Licenciatura en lenguas

Date Time Learning objective Strategies and activities

Friday August 5” Set the mood to start class

15th

Class Opening Outline

Introduction (5 minutes)

Welcome: Greet the students warmly.

Your Introduction: Share your name, background, and a fun fact about yourself to
create a friendly atmosphere.
Course Overview (5 minutes)

Briefly explain what the course will cover and its objectives.
Mention any key topics or skills students will learn.
Course Expectations (10 minutes)

Explain the Importance: “To make this class enjoyable and productive, I’d like you to
think about your expectations.”
Prompt for Input: Ask students to write down their expectations for the course. You can
provide guiding questions, such as:
What do you hope to learn?
What type of classroom environment do you prefer?
Any specific goals you have for this semester?
Share Out: Invite a few students to share their expectations if they’re comfortable.
Transition to Activity (5 minutes)

Introduce the Mystery Box Challenge as a fun way to get to know each other and build a
community in the class.
Mystery Box Challenge
Teams and Their Items
Team 1:

A set of collar and earrings

A book
A rubber shark
Glasses
Team 2:

Sunblocker
A bottle of dry bath for cats
A calculator
Some batteries
Team 3:

A dinosaur toy
A teddy bear
A jumping rope
A plastic hairbrush
Activity Outline
Introduction (2 minutes)

Welcome students and explain the activity: “You will have 10 minutes to prepare a
short skit using the items in your box. A skit is a short, humorous play or performance
where you act out a story or scenario.”
Mystery Box Reveal (2 minutes)

Distribute the boxes and briefly explain the items in each.

Preparation Time (10 minutes)

Teams brainstorm and create their skit, incorporating all items creatively. Encourage
them to:
Decide on a storyline.
Assign roles (who will play which character).
Plan how to use each item in their skit.
Presentations (6 minutes)

Each team performs their skit for 2 minutes:

Team 1: A fashion show where the rubber shark is a quirky accessory.
Team 2: An infomercial about pet care using the dry bath for cats.
Team 3: A playful adventure with the dinosaur and teddy bear.
Wrap-Up (2 minutes)

Thank everyone for their creativity and teamwork. Optionally, allow for a quick
audience vote on favorite skits.
Conclusion
This structure ensures that students understand what a skit is and keeps the activity
engaging and fun within a 20-minute timeframe.
Part 2 10 “ Set the mood of the class Warm up“Close your eyes for a moment and imagine waking up in London in 1750. The
streets are noisy, smells are… interesting, and everyone is arguing about politics in
coffeehouses. There’s no Wi-Fi, but gossip travels faster than you think.”

Action:

 Show 1 image of 18th-century London on the projector.

 Ask: “What’s the first thing you’d miss from modern life?”
 Take 2–3 quick answers, keep it light.

Part 3 30” Topic 1: Britain’s Growing Power Topic 1: Britain’s Growing Power (30 minutes)
Objective: Explanation (10 minutes)
Students will understand the factors that contributed Instructor:
to Britain’s rise as a global power, including its strong "Before the end of the 18th century, Britain was as powerful as France. This power
navy and trading empire. They will discuss both the came from the growth of its industries and a large trading empire, some of which was
benefits and consequences of this growth captured from the French.

Interesting Fact:
Britain had the strongest navy in the world! This navy controlled trade routes,
protecting British interests and threatening those of its enemies.

The government aimed to create this trading empire and protect it with a strong navy.
Ministers, not just the king, made important decisions. This marked a big change in
British governance."

Activity: Think-Pair-Share (15 minutes)

Instructions: "Discuss these questions with a partner, then we’ll share your thoughts."

Discussion Questions:
How did having a strong navy help Britain?
Sample Answer: "It protected trade routes and British ships."
What were the benefits of having a large trading empire?
Sample Answer: "It brought wealth and resources."
How did this power change ordinary people's lives?
Sample Answer: "Some got richer, but many lost their homes."
Wrap-Up Discussion (5 minutes)
Instructor: "What were some positive and negative effects of Britain’s rise to power?"

Topic 1: Britain’s Growing Power

Activity: Trade Route Relay

Setup: Create stations around the classroom representing different trading routes (e.g.,
North America, Africa, Asia).
 Instructions: Divide students into teams. Each team must run to a station, answer a
question about that trade route, and return to their starting point. The first team to
answer all questions correctly wins!

Questions for Stations:

North America: What valuable resources did Britain obtain from North America?

Answer: Timber, tobacco, and later cotton.

Africa: What was one major trade item Britain acquired from Africa?

Answer: Gold or slaves.

Asia: What spice was highly sought after by British traders?

Answer: Pepper or tea.

Parts 4 30” Topic 2: Economic and Social Changes
Objective:
Students will explore the social and economic
transformations brought about by industrialization, Topic 2: Economic and Social Changes (30 minutes)
including the rise of factories and the impact on
ordinary people. They will analyze the disparity https://www.youtube.com/watch?v=xLhNP0qp38Q&ab_channel=SimpleHistory
between the wealthy and the working class.
Explanation (10 minutes)
Instructor:
"This growth came with a price. While some became wealthy, many lost their land and
homes. Families were driven off their land and became part of the working class in
cities.

Interesting Detail:
Cities like Birmingham, Manchester, and Liverpool grew rapidly due to industrialization.
The invention of machines created factories, changing how people worked."

Activity: Role-Play (15 minutes)

Instructions: "Let’s do a role-play! I need three volunteers: one will be a factory owner,
one a worker, and one a government minister."

Role-Play Setup:

Factory Owner: Explain how your factory is successful.

Example Statement: "My factory creates jobs and brings profit!"
Worker: Share your struggles.
Example Statement: "I work long hours for little pay and live in poor conditions."
Minister: Discuss the government's role.
Example Statement: "We aim to improve workers' lives, but industrial growth is
 important."
Discussion (5 minutes):

After the role-play, discuss as a class: What did you learn about different perspectives?

Activity: Factory Walk

Setup: Set up different “factory stations” around the classroom representing various
industries (textiles, coal mining, etc.).
Instructions: Students walk to each station in pairs. At each station, they discuss what
workers might experience in that industry. After visiting all stations, they share their
insights with the class.
Questions at Each Factory Station:

Textiles: What type of clothing was produced in textile factories?

Answer: Cotton shirts, woolen garments.

Coal Mining: Why was coal important for factories?

Answer: It was used to power machines.

Ironworks: What product was made in ironworks?

Answer: Tools, machinery, and construction materials.

30” Topic 3: The South Sea Bubble Topic 3: The South Sea Bubble (30 minutes)
Objective: Explanation (10 minutes)
Students will learn about the South Sea Bubble, Instructor:
including its promises, the reasons for its failure, and its "Now, let’s talk about the South Sea Bubble. In 1720, the South Sea Company promised
implications for investors. They will discuss the lessons huge profits from trade, claiming they would trade in the South Seas and make
learned from this financial crisis. enormous profits.

False Promises:

They exaggerated potential profits and suggested they could pay off the national debt
with their trading monopoly.
Investors were misled by speculative excitement and rumors, leading many to believe
they would get rich quickly.
Why Did It Fail?

The company did not have the actual trade or resources to support its promises.
When confidence fell, stock prices dropped drastically, causing many to lose their life
savings.
Interesting Fact:
At first, shares skyrocketed in value. People invested not based on real profits, but on
excitement. When the bubble burst, it was like a party that ended too soon, leaving
 many unhappy guests!"

Activity: Group Analysis (15 minutes)

Instructions: "In groups, discuss these questions about the South Sea Bubble."

Analysis Questions:
What caused the South Sea Bubble to grow?
Sample Answer: "People were excited about potential profits."
How did it affect ordinary people?
Sample Answer: "Many lost their savings."
What lessons can we learn?
Sample Answer: "Always research before investing and be cautious of too-good-to-be-
true offers."
Each group shares one key point with the class.
Quick Reflection (5 minutes)
Instructor: "How did the South Sea Bubble change people’s views on finance? Do you
see similarities with today’s markets?"
The South Sea Company promised to engage in lucrative trade in the South Seas,
particularly with regions such as:

South America: They claimed they would trade for valuable resources like gold, silver,
and other commodities.

The West Indies: This area was known for sugar and rum production, which were highly
profitable.

Africa: The company also aimed to trade goods with West African states, involving the
Atlantic slave trade, which was a significant part of Britain's economy at the time.

Asia: Although their primary focus was on the Americas, there were also vague
promises of trading in the East Indies.

Reasons for Failure

The promises were largely based on speculation rather than actual trading capabilities.
The company did not have the real infrastructure or agreements necessary to conduct
this trade, leading to the collapse of investor confidence when these promises proved
unachievable.
30 “ Topic 4: The Boston Tea Party Topic 4: The Boston Tea Party (30 minutes)https://www.youtube.com/watch?
Objective: v=ubvM9ixIOjU
Students will examine the events leading to the Boston
Tea Party, understanding its significance as a protest Explanation (10 minutes)
against taxation without representation. They will Instructor:
discuss the impact of this event on American colonial "In 1773, the Boston Tea Party occurred as a protest against British taxes. Colonists
relations with Britain. were upset about being taxed without representation in Parliament. They believed it
 was unfair to be taxed by a government in which they had no voice.

Interesting Event:
During the Boston Tea Party, colonists dressed as Native Americans and threw a
shipload of tea into Boston Harbor as a protest against the tea tax. This was a bold act
of defiance!"

Activity: Debate (15 minutes)

Instructions: "Let’s have a debate! Split into two groups: one supporting the British
government and the other supporting the American colonists."

Debate Setup:

British Government: Argue that taxes are necessary for defense.

American Colonists: Argue for 'no taxation without representation.'
Discussion (5 minutes):

After the debate, discuss what each side learned.

30 “ Topic 5: Political Changes and the Role of Ministers Topic 5: Political Changes and the Role of Ministers (30 minutes)
Objective: Explanation (10 minutes)
Students will investigate the political developments in Instructor:
Britain, focusing on the role of ministers and the "With leaders like Robert Walpole, Britain began to shift to a parliamentary system.
Cabinet system. They will learn about the shift from Ministers worked together in a 'Cabinet.'
monarchy to parliamentary power and its implications.
Interesting Detail:
Walpole believed in limiting the king's power and introduced rules for ministers to work
together. If a minister strongly disagreed with others, they were expected to resign.
This created a more unified government."

Activity: Cabinet Simulation (15 minutes)

Instructions: "Let’s simulate a Cabinet meeting! I need six volunteers to represent
Cabinet members."

Cabinet Roles: Assign roles (e.g., finance, trade, defense).

Scenario: Discuss how to improve the economy.

Example Discussion Points: "We need to increase trade!" "Should we raise taxes on
luxury goods?"
Wrap-Up (5 minutes):

Discuss the outcome of the meeting. What decisions were made?

Activity: Cabinet Meeting Role-Play

 Setup: Designate areas of the classroom for different Cabinet positions (e.g., finance,
defense, education).
Instructions: Students move to their assigned area and discuss a current issue (e.g.,
climate change). Each group presents their solution to the class. This encourages
movement and collaboration.
30” opic 6: Ireland and Scotland Topic 6: Ireland and Scotland (30 minutes)
Objective: Explanation (10 minutes)
Students will analyze the social and political issues Instructor:
facing Ireland and Scotland during this period, including "Ireland faced harsh laws that limited the rights of Catholics, making them second-class
the Jacobite uprisings and the status of Catholics in citizens. They could not vote, hold public office, or even own a horse worth more than
Ireland. They will discuss the cultural impact of events £5.
like the Battle of Culloden.
Interesting Fact:
Catholics were treated poorly, and many families were divided by laws that favored
Protestant landowners. This created a lot of tension and resentment in Irish society."

The Jacobite Uprisings (10 minutes)

Instructor:
"Meanwhile, Scotland experienced the Jacobite uprisings, where many Highlanders
fought to restore the Stuart monarchy, which had been deposed.

Who Were the Highlanders?

The Highlanders were Scottish clansmen from the northern regions of Scotland. They
had a strong sense of identity and culture, often wearing traditional clothing like kilts.
Why Did They Fight?
Highlanders wanted to restore the Stuarts to the throne, believing they would protect
their rights and traditions. The first uprising was in 1715, and the second, led by 'Bonny
Prince Charlie,' occurred in 1745."

Activity: Venn Diagram (15 minutes)

Instructions: "Let’s create a Venn diagram comparing the Highlanders and the British
government."

Venn Diagram Setup:

Left Circle: Characteristics of the Highlanders (e.g., clan loyalty, traditional dress, desire
for autonomy).
Right Circle: Characteristics of the British Government (e.g., centralized power,
Protestant, focused on control).
Middle Overlap: Commonalities (e.g., both want to maintain power, both influenced by
political changes).
Discussion (5 minutes):
 Discuss what each group learned from creating the Venn diagram.
Module 1 40” The Battle of Culloden (30 minutes)
Explanation (10 minutes)
Instructor:
"The Battle of Culloden in 1746 was the final confrontation of the Jacobite rising. The
British army decisively defeated the Highlanders.

What Happened?

Many Highlanders were killed, and the British army acted brutally. They destroyed
homes and banned traditional dress, like kilts.
Interesting Fact:
This battle marked the end of the Jacobite hopes to restore the Stuarts. Afterward, laws
were passed to suppress Highland culture, leading to a significant loss of Scottish
traditions."

Activity: Reflection (10 minutes)

Instructions: "Reflect on the impact of the Battle of Culloden on Scottish culture and
identity. Discuss in pairs."

Discussion Questions:
How did Culloden change Scottish identity?
Sample Answer: "It suppressed Highland culture and led to the loss of traditions."
What does this tell us about the consequences of conflict?
Sample Answer: "Conflicts can destroy cultures and change societies forever."
Conclusion (5 minutes)
Instructor:
"In summary, we explored Britain’s rise in power through trade, the political landscape,
the South Sea Bubble, the Boston Tea Party, and the struggles in Ireland and Scotland.

Final Thought:
These events highlight the complexities of growth and change in society.

Thank you for participating! If you have any questions or thoughts, feel free to share!"

Act of Settlement (1701)

What It Is:

 The Act of Settlement was a law passed by the English Parliament in 1701.

Key Points:
  Purpose: It aimed to ensure that only Protestants could inherit the English throne. This was important after the turbulent history of Catholic and Protestant conflicts in
England.
 Impact on Succession: The Act declared that if Queen Anne (the last Stuart monarch) died without an heir, the throne would go to the House of Hanover, ensuring that
a Protestant would rule.
 Why It Matters: This law prevented any Catholic from becoming king or queen, which was crucial for maintaining Protestant control in England.

South Sea Company (Founded in 1711)

What It Is:

 The South Sea Company was a British trading company founded in 1711.

Key Points:

 Purpose: It was created to trade with South America and help manage the national debt. The company was granted a monopoly on trade in the South Seas.
 Promises to Investors: The company promised to pay off the government’s national debt in exchange for exclusive trading rights. This attracted many investors.
 The Bubble: Share prices rose rapidly due to excitement and speculation. However, when people realized the company couldn’t deliver on its promises, share prices
crashed in 1720, leading to the South Sea Bubble crisis.
 Consequences: Many investors lost their savings, leading to financial panic in Britain. It also highlighted the need for better regulations in financial markets.

Simple Summary

 The Act of Settlement was a law that made sure only Protestant rulers could inherit the throne of England, preventing Catholics from becoming king or queen.
 The South Sea Company was a trading company that promised to help pay off the national debt by trading in South America. However, it failed to deliver, leading to a
financial crisis known as the South Sea Bubble.

Criteria 3 pts. 2 pts. 1 pt.

Accuracy All facts correct Mostly correct Some errors

 Criteria 3 pts. 2 pts. 1 pt.

Design Clear, creative, easy to read Mostly clear Messy/confusing

Teamwork All members speak Some members speak One member speaks

Grading Breakdown

Written Tests (30%)

Comprising three partial exams.

If you score 9 on all three exams, you will be exempt from the final exam.
Exposition (20%)

Requires two oral presentations.

Presentations can be done individually or in teams.
Investigation Project (40%)

You will select a topic from a list provided by the teacher.

This project will involve in-depth research on your chosen topic.

nvestigation Project
The Investigation Project is a significant component of your coursework, contributing 40% to your overall grade. Here’s what you need to know:

Topic Selection:

You will receive a list of topics from your teacher.

Choose one topic that interests you and is relevant to the course.
Research:

Conduct thorough research on your selected topic.

Use various sources such as books, academic journals, and reputable websites to gather information.
Project Components:

Your project may include written reports, visual aids (like posters or presentations), and possibly a practical component, depending on the topic.
Be sure to follow any specific guidelines provided by your teacher.
Presentation:

You may be required to present your findings to the class.

This could involve explaining your research process, results, and conclusions.
Assessment Criteria:

Your project will be evaluated based on the depth of research, clarity of presentation, creativity, and adherence to guidelines.
Objectives
Develop research and analytical skills.
Enhance your ability to communicate findings effectively.
Foster a deeper understanding of a specific topic within the course framework.{

Clase 1: La Revolución Industrial y su Impacto

Contenido:
Introducción a la Revolución Industrial: Contexto histórico, causas (cambios en la agricultura, tecnología, comercio).
Desarrollo: Innovaciones como la máquina de vapor, el telar mecánico y su impacto en la producción.
Efectos Sociales: Urbanización, cambios en la clase trabajadora, condiciones laborales.
Cultura: Impacto en el arte, la literatura (autores como Charles Dickens).
Actividades:
Discusión sobre cómo la Revolución Industrial continúa influyendo en la economía y la sociedad moderna.
Clase 2: El Imperio Británico y la Esclavitud
Contenido:
Expansión del Imperio Británico: Motivaciones económicas y políticas, principales colonias.
Esclavitud: La trata transatlántica, condiciones de los esclavos y su resistencia.
Abolición: Movimientos abolicionistas, figuras clave como William Wilberforce.
Legado Cultural: Cómo la historia colonial afecta las relaciones modernas.
Actividades:
Análisis de documentos históricos y testimonios de esclavos.
Clase 3: Guerras Mundiales y sus Consecuencias
Contenido:
Primera Guerra Mundial: Causas, eventos clave (Batalla de Somme, Tratado de Versalles).
Segunda Guerra Mundial: Eventos significativos (Holocausto, bombardeos de Hiroshima y Nagasaki).
Efectos Sociales y Culturales: Cambios en el rol de la mujer, movimientos de derechos civiles.
Cultura: Impacto en la literatura y el arte (autores como Virginia Woolf).
Actividades:
Proyección de un documental breve seguido de una discusión.
Clase 4: Guerra Fría y Movimientos Sociales
Contenido:
Guerra Fría: Orígenes, conflictos clave (Crisis de los Misiles en Cuba, Guerra de Vietnam).
Movimientos Sociales: Derechos civiles en EE.UU., feminismo y su evolución.
Impacto Cultural: Cómo estos movimientos han influido en la identidad y cultura contemporánea.
Actividades:
Debate sobre el impacto de la Guerra Fría en la política actual.
Clase 5: Descolonización en África y Asia
Contenido:
Proceso de Descolonización: Contexto histórico, principales movimientos (Mahatma Gandhi, Nelson Mandela).
Impacto Cultural: Cómo la descolonización ha afectado la identidad nacional.
Ejemplos: India, Sudáfrica y los desafíos postcoloniales.
Actividades:
Presentaciones grupales sobre un país específico y su proceso de descolonización.
Clase 6: Cultura Popular y Medios de Comunicación
Contenido:Cultura Popular y Medios de Comunicación
Contenido:
Evolución de la Cultura Popular: Desde los años 60 hasta la actualidad, música, cine y televisión.
Impacto de los Medios: Cómo la cultura popular refleja y moldea la sociedad.
Ejemplos: Análisis de películas icónicas y su mensaje cultural.
Actividades:
Análisis de una película o canción representativa, seguido de una discusión.
Clase 7: Historia y Cultura de Canadá y Australia
Contenido:
Canadá: Historia de los pueblos indígenas, proceso de reconciliación y diversidad cultural. Autores destacados como Margaret Atwood.
Australia: Historia de colonización, impacto en los pueblos indígenas, literatura contemporánea (Tim Winton).
Actividades:
Lectura de fragmentos literarios y discusión sobre su contexto cultural.
Clase 8: Historia y Cultura de Nueva Zelanda
Contenido:
Maoríes y Colonización: Historia de los maoríes, su resistencia y legado cultural.
Identidad Nacional: Cómo la cultura maorí influye en la identidad neozelandesa.
Literatura: Autores importantes como Keri Hulme y su impacto cultural.
Actividades:
Estudio de caso sobre una obra literaria neozelandesa, seguido de una discusión en clase.
Clase 9: Reflexiones Finales y Evaluación
Contenido:
Resumen de Temas: Revisión de los principales eventos y su impacto en la cultura contemporánea.
Importancia Actual: Cómo la historia y cultura de los países de habla inglesa siguen influyendo en el mundo actual.
Actividades:
Evaluación final (examen, ensayo o proyecto), donde los estudiantes integren lo aprendido.