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Hello guys, good morning.

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So today we are going to correct the activities of the introduction of this part of the unit.

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We are going to correct exercises 1 and 2.

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We are going to read also the introduction, the text.

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And in class we will start the unit.

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So let's go.

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The unit is called Modern Spain, the 19th century.

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So, we live in the modern age, a period which started in 1789 with the French Revolution and continues to the present day.

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So, if you go to the timeline, here you have the French Revolution.

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This is the beginning of the modern age, La Edad Moderna, which started in 1789.

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During the 19th century there were important political changes, as people demanded more rights and freedoms in many European countries.

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So in the countries in Europe the people wanted more rights, querían más derechos. Rights mean derechos.

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For example, they wanted to vote, they wanted education, but they didn't have it, they couldn't vote or they didn't have a good education.

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So they wanted more rights and freedoms. There were also wars, for example the

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Spain's war of independence against the French that we will study in this unit.

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There were wars, guerras, and there were also many important inventions, for

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example the steam engine. The steam engine, I'm going to show you a picture, is this.

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okay here because of these technological advances products were made in factories

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instead of by hand for example the clothes instead of making the clothes by

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hand a mano they made the products of the and los productos they made the

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products in factories in industries then many people moved from the countryside

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to work in new factories and industries in the city, so the people who were

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living in the countryside, en el campo, they moved to the big cities where the

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industries and factories were. And also transport and communications changed

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with the expansion of railways and the invention of the telephone, so these are

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also inventions, the telephone, the railways. And finally education improved,

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although it was still limited to the upper classes so the education was

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better in that time but only the rich people could have that education only

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the upper classes had education the poor people didn't have

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education or couldn't have education if we read here the time fact during the

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19th century Europe's population doubled, increasing from 200 to 400

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million people. This was mainly because of advances in hygiene and medicine. So

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the population increased, it doubled, se duplicó la población, because of

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the advances in hygiene and medicine. The people didn't die if they

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had an illness because there were medicines, so they took the medicine and

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they could survive longer so this is the introduction now we are going to correct

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the exercises let's go to number one you can correct it in your notebook let's

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see it's pretty small now read the text on page five and look at the photos we

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have already read it so we are going to do it straight away write sentences in

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your notebook to show which aspect of the 19th century each photo represents.

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So if we take a look at picture A, it represents war, it represents transport.

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What do you think? It is political change. There is a change in politics, un cambio

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político, that we will study in this unit. Then picture letter B, it's education.

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There are people who are studying. I can see a blackboard, students. Then, picture C. I see people fighting with knives and weapons. So, it's war. It represents war. Guerra.

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Now, picture D. I can see people who are working, I can see products here, they are making products, so it's industry. Remember that the industries were in the big cities, and many people from the countryside moved to the cities to work in the industries.

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And finally, the last picture is transport, the steam engine, right? It was an invention at that time.

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Okay, so A. Political change, B. Education, C. War, D. Industry, E. Transport.

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Great, so let's go to number two. Oh no, here B. Name two technological changes and two social

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changes that took place in the 19th century, so you can take the examples of the text. For example,

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So, here we have technological changes, the steam engine and the telephone, the railways, the factories, the industries, everything is technological, cambios tecnológicos and tecnología, inventions.

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And two social changes, cambios sociales and the people, ok?

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So, for example, the movement of people from the countryside to the cities, the demand for more rights, remember that people wanted more rights, más derechos and freedoms, libertad, and the improvement in education only for some people, remember, the upper classes, las clases altas.

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There was an improvement in education, una mejora en la educación, en la calidad de la enseñanza, the quality of education.

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So, this would be the exercise. Let's correct number 2. This was a listening. Oh, it's very

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small again. Now, let's listen. 2. Listen and write the year. A. Napoleon Bonaparte became

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Emperor of France in 1804? 1804. You only have to write the number, the year. 1804.

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B. Napoleon signed the Treaty of Fontainebleau with Spain three years later, in 1807. Three

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years later 1807. C. Then in 1812 the constitution of Cadiz was approved. Okay

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1812. D. Isabel the second became queen when her father died in 1833. 1833 Isabel

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the second became Queen this we will study this in class okay don't worry if

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you don't know what the Treaty of Fontenoblo is because we haven't

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studied yet so we will study in class it's just it's just an introduction

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Spanish First Republic began in 1873 1873 the first Republic and finally it

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didn't last very long in 1874 the monarchy was restored and Alfonso the

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twelfth became king 1874 he became king okay so this is exercise 2 on exercise

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3 I asked you to copy the timeline and include the years and events from this

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activity so if you have a mistake in this activity you have to correct it in

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this exercise and also in exercise three you had you have to copy the timeline

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and include these years okay for example the constitution of caddy here in the

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timeline and you write the year and constitution of caddy so you remember to

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correct the exercise in this exercise in exercise two and also in the timeline

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okay guys so that's it in class we will start the unit thank you bye bye