Introduction

The Second Industrial Revolution was an expansion of the first revolution, occurring between the mid-19th and early 20th centuries. The most significant innovation of this period was the widespread use of new production methods, involving technologies such as steel, electricity, and chemicals, as well as new forms of energy, such as fossil fuels and nuclear power.

This revolution deeply influenced societies, modifying social structures, working conditions, geographical relations, and creating a new capitalist mentality, driving the development of new social doctrines. Within these emerged Socialism, Anarchism, Syndicalism, among others, as responses to the living conditions of the working class at the time.

It is also characterized by the emergence of large monopolies and trusts, the imperialist expansion of the great industrial powers, the rise of the USA and Germany as economic powers, and the entry of new actors into the industrialization process, such as Russia and Japan.

Contextualization

In the 19th century, the world was undergoing intense transformation thanks to the Second Industrial Revolution. The innovations brought not only a new mode of production but also profoundly changed social and geopolitical dynamics. The brutally precarious working conditions of the working class propelled the emergence of social doctrines that sought a response to these situations.

These social doctrines formed the basis of our current political and social landscape and allowed the development of ideas and movements that marked the 20th century, such as the Russian Revolution and the labor movement. Understanding this period is crucial to understand the world we live in, as the consequences of these events still reverberate.

The suggested sources for further study on the Second Industrial Revolution and the Social Doctrines of the 19th Century are:

• Book "Das Kapital" by Karl Marx (original publication in 1867)
• Documentary "The Century of the Self" (BBC, 2002)
• Website "Brasil Escola" for general inquiries about the Second Industrial Revolution (Available at: https://brasilescola.uol.com.br/)
• Website "Instituto Histórico e Geográfico Brasileiro" for inquiries about the Social Doctrines of the 19th Century (Available at: http://www.ihgb.org.br/)

Practical Activity

Activity Title: Second Industrial Revolution: Scenario and Doctrines

Activity Objective:

The activity aims to discuss and analyze the impact of the Second Industrial Revolution on 19th-century society, including the emergence of new social doctrines.

Each group will need to research the topic, develop a short documentary, and write a project report.

Detailed Project Description:

Students, divided into groups of 3 to 5, will have one week to complete the tasks. The project will be divided into two main parts: research and production of a documentary and the elaboration of the report.

Documentary:

The documentary should be between 15 to 20 minutes long, exploring the main aspects of the Second Industrial Revolution, its technological advances, and the social doctrines that emerged in response to the new working conditions. The documentary should be creative, engaging, and informative. The use of simple video editing tools is recommended.

Report:

Along with the documentary, the group must deliver a detailed report on the project. The report should include the following topics: Introduction, Development, Conclusions, and Bibliography used.

Required Materials:

• Computer with internet access for research and documentary production.
• Free video editing tool (suggestion: OpenShot, available for download at: https://www.openshot.org/pt/).

Detailed Step-by-Step for Activity Completion:

1. Research: Each group should start the activity by researching the Second Industrial Revolution and the social doctrines of the 19th century. The research sources should be varied and reliable.

2. Script: After the research, the group should create a script for the documentary. This script should be structured in a clear and coherent manner, exploring the main points of the topic.

3. Documentary Production: With the script ready, the group should produce the documentary. You can use images, graphics, maps, animations, or any other visual resource that helps explain the subject. The documentary narration should be done by the students.

4. Report Elaboration: Simultaneously with the documentary production, the group should work on the project report. The report should follow the proposed structure (Introduction, Development, Conclusion, and Bibliography) and should detail the project execution, the results obtained, and the conclusions drawn.

5. Review and Finalization: With the documentary and report ready, the group should review both to ensure they are in line with the proposal. Then, just deliver!

Project Deliverables:

1. Documentary: The group must deliver the documentary in video format, lasting 15 to 20 minutes.

2. Project Report: The group must deliver a detailed project report, containing the introduction, the development of the activity, conclusions, and the references used.

The production of the documentary should provide students with a better understanding of the topics covered, while writing the report should reflect this understanding and allow for clear and concise expression. The creation process should encourage collaboration and time management, leading students to develop technical and socio-emotional skills.

Remember: the evaluation will focus on both the content of the documentary and report, as well as the collaboration and teamwork demonstrated during the project execution.