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The Enlightenment
I.- See the following image and identify some characteristics you can see.

Write three things that you see, write two things that you think of when you see the picture and
write one thing that you wonder when you see this image.

See Think Wonder

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Enlist 10 different keywords you can come up with when looking at the image:
Individually:

1.-
2.-
3.-
4.-
5.-
6.-
7.-
8.-
9.-
10.-

Share with your friends and identify if you have similar or different words. Now see the picture
once more and write 10 more words:
After sharing with classmates:

1.-
2.-
3.-
4.-
5.-
6.-
7.-
8.-
9.-
10.-

According to what you saw in the picture and using your identified words, write a definition of
what the Enlightenment is.

Example: The feudal system was a political, social and economic model where people lived
from the land and a hierarchy was established.

Your definition:

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II.- Read the following text and highlight all the words you don’t know, search for the translation
and write them down in the margin.

Chapter IV: Of Slavery

Locke, J. (1690).Of Slavery. In The Second Treatise of Government.

The natural liberty of man is to be free from any superior power on earth, and not to be under
the will or legislative authority of man, but to have only the law of Nature for his rule [...] A liberty
to follow my own will in all things where that rule prescribes not, not to be subject to the
inconstant, uncertain, unknown, arbitrary will of another man, as freedom of nature is to be
under no other restraint but the law of Nature. [...] This freedom from absolute, arbitrary power is
so necessary to, and closely joined with, a man's preservation, that he cannot part with it but by
what forfeits his preservation and life together. . .

Now, chunk down the text, this means that you have to write a brief summary using your own
words.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

According to what you already know and understand about the Enlightenment, formulate a
question that any classmate could answer.

Example: Why was freedom so important for the Enlightenment thinkers?

Your question:

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Complete the following source analysis.

OPCVL Worksheet

The source is a ______________ written by ________________ in the year _____ which is why

is considered to be a _____________________. This source is relevant for historians studying

___________________ because_________________________________________________

___________________________________________________________________________.

The value of the origin is ________________________________________________________

indicating that ________________________________________________________________.

The value of the purpose is ______________________________________________________

indicating that ________________________________________________________________.

The value of the content is ______________________________________________________

indicating that ________________________________________________________________.

The limitation of the origin is _____________________________________________________

indicating that ________________________________________________________________.

The limitation of the purpose is ___________________________________________________

indicating that ________________________________________________________________.

The limitation of the content is ____________________________________________________

indicating that ________________________________________________________________.

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Industrial Revolution

I.- See the following image and identify some characteristics you can see and share with the
class. (TK)

Connect the columns with lines, link the word to the correct definition and the correspondent
image.

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II.- Read the text provided by the teacher and complete the following table. (RS)

Invention Description Why was it relevant?

Measuring
Longitude

Steam Engines

Textiles

Mechanical
Printing

Steam
Powered
Transportation

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According to what you researched in the table and using the text, write a 150 cause and effect
text were you explain how one of the inventions changed production during the Industrial
revolution. (CS)

Connectors Due to, is the result of, because, stem from, hence, owing to, for this reason

Structure Topic sentence

Explanation on how it changed production
Closing sentence

Write your text here:

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III.- Choose one character from the ones that the teacher presents and create a storyboard
telling the story of that person that lived through the Industrial Revolution.
● Identify the gender, age, social class, and profession of your character.
● Research and include 10 facts about life during the Industrial Revolution for your
character.
● Draw and color 5 images about life during the Industrial Revolution.

1. 2. 3.

4. 5. 6.

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Date:

French Revolution

I.- Research the meaning of the following words:

Lexis Meaning

Revolution:

Peasant:

Power:

Mob rule:

II. Now watch the following video until minute 3:00 and answer the questions:
1. Enlist three causes for the “profound intellectual and cultural shift” that Europe had by
the end of the 18th century.

2. Enlist the Estates that ruled France and who belonged to each one.

3. What did the 1st and 2nd Estates had in common?

4. Mention two disadvantages that the 3rd Estate faced.

5. Why did the General Estates Meeting can be considered to be unsuccessful?

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Now read the following text and answer the questions:

Long-term Causes of the American War of Independence

Raj, A; Kumar, S. (2020) Causes of the American War of Independence. Magadh Mahila
College.
The American Revolution, culminating in the American war of Independence, was a
momentous happening in the world history as it marked the first successful struggle for freedom
and liberty in modern history. The ideas and ideals born out of the War of Independence
influenced not only the French Revolution of 1789 and the English Liberal Radical Movement of
the 19th century, but almost all the subsequent struggles for freedom and liberty.
The means of transport and communication were so much primitive in those days that
there was very little contact between England and the colonies, and the British government
failed to exercise any effective control over the colonies. The system of government of the
colonies also facilitated the feeling of hostility between the mother-country and the colonies.
Colonies were governed by Governors, Captains and Colonels, all nominated by the British
government. The colonies detested the economic exploitation involved in the old colonial
system which was based on the principle that "the colonies existed for the mother country". The
trade and industries of the colonies were regulated in the interests of the mother country. The
Navigation and Trade Acts passed by the British Parliament, put many restrictions on the trade
and industry of the colonies.
The American War of Independence started in 1776 but its background was being
prepared since a long past. Composition of the American colonies, lack of transport and
communication, system of colonial government and above all, the economic colonialism
constitute the fundamental causes for the Revolution.

1. According to the 1st paragraph, why the American Revolution is relevant in the world
history?

2. According to the 2nd paragraph, what does the word primitive means? How did this type
of communication contributed to not having an effective control of the colonies?

3. According to the 2nd paragraph, what does the word hostility means? Why did the
hostility existed between England and the colonies?

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4. According to the 3rd paragraph, enlist the three main causes of the American
Revolution.

5. When the writer says “The ideas and ideals born out of the War of Independence
influenced not only the French Revolution of 1789 but almost all the subsequent
struggles for freedom and liberty” what does that means?

III. After watching the videos, identify five characteristics for each event and fill the following
charts:

Category Describe the similarities according to the following categories

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Using the information above, write a 150 compare and contrast paragraph were you explain one
similarity and one difference between the American Revolution and the French Revolution.

Connectors Comparison: Similarly, like, in the same way, as well as, just as
Contrast: But, however, on the other hand, unlike, otherwise

Structure Topic sentence

Description of one similarity and one difference
Closing sentence

Write your text here:

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Napoleonic expansion

I.- See the following map and write two ideas you can get from the picture and two questions
you still have:

Idea 1:

Idea 2:

Question 1:

Question 2:

II.- According to the video, correlate the two columns according to the event and its correct
description.

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Organize the following events in a timeline according to the video.

Napoleon rise to power Beheaded of royalty

Reign of terror Napoleon’s defeat Napoleonic wars

|-------------------------------------------------------------------------------------------------------------------------------------|

Using your timeline and definitions above, write a cause and effect sentence that explains the
change from one event to the next. Use one of the following connectors:
Because of this As a result of Hence Consequently

Therefore Thereby Due to Thus

Example: The beheading of the royalty empowered the revolutionary government, for this
reason the Reign of Terror started in France.

Your sentence:

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The Congress of Vienna

I.- Write three things you remember from the previous class. After writing them, share with your
classmates and recover three different ideas from what they have written.
Give one Take one

II.- Read the following text and answer the questions. Highlight all the words you don’t know,
search for the translation and write it down in the margin.

Power and Authority

Metternich’s Plan For Europe
What was the Congress of Vienna? In 1814, leaders of many nations met to draw up a peace
plan for Europe. This series of meetings was called the Congress of Vienna. The most important
person at the Congress of Vienna was the foreign minister of Austria, Klemens von Metternich.
He developed the peace conditions that were finally accepted. Metternich had three goals at the
congress.
First, he wanted the countries around France to be stronger. This would make sure that
the French could not attack another country again. Second, he wanted a balance of power in
which no one nation was strong enough to threaten other nations. Third, he wanted legitimacy.
This meant restoring monarchs to the thrones they had had before Napoleon’s conquests.
The other leaders agreed with Metternich’s ideas. Metternich achieved his first goal
when the congress strengthened the small nations that surrounded France. Meanwhile, France
was not punished too severely. It remained independent and was allowed to keep some
overseas possessions. This helped achieve Metternich’s second goal to create a balance of
power.
The congress also worked to fulfill Metternich’s third goal. Many rulers were returned to
power in states throughout Europe, including France. The Congress of Vienna created very
successful peace agreements. None of the great powers fought against one another for 40
years. Some did not fight in a war for the rest of the century.

Political Changes Beyond Vienna

How did European leaders respond to the effects of the French Revolution? Many European
rulers were nervous about the effects of the French Revolution. In 1815, Czar Alexander of

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Russia, Emperor Francis I of Austria, and King Frederick William III of Prussia formed the Holy
Alliance. Other alliances created by Metternich were called the Concert of Europe. The idea of
these alliances was for nations to help one another if revolution came. Across Europe,
conservatives held control of European governments.
Conservatives were people who opposed the ideals of the French Revolution. They also
usually supported the rights and powers of royalty. They did not encourage individual liberties.
They did not want any calls for equal rights. But many other people still believed in the ideals of
the French Revolution. They thought that all people should be equal and share in power. Later
they would again fight for these rights. People in the Americas also felt the desire for freedom.
Spanish colonies in the Americas revolted against the restored Spanish king.
Many colonies won independence from Spain. National feeling grew in Europe, too.
Soon, people in areas such as Italy, Germany, and Greece would rebel and form new nations.
The French Revolution had changed the politics of Europe and beyond.

● What three goals did Metternich have?

● What happened to ideas about freedom and independence after the French Revolution?

III.- Chunk down the text, this means that you have to write a brief summary using your own
words.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

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Date:
IV.- See the map very carefully and answer the following questions.

1.- What parts of Napoleon’s French Empire did France lose as a result of the Congress of
Vienna?

2.- In what sense did the territorial changes of 1815 reflect a restoration of order and balance?

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V. After reading the text, complete the next chart by identifying the four main causes in the lines outside the fish diagram and two sub
causes for each one of the main you already identified and write them in the inside of the diagram.
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Imperialism And The Partition of Africa

II. Answer these questions with the text below. Then continue to complete the following activities.

1. By reading the title of the text, what do you think the text will be about?

2. How would you explain the concept of Imperialism? Write 3 keywords in your definition:

New Imperialism
From the late 1800s through the early 1900s, Western Europe pursued a policy of imperialism that
became known as New Imperialism. This New Imperialist Age gained its impetus from economic,
military, political, humanitarian, and religious reasons, as well as from the development and
acceptance of a new theory—Social Darwinism— and advances in technology.
Economic Reasons: By 1870, it became necessary for European industrialized nations to
expand their markets globally in order to sell products that they could not sell domestically on the
continent. Businessmen and bankers had excess capital to invest, and foreign investments offered the
incentive of greater profits, despite the risks. The need for cheap labor and a steady supply of raw
materials, such as oil, rubber, and manganese for steel, required that the industrial nations maintain
firm control over these unexplored areas. Only by directly controlling these regions, which meant
setting up colonies under their direct control, could the industrial economy work effectively—or so the
imperialists thought. The economic gains of the new imperialism were limited, however, because the
new colonies were too poor to spend money on European goods.
Military and Political Reasons: Leading European nations also felt that colonies were crucial to
military power, national security, and nationalism. Military leaders claimed that a strong navy was
necessary in order to become a great power. Thus, naval vessels needed military bases around the
world to take on coal and supplies. Islands or harbors were seized to satisfy these needs. Colonies
guaranteed the growing European navies safe harbors and coaling stations, which they needed in
time of war. National security was an important reason for Great Britain’s decision to occupy Egypt.
Protecting the Suez Canal was vital for the British Empire. The Suez Canal, which formally opened in
1869, shortened the sea route from Europe to South Africa and East Asia. To Britain, the canal was a
lifeline to India, the jewel of its empire. Many people were also convinced that the possession of
colonies was an indication of a nation’s greatness; colonies were status symbols. According to
nineteenth-century German historian, Heinrich von Treitschke, all great nations should want to
conquer barbarian nations.
Humanitarian and Religious Goals: Many Westerners believed that Europe should civilize
their little brothers beyond the seas. According to this view, non-whites would received the blessings
of Western civilization, including medicine, law, and Christianity. Rudyard Kipling (1865–1936) in his

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famous poem, “The White Man’s Burden” expressed this mission in the 1890s when he prodded
Europeans to take up “their moral obligation” to civilize the uncivilized. He encouraged them to “Send
forth the best ye breed to serve your captives’ need.” Missionaries supported colonization, believing
that European control would help them spread Christianity, the true religion, in Asia and Africa.
Social Darwinism: In 1859, Charles Darwin (1809–1882) published On the Origin of Species.
Darwin claimed that all life had evolved into the present state over millions of years. To explain the
long slow process of evolution, Darwin put forth the theory of natural selection. Natural forces selected
those with physical traits best adapted to their environment. Darwin never promoted any social ideas.
The process of natural selection came to be known as survival of the fittest. The Englishman Herbert
Spencer (1820–1903) was the first to apply “survival of the fittest” to human societies and nations.
Social Darwinism fostered imperialistic expansion by proposing that some people were more fit
(advanced) than others. The Europeans believed that they, as the white race, were dominant and that
it was only natural for them to conquer the “inferior” people as nature’s way of improving mankind.
Thus, the conquest of inferior people was just, and the destruction of the weaker races was nature’s
natural law. The Age of Imperialism (1870–1914)
Western Technology: Superior technology and improved medical knowledge helped to foster
imperialism. Quinine enabled Europeans to survive tropical diseases and venture into the
mosquito-infested interiors of Africa and Asia. The combination of the steamboat and the telegraph
enabled the Western powers to increase their mobility and to quickly respond to any situations that
threatened their dominance. The rapid-fire machine gun also gave them a military advantage and was
helpful in convincing Africans and Asians to accept Western control.

3. What does the word impetus from paragraph 1 means?

4. What does the word domestically from paragraph 2 means?

5. What does the words vessels and navies from paragraph 3 means?

6. What does the word Westerners from paragraph 4 means?

7. What does the word quinine from paragraph 6 means?

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III.- Color each region of Africa according to the colonizer country by following the number in the
regions of the continent.

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IV.- Now using

The Scramble for Africa

Otto von Bismarck (1815–1898), Chancellor of Germany, and Jules Ferry (1832–1893),
Premier of France and considered the builder of the modern French Empire, organized an
international conference in Berlin to lay down the basic rules for colonizing Africa. The Berlin
Conference (1884–1885) established the principle that European occupation of African territory
had to be based on effective occupation that was recognized by other states, and that no single
European power could claim Africa. The Berlin Conference led to the “Scramble for Africa.”
Between 1878 and 1914, European powers divided up the entire African continent except for
the independent countries of Ethiopia and Liberia. Liberia was settled by free slaves from the
United States and became an independent republic in 1847. Ethiopia, which was already
independent, routed an Italian invasion in 1896. Defeating the Italians assured that the country
would stay independent.

a. What does the word “Chancellor” in paragraph one means?

b. What does the word “Premier” in paragraph one means?

c. What does the word “Scramble” in paragraph one means?

d. Bismarck organized the Berlin Conference in 1884–85 to…

A. establish rules for dividing up Africa among the European countries.

B. limit Russian expansion on the continent.
C. work with the Africans to seek trade agreements.
D. prevent Belgium from taking over the Congo.
E. stop the spread of United States influence in Africa.

e. Write your 150 words conclusion paragraph. Remember it must contain a one main idea,
one conector and two supporting sentences taken from the previous paragraph.

Example: Although viewers always expected Ross and Rachel to reunite at the end of the
series, the fact remains that Ross didn't deserve Rachel as a partner. As we saw in the
beginning of the series, Ross was unfaithful to Rachel when they had been dating for
over a year, and he didn't want to admit his wrongdoing when they tried to get back
together after their initial breakup. Additionally, Ross was an extremely jealous and
demanding partner, yelling at Rachel in front of all of their friends on several
occasions.

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Write yours here:

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Causes of World War I

i. Fill out the next chart with the information provided in class.

Triggering event:

Cause:
Explanation:

Cause:
Explanation:

Cause:
Explanation:

Cause:
Explanation:
Which of the causes identify above is the responsible of WW I? Explain in a paragraph.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

II. Identify the following alliances in the map. Alliances: Triple Alliance, Triple Entente,
Russian Allies
 II.- Watch the video "The Other Treaties" from the beginning to minute 5. Identify the terms
included in the “other terms” signed after WWI and classify them into territorial, economic,
military, and political terms.

Treaty of St. Treaty of Trianon Treaty of Neuilly Treaty of Servers

Germain (Hungary, 1920) (Bulgaria, 1919) (Turkey, 1920)
(Austria, 1919)

Territorial Bulgaria lost a

proportion of its
territory.

Economic Hungary was forced

to pay reparations.

Military The Austrian forces

were reduced.

Politics

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III. Watch the whole video "The Treaty of Versailles". Identify the terms included in the Treaty of
Versailles and classify them into the three categories presented by the video.

IV.- Read the following text, answer the questions, and draft a 150-word conclusion about the
geopolitical impact of the treaties in Europe.

In place of Empires by Michael Miller

When their arms were not being twisted by Italians, Poles, Czechs, and Greeks, the Big Three
tried to deal sensibly with the rest of Europe. The trouble was that the continent’s problems were
to knotty to be unravelled quickly and to everyone’s satisfaction. The principle of
self-determination meant that the new frontiers should be drawn according to the wishes of the
people concerned. But the people of Central and Eastern Europe did not all live in tight
compartments labelled “Polish”, or “Czech” or “Hungarian” or “Italian”. There were places in
which a few people of one nationality (for example, Hungarians) dominated a majority of, say,
Romanians. One part of Poland could very well be another man’s idea of a part of
Czechoslovakia.

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 a. What does the word “knotty” in paragraph one mean?

b. What does the word “unravelled” in paragraph one mean?

c. What does the word “compartments” in paragraph two mean?

d. Write your 150-word conclusion paragraph. Remember it must contain one main idea,
one connector and two supporting sentences taken from the previous paragraph.

Example: Although viewers always expected Ross and Rachel to reunite at the end of the
series, the fact remains that Ross didn't deserve Rachel as a partner. As we saw at the
beginning of the series, Ross was unfaithful to Rachel when they had been dating for
over a year, and he didn't want to admit his wrongdoing when they tried to get back
together after their initial breakup. Additionally, Ross was an extremely jealous and
demanding partner, yelling at Rachel in front of all of their friends on several
occasions.

Write yours here:

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