Tuesday, December 16, 2014

Tuesday, 16th December 2014

Hi everybody!

Today in the class of Social Sciences has been very interesting because we have made a lot of things. First of all we have corrected questions eight and nine from page 22, I have corrected the first one and Minerva has corrected the last one. Then we have copied a scheme from the blackboard of the second part (Radical stage) of the first scheme that we have copied of point 1: Stages of the French Revolution. Paqui has explained us some theory about this point and when we were talking about the Louis XVI’s trial and execution, Paqui has also explained us the origin of the word guillotine. The machine was invented in England, but its use was proposed in France by Dr. Guillotin , who defended the use of this machine because it caused a faster and a “more human” death, without suffering. That’s why there were so many people condemned to die executed by guillotine, this method continued to be used until the last century. Apart from this, we have also talked about another method: The Garotte (Garrote vil), but it was a worse method because the people condemned to die by this method, suffered a lot, so they prolonged their death throes. 



http://www.portaldempresas.com/archivos/celebres.htm

At the middle of the class Paqui has asked us if we are agree with the death penalty, in the class there were two points of view, some classmates have said that people who kill another people have to die and other classmates have said that this people can have a second opportunity and that they can change their mind. Well, at first I agreed with the first point of view but Paqui has explained me very well with an example that I couldn’t kill another person in cold blood, and that killing people (even if they are murderers) only converts me in the same as they, a murderer. Paqui has also said that I have to be superior to them in that aspect because responding with violence, only cause more violence. So, I think that I have changed my way of thinking about this theme.

Today I have learned that for example the Girondists defended freedom and private property and they wanted to export the revolution, on the contrary of the Jacobins, who wanted to consolidate the revolution in France, but they had a thing in common, they were Republicans.And some examples of the main representative persons of the Girondist were: Ducos, Brissot… I have also learned that the Republic was proclaimed when the people of Paris discovered Louis XVI’s conspiracy (he contacted with other absolute monarchs to recover his power) and they stormed the Tuileries Palace (10th August 1792)

https://chnm.gmu.edu/revolution/d/187/

Finally Paqui has given us the final mark of the assessment. I have a 9 and I’m very happy with my mark and nobody has failed in our class.

For homework we have to complete the scheme we have copied from the blackboard.

We have copied some words on the glossary:


To deceive: Decepcionar
Monarchist: Monárquico
Guillotine: Guillotina
Axe: Hacha
Death penalty: Pena de muerte
To hang: Ahorcar
Sentence for life: cadena perpetua
Trial: Juicio
Scapegoat: Chivo expiatorio

See you!!

5 comments:

Stefania Nes said...

Hello Carla! You have done a very good work as always. Your journal is very good and complete. I think that you only have a mistake, but I'm not sure, you have written "Paqui has also said that I have to be superior to them"
and I think that is "Paqui also has said..." But I'm not sure as I have said before.

Carla García Sánchez-Rojo said...

Hello Stefa!!

Maybe you're right because I do the same mistake always, I don't know exactly where I have to write the adverb "also", and that's why I have this mistake in journals, writings for the English class... :(
Thanks for your comment!! See you ;)

Stefania Nes said...

It all right everyone have mistakes. And yours ones are without importance,
Merry Christmas Carla!

Carla García Sánchez-Rojo said...

The same to you Stefa!! ;)

Paqui Pérez Fons said...

Hello Carla,

You did a very good work and included some interesting new vicabulary on your journal:

DEATH THROES: agonía de muerte
GAROTTE: garrote vil.

I'm happy with the fact that you changed your mind about death penalty. This is a controversial topic and people tend to be very emotional and don't usually think of the consequences of killing someone in the name of "justice".

Your mistakes are small. This is the full text with my corrections:

... Then we have copied a scheme from the blackboard of the second part (Radical stage) of the first scheme that we have copied of point 1: Stages of the French Revolution. Paqui has explained us some theory about this point and when we were talking about the Louis XVI’s trial and execution, Paqui has also explained us the origin of the word guillotine. The machine was invented in England, but its use was proposed in France by Dr. Guillotin , who defended the use of this machine because it caused a faster and a “more human” death, without suffering. That’s why there were so many people condemned to die executed by guillotine, this method continued to be used until the last century. Apart from this, we have also talked about another method: The Garotte (Garrote vil), but it was a worse method because the people condemned to die by this method, suffered a lot, so they prolonged their death throes.
At the middle of the class Paqui has asked us if we are agree with the death penalty, in the class there were two points of view, some classmates have said that people who kill another people have to die and other classmates have said that this people can have a second opportunity and that they can change their mind. Well, at first I agreed with the first point of view but Paqui has explained me very well with an example that I couldn’t kill another person in cold blood, and that killing people (even if they are murderers) only converts me in the same as they, a murderer. Paqui has also said that I have to be superior to them in that aspect because responding with violence, only causes more violence. So, I think that I have changed my way of thinking about this theme.

Today I have learned that for example the Girondists defended freedom and private property and they wanted to export the revolution, on the contrary of the Jacobins, who wanted to consolidate the revolution in France, but they had a thing in common, they were Republicans. And some examples of the main representative persons of the Girondist were: Ducos, Brissot… I have also learned that the Republic was proclaimed when the people of Paris discovered Louis XVI’s conspiracy (he contacted with other absolute monarchs to recover his power) and they stormed the Tuileries Palace (10th August 1792)
Finally Paqui has given us the final mark of the assessment. I have a 9 and I’m very happy with my mark and nobody has failed in our class.

For homework we have to complete the scheme we have copied from the blackboard.


That's all. Good work!