CLIL IV HANDBOOK

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Introduzione

Il presente e book contiene tutti i testi necessari per il corso CLIL dell’anno scolastico 2020-21, per le classi 4B e 4D. I testi sono relativi ai tre argomenti che saranno svolti nel corso CLIL, uno di filosofia politica e due di storia. La prima parte raccoglie i testi di Hobbes e Locke (e dei loro commentatori) sul tema dello Stato e del fondamento di esso; i testi sono presentati con le relative attività secondo la metodologia CLIL. La seconda parte presenta i documenti storici relativi alla nascita dello Stato americano, anch’essi corredati di esercizi interattivi e partecipativi, secondo la modalità CLIL. Infine, la terza parte tratta della rivoluzione industriale, cominciando dalla prima per poi fornire spunti e accenni che arrivino ai nostri giorni. Sulla piattaforma Spark sono presenti ulteriori esercizi ed attività secondo la metolodogia CLIL. Sempre su Spark, sono disponibili le slide relative al primo argomento, la filosofia politica. Le ore svolte secondo la modalità CLIL saranno 15. Il materiale è stato interamente auto prodotto dalla prof. Ballarino, in vista delle classi quarte B e D. Buon lavoro e buon anno scolastico!

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Indice

Introduzione ........................................................................................................................................ 1

Indice ...................................................................................................................................................... 2

Section I – Political Philosophy .................................................................................................... 3

T. Hobbes, Leviathan, 1651 ............................................................................................................ 4

J. Locke, The second treatise of civil government, 1690 ...................................................... 7

B. Russell, A history of western philosophy, 1945: Hobbes’s Leviathan ........................ 9

B. Russell, A history of western philosophy, 1945: Locke’s political philosophy .... 11

Section II – America becomes a Nation ................................................................................. 13

The Declaration of Independence ............................................................................................ 14

The Constitution of the United States: excerpt.................................................................. 20

United States Bill of Rights –Amendments to the United States Constitution ....... 24

The Declaration and the Constitution worksheet ............................................................. 26

The American Political System ................................................................................................. 27

American Civil War (1861-1865) ............................................................................................ 28

Glory, the movie............................................................................................................................... 32

Abraham Lincoln ............................................................................................................................ 36

The Civil War: Immediate Consequences ............................................................................. 39

Indian Wars (1865–91) ............................................................................................................... 43

American Expansionism in the late 19th century ............................................................. 45

Section III – The Industrial Revolution .................................................................................. 46

The First Industrial Revolution ................................................................................................ 47

The Second Industrial Revolution ........................................................................................... 50

Third and Fourth Industrial Revolution................................................................................ 51

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Section I – Political Philosophy

https://www.armoredpenguin.com/crossword/bin/crossword.cgi?cmd=solve&filefrag=2020.07/2310/23101410.060.html

For this first section, see the slides on Spark.

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T. Hobbes, Leviathan, 1651

Reading Part II. Of Commonwealth. Chapter 17: Of the Causes, Generation and Definition of a Commonwealth. 37. Men naturally love liberty, and dominion over others; so what is the final cause or end or design they have in mind when they introduce the restraint upon themselves under which we see them live in commonwealths? It is the prospect of their own preservation and, through that, of a more contented life; i.e. of getting themselves out of the miserable condition of war which (as I have shown) necessarily flows from the natural passions of men when there is no visible power to keep them in awe and tie them by fear of punishment to keep their covenants and to obey the laws of nature set down in my chapters 14 and 15. For the laws of nature—enjoining justice, fairness, modesty, mercy, and (in short) treating others as we want them to treat us—are in themselves contrary to our natural passions, unless some power frightens us into observing them. In the absence of such a power, our natural passions carry us to partiality, pride, revenge, and the like. And covenants without the sword are merely words, with no strength to secure a man at all. Every man has obeyed the laws of nature when he has wanted to, which is when he could do it safely; but if there is no power set up, or none that is strong enough for our security, ·no-one can safely abide by the laws; and in that case· every man will and lawfully may rely on his own strength and skill to protect himself against all other men. In all places where men have lived in small families ·with no larger organized groupings·, the trade of robber was so far from being regarded as against the law of nature that ·it was outright honoured, so that the greater spoils someone gained by robbery, the greater was his honour. The only constraints on robbery came from the laws of honour, which enjoined robbers to abstain from cruelty and to let their victims keep their lives and their farm implements. These days cities and kingdoms (which are only greater families) do what small families used to do back then: for their own security they enlarge their dominions, on the basis of claims that they are in danger and in fear of invasion, or that assistance might be given to invaders ·by the country they are attacking·. They try as hard as they can to subdue or weaken their neighbours, by open force and secret manoeuvres; and if they have no other means for their own security, they do this justly, and are honoured for it in later years. […] 38. The only way to establish a common power that can defend them from the invasion of foreigners and the injuries of one another, and thereby make them secure enough to be able to nourish themselves and live contentedly through their own labours and the fruits of the earth, is to confer all their power and strength on one man, or one assembly of men, so as to turn all their wills by a majority vote into a single will. That is to say: •to appoint one man or assembly of men to bear their person; and everyone

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•to own and acknowledge himself to be the author of every act that he who bears their person performs or causes to be performed in matters concerning the common peace and safety, and all of them •to submit their wills to his will, and their judgments to his judgment. [Hobbes explains the key concepts of that sentence early in Chapter 16.] This is more than ·mere· agreement or harmony; it is a real unity of them all. They are unified in that they constitute one single person, created through a covenant of every man with every ·other· man, as though each man were to say to each of the others: I authorize and give up my right of governing myself to this man, or to this assembly of men, on condition that you surrender to him your right of governing yourself, and authorize all his actions in the same way. [Rather than ‘you’ and ‘your’, Hobbes here uses ‘thou’ and ‘thy’—the second-person singular, rare in Leviathan—emphasizing the one-on-one nature of the covenant.] When this is done, the multitude so united in one person is called a COMMONWEALTH, in Latin CIVITAS. This is the method of creation of that great LEVIATHAN, or rather (to speak more reverently) of that mortal god to which we owe, under the immortal God, our peace and defence. For by this authority that has been given to ‘this man’ by every individual man in the commonwealth, he has conferred on him the use of so much power and strength that people’s fear of it enables him to harmonize and control the wills of them all, to the end of peace at home and mutual aid against their enemies abroad. •He is the essence of the commonwealth, which can be defined thus: A commonwealth is one person of whose acts a great multitude of people have made themselves the au- thors (each of them an author), doing this by mutual covenants with one another, so that the common- wealth may use the strength and means of them all, as he shall think appropriate, for their peace and common defence. He who carries this person is called SOVEREIGN, and said to have ‘sovereign power’, and all the others are his SUBJECTS.

Use of English Practicing your language skills

Fill in the gaps: complete the following text by choosing an appropriate word from the list. The first word is given. Leviathan, Hobbes's most important _______ and one of the most _______philosophical texts produced during the seventeenth century, was written partly as a response to the fear Hobbes experienced during the political _______of the English Civil Wars. In the 1640s, it was _______to Hobbes that Parliament was going to turn against King Charles I, so he _______to France for eleven years, terrified that, as a Royalist, he would be persecuted for his support of the king. Hobbes composed Leviathan while in France, _______articulating the philosophy of political and natural science that he had been developing since the 1630s. Hobbes's _______was _______ published in 1651, two years after Parliament ordered the beheading of Charles I and took over administration of the English nation in the name of the Commonwealth. Leviathan's argument for the necessity of absolute _______ _______ in the politically _______years after the Civil Wars, and its publication coincided with that of many

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Republican treatises seeking to justify the _______ (killing of the king) to the rest of Europe (John Milton's Tenure of Kings and Magistrates is a famous example of these regicide tracts). Masterwork – turmoil – regicide – unstable –work – brilliantly – finally – fled – sovereignty – clear – emerged – influential

Vocabulary

1. Use a bilingual dictionary and find the correct translation for the following terms.

Laws of nature: _____________________ Lawfully: _____________________ Laws: _____________________

2. Use a monolingual dictionary to discover the meaning and the use of the following term:

Implement: _____________________ Neighbour: _____________________ Safety: _____________________

3. Use a dictionary or a thesaurus to find a synonym for the following words: To subdue: _____________________ To nourish: _____________________ To weaken: _____________________

Research Using the net to search for information

http://thecommonwealth.org

What does today “commonwealth” mean?

Writing Developing thinking skil ls

Explain the following concepts, comparing them to More’s utopia: single will, commonwealth (latin civitas), sovereign and subject. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

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J. Locke, The second treatise of civil government, 1690

Reading Chapter IX. Of the ends of political society and government. 123. If man in the state of nature be so free, as has been said; if he be absolute lord of his own person and possessions, equal to the greatest, and subject to nobody, why will he part with his freedom, why will he give up this empire and subject himself to the dominion and control of any other power? To which it is obvious to answer, that though in the state of nature he has such a right, yet the enjoyment of it is very uncertain and constantly exposed to the invasion of others; for all being kings as much as he, every man his equal, and the greater part no strict observers of equity and justice, the enjoyment of the property he has in this state is very unsafe, very insecure. This makes him willing to quit a condition, which, however free, is full of fears and continual dangers; and it is not without reason that he seeks out and is willing to join in society with others who are already united, or have a mind to unite, for the mutual preservation of their lives, liberties and estates, which I call by the general name ‘property’. 124. The great and chief end, therefore, of men’s uniting into commonwealths, and putting themselves under government is the preservation of their property. To which in the state of nature there are many things wanting: First, there wants an established, settled, known law, received and allowed by common consent to be the standard of right and wrong, and the common measure to decide all controversies between them; for though the law of nature be plain and intelligible to all rational creatures; yet men being biased by their interest, as well as ignorant for want of studying it, are not apt to allow it as a law binding to them in the application of it to their particular cases. 125. Secondly, in the state of nature there wants a known and indifferent judge with authority to determine all differences according to the established law. 126. Thirdly, in the state of nature there often wants power to back and support the sentence when right, and to give it due execution. [...] 127. [...] It is this makes them so willingly give up every one his single power of punishing, to be exercised by such alone as shall be appointed to it amongst them; and by such rules as the community, or those authorized by them to that purpose, shall agree on. And in this we have the original right of both the legislative and executive power, as well as of the governments and societies themselves. […] 131. But though men, when they enter into society, give up the equality, liberty and executive power they had in the state of nature, into the hands of the society, to be so far disposed of by the legislative as the good of the society shall require; yet it being only with an intention in every one the better to preserve himself, his liberty and property (for no rational creature can be supposed to change his condition with an intention to be worse); the power of the society, or legislative constituted by them, can never be supposed to extend farther than the common good; but is obliged to secure every one’s property, by providing against those

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three defects above-mentioned, that made the state of nature so unsafe and uneasy.

Vocabulary Use a monolingual dictionary to find a definition of the following words:

a. State of nature_____________________ b. Property_____________________ c. Judge_____________________

Writing Expressing points of view

Choose one of the following questions and write a short essay (100-200 words) expressing your own view about the topic. Upload your text on Spark. 1. An anthropological view is held by both Hobbes’s and Locke’s works. Which one do you think is better at describing mankind? Why? 2. Reflect on the separation of power according to Locke. 3. Give a brief overview of the philosopher you have studied that held a political view: Plato, Aristotle, Machiavelli last year, Russell during the summer, now Hobbes and Locke.

Speaking Discussing in groups

In groups, and with the help of your teacher, discuss the following topic. Compare the way Locke and Hobbes use words such as safe (unsafe), power, etc.

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B. Russell, A history of western philosophy, 1945: Hobbes’s Leviathan

Reading Outline by B. Russell It is supposed that a number of people come together and agree to choose a sovereign, or a sovereign body, which shall exercise authority over them and put an end to the universal war. I do not think this “covenant” (as Hobbes usually calls it) is thought of as a definite historical event; it is certainly irrelevant to the argument to think of it as such. It is an explanatory myth, used to explain why men submit, and should submit, to the limitations on personal freedom entailed in submission to authority. (…) The covenant must confer power on one man or one assembly, since otherwise cannot be enforced. “Covenants, without the sword, are but words” (President Wilson unfortunately forgot this). The covenant is not, as afterwards in Locke and Rousseau, between the citizens and the ruling power; it is a covenant made by the citizens with each other to obey such ruling power as the majority shall choose. (…) A multitude so united is called a commonwealth. This “Leviatan” is a mortal God. (…) This is the exact antithesis to the views of Locke and Montesquieu. The English Civil War occurred, says Hobbes, because power was divided between King, Lords and Commons. Russell’s interpretation Let us now try to decide what we are to think of the Leviathan. The question is not easy, because the good and the bad in it are so closely intermingled. (…) The merits of Hobbes appear most clearly when he is contrasted with earlier political theorists. He is completely free from superstition; he does not argue from what happened to Adam and Eve at the time of the Fall. He is clear and logical; his ethics, right or wrong, is completely intelligible, and does not involve the use of any dubious concepts. (…) Without criticizing Hobbes’s metaphysics or ethics, there are two points to make against him. The first is that he always considers the national interest as a whole, and assumes, tacitly, that the major interests of all citizens are the same. He does not realize the importance of the clash between different classes, which Marx makes the chief cause of social change. (…) Another point in which Hobbes’s doctrine is unduly limited is in regard to the relations between different States. There is not a word in Leviathan to suggest any relation between them except war and conquest, with occasional interludes.

Use of English Practicing your language skills

Find synonyms for the word “covenant”. ___________________________________________________________________________________________ Find the adjectives Russell uses to describe Hobbes’s political view.

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___________________________________________________________________________________________

Writing Interpreting secondary sources

Having read Russell’s excerpt, answer to the following question. Some lines of the text are underlined. Why? Russell is surely thinking about some politics and social facts. Which ones? ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

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B. Russell, A history of western philosophy, 1945: Locke’s political philosophy

An outline by B. Russell He begins by supposing what he calls a “state of nature”, antecedent to all human government. In this state there is a “law of nature”, but the law of nature consists of divine commands, and it is not imposed by any human legislator. It is not clear how far the state of nature is, for Locke, a mere illustrative_____________, and how far he supposes it to have had a historical existence; but I am afraid that he tended to think of it as a _____________that had actually occurred. Men emerged from the state of nature by means of a _____________ ___________ which instituted civil government. This also he regarded as more or less historical. But for the moment it is the state of nature that concerns us. What Locke has to say about the state of nature and the law of nature is, in the main, not original, but a repetition of medieval scholastic doctrines. Thus Saint Thomas Aquinas says: “Every law framed by man bears the character of a law exactly to that extent to which it is derived from the law of nature. But if on any point it is in conflict with the law of nature, it at once ceases to be a law; it is a mere perversion of law”. (…) Property is very prominent in Locke’s political philosophy, and is, according to him, the chief reason for the institution of civil government. Russell’s interpretation The whole of this theory of the state of nature and natural law is in one sense clear but in another very puzzling. It is clear what Locke thought, but it is not clear how he can have thought it. Locke’s ethic, as we saw, is utilitarian, but in his consideration of “rights” he does not bring in utilitarian considerations. Something of this pervades the whole philosophy of law as taught by lawyers. Legal rights can be defined: broadly speaking, a man has a legal right when he can appeal to the law to safeguard him against injury. A man has in general a legal right to his property, but if he has (say) an illicit store of cocaine, he has no legal remedy against a man who steals it. But the lawgiver has to decide what legal rights to create, and falls back naturally on the conception of “natural” rights, as those which the law should secure.

Use of English Practicing your language skills

Read the first paragraph of the text carefully and fill the gaps with the correct word. contract – stage – hypothesis – social

Writing Interpreting secondary sources

Having read Russell’s excerpt, answer to the following question.

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Russell’s sympathy is not for Locke. Why? Does he have internal or external argument against him? ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

Listening http://www.bbc.co.uk/programmes/p00h9lz3/episodes/player Choose one lecture (30 min. each) and write the key words. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

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Section II – America becomes a Nation

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The Declaration of Independence

Vocabulary Impel: spingere Transient: transitoria Kindred: affine Hither: di là Swarm: sciame Brethren: confratelli Kindred: affine

Listening https://www.youtube.com/watch?v=4uE-tqe0xsQ (Look at the activities below) IN CONGRESS, July 4, 1776. The unanimous Declaration of the thirteen united States of America,

☐ it becomes necessary for one people to dissolve the political bands which have

connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation. We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the __________________.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shown, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.--Such has been the patient sufferance of these_________; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute _______ over these States. To prove this, let ______ be submitted to a candid world.

☐ the most wholesome and necessary for the public good.

He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them.

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He has refused to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of ______________ in the Legislature, a right inestimable to them and formidable to tyrants only. He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their public Records, for the sole purpose of fatiguing them into compliance with his measures. He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people. He has refused for a long time, after such dissolutions, to cause others to be elected; whereby the Legislative powers, incapable of Annihilation, have returned to the _______ at large for their exercise; the_______ remaining in the mean time exposed to all the dangers of invasion from without, and convulsions within. He has ________ to prevent the population of these States; for that purpose obstructing the Laws for Naturalization of Foreigners; refusing to pass others to encourage their migrations hither, and raising the conditions of new Appropriations of Lands. He has obstructed the Administration of Justice, by refusing his Assent to Laws for establishing Judiciary powers. He has made Judges dependent on his Will alone, for the tenure of their offices, and the amount and payment of their salaries. He has erected a multitude of New Offices, and sent hither swarms of Officers to harass our people, and eat out their substance. He has kept among us, in times of peace, Standing Armies without the________ of our legislatures. He has affected to render the _______ independent of and superior to the Civil power. He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his Assent to their Acts of pretended Legislation: For Quartering large bodies of armed troops among us: For protecting them, by a mock Trial, from punishment for any Murders which they should commit on the Inhabitants of these States: For cutting off our Trade with all parts of the world: For imposing Taxes on us without our Consent: For depriving us in many cases, of the benefits of Trial by Jury: For transporting us beyond Seas to be tried for pretended offences For abolishing the free System of English Laws in a neighbouring Province, establishing therein an Arbitrary government, and enlarging its Boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule into these Colonies: For taking away our Charters, abolishing our most valuable Laws, and altering fundamentally the Forms of our Governments: For suspending our own Legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever.

He has abdicated Government here, ☐

He has plundered our seas, ravaged our Coasts, burnt our towns, and destroyed the lives of our people. He is at this time transporting large Armies of foreign Mercenaries to compleat the works of death, desolation and tyranny, already begun with circumstances of

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Cruelty & perfidy scarcely paralleled in the most barbarous ages, and totally unworthy the Head of a civilized nation. He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the executioners of their friends and Brethren, or to fall themselves by their Hands. He has excited domestic insurrections amongst us, and has endeavoured to bring on the inhabitants of our frontiers, the merciless Indian Savages, whose known rule of warfare, is an undistinguished destruction of all ages, sexes and conditions. In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people. Nor have We been wanting in attentions to our British_______ . We have warned them from time to time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these usurpations, which, would inevitably interrupt our connections and correspondence. They too have been deaf to the voice of justice and of _____________. We must, therefore, acquiesce in the necessity, which denounces our Separation, and hold them, as we hold the rest of mankind, Enemies in War, in_____________.

We, therefore, the Representatives of the united States of America, ☐ for the

rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly publish and declare, That these United Colonies are, and of Right ought to be Free and Independent States; that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do. And for the support of this Declaration, with a firm reliance on the protection of divine Providence, we mutually _______ to each other our Lives, our Fortunes and our sacred Honor.

Reading Practicing your language skills

Listening to the Declaration and reading the transcription, do the activities below. Write the missing words. (For these you have no indication) At the end, fill the boxes with the correct sentences choosing between the 4 missing:

(1) in General Congress, Assembled, appealing to the Supreme Judge of the world

(2) When in the Course of human events, (3) by declaring us out of his Protection and waging War against us. (4) He has refused his Assent to Laws,

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Use of English Match the following words to their corresponding Italian translation. One translation does not fit.

1. Impel 2. Assent 3. Utterly 4. Relinquish 5. Fatigue 6. Compliance 7. Hither 8. Plunder 9. Endeavour 10. Allegiance 11. Acquiesce

a. acconsentire b. totalmente c. alleanza d. tentare e. assenso f. spingere g. affine h. affaticare i. saccheggiare j. conformità k. ignorare l. di là

Use of English Fil l in the gaps

Complete the following text by choosing an appropriate word from the list below. One word does not fit. Jefferson. Thomas, public official, political leader, philosopher and 3rd US President. In 1775 he was sent as a __________ to the __________ Congress. He was not an orator and confined his work to committees; his ability and literary gifts were acknowledged in his __________ as a __________ of the committee charged to draft the Declaration of Independence and in the deference shown by the other committee members to his powers of compositions; his__________, with a few changes, some of them significant, became the __________ text. (…) In the election of 1800 the __________ candidates for President, Jefferson and Aaron Burr, defeated the Federalists but were themselves tied in the __________ college; in the __________ of Representatives Jefferson was chosen and he was the first President to be inaugurated in Washington D.C.

(from: Webster’s guide to American History)

Thomas – electoral – American – adopted – member – delegate – draft – selection – Republican – Continental – House .

Vocabulary

1. Use a monolingual dictionary to discover the meaning and the use of the following terms:

a. Annihilation: ______________ b. Naturalization: ______________ c. Administration : ______________ d. Quartering : ______________

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2. Use a dictionary or a thesaurus to find a synonym for the following words:

a. Trial: ______________ b. Allegiance: ______________ c. Unwarrantable: ______________ a. Settlement: : ______________

Writing Developing thinking skil ls

Find reference to the three sources of the Declaration. Write a text (70-100 words) and upload it on Spark.

Research Using the net to search for information

The quest for independence with the help of your American classmate complete the following text:

1. The thirteen colonies (to learn by heart) are: New England colonies ___________________ ___________________ ___________________ ___________________

Middle colonies ___________________ ___________________ ___________________ ___________________

Southern colonies ___________________ ___________________ ___________________ ___________________ ___________________

2. Find the main differences. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

3. George III was king from____ to _____He was interested in the colonies only for the ______.

4. What is the meaning of the slogan “No taxation without representation”? ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

5. The Duties in American Colonies Act 1765 was ______________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

6. The Boston Tea Party (initially referred to by John Adams as “the

Destruction of the Tea in Boston”) was ________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

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7. The first Continental Congress was held in _____________ on _________________to discuss the situation that had been created by the _________________ passed by the British Parliament after the ______________.

8. The second Continental Congress met in ______________ on _____________ after the battles of ______________ and ____________, while the American soldiers of Massachusetts were fighting against the English troops in Boston.

9. What do we mean by “war of independence”? Write also the main battles,

the king’s attitude and how the war ended up. ___________________________________________________________________________________________ ___________________________________________________________________________________________

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The Constitution of the United States: excerpt

We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquillity, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.

Article. I. Section. 1. All legislative Powers herein granted shall be vested in a Congress of the United States, which shall consist of a Senate and House of Representatives. Section. 2. The House of Representatives shall be composed of Members chosen every second Year by the People of the several States, and the Electors in each State shall have the Qualifications requisite for Electors of the most numerous Branch of the State Legislature. No Person shall be a Representative who shall not have attained to the Age of twenty five Years, and been seven Years a Citizen of the United States, and who shall not, when elected, be an Inhabitant of that State in which he shall be chosen. [...] The Number of Representatives shall not exceed one for every thirty Thousand, but each State shall have at Least one Representative; and until such enumeration shall be made, the State of New Hampshire shall be entitled to chuse three, Massachusetts eight, Rhode-Island and Providence Plantations one, Connecticut five, New-York six, New Jersey four, Pennsylvania eight, Delaware one, Maryland six, Virginia ten, North Carolina five, South Carolina five, and Georgia three. [...] Section. 3. The Senate of the United States shall be composed of two Senators from each State, chosen by the Legislature thereof for six Years; and each Senator shall have one Vote. [...] Section. 4. The Times, Places and Manner of holding Elections for Senators and Representatives, shall be prescribed in each State by the Legislature thereof; but the Congress may at any time by Law make or alter such Regulations, except as to the Places of chusing Senators. The Congress shall assemble at least once in every Year, and such Meeting shall be on the first Monday in December, unless they shall by Law appoint a different Day. [...] Section. 6. The Senators and Representatives shall receive a Compensation for their Services, to be ascertained by Law, and paid out of the Treasury of the United States. They

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shall in all Cases, except Treason, Felony and Breach of the Peace, be privileged from Arrest during their Attendance at the Session of their respective Houses, and in going to and returning from the same; and for any Speech or Debate in either House, they shall not be questioned in any other Place. [...] Section. 7. All Bills for raising Revenue shall originate in the House of Representatives; but the Senate may propose or concur with Amendments as on other Bills. Every Bill which shall have passed the House of Representatives and the Senate, shall, before it become a Law, be presented to the President of the United States: If he approve he shall sign it, but if not he shall return it, with his Objections to that House in which it shall have originated, who shall enter the Objections at large on their Journal, and proceed to reconsider it. If after such Reconsideration two thirds of that House shall agree to pass the Bill, it shall be sent, together with the Objections, to the other House, by which it shall likewise be reconsidered, and if approved by two thirds of that House, it shall become a Law. [...] Section. 8. The Congress shall have Power To lay and collect Taxes, Duties, Imposts and Excises, to pay the Debts and provide for the common Defence and general Welfare of the United States; but all Duties, Imposts and Excises shall be uniform throughout the United States; [...] Section. 9. [...] The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it. [...] No Title of Nobility shall be granted by the United States: And no Person holding any Office of Profit or Trust under them, shall, without the Consent of the Congress, accept of any present, Emolument, Office, or Title, of any kind whatever, from any King, Prince, or foreign State. [...]

Article. II. Section. 1. The executive Power shall be vested in a President of the United States of America. He shall hold his Office during the Term of four Years, and, together with the Vice President, chosen for the same Term, be elected, as follows: [...] No Person except a natural born Citizen, or a Citizen of the United States, at the time of the Adoption of this Constitution, shall be eligible to the Office of President; neither shall any Person be eligible to that Office who shall not have attained to the Age of thirty five Years, and been fourteen Years a Resident within the United States. [...] Before he enter on the Execution of his Office, he shall take the following Oath or Affirmation:--“I do solemnly swear (or affirm) that I will faithfully execute the Office of President of the United States, and will to the best of my Ability, preserve, protect and defend the Constitution of the United States.”

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[...] Section. 4. The President, Vice President and all civil Officers of the United States, shall be removed from Office on Impeachment for, and Conviction of, Treason, Bribery, or other high Crimes and Misdemeanors.

Article III. Section. 1. The judicial Power of the United States shall be vested in one supreme Court, and in such inferior Courts as the Congress may from time to time ordain and establish. The Judges [...] shall receive for their Services a Compensation, which shall not be diminished during their Continuance in Office. [...] The Trial of all Crimes, except in Cases of Impeachment, shall be by Jury; and such Trial shall be held in the State where the said Crimes shall have been committed; but when not committed within any State, the Trial shall be at such Place or Places as the Congress may by Law have directed. [...] Attest William Jackson Secretary Done in Convention by the Unanimous Consent of the States present the Seventeenth Day of September in the Year of our Lord one thousand seven hundred and Eighty seven and of the Independence of the United States of America the Twelfth In witness whereof We have hereunto subscribed our Names, G°. Washington President and deputy from Virginia

Listening https://www.youtube.com/watch?v=tw5QPncdkTM

1. Listen with the help of the following words/sentences (they are given in order).

drafted by a time of turmoil dissatisfaction with issued warnings Annapolis, Maryland trade regulations delegates for this declared purpose to devise such further provisions as shall appear to them necessary to render the constitution of the federal government adequate to the exigencies of the Union proposal was endorsed convened three months later fifty-five delegates representing twelve states would injure the state’s successful trade industry in continuous session limited and delegated powers

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ratification a bitter struggle ensued small farmers and artisans only after Congress threatened to regard it as a foreign nation 2. Write a summary of this Introduction to the Constitution (6-8 lines). ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

Listening https://www.youtube.com/watch?v=NztfOSyCCFM Listen and write ALL the names of the States mentioned. How many are from the 13 colonies? ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

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United States Bill of Rights –Amendments to the United States Constitution

Twenty-seven amendments are part of the Constitution, having been ratified by the requisite number of states (38 since 1959). The first ten amendments are known collectively as the Bill of Rights.

Amendment I Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.

Amendment II A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed. [...] Amendment IV The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.

Amendment V No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militia, when in actual service in time of War or public danger; nor shall any person be subject for the same offence to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation.

Amendment VI In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the Assistance of Counsel for his defence.

Amendment VII In Suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise re-examined in any Court of the United States, than according to the rules of the common law. [...]

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Amendment XI Passed by Congress March 4, 1794. Ratified February 7, 1795.

Note: Article III, section 2, of the Constitution was modified by amendment 11.

The Judicial power of the United States shall not be construed to extend to any suit in law or equity, commenced or prosecuted against one of the United States by Citizens of another State, or by Citizens or Subjects of any Foreign State.

Amendment XIII Passed by Congress January 31, 1865. Ratified December 6, 1865.

Note: A portion of Article IV, section 2, of the Constitution was superseded by the 13th amendment.

Section 1. Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction. Section 2. Congress shall have power to enforce this article by appropriate legislation. Amendment XV Passed by Congress February 26, 1869. Ratified February 3, 1870.

Section 1. The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude— Section 2. The Congress shall have the power to enforce this article by appropriate legislation. [...] Amendment XIX Passed by Congress June 4, 1919. Ratified August 18, 1920.

The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex. Congress shall have power to enforce this article by appropriate legislation. [...] Amendment XXVII Originally proposed Sept. 25, 1789. Ratified May 7, 1992.

No law, varying the compensation for the services of the Senators and Representatives, shall take effect, until an election of representatives shall have intervened.

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The Declaration and the Constitution worksheet

Understanding

1. What is the date of the Declaration of Independence? 2. How many former British Colonies formed the united States of America? 3. Two laws gave the American Colonists the right to be independent and

equal. What laws? 4. What three unalienable rights are named in the declaration?

5. The Constitution of the United States is established in whose name? 6. On what date was the Constitution signed? How many years was this after

the Declaration of Independence? 7. The American Congress is made up of two assemblies. What are they? 8. What is the minimum age of a Representative? 9. Is it possible for a person who was not born in America to be a

Representative? 10. What are the names of the 13 (not 14!) states in the union at the time of the

Constitution? 11. Before a Bill becomes a Law who must sign it? 12. How long is the term of office for the President and the Vice President of

the United States? 13. What is the minimum age of the American President? 14. George Washington was a deputy from which state?

15. How many amendments were ratified in 1791? 16. What do these amendments form? 17. Which amendment tells us that slavery is not accepted in America? 18. Which amendment says that an American cannot be tried (processato)

twice for the same crime? 19. Which amendment guarantees freedom of religion and of speech? 20. Which amendment gives black people the right to vote? 21. Which amendment gives American citizens the right to own a gun? 22. When was the most recent amendment to the Constitution ratified? 23. When did it become possible for women to vote in elections in the United

States?

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The American Political System

Understanding How much do you remember?

1. The fourth of July is an important date in America. Why? 2. How many states formed the United States at the time of the declaration of

independence? 3. Three inalienable rights included in the Declaration of Independence are:

Life, ...................................... and the pursuit of ...................................... . 4. 1787 is the date of the ...................................... 5. Was the Bill of Rights written before or after the Constitution? 6. The Bill of Rights consists of ten ...................................... 7. The Bill of Rights gave black people the right to vote. True or false? 8. Women have the right to vote in the United States. True or false? 9. Woman have always had the right to vote in the United States. True or

false?

10. The capital of the United States of America is ...................................... 11. The President of the United States of America is ...................................... 12. Is he now in his first or second term of office?

13. The President of the Italian Republic is ...................................... 14. The Prime Minister of the Italian Republic is ...................................... 15. The foreign minister in Italy is ...................................... 16. The Secretary of State of the United States of America is ......................................

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American Civil War (1861-1865)

Working with images

«The North was changing, the South resisted change» (Alan Farmer).

1. Define human, capital and natural resources in your own words. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ 2. Look at the different resources in the two pictures above and compare them. Help yourself with professor Farmer’s quote. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

Reading North-south: Industry, Urbanization, Immigrants, Values, Slavery The North was more industrial. The Southern States, with about 35 per cent of USA population, produced only 10 per cent of the nation’s manufactured output in the 1850s. The North had twice as much railway track as the South. The North was far more urban. In 1860 the Confederate States had only 20 towns over 5,000 people. Even cities like Charleston and Richmond had populations of under 40,000. Only New Orleans with 175,000 inhabitants was comparable to Northern cities in size and diversities. Only one Southerners in 14 was a town dweller compared with one in four Northerners. Unlike the South, the North had a growing number of immigrants. Between 1830 and 1860 most of the five million immigrants to the USA settled in the North. Thus, one in six Northerners in 1860 was foreign born compared to one in 30 Southerners. Many Southerners, disliking what they saw in the North, had no wish to industrialize and urbanize. There was a general Southern belief that old agrarian ways and values were

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better than Yankee materialism. Southerners remained proudly and defiantly rooted in the past. Many held a “romantic” view of the Southern way of life, seeing themselves as gracious and hospitable. Yankees, in contrast, were seen as ill-mannered, aggressive and hypocritical. Northerners were generally better educated than Southerners and more responsive to their ideas. In 1776 slavery existed in all the 13 colonies. However, it was of major importance only in the South, largely, because the Northern climate was not suited to plantation agriculture. In the last decades of the 18th century radical Protestant, especially Quakers, condemned slavery as a moral evil. Others thought it inconsistent with enlightened ideas that stressed liberty, equality and free enterprise. Northern states abolished slavery, some at a stroke, others gradually. In 1787 Congress passed an ordinance that kept slavery out of the North-West territory. In 1808 the US banned the slave trade with Africa. Even some Southerners regarded slavery as an evil (albeit a necessary one) and a few freed their slaves (A. Farmer, The American Civil War Causes, Course and Consequences, 1803-1877, Hodder Education, London 2008, 13-16).

Use of English In order to express the differences between North and South, comparisons are made in the text. Read the text again and underline in different colors the comparative and superlative structures you can find.

Answer the following questions

1. Evidence about the North’s industrialization is gathered by the analysis of:

a. infrastructure b. infrastructure, labour force and output c. labour force, infrastructure, output, slavery, urbanization and climate

2. If “one Southerner in 14 was a town dweller compared with one in four Northerners”, you might infer that:

a. Southerners did not like urban life b. Southerners lived mostly in the countryside and this implies that their income derived

from the land c. Northerners despised agriculture

3. Why did more immigrants move to the North rather than the South? [we are not told, we can reasonably guess: take time to search the solution]

a. Because the Northern way of thinking was more open b. Because the North had a moving economy which required a labour force and slavery

was not practiced c. Because they preferred living in towns

4. Why does the author affirm that the Southerners held a “romantic” view of their way of life?

a. Because not everything was as good as they depicted it b. Because they were influenced by European Romanticism c. Because they believed that their way of life was much better that the one of the North

5. What contributed to change popular opinions about slavery

a. Religious and philosophical ideas b. Changes in the Southern economy c. Changes in the Northern economy

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Working with maps Look at the following map and its explanation and describe to your classmate the role of different States during the Civil War.

By the mid 19th century the contrast between the South and the North of the country was exacerbated by economic and demographic growth. The North-East was industrialized while the South was agricultural, with millions of black slavery working on the plantations. The West was characterized by small farmers and cattle ranchers. By the mid-century, the West was tightening its relations with North-East. Tensions mounted over the planned extension of slavery and the South found itself in an antagonistic position with respect to the Northern, Easter and Western States. After a series of crises in the Democratic party, the Republican party was born, declaring itself as the anti-slavery party. When Lincoln won the Presidential elections on a Republican ticket, the 11 Southern States seceded from the Union and formed an independent Confederacy. In 1861 Civil War broke out and notwithstanding early Confederate victories, the Union won due to greater man-power and economic superiority. The abolition of slavery was one of the outcomes of the war but a segregated society rapidly established itself to the detriment of the black population.

Reading A Brief Overview of the American Civil War, by Dr. James McPherson The Civil War is the central event in America's historical consciousness. While the Revolution of 1776-1783 created the United States, the Civil War of 1861-1865 determined what kind of nation it would be. The war resolved two fundamental questions left unresolved by the revolution: whether the United States was to be a dissolvable confederation of sovereign states or an indivisible nation with a sovereign national government; and whether this nation, born of a declaration that all men were created with an equal right to liberty, would continue to exist as the largest slaveholding country in the world.

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Northern victory in the war preserved the United States as one nation and ended the institution of slavery that had divided the country from its beginning. But these achievements came at the cost of 625,000 lives – nearly as many American soldiers as died in all the other wars in which this country has fought combined. The American Civil War was the largest and most destructive conflict in the Western world between the end of the Napoleonic Wars in 1815 and the onset of World War I in 1914. The Civil War started because of uncompromising differences between the free and slave states over the power of the national government to prohibit slavery in the territories that had not yet become states. When Abraham Lincoln won election in 1860 as the first Republican president on a platform pledging to keep slavery out of the territories, seven slave states in the deep South seceded and formed a new nation, the Confederate States of America. The incoming Lincoln administration and most of the Northern people refused to recognize the legitimacy of secession. They feared that it would discredit democracy and create a fatal precedent that would eventually fragment the no-longer United States into several small, squabbling countries. The event that triggered war came at Fort Sumter in Charleston Bay on April 12, 1861. Claiming this United States fort as their own, the Confederate army on that day opened fire on the federal garrison and forced it to lower the American flag in surrender. Lincoln called out the militia to suppress this “insurrection.” (…) But the real fighting began in 1862. (…) By 1864 the original Northern goal of a limited war to restore the Union had given way to a new strategy of "total war" to destroy the Old South and its basic institution of slavery and to give the restored Union a "new birth of freedom," as President Lincoln put it in his address at Gettysburg to dedicate a cemetery for Union soldiers killed in the battle there. (…) By the spring of 1865 all the principal Confederate armies surrendered, and when Union cavalry captured the fleeing Confederate President Jefferson Davis in Georgia on May 10, 1865, resistance collapsed and the war ended. The long, painful process of rebuilding a united nation free of slavery began (http://www.civilwar.org).

Use of English Match the following words to their corresponding definitions. One definition does not fit.

1. Dissolvable 2. Garrison 3. Slaveholding 4. Uncompromi

sing 5. To trigger 6. To squabble

a. To argue noisily about something b. Unwilling to change c. A group of soldiers living in a

town d. That can disappear e. The practise of owning slaves f. To make something happen

suddenly g. Soldiers who fought on

horseback

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Glory, the movie

Vocabulary To deem: considerare Infantry : fanteria To undermine: scalzare Manpower: manodopera War-weary: stanco della guerra Dismal: triste Foreboding: presentimento

Working with sources

Fact sheet The civil war, the black soldier and the 54th regiment 1. The civil war Approximately 700,000 Americans died in the Civil War, representing more than half of the 1.2 million who died in war throughout this country's history. During the 16 years of the Vietnam War, approximately 50,000 Americans died. At the Battle of Antietam -one of the bloodiest battles of the Civil War- approximately 40,000 Americans fell in just five hours of combat. The Civil War began at 4:30 a.m. on April 12th, 1861, as a mortar was fired from Charleston by the Confederates at Union-held Fort Sumter. The Civil War ended on April 9th, 1865, at Appomattox Court House when Gen. Robert E. Lee surrendered his sword and agreed to Gen. Ulysses Grant's terms for unconditional surrender. 2. The black soldier – a call to arms On December 23rd, 1862, Confederate President Jefferson Davis proclaimed that any Negro taken in arms against the Confederacy would immediately be returned to a state of slavery and any Negro taken in Federal uniform would be summarily put to death. On May 1, 1863, the Confederate Congress declared that any white officer taken in command of Negro troops would be deemed as inciting servile insurrection and would likewise be put to death. In February of 1863, the first black fighting unit raised in the North in the Civil War -the legendary 54th Regiment of Massachusetts Volunteer Infantry- was assembled under the command of Col. Robert Gould Shaw, a 25-year-old white Bostonian and veteran of the battle of Antietam. On July 18,1863, the 54th attacked Fort Wagner on Morris Island, South Carolina, in the Union’s quest for the city of Charleston. At day's end, one half of the 1,000man regiment were taken prisoner, wounded, missing in action, dead or dying. The valor of the 54th Regiment undermined any remaining Northern opposition to arming blacks by proving their abilities as fighting men and helped throw open the gates of the Union Army to more than 180,000 blacks. By risking their own lives in the war, these soldiers added credence to the calls for emancipation and citizenship for all black Americans. The large addition of manpower represented by the black soldiers and the new spirit that they infused into the war-weary North gave the Union an advantage which President Abraham Lincoln, among others, credited as being an essential part in the final victory.

Source a That on this day of January, AD. 1863, all persons held as slaves within any state or designated part of a state the people whereof shall then be in rebellion against the United States shall then be thenceforward, and forever free; and the executive government of the United States, including the military and naval authority thereof will recognize and maintain the freedom of such persons and will do no

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act or acts to repress such persons, or any of them, in any acts they may make for their actual freedom ... And by virtue of the power and for the purpose aforesaid, I do order and declare that all persons held as slaves within said designated states and parts of States are, and henceforth shall be, free; ... And I further declare and make known that such persons of suitable condition will be received into the armed service of the United States to garrison forts, positions, stations, and other places, and to man vessels of all sorts in said service (The Emancipation Declaration, January 1st 1863)

Source b Resolved: That the Emancipation proclamation of the President of the United States is as unwarrantable in military as in civil law; a gigantic usurpation, at once covering the war, professedly commenced by the administration for the vindication of the authority of the constitution, into the crusade for the sudden, unconditional and violent liberation of 3,000,000 negro slaves; a result which would not only be a total subversion of the federal Union but a revolution in the social organization of the Southern States, the immediate and remote, the present and far reaching consequences of which to both races cannot be contemplated without the most dismal foreboding of horror and dismay. The proclamation invites servile insurrection as an element in this emancipation crusade - a means of warfare, the inhumanity and diabolism of which are without example in civilized warfare, and which we denounce and which the civilized world will denounce as an ineffaceable disgrace to the American people (Resolution of Illinois State Legislature, January 7th 1863)

Source c Another thing is, suppose you had kept your freedom without enlisting in this army; your children might have grown up free and been well cultivated so as to be equal in any business, but it would have been always flung in their faces “Your father never fought for his own freedom” (Private Thomas Long, First South Carolina Volunteers).

Source d https://www.youtube.com/watch?v=z8k_JfXq7Js (from Glory) Both sources A and B are made by Northern administrations, in one case the President and in the other one of the state legislatures.

1. What do the two sources A and B tell you about attitudes towards slavery in the Northern States?

___________________________________________________________________________________________

2. What do sources A and B tell you about the possible reasons why the war was being fought?

___________________________________________________________________________________________

3. What does source A say about slaves who were in states which were

part of the Union? Were they to be freed? ___________________________________________________________________________________________

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4. What fears are expressed in source B? ___________________________________________________________________________________________

5. In 1863, what chance did the Union actually have of freeing the slaves

in the South? Depending on your answer to this question, what would you say was the potential effect of the Emancipation Declaration on the slaves in the rebel states?

___________________________________________________________________________________________

6. In what ways does source C, a black soldier's comment on fighting for the North, put sources A and B into context? Which does it support?

___________________________________________________________________________________________

7. In the film Glory, how are the effects of the Emancipation Declaration shown?

___________________________________________________________________________________________

8. What does source D tell you about the Confederate Government? What are in Glory the effects of this Proclamation?

___________________________________________________________________________________________

Writing

1. The film Glory opens with the battle of Antietam (1862). In what ways does this opening sequence set the scene for the rest of the film?

___________________________________________________________________________________________

___________________________________________________________________________________________

2. What information are we given about Shaw and also about his attitudes to

war? ___________________________________________________________________________________________

3. Reflect on these different terms: Blacks, Negro, Nigger, Afro-American.

__________________________________________________________________________________________

___________________________________________________________________________________________

4. Discuss the choice of the title Glory.

___________________________________________________________________________________________

5. The final image of the film is the burial of the dead troops after the assault

on Battery Wagner... In what ways does this image work? What does it tell

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us about Shaw? What impression does it make on an audience? Why do you think that the director chose to end the film with this image?

___________________________________________________________________________________________

___________________________________________________________________________________________

6. Compare the two flags: Confederate Flag and Civil War Union Flag.

___________________________________________________________________________________________

___________________________________________________________________________________________

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Abraham Lincoln

Reading Abraham Lincoln became the United States' 16th President in 1861. The son of a Kentucky frontiersman, Lincoln had to struggle for a living and for learning. Lincoln made extraordinary efforts to attain knowledge while working on a farm, splitting rails for fences, and keeping store at New Salem, Illinois. He was a captain in the Black Hawk War, spent eight years in the Illinois legislature, and rode the circuit of courts for many years. His law partner said of him, “His ambition was a little engine that knew no rest”. He married Mary Todd, and they had four boys, only one of whom lived to maturity. In 1858 Lincoln ran against Stephen A. Douglas for Senator. He lost the election, but in debating with Douglas he gained a national reputation that won him the Republican nomination for President in 1860. Lincoln won re-election in 1864, as Union military triumphs heralded an end to the war. In his planning for peace, the President was flexible and generous, encouraging Southerners to lay down their arms and join speedily in reunion. On Good Friday, April 14, 1865, Lincoln was assassinated at Ford's Theatre in Washington by John Wilkes Booth, an actor, who somehow thought he was helping the South. The opposite was the result, for with Lincoln's death, the possibility of peace with magnanimity died. (https://www.whitehouse.gov/1600/presidents/abrahamlincoln).

Listening

The Gettysburg’s Address Gettysburg, Pennsylvania, November 19th, 1863 https://www.youtube.com/watch?v=BvA0J_2ZpIQ

Research Using the net to search for information

1. How many copies of the speech are there?

http://www.abrahamlincolnonline.org/lincoln/speeches/gettysburg.htm

2. Find information about the battle of Gettysburg, http://www.nps.gov/gett/index.htm.

Answer the following questions

1. What does Lincoln mean with “unfinished work”? ___________________________________________________________________________________________

2. For which cause are the dead not died in vain? ___________________________________________________________________________________________

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___________________________________________________________________________________________

3. In your opinion, why Lincoln’s last words became the definition of

democracy? ___________________________________________________________________________________________

___________________________________________________________________________________________

Reading Lincoln’s Letter to Horace Greeley Written during the heart of the Civil War, this is one of Abraham Lincoln's most famous letters. Greeley, editor of the influential New York Tribune, had just addressed an editorial to Lincoln called "The Prayer of Twenty Millions," making demands and implying that Lincoln's administration lacked direction and resolve. President Lincoln wrote his reply when a draft of the Emancipation Proclamation already lay in his desk drawer. His response revealed his concentration on preserving the Union. The letter, which received acclaim in the North, stands as a classic statement of Lincoln's constitutional responsibilities. A few years after the president's death, Greeley wrote an assessment of Lincoln. He stated that Lincoln did not actually respond to his editorial but used it instead as a platform to prepare the public for his "altered position" on emancipation.

Executive Mansion, Washington, August 22, 1862.

Hon. Horace Greeley: Dear Sir. I have just read yours of the 19th addressed to myself through the New-York Tribune. If there be in it any statements, or assumptions of fact, which I may know to be erroneous, I do not, now and here, controvert them. If there be in it any inferences which I may believe to be falsely drawn, I do not now and here, argue against them. If there be perceptible in it an impatient and dictatorial tone, I waive it in deference to an old friend, whose heart I have always supposed to be right. As to the policy I “seem to be pursuing” as you say, I have not meant to leave any one in doubt. I would save the Union. I would save it the shortest way under the Constitution. The sooner the national authority can be restored; the nearer the Union will be “the Union as it was”. If there be those who would not save the Union, unless they could at the same time save slavery, I do not agree with them. If there be those who would not save the Union unless they could at the same time destroy slavery, I do not agree with them. My paramount object in this struggle is to save the Union, and is not either to save or to destroy slavery. If I could save the Union without freeing any slave I would do it, and if I could save it by freeing all the slaves I would do it; and if I could save it by freeing some and leaving others alone I would also do that. What I do about slavery, and the colored race, I do because I believe it helps to save the Union; and what I forbear, I forbear because I do not believe it would help to save the Union. I shall do less whenever I shall believe what I am doing hurts the cause, and I shall do more whenever I shall believe doing more will

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help the cause. I shall try to correct errors when shown to be errors; and I shall adopt new views so fast as they shall appear to be true views. I have here stated my purpose according to my view of official duty; and I intend no modification of my oft-expressed personal wish that all men every where could be free. Yours, A.Lincoln (http://www.abrahamlincolnonline.org/lincoln/speeches/greeley.htm)

Vocabulary

1. Use a monolingual dictionary to discover the meaning and the use of the following term; write one sentence for each of them: a. Perceptible: ……………………………………………. b. Deference: ……………………………………………. c. Paramount: …………………………………………….

2. Use a dictionary or a thesaurus to find a synonym for the following words: a. To waive: ……………………………………………. b. To struggle: ……………………………………………. c. To forbear: …………………………………………….

Writing 1. Why do you think Lincoln considered saving the Union to be more important than freeing the slaves? ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ 2. What does he mean by his “view of official duty”? ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ 3. Why do you think Lincoln wrote this letter when he had already written the draft of the First Emancipation Proclamation? ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

Research https://historynewsnetwork.org/article/1109 Find odd parallels with a friend, an influencer, a personal hero…

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The Civil War: Immediate Consequences

Vocabulary Waning: ? Kin : parenti

Reading The most striking immediate consequence of the war was destruction and loss of life on a scale the country had never before imagined. Union war dead totalled 360,000; Confederate, 258,000. The combined total of 618,000 was significantly greater than the United States was to lose in World War II, its next bloodiest conflict, and World War II came at a time when the U.S. population was more than three times the size it had been in the 1860s. The economic expense of the war, although of far less impact than the human cost, was nevertheless substantial. The Union spent some $2.3 billion on its war effort or about $98 per person in its population. The North continued to experience prosperity during the war, with its total wealth increasing by 50% during the decade of the 1860s. In stark contrast, the South was impoverished by the war. Global cotton markets had found other sources during the war, and never again would Southern cotton command the consistently high prices it did in antebellum years. All told, it took the South more than half a century to recover from the effects of the war. The other most striking immediate consequence of the Civil War was the emancipation of 3.5 million slaves. Many of them were initially declared free by Abraham Lincoln in his January 1863 Emancipation Proclamation, which was aimed only at slaves in areas then still in rebellion against the United States. Subsequently, in 1865, the Thirteenth Amendment freed all slaves in the U.S. What to do with the newly freed millions was a difficult problem for the federal government in the waning days and immediate aftermath of the war. The government did establish a Freedmen's Bureau, headed by former Union general Oliver O. Howard, which helped to care for the needs of the recent slaves until they could establish themselves in their new lives. However, political realities made of this difficult. The United States remained united as a single nation, and for more than a century secession remained discredited as a viable option.

Working with songs

1. The night they drove Old Dixie down, the Band Robbie Robertson wrote this song, which is about the American Civil War - "Dixie" is a term indicating the old American South, which was defeated by the Union army. The song is not related to his heritage, as Robertson is half-Mohawk Indian, half-Jewish Canadian. Robertson came up with the music for this song, and then

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got the idea for the lyrics when he thought about the saying "The South will rise again," which he heard the first time he visited the American South. This led him to research the Civil War.

Listening Fil l in the gaps: complete the following text by choosing an appropriate word. The first word is given. https://www.youtube.com/watch?v=jREUrbGGrgM Virgil Caine is the name, and I served on the Danville train 'Till Stoneman's cavalry came and tore up the tracks again In the winter of '65, we were_______, just barely alive By May the tenth, Richmond had fell, it's a time I remember, oh so well The night they drove old Dixie down, and the bells were ringing The night they drove old Dixie down, and the people were singin' they went La, la, la, la, la, la, la, la, la, la, la, la, la, la Back with my wife in Tennessee, when one day she called to me "Virgil, quick, come see, there goes Robert E _______" Now I don't mind choppin' wood, and I don't care if the money's no good Ya take what ya need and ya leave the rest, But they should never have taken the very best The night they drove old Dixie down, and the bells were ringing The night they drove old Dixie down, and the people were singin' they went La, la, la, la, la, la, la, la, la, la, la, la, la, la, Like my father before me, I will work the land Like my _______above me, who took a rebel stand He was just eighteen, proud and brave, but a _______ laid him in his grave I swear by the mud below my feet, You can't raise a Caine back up when he's in _______ The night they drove old Dixie down, and the bells were ringing, The night they drove old Dixie down, and all the people were singin', they went Na, la, na, la, na, na, na, na, na, na, na, na, na, na, The night they drove old Dixie down, and all the bells were ringing, The night they drove old Dixie down, and the people were singin', they went Na, la, na, la, na, na, na, na, na, na, na, na, na, na

Research Using the net to search for information

1. What story does this song tell us? Is it a true story?

http://historyaccess.com/afewfinepopsongb.html 3. Find information about the group “the Band”. What is “The Last Waltz”? 4. Another famous American artist sang this song. Who? Find more

information. Upload your answers on Spark.

Working with songs

2. Sweet Home Alabama, Lynyrd Skynyrd

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The story of "Sweet Home Alabama" begins not in Alabama but in Jacksonville, Florida. That's where, in 1964, five teenagers formed what would eventually become the iconic rock band Lynyrd Skynyrd. In 1972 they released their first album, followed by another in 1974. The first track was a huge hit. Called Sweet Home Alabama, the single reached number eight on U.S. charts—its popularity due, at least in part, to a controversy hidden in the verses [see the research activity below). Not long after, three of the members of Lynyrd Skynyrd tragically died in a plane crash in 1977. Rossington, the sole remaining original band member, gave the last word on the matter in an interview in 2015. "We need to show people how the real Alabama is. No matter where you’re from, sweet home Alabama or sweet home Florida or sweet home Arkansas, you can relate”.

Listening Fil l in the gaps: complete the following text by choosing an appropriate word. The first word is given. https://www.youtube.com/watch?v=6GxWmSVv-cY Big wheels keep on turning Carry me home to see my kin Singing songs about the __________ I miss Alabamy once again And I think its a sin, yes Well I heard mister Young sing about her Well, I heard ole Neil put her down Well, I hope Neil __________ will __________ A Southern man don't need him around anyhow Sweet home Alabama Where the skies are so __________ Sweet Home Alabama Lord, I'm coming home to you In Birmingham they love the governor Now we all did what we could do Now Watergate does not __________me Does your conscience bother you? Tell the truth Sweet home Alabama Where the skies are so blue Sweet Home Alabama Lord, I'm coming home to you Here I come Alabama Now Muscle Shoals has got the Swampers And they've been known to pick a song or __________ Lord they get me off so much They pick me up when I'm feeling blue Now how about you? Sweet home Alabama

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Where the skies are so blue Sweet Home Alabama Lord, I'm coming home to you Sweet home Alabama Oh sweet home baby Where the skies are so blue And the governor's __________ Sweet Home Alabama Lordy Lord, I'm coming home to you Yea, yea Montgomery's got the answer

Research Using the net to search for information

1. What song (or songs) does this one reply to?

http://thrasherswheat.org/jammin/lynyrd.htm ___________________________________________________________________________________________

___________________________________________________________________________________________

2. What is “Watergate”? and “Muscle Shoals”?

___________________________________________________________________________________________

___________________________________________________________________________________________

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Indian Wars (1865–91)

Reading After the Civil War, population expansion, railroad construction, and the disappearance of the buffalo herds heightened military tensions on the Great Plains. Several tribes, especially the Sioux and Comanche, fiercely resisted confinement to reservations. The main role of the Army was to keep indigenous peoples on reservations and to end their wars against settlers and each other, William Tecumseh Sherman and Philip Sheridan were in charge. A famous victory for the Plains Nations was the Battle of the Little Big Horn in 1876, when Col. George Armstrong Custer and two hundred plus members of the 7th Cavalry were killed by a force consisting of Native Americans from the Lakota, Northern Cheyenne, and Arapaho nations. The last significant conflict came in 1891 (https://www.encyclopedia.com/history/encyclopedias-almanacs-transcripts-and-maps/conflicts-western-tribes-1864-1890).

Answer the following questions

1. Fill the following table, starting from what you have just read. Find more information!

Battle Year Song or movie or book Sioux and Pawnee 1863 …. (1990, movie) Sand Creek Massacre …. …. …. 1876 …. (1970, movie) …. …. Bury my heart at

Wounded Knee (a book and movie)

2. Compare and contrast the Discovery of America and the Indian Wars

(inhabitants, conquerors, deaths, wars, consequences etc.). Write a text and upload it on Spark.

Use of English Practicing your language skills

Fill the boxes with the correct sentences. The first sentence is given. In late 1875, Sioux and Cheyenne Indians were angered at the whites travelling into their sacred lands in the Black Hills. 2 The US Government had promised Red Cloud that white settlers would not be allowed to settle here. This was part of the Fort Laramie Treaty.

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☐ To force the large Indian army back to the reservations, the Army sent Lt. Colonel George Custer and the Seventh Cavalry. Spotting the Sioux village about fifteen miles away along the Rosebud River on June 25, Custer also found a nearby group of about forty warriors. ☐ He did not realize that the number of warriors in the village numbered three times his strength. Dividing his forces in three, Custer sent troops under Captain Frederick Benteen to prevent their escape through the upper valley of the Little Bighorn River. Major Marcus Reno was to chase the group, cross the river, and charge the Indian village. Cheyenne and Hunkpapa Sioux together crossed the river and slammed into the advancing soldiers, forcing them back. Meanwhile, another force, largely Oglala Sioux under Crazy Horse's command, surrounded Custer and his men in a pincer move. They began pouring in gunfire and arrows. As the Indians closed in, Custer ordered his men to shoot their horses and stack the carcasses to form a wall, but they provided little protection against bullets. In less than an hour, Custer and his men were killed in the worst American military disaster ever. After another day's fighting, Reno and Benteen's now united forces escaped when the Indians broke off the fight. ☐ Little Bighorn showed the Indians' power. They had achieved their greatest victory yet, but soon the tribes union fell apart in the face of the white onslaught. Outraged over the death of a popular Civil War hero the nation demanded retribution. The Black Hills dispute was quickly settled by redrawing the boundary lines, placing the Black Hills outside the reservation and open to white settlement. ☐ “Custer's Last Stand” was their last stand as well (By Mr McGuinness www.SchoolHistory.co.uk).

1. Within a year, the Sioux nation was defeated and broken. 2. The discovery of Gold had seen many miners entering the sacred land

in the search for Gold. 3. The Sioux gathered with Sitting Bull to fight for their lands. 4. They had learned that the other two columns of soldiers were coming

towards them, so they fled. 5. Ignoring orders to wait, he decided to attack before they could alert the

main party.

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American Expansionism in the late 19th century

Vocabulary To exert: esercitare Outmost: estremo To back: supportare

Reading American Expansionism moved towards the Pacific Ocean and Central America. Beginning in 1898, the United States started exerting their influence on the new-born Republic of Cuba, and annexing Puerto Rico, the Philippines and the Hawaii. These territories were of the outmost commercial and military importance, for the United States were in the process of building one of the most powerful navies in the world, the third largest after the navies of Britain and Germany. In Panama, the US wanted to build a canal to allow ships to pass between the Pacific and Atlantic Oceans. As the Colombian government denied the US right to build a canal through Panama, the US incited and backed an insurrection that led to the independence of Panama in 1903. The new government of Panama gave the United States a strip of land, and the right to build and operate the future Panama Canal.

Check your understanding Are these statements true or false?

1. America extended its borders as far as Puerto Rico, the Philippines and the Hawaii. These territories were of great commercial and military importance.

2. During the imperialist expansion, the US assembled the largest navy in the world.

3. Panama became independent in 1902.

Speaking Preparing a lesson for your classmates

Divide in three groups, choose your own source and prepare a 5 minutes summary.

1. Panama Canal: https://history.state.gov/milestones/1899-1913/panama-canal

2. President Theodore Roosevelt: https://www.whitehouse.gov/1600/presidents/theodoreroosevelt

3. The Russo-Japanese War: https://history.state.gov/milestones/1899-1913/portsmouth-treaty.

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Section III – The Industrial Revolution

A warm up activity: find as many words as you can.

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The First Industrial Revolution

Listening

https://ed.ted.com/lessons/how-inventions-change-history-for-better-and-for-worse-kenneth-c-davis After having listened, do the “think” activity (you need to create a TED free account).

Answer the following questions

1. Can you understand what an industrial revolution is, having listened to the

TED lesson? ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

2. What was Jefferson and Washington’s attitude toward slavery? And what

happened, as a matter of fact? _________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

3. What do we mean by “eureka moment”? Search for the origin of “eureka”. What kind of this moment is described in the lesson? Give example of your own eureka moment.

___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

4. Write precisely the numbers of the cotton production and of the slaves. Draw a graphic.

_________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

5. What do we mean by “Louisiana purchase”?

___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

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6. How did Eli Whitney end up? ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

7. Reflect on the expression “double-edged”. Fill the following table, giving

more examples (at least 3).

Invention Pros Cons …. …. Triangle Shirtwaist

Company Fire Disposable dippers ….. ….. …. ….. Hiroshima

Reading The Industrial Revolution Begins https://books.google.it/books?redir_esc=y&hl=it&id=KH8w9x6hUegC&q=in+the+final+decades#v=onepage&q&f=true Summarize what you have learnt from the previous text by filling in the following map.

The industrial revolution

A. Political changes A period of turmoil took place when…. It happened that….

B. Productivity changes The industrial procedures changed because… This change influenced the economic system because… The Industrial Revolution took place… Some inventions revolutionized the system…. These changes have never really….

Reading Network of changes

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The main features involved in the Industrial Revolution were technological, socioeconomic, and cultural. The technological changes included the following: (1) the use of new basic materials, chiefly iron and steel, (2) the use of new energy sources, including both fuels and motive power, such as coal, the steam engine, electricity, petroleum, and the internal-combustion engine, (3) the invention of new machines, such as the spinning jenny and the power loom that permitted increased production with a smaller expenditure of human energy, (4) a new organization of work known as the factory system, which entailed increased division of labour and specialization of function, (5) important developments in transportation and communication, including the steam locomotive, steamship, automobile, airplane, telegraph, and radio, and (6) the increasing application of science to industry. These technological changes made possible a tremendously increased use of natural resources and the mass production of manufactured goods. There were also many new developments in nonindustrial spheres, including the following: (1) agricultural improvements that made possible the provision of food for a larger nonagricultural population, (2) economic changes that resulted in a wider distribution of wealth, the decline of land as a source of wealth in the face of rising industrial production, and increased international trade, (3) political changes reflecting the shift in economic power, as well as new state policies corresponding to the needs of an industrialized society, (4) sweeping social changes, including the growth of cities, the development of working-class movements, and the emergence of new patterns of authority, and (5) cultural transformations of a broad order. Workers acquired new and distinctive skills, and their relation to their tasks shifted; instead of being craftsmen working with hand tools, they became machine operators, subject to factory discipline. Finally, there was a psychological change: confidence in the ability to use resources and to master nature was heightened (https://www.britannica.com/event/Industrial-Revolution).

Speaking Working in pairs, describe in your own words the changes brought about by the industrial revolution. Use the following keywords.

Technological changes: basic materials, energy sources, new machines, organization of work, transportation, communication. Socioeconomic changes: redistribution of wealth, state policies, urbanization. Cultural changes: relation between man and work, relation between man and nature.

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The Second Industrial Revolution

Reading ________ considerable overlapping with the “old,” there was mounting evidence for a “new” Industrial Revolution in the late 19th and 20th centuries. In terms of basic materials, modern industry began to exploit many natural and synthetic resources not hitherto utilized: lighter metals, new alloys, and synthetic products such as plastics, ________ new energy sources. Combined with these were developments in machines, tools, and computers that gave rise to the automatic factory. ________ some segments of industry were almost completely mechanized in the early to mid-19th century, automatic operation, as distinct from the assembly line, first achieved major significance in the second half of the 20th century. Ownership of the means of production ________ underwent changes. The oligarchical ownership of the means of production that characterized the Industrial Revolution in the early to mid-19th century gave way to a wider distribution of ownership ________ purchase of common stocks by individuals and by institutions such as insurance companies. ________ the first half of the 20th century, many countries of Europe socialized basic sectors of their economies. There was also during that period a change in political theories: ________ the laissez-faire ideas that dominated the economic and social thought of the classical Industrial Revolution, governments generally moved into the social and economic realm to meet the needs of their more complex industrial societies. That trend was reversed in the United States and the United Kingdom beginning in the 1980s (https://www.britannica.com/event/Industrial-Revolution).

Use of English Practicing your language skills

Read the previous extract and choose the preposition, conjunction or adverb from the list below that best completes the text. in – despite – also – instead of – although – as well as – through

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Third and Fourth Industrial Revolution

Working with images

1. Define the main features of the third Industrial Revolution. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ 2. What do we mean by “cyber-physical systems”? Give examples. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

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