoon) and eat twelve grapes at midnight but the rest is very similar.  In some cities they also have fireworks, but not here. The presentation was very good.
• The Patron Saint of your school was funny as we don't have patron saints in schools as religion is no longer connected with official society. Villages have patron saints but schools are named after writers or painters (such as ours, Tino Grandío). Besides your patron saint's name is unreadable for us.
• World War II is much more serious and historically interesting. Our history teacher said she might use it in class in June (when ESO-4 students are going to study this historical period). We didn't suffer the war as Spain had just left its own Civil War but we know how much your country suffered at that time. In fact, some Spanish republicans joined the French resistance and died in concentration camps in Poland. Most of our students didn't know about that.

As you can see we worked a lot and probably some of the students in our school will write their own comments in the next few days at the Twinspace. It was also interesting to see that their pen pals were the authors of these presentations.
Congratulations to our Polish partners!

Map competition for students in the Bilingual Section

The English and Social Studies departments have started a competition to draw geographical and historical maps in English. Those who want to take part have to draw an A4 map depicting one historical fact, a country or continent. All the names should be written in English so that they can be used in class. Any student from CPI Tino Grandío is invited to have a try.

Any technique is possible, even the combination of traditional ones and digital retouch but the work should be original.

Ask your teacher for further details and remember to give in your drawings by the 15th of April.

New units for Social Studies

The first 9 units for Social Studies ESO-4 have been already finished by the teachers in Seminario Permanente. All of them, together with a glossary with the most difficult vocabulary and a presentation, have been uploaded at the school's Aula Virtual. You can also download them from this blog. You'll find them at the Social Studies ESO-4 page. If you want to read a bit more about each of the units you can also read or download the text from Wikipedia. To make things easier you have a link to a pdf text from Wikipedia for each of the units. Of course, there are many other interesting pages and you can find some recommeneded books and websites at the end of each unit.

As these units are being used this year for the first time, we'd be grateful if you pointed out any mistakes that you may find so that they can be improved.