Friday, February 27, 2015

27th of February 2015

Today in the class of Social Sciences the teacher Paqui has remembered us the contents of the other class.

To revise, we have defined surplus value (what you produced but you don't enjoy), workers alienation (monotonous work that kills creativity)

Then we have spoken about the characteristic of Anarchism, and the main thinkers, abd we’ve copied them from the blackboard. Like Kropotkin, Bakunin or Proudhon.

The main ideas of Anarchism were:

- People are born free, but social institutions snatch thir freedom and limit their possibilities

- The only way to recover freedom is eliminating or destroying everything that limits people freedom. 

-Collective property

- Peasants could also be revolutionary

- People have to decided if they want to cooperate with other or stay apart.

Then we also seen a photos of anarchism and the teacher has explained  them. 

The teacher Paqui has explained  the incidents of the terrorist trends attacks in Barcelona, and the contents of newspaper "Petit Journal" and a photos of this.

A minority of the anarchists focused on propaganda by the deed: use of violence to destroy capitlaism through terrorist attacks against its representatives: bourgeois, politicians, military men, king. They were strongly repressed by the governments

Then we have spoken about anarcho-syndicalism (workers organized unions, the importance of education), created organizations for figth pacifically and get an education to be ready for revolutions. In Spain: CTN (anarchist union created in Spain in 1910)

Then we have watched , The International Workingmen's Association (IWA) and the differences between marxism and anarchism) on the whiteboard

And finally, we have learned the The Second International (creached in 1889 only by Marxism)

Main groups inside the Second International were:

-Some wanted to make revolution to reach power

- Others wanted to participate in the elections ( Social-Democrats)

The Second International dissolved during IWA

Now the vocabulary:

-exhausted: agotado

- to stand for: defender/promover

- self-managed: autónomo, con auto gobierno

- propaganda by the deed: propagando por hecho

- to be right/wrong: tener razón/ estar equivocado

-good deeds: buenas obras

- terrorist attack: atentado (terrorista)

- guilty: culpable 

-night school: escuela nocturna

- contraceptive: contra-conceptivo

- to someone's initative: por iniciativa de

- IWA-AIT (Asosiación Internacional de Trabajadores)

- acronym: siglas

- submissive: sumiso



Thursday, February 26, 2015

26th February 2015 (Thursday)

Today in the class of social sciences we have seen a lot of things in the whiteboard and also we have decided the date of the exam.

We have decided that the date of the exam is on 12th of March 2015, thursday.
Related to the unit we have seen in the whiteboard the Scientific Socialism or Marxism: the main leaders of the Scientific Socialism were Marx and Engels. They studied capitalism and reached some conclusions, reflected on several books, such as the Communist Manifesto and the Capital.

We also have been seeing the Class Struggle that was provoked by the workers who wanted to have better conditions in their works and they provoked the Proletarian Revolution:

The Proletarian Revolution was divided into two stages:

The second stage: THE COMUNIST SOCIETY.

We have seen the organization of workers. Marx and Engels considered that workers had to organize themselves. There were created some diferent parties according to their ideas: PSOE, SPD...

In the presentation there was also the Surplus value; Profit workers produce with their work, but they don't enjoy, because it serves to increase their capitalists' wealth.

We also have seen the Workers' alienation: Monotonous work in factories destroyed the creativity of workers and they became slaves of the machines.

During all the lesson we have copied some works in our own glossary:

 SCHOLAR: Erudito
CLASS STRUGLE: Lucha de clases
RED TAPE: Burocracia
ALIENATION: Alienación
RELIFE: Consuelo
SELF-EDUCATED: Autodidacta
TO SNATCH: Arrebatar
BLACK SHEEP: Oveja negra
ANT: Hormiga

Here I leave you a image of the Comunist Society in an asiatic country:


Thursday 26th February of 2015

Hello classmates, I'm Fran , and I'm going to talk about the things we have done on today's lesson at the first period.
At the beginning of the lesson Paqui has asked to us about the projects we have to do for today, all the people has said that were finished. Apart from this all the classmates have given to Paqui their projects, some people like Maria, Rosario and Nuria have done the project by hand (they have made in my opinion a very good comic) and other people like my group, have made videos and have sent them to Paqui by Gmail.
After that we have asked Paqui if we can watch all the projects she had, but she has said to us that we have to do an exam the next week and we have to use our time well and to correct the homework she gave to us, the last lesson, although she has said to us that if we finished correcting the homework we could wathc some projects.
The homework we had for today's lesson was to make a chart, explaining all the unifications of Italy and Germany during the second half of the 19th century. Many people of the class (like me) couldn't do the homework because of the project we had for today, but Paqui has said the us (especifically to me) that there is time to do all the things, and that we have had 6 weeks to do the project, but as she has said we left everything to the end, and later we have to do all the things fast, and not as good as we can.
Leaving this aside we have corrected the chart. We have started correcting the unifications of Italy during the second half of the 19th century. The chart was composed of the following columns:

-Unification: Italy
-Leading State: Piedmont-Sardinia
-Main figures: Victor Emmanuel II of Piedmont, Court of Cavour, Giuseppe Garibaldi, and Napoleon
-Main Enemies: Austria.
-Unification Process: In this column we have copied many things: all the years, supporters, and of course all the unifications Italy got.

Later as in Italy, we have corrected the unifications of Germany during the second half of the 19th Century. The chart as the one of Italy was composed of the following columns:

-Unification: Germany.
-Leading State: Prussia.
-Main Figures: Otto Von Bismack, Wilhem I of Prussia, Napoleon III.
-Main Enemies: Austria.
-Unification Process: As I have explained before, in this column we have copied all the years, supporters, and of course all the unifications Germany got.

After correcting it, the bell has rung, and we couldn't watch the projects. Strangly Paqui hasn't copied any word on the blackboard for our glossary, but Alfredo has said to her this, and suddenly, she has remembered one and she has copied it on the blackboard, the word was:

-To someone's initiative: por iniciativa de...

This are all the things we have done in today's lesson. I'll hope I don't have many mistakes.

Wednesday, February 25, 2015

Presentation for Unit 5

Here you have  the presentation we are going to use for Unit 5. It includes the following contents:

- The unifications of Italy and Germany

- The Age of Empires and colonialism

Tuesday, February 24, 2015

Tuesday, 24th February 2015

Hi! I'm Gustavo and today I have to do the journal.

Today, we have started tolking about the projects that we have to give to Paqui on Thursday 26th of February.

Then, Paqui has expleined us Socialism and it's two types. Socialism is a political ideology that defends the collective property of the means of rpoductions and a faires distribution of the profist. It's two types are Utopian Socialism (a series of propositions considered to be naive and imposible to make real prepositions based on the idea that the human beigns are good by nature, it's main thinkers were Owen, Saint Simon and Fourier) and Scientific Socialism (they studied capitalism and reached some conclusions, it's main thinkers were Karl Marx and Friedrich Engels).

Like everyday we have copied some words in the glossary, for example:

-Utopian: Utópico.
-Naive: Ingenuo.
-Willing to: Deseoso de o Dispuesto a.
-Housing: Vivienda.
-Heiness: Heredera.
-Phalanstère: Folansterno.
-Committed: Comprometida.
-Liar: Mentiroso.
-Layer: Capa.


Karl Marx

Tuesday, 24th February 2015

Hi everybody! I'm Azahara and today it is my turn to do the journal again.

Today's social sciences' lesson has been really good, because Paqui has been explaining all the lesson and we haven't written anything on our notebook, only some new words for the glossary.

 First of all, Paqui has introduced us the new unit, Europe in the second half of the 19th century. She has remembered us who Louis Napoleon Bonaparte was, that he became Emperor of France and that he had an important role in the unifications of Italy and Germany.

Louis Napoleon Bonaparte

After that, Paqui has explained us the first point of the unit, the Italian and German unifications. In Italy, there were seven States: Piedmont-Sardinia, Lombardy-Venetia, Papal States, Kingdom of the Two Sicilies, Parma, Tuscany and Modena. The most important figures of unification were Victor Emmanuel II of Piedmont-Sardinia and his prime minister, the Count of Cavour. Paqui has told that the period of monarchy in Italy was since 1861 (when Italy was born) until 1946. 

Victor Emmanuel II

After that Paqui has explained us the German unification. She has told us that this unification is more complicated, but she likes it. The German Confederation was formed by 38 States. The most important ones were Prussia and Austria. The most important figures of the unification were William I and Otto Von Bismark. Paqui has explained us that in the German Unification there were three different wars: 
  • War against Denmark (1864): Austria and Prussia declared war to Denmark and they got the Duchies of Schleswig and Holstein. Paqui has explained this war with a map on the blackboard.
  • War against Austria (1866): German States of the North fought with Prussia against Austria. At the end, the North German Confederation was created.

  • French-Prussian War (1870): German States fought against France. The French were defeated in Sedan, Napoleon III was captured, the 2nd Empire disappeared and the 3rd Republic was proclaimed in France. Paqui has talked here about Leopoldo Von Hohenzollern. He was a candidate to be king of Spain, but French people were against this, they didn't want a Prussian king, so that is why they started fighting.

William I of Prussia

Otto von Bismark

In today's lesson we have copied some new words like:
  • Red shirts - camisas rojas.
  • Tongue-twister - trabalenguas.
  • Customs union - unión aduanera.
  • Tariffs - aranceles.
  • Duchy - ducado.
  • Duke/duchess - duque/duquesa.

Monday, February 23, 2015


I deeply recommend you to watch this video of this year's Oscar Award winning song. It's a really moving song called Glory and it belongs to the film Selma, which tells the story of the fight of the black people for civil rights in the USA, led by Martin Luther King. If you have the opportunity, you should watch the movie too. 

Monday, 23rd February 2015

Hello everyone! I'm Stefania and today it's my second time to do the journal this year.
So..let's start!
Today we have had Social Sciences lesson at the 5th period. After arriving in the class we have prepared our things to start the lesson.
We have started correcting the main ideas of the Anarchism:

  • People are born free, but some institutions(schools, Churches...)snatch their freedom and limit their possibility of developing their capabilities.
  • The only way of recovering freedom is destroying everything that limits people's capabilities and led people to decide how to organize their lives.
  • Anarchists also defended collective property.
  • They trusted in the revolutionary capability of both peasants and industrial workers.
Then we have seen the two differents trends:
  • Propaganda by the deed:A minority of the anarchists wanted to solve the problems by violence eliminating representatives of capitalism and they prepared many terrorist attacks:Some examples were the terrorist attacks against the National Assembly, in France,Murder of Cánovas del Castillo(the President of the Spanish Goverment)...
  • Anarcho-Syndicalism:But the majority most of the anarchists preferred to create unions in order to be organized and educate for revolution.(They were pacifists).
 Then Paqui has started explaining us the last point of the unit which is called The First and Second Internationale.
We have studied that the International Working Association (IWA) was a workers' organization created to Marx's initiative in London in 1864, in order to coordinate all the workers' attempts to improve their situation.
There were two Internationals:

  • First Internationale: It included representatives of all trends:Marxists, Anarchists,trade unions, Utopian socialists. It dissolved in 1876 due to the differences between anarchists and Marxists and after the failure of the Paris Commune(1871)

  • Second Internationale: It was created in 1889 and was only formed by Marxists or Socialists. Some of the main symbols of the labour movement were adopted there:anthem,labour day and 8 hours campaign.

But there were also disputies between Marxists:
-Some of them wanted to make revolutions to reach power
-Others wanted to participate in the elections(Social-Democrats)
And the Second International dissolved during the World War One (WW1).
Then in class there have started a conversation about Pablo Iglesias(I don't know why) and Paqui has showed us a photo about Pablo Iglesias, and she has said to us that before the Pablo Iglesia that we know now, there were other two Pablo Iglesias. (As I didn't know who that man is, I've asked Marta who is he and what he wanted to do.
Then Paqui and Carla have spoken about how revolutions can be, Paqui has said to Carla that there could be pacific revolutions. 
Later Paqui has said to us that yesterday she saw an article about homework.Then we have spoken a little bit about this, Paqui has said to us that in Finland the childrens go to school for 4 hours per day and the have more break time (after every period they have 15 minutes of rest) and they don't recive any marks until they are 10.
And then we have started the next unit:
Unit 5:Europe in the 2nd halp of the 19th century
The first point of this unit would be included in the exam. This unit is very short:
  1. The Italian and German unification
  2. Imperialismo
And then we have decided on  the date of the exam. The exam would be next week on Thursday 5th of March.
As always we have written some words in the glossary:
  • good deeds:buenas obras
  • deed:hecho/acto
  • IWA:AIT(Asociación Internacional de Trabajadores)
And that's all for today. See you tomorrow classmates.

Friday, February 20, 2015

20th of February (friday)

Hello everybody:
 Today in social sciences lesson we have learnt about the Labour Movement:
This refers to all the actions the workers prepared to improve their working and living condition, which had got worse with the Industrial revolution

 • The first workers protests were not well organized. Workers destroyed the machines because they considered them to be responsible for their bad working conditions. This process was called Luddism. They sent letters to the owners of the factories to threaten them and an imaginary figure signed the letter: Ned Ludd The workers who were discovered destroying the machines were sentenced to death



                                    Capitain Ned Ludd

• Workers became aware of their situation and the need for organizing themselves and they created the Mutual Benefit Societies to improve their working conditions.

 •  They were associations who helped workers in case of illness or unemployment, but only those who were well paid could afford themit.

Mutual Benefit society

 •  The next step was creating trade unions: associations of workers to defend their rights and improve their working conditions. They were illegal in the UK until 1824. There was also an attempt of creating a union of unions.

• The Chartist movement it was a political movement that demanded political rights for the workers. They presented a charter to the Parliament with their demands but they didn’t get what they wanted Then we have spoken about the utopian socialism and about the political ideologies and we have to make a scheme with this information.

Chartist demostration

We have also copied some vocabulary:
-Ballot box. urna de votación
-to unionize: apuntarse a un sindicato
-mutual benefit society: sociedad de socorros mutuos
-charter: carta de peticiones

At the end of the Lesson Paqui has told us that we have two more days for the project and even if she has told us that we  are so lazy, we are happy.

That was all, see you next week!

Thursday, February 19, 2015

Thursday 19th February 2015

First, I haven't done my journal on time. I'm so sorry but I haven't been in my house until now.

Today in the class of Social Sciences, Paqui has started the class writing the scheme about Marxism on the blackboard to explain it afterwards.
I have suggested Paqui a delay about the day of the deadline of the work which we have to give on Monday, she definitely has said no because we have had a lot of time to prepare it, and I understand her.. So, Paqui has started to explain the main ideas about Marxism:

  • Class struggle --> between bourgeois and workers in the 19th.
  • Proletariat revolution as a consequence of the working conditions in capitalism. The revolution would have two stages: Dictatorship of the proletariat and communist society.
  • Need for workers' organization --> many workers' parties and unions were created. The impoverisment of workers would make the revolution inevitable.
  • Surplus value --> profit the workers produce, but don't enjoy.
  • Workers' alienation 
Then, we have talked about surplus value because we didn't know it's meaning in Spanish and Paqui has explained it to us. And now, I can say that I know what surplus value is. It's like you have to work a lot and you produce a lot of product and these products money but you only receive a little part of this production, because the rest is for the boss. In my opinion, it's not fair because I would like to earn the money that I have produced. But the boss is the boss and you can't reply to him, but there are other ways to run a factory thinking in the workers, obviously.

After this we have talked about anarchism and freedom and we have given our opinion of freedom and if we think that we are free. I think that we are free between quotation marks because you can choose some things but after you will do what someone says. I don't know how to explain this. But to sum it up, we aren't free (in my opinion). So, anarchism wants to make people recover freedom. Anarchism is a political ideology which means "without government" (not chaos).

Today's class has been so interesting for me, these are important themes. And as Paqui has said, we have to think about it.

See you on Monday classmates, don't forget your works!!

The Evolution of Intellectual Freedom


19th February 2015 (Thursday)

Hello, I am Cristina. 

I have really enjoyed today in social sciences’ lesson, because we have been only 5 people and Paqui! That’s way I have enjoyed, because we were very relaxed. The rest of the people have been to a school trip to Almadén.
The first we have done during today’s lesson is observing a graphic about Bussiness Cycle, with Kondratiev waves. Paqui has explained it to us: every business has got crisis from time to time. As the graphic shows, a Kondratiev wave indicates four different periods in business:
1)      A prosperity period: when the wave’s line goes up until it reaches its top.
2)      A recession period: when it starts going down from its highest point.
3)      A depression period: when it goes down until its lowest point.
4)      An improvement: when the line goes up from the lowest point, meaning, from the depression.

Paqui has told us that experts say that the next big crisis will take place in 2018. Are you scared about it?

Afterwards, we have learnt the difference in society between the one during the Industrial Revolution and the one there was before. During the Industrial Revolution, instead of a estate-based society, there was a CLASS-BASED SOCIETY: all the people are equal before the law but there are differences related to each citizen’s wealth. There were two main social classes: the Bourgeoisie, whose members owned the means of production; and the Proletariat (or workers), who were obliged to work to survive.

Then, the lesson has suffered a little interruption because Rodrigo was showing us a drawing by Inés Rodríguez. On this drawing we could see strange signs and drawings from the fiction saga “The Mortal Instruments” (Cazadores de sombras, in Spanish). There have been a funny moment when, to explain her drawing, Inés has used the word “tongue”.  Paqui hasn’t heard it and she has understood “topless”.
Then, to put an end to this interruption, they have said that I have, genetically, a “widow’s peak” (pico de viuda) in my hair, but I don’t mind, because I love my hair and it’s cool. Some famous people have it too, such as Alyson Hannigan (the actress who plays the role of Lily in ‘How I met your mother’)

Going on with the lesson, Paqui has showed us a nice cartoon about the difference between labor and capital. It's the same shape at the image on the left and the one on the right, but in the first one we can see a poor man while in the second one there is a bourgeois.

Later, we have been talking about the film and books of “50 Shades of Grey”. Paqui says that they are promoting gender violence, because these books and film promote women’s submission to men. She has described it as a “penny dreadful” (novelucha). Inés Rodríguez and my mum are going to see the film, so they’ll be able to give us their opinions.

As you can see, we have learnt some terms we didn’t know in English. We have also learnt the terms WIMP (or WUSS), which means “calzonazos” in Spanish, and DREADFUL, which means “insoportable” (it’s even worse than awful). I think Rodrigo has been so dreadful today, because he has written a lot of stupid things on the blackboard.

It has been a very, very funny and nice lesson.

So long! 

Wednesday, February 18, 2015

Workers' days

The celebration of the Workers' Day and the International Working Women's Day is closely related to the labour movement and the fight of the workers for the improvement of their working and living conditions. Here you have the history of these two commemorations: 


The 1st of May was established as the Workers' Day to remember the Haymarket Affair in Chicago in 1886. On the 1st of May of that year Chicago workers went on strike demanding  "Eight-hour day with no cut in pay." On the 3rd May two workers were killed by the police during a demonstration. On the 4th May the workers met pacifically to protest at Haymarket Square, a bomb was thrown and 4 workers and 7 policemen were killed. Many workers were arrested and several anarchists were considered to be responsible. Eight of them were sentenced: five of them were executed to be hung at the gallows and three were sent to jail. The workers were accused not because there were evidences against them, but for their political ideas. In 1891 the International Workingmen's Association established the Workers' Day to remember the Haymarket martyrs. 


This day is celebrated on the 8th of March to remeber the women's fight for the improvement of their working conditions, especially the  protests of the women who worked in textile industries. The fire in the Triangle Shirtwaist Factory in New York on the 25 March 1911 was decisive. 146 women died and 76 were injured because the owners of the factory had locked all the doors to avoid their workers to take a break or steal products. The memory of these women was commemorated in several dates during the 1910s decade. After the Russian revolution the Working Women's Day was finally set on the 8th March. 

Triangle Shirtwaist Factory fire

An early action for International Women's Day.

Women celebrating the Working Women's Day

Friday, February 13, 2015

Friday, 13th February 2015

Hello people!

Today in the class of Social Science some students have arrived later because they have had a physical and chemistry exam. I'm one of the students that have arrived later today and the exam has been a disaster.
Then the teacher has explained us the second industrial revolution and it's consequences:
- Chronology: 2nd half of the 19th century.
- New sources of energy and many inventions principally electricity and oil. For example, the telephone, the telegraph, radio... Also the invention of differents types of engines: Diesel and explosion engine.
- Industries that developed most:
     Metalworking industry: stainless steel and aluminum.
     Chemical industry: concrete, pesticides, chemical products..
- Consequences:
     Consumer society developed.
     Massive exploitation of resources and pollution increased.
     Cyclical crises appeared.

Then the teacher for homework has sended the summary of this point to study for the exam. Also we have copied some words in the part of glossary of our notebook. This has been the class of today.


Thursday, February 12, 2015

Thursday, 12th February

Hello everybody!

Today it's my turn to do the journal and I'm starting in the break time because as I have two exams tomorrow I won't have enough time to do it. First of all Paqui has showed us a post that she has written about inequality with the distribution of money in the world. Then, Paqui has explained us the Utopian Socialism and when we were talking about the failed project of extending the New Lanarks to the U.S.A, Paqui has showed us a video that shows in a very good way how this model communities worked (with hydraulic power) and what they were like (with a lot of space, clean...) The teacher has also invited us to visit a website that talks about New Lanarks:

Today I have learnt that the Count of Saint Simon said that inheritance had to be forbidden because he thought that this money had to come back to the State, because if not, there would be people who would like comfortable with the inheritance they received, instead of working to earn money. According to the Count of Saint Simon, these people are the same as useless and parasitical as the kings, nobles...
Now I'm going to write two examples about this point of view:

  1.  Warren Buffet (one of the richest persons in the world) didn't leave his inheritance to his children, instead of this, he left his inheritance to charities. His children were agree with this decision because as they earn a lot of money by themselves they don't need more.    
  2. Paris Hilton is rich because of her father's inheritance. She doesn't work and she lives comfortably without doing anything. Another parasitical person (according to the Count of Saint Simon)

There's a lot of difference, don't you think?

We have also learnt that Charles Fourier's project of phalanstères failed because (as always) in his factory, there were people committed to their jobs and there were people who weren't committeed and took advantage of the committe's workers. So, the project was a complete chaos.
There was like an equivalent in Spain during the Civil War: The Anarchist communes. The difference is that in Spain it worked.


Finally Paqui has explained us the Scientific socialism (or Marxism) ,she has written a scheme which included, the thinkers (Marx and Engels), the books they wrote explaining their ideas (The Communist Manifesto and The Capital) Their main ideas... For example, they predicted that there would be a proletarian revolution if the worker's conditions continued to be so bad. They said that this revolution would have two stages:

  1. Dictatorship of proletarian--> People would take the State to change property into collective property
  2. Communist society--> The creation of a society without classes, states and private property
For homework we have to complete the scheme until the part of Anarchism
Here you are the words we have copied on the glossary:

  • Industrialist: industrial, propietario de fábrica
  • Free housing: alojamiento gratuito
  • Committed: comprometido
  • Goal: objetivo
  • Parasitical: parásito (adjective)
  • Useless: Inútil
  • Phalanstère: falansterio 
  • Trustworthy: merecedor de confianza
  • To take advantage: aprovecharse
  • Commune: Comuna
  • Misinterpretation: mala interpretación
  • To foresee: predecir
  • Struggle=fight

That's all for today! See you next day!!

Thursday,12th February 2015

Hello class!

Today in class of Social Sciences we have done many things.
First Paqui has showed us a post she wrote yesterday about the economic system. This has created a discussion in the class about different questions. For example inequality in the world, as you can see in the post next year 1% of the population with own more wealth than the other 99%. Do you think this is fair? There are also other questions to think about it, for example poverty, privileges... We have dedicated part of the class talking about this, but it has been very interesting and we have learnt a lot.
Afterwards, we have continued with the unit and we have talk about:

-The development of the banks: loans, direct investments, owners of companies shares and facilitation of payments.

-The development of public limited societies to share risk; As companies needed more money and it was difficult to find inventors who could provide with all the capital they needed, public limited appeared to divide the risk between all the stockholders. With that we have finished with the first industrial revolution.

Capitalism in the industrial revolution

The words we have copied on the glossary are:
-GDP: producto interior bruto
-To be left behind: ser dejado atrás
-Decent: digno
-Eviction: desahucio
-To evict: deshauciar
-Mortgage: hipoteca
-One out of...: uno de cada...
-Burden: carga
-Professor: profesor de universidad
-To owe: deber
-To own: ser dueño de
-Public limited company: Sociedad anónima
-Partner: socio
-Share stock: acción o participar.

Wednesday, February 11, 2015

Debate: some questions to think about our current economic system

capitalism isn't working

As we are studying the consolidation of capitalism in class, I think it could be interesting that you express your opinion about some current news about the predominiant economic system in the world. There have been several interesting interventions about this topic in class and I've thought that maybe some of you would like to think more about it. I've read some recent articles that give an overview of how the economic system works. Here you have the links and some questions to think about: 

- INEQUALITY: A report  by Oxfam says that 1% of the world population holds  half of the global wealth. Next year 1% of the population with own more wealth than the other 99%: 

How much is it necessary to have a good life? Do people need to accumulate capital in such way? How could wealth be distributed in a better way?

- POVERTY: many people think that poverty is a matter of will and poor people have this situation because they don't make an effort to improve. But the fact is that many poor people are workers, people who struggle, but don't make ends meet. Here you have a link about this fact in Spain. We don't have to look to other countries to find many poor people around:

My questions: 

Is it fair that people who work don't even get the minimum resources to survive? Do you think poor people have what they deserve?  

- PRIVILEGES: We studied in class that privileges disappeared with the Ancien Régime and now we all are equal before the law. But everyday the news show us cases of privileges, of unequal treatment to people depending on their origin or economic resources. Here you have another recent example: 

My question: 

Can we say that privileges have disappeared or are we rather living in a new-feudal society?

- ECONOMIC GROWTH: rulers say that economic growth is good for the country and the people. Economic growth is always measured in terms of  percentage of the Gross Domestic Product (GDP). But there are countries with high economic growth whose population doesn't receive any benefit from this growth.

My questions: 

What about the people? What happens if economic growth is high, but most of the population can't enjoy it? Is this good for humanity? What if economic growth endangers the survival of some species or the planet?

What would be the alternative for you? Could you think of a better economic system or the features a perfect economic system should have?

Come on! Dare to think!

tuesday, 10th Freburary of 2015

Hello everybody,

 I'm going to talk abaut what we have done today in class of Social Science. First the teacher paqui has said to us what people have to do the journal this week. Then we stated whith the point C) development of industrial capitalism. 
This point is abaut:
*Economic system based in economic liberalism. one of the most important features was: No intervention of the state in economy.
*Development of banks: loans. direct investiment, owner of companies shares and facilitation of payments.
*Development of public limited sovieties to share risks.
then the point 3 The second Industrial Revolution and for homework we have to complete this:
*New energy sources.
*New inventions.
*Indies that develped most.
*New ways of organizing work and industrial and centrations.
*Consequences of Industrial Revolutions.
-Today we have talked around the 90% were poor people and around the 10%of population are very very rinch. Then Paqui has done a example with a gypsy kid and I have undertood egyptian and Cris has laughded at me.

 Then the class end and Cristina and me Have talked whith paqui abaut Podemos. And this is all for Today. 
I'm sorry abaut de delay, yesterday I had a lot of to study and I forgot compleletly, I'm very very sorry :(

Tuesday, 10th February 2015

Hello everybody!!

Firstly, I want to apologize for my delay in writting the journal. My Wi-Fi doesn't work and I'm writting this from Paqui's computer.

In yesterday's class, we continued with the point 4 of The Industrial Revolution, which is about the Labour Movement, and we corrected an scheme that Paqui gave us to do on Monday. The scheme was about the Political Ideologies, that were the Scientific Socialism, Utopian Socialism, and Anarchism, but we didn't have time to correct all the scheme. We spent the majority of the class speaking about some topics:

-We spoke about how cold the High School is. The teachers don't allow us to stay inside the school during the break time. We told Paqui that we are not agree with this, because when we are outside the majority of teachers stay inside the school in the Teachers' Room with heating as the same time we are becoming freezing outside. The only place we can go with heating is the canteen, but it's too small and there is not enough space for us. Paqui sugested us to present a complaint to the School Council, because we are sick of this situation.

-After that, we spoke about that some people don't obey the rule of the mobile phones in the high school. From this year, bringing cell phones to the school was suposed to be forbidden, but some teachers don't confiscate the mobile phones if they see, and even some teachers take out their mobile phones in the middle of the class. If we can't bring the cell phones, they mustn't bring them, because we are all in the same conditions here.

After talking about these topics, we started with Utopian Socialism and we started talking if the people was good from nature.
We also copied some new words in the glossary such us cell phone or "To go on turkey".

I liked this class so much.

I hoped you liked my journal.
cold storage

Monday, February 9, 2015

Monday, 9th of February of 2015

Hello everybody!

Today in the class of Social Sciences we have done many things.
At first, Paqui has asked us about the homework she gave us last Tuesday. We have corrected three exercises: 10,11 and 12 of the 31 page of our book. Then, Paqui has explained many things about the Labour Movement, the first workers associations, trade unions...

Working and living conditions of workers (dreadful conditions).
Workers' awareness of their bad working and living condtion, the first step to try to improve their situation. First organisation they created:
-Mutual benefit societies: Association of workers who paid a monthly fee and used this money to help the workers when they couldn't work, were ill, suffered an accident... For example: Mutual Benefit Society of Baltimore (USA). This was a temporaly solution for some workers, but not for all.

The second step was the union of all the workers to improve their work situation.
-Trade Unions: Associations of workers of the same profession created to improve the working conditions of their members. Declared illegal until the Combination Acts (1824).
Many people died, because they tried to get all this rights that we have actually and we don't appreciate them. They also made demostrations and strikes.

The Tolpuddle Martyrs (1832). They were condemned because they created a farmers' union. They were punished to Australia. Australia in this times, was a penal colony of the United States. All the criminals were deported here.

Trade Unions were declared illegal bgy the goverments. In the UK they were declared legal in 1824. After this there was an attempt of uniting all the unions of the UK: Grand National Consolidated Trades Union (Union of Unions), promoted by Robert Owen, but it was also forbidden.
The first big union in Spain was UGT (1889).

Next step: Getting the right to vote, to participate in politics, have the possibility of electing their representatives and charging the laws (Chartist Movement). For example: Great Chartist meeting at Kennington Common (1848). They got more than 3 millions of signatures from workers of UK, to obtain the right of vote. Many workers didn't signature, because they were afraid of lose their work post.

Also, Paqui has explained why we celebrated the Workers' day on the 1st of May. (Factory burnt women protesting).

And finally, we have studied the 6 points of the people's charter:
  1. Vote.
  2. Ballot.
  3. No property of valification.
  4. Payment of members.
  5. Equal constituencies.
  6. Annual parliament.
For homework, we have to copy in our notebook the Utopian Socialism. 
And like every day, we have copied some new words in our glossary:
  • Sentenced to death: Condenado a muerte.
  • Death penalty: Pena de muerte.
  • Awareness: Toma de conciencia.
  • Expectation: Aspiración, esperanza de mejora.
  • Workmate/ colleague: Compañero de trabajo.
  • Demostration: Manifestación.
  • To strike: Hacer huelga.
  • Trade Union: Sindicato.
  • Banish: Desterrar.
  • Chartist movement: Cartismo.
  • Chart: Carta (letter with petitions to the goverment).
  • To run to the elections: Presentarse a las elecciones.
And, to finish the class, Paqui has given to us the exams we did last Thursday about Unit 3: The French Revolution. My mark isn't bad, but I think that it could be better. It was a very interesting class. See you tomorrow!

Saturday, February 7, 2015

Friday, 6th of February of 2015

Today in the class of Social Sciences we have taken the exam of Unit 3 The French Revolution. First, Paqui has given the exams and then she has explained each question of the exam.

  • The first question: was about match important persons of the French Revolution. (1 point) For example:                                                                                                                                                                                                                                                                                       - DUQUE OF WELLINGTON ------------------British military man who participate int the congress of Vienna.
  • The second question: was about the beginning of the French Revolution and its causes and the events that took place in the Summer of 1789. (2 points)
  • The third question: was about on choosing two questions between three questions. (3 points) The questions were:  
                1. Explain all you know about the Jacobin Convention.
                2. Explain all you know about  the Napoleonic Era.
                3. Explain all you know about the Congress of Vienna

  •  The fourth question: was about choosing 4 concepts between 8, but you have to choose at least 2 of each column. (2 points) The concepts were:
                   SANS CULOTTES                                                 TREATY OF FONTAINEBLEU
                   GIRONDISTS                                                         GUERRILLA
                   CONTINENTAL BLOCKADE                             RUSSIAN CAMPAIGN
                                       BUFFER STATE                                                    QUADRUPLE ALLIANCES

  •  The last question: was about the main ideas of Liberalism and Nationalism and give an example of each one. (2 points)
During the exam Paqui has written in the phrases whiteboard's a phrase which said:

"Courage isn't having the strength to go on-it is going on when you don't have strength"

Napoleon Bonaparte

At the end of the class Paqui has collected all the exams.

Goodbye boys!!

Thursday, 5th February

Sorry, I have some problems with my computer and I can't do the journal until today :(
Today, we have done the exam of the 2nd Unit: The French Revolution. I have been at high school at 8:00 because we always go at this hour in the exams. I ask Paqui for a blue pen, because I forgot my pen and she lend my hers.
The exam consisted of 5 questions. In question number one we have to join one column of monarchs with another column of things thet did.
In quetion number twoo we have to explain the causes of the French REvolution, the beginning and what happened in the summer of 1789. This questions was a disaster for me, because I did't remember the name of Estates General so I olny wrote the causes.
In the third question we have to choose between:
A) The Jacobin convention.
B)The Napoleonic Era
C)the Congress of Vienna.
I have chosed B and C.
In question number four we have to choose four concepts (two of each column).
And the las question was about Liberalism and Nationalism, we had to explain it and to say one country of each one.
I have done a very bad exam, because I didn't remeber question two and other things, I think I would pass the exam but I'm not so sure. I hope you do a good exam boys!
Another time, sorry for do it later :(

Thursday, February 5, 2015

Thursday 5th of February of 2015

Today was the last lesson before the exam. At the beggining of the lesson, Amalia and other people have asked questions about the tomorrow's exam. After this, we have continued wigh the industrial revolution. We had homework for today: complete the scheme about the changues in production and transport revolution, because we don't had time in Monday's lesson. On this scheme we have completed Different sections. In the industries that developed most (textile industry and iron and steel industry), we have seen on the digitalboard some examples about this. Paqui has explained some inventions that appeared in this time. For example in textile industry the flyiung shuttle, by kye, and the power loom, bye Edmund Cartwright. In the iron and steel industry we have seen the Bessemer converter and the blast finnances. At the middle of the class, we have learnt the consequences of this innovations. In general the production increased and the prices decreased. At the end of the class, Paqui have explained us the transport revolution. We haven't seen all because we haven't had enough time, but we have seen the beggining and the risk of the rise of CO2 in the atmosphere.

 -Also we have copied some words of the glossary:
-Cotton fabric: Tejido de algodón
-Fabric: Tela/tejido
-Weaving: tejido
-To weave: Tejer
-To spin: Hilar
-Engine: motor
-Power loom: Telar mecánico
-Flying shuttle: lanzadera volante
-Iron and steel industry: Industria de sidelurgia
-Blast finnance: Alto horno
-Bessemer converter: Convertidor Bessemer
-Amelioration: mejora
-Overcrawded: Saturado

Here you have a photo about the industrial revolution and the factories:

Tuesday, February 3, 2015

Tuesday, 3rd February 2015

Good afternoon to everybody!
Today Stefania didn't come to class because she was ill and we have missed her. At the beginning Paqui has explained the differents class-based society. We have done a pyramid with the different groups:
Bourgeoisie (owners of capital and means of production):
High B
Middle B
Petty B
(They don't own capital nor means of production and how to sell their workforce) They were obliged to survive.
Then Paqui has explained the beginning of Labour Movement and we have written an introduction about Labour Movement. She has already explained to us that the workers of other fabrics destroyed the machines because they considered them for their bad working conditions and then the policy arrested them.
We also have copied some new words in our glossary such as:
-Class-based society=sociedad de clases
-To blame= echar la culpa
She has also told us that in English saying "Ni una cosa ni la otra" is "Neither...nor"
It has been an interesting class but as always (it's like a tradition) Paqui has been very angry with us because we have spoken so much.

Tuesday 3rd February

Hello everybody!

Today, starting the class, I have asked to Paqui that if I have to give her the parents' note, and after she has said to me that it wasn't necessary because Paqui knew that I went to Rome.

Then we have started the letter B of  point 2 of the Industrial Revolution, which is called "First Industrial Revolution". After Paqui has showed us some slides on the whiteboard, she has written a scheme on the blackboard (and we have to complete it).
The first scheme consists of the first industrial revolution and it was divided in 3 parts:
- Causes
- Changes
- Industries

After the teacher has copied the scheme parts, she has given us some time to finish it, but I think that many of the students haven't  finish it (including me).

When the time has finished, Paqui has copied another scheme on the blackboard, it is about the transport revolution. It consists of three parts:

As we didn't have more time, we have to do it at home.

Later we have copied some words on the glossary like:
manure: estiércol
viscount: vizconde
ryegrass: ballico
barley: cebada
seed drill: sembradora mecánica
threshing machine: trilladora
surplus: exceso


See you!

Monday, February 2, 2015

Monday, 2nd of February.

Hello class!

I am Silvia and this is the journal for today:

We started the class at 4th season. Paqui started the class asking Alfredo and Fran about his trips to Berlin and Rome. Fran told Paqui that they went to many places like the vatican and he showed her some photos that he took, Alfredo told Paqui that he went to watch a concert and it was amazing.
When Paqui finished asking them about their trips we started the class correcting the exercise 1 page 31 about the 2nd revolution and it was corrected by Sara. Then Paqui explained us the industrial concentration with a scheme where we wrote the types of concentration, horizontal and vertical. We saw the consequences of the industrial revolution which are:

-Developmentof consumer society.
-Massive exploitation of resources.
-Acceleration of the urbanization process.
-Cyclical crises in capitalism: related to lack of prevision and overproduction. Consequences: unemployment.

She also showed us some graphics explaining how the pollution  and the cyclical crises increased and the acceleration of the urban growth. She also explained us the problems with the banks crisis because of the problems with Bankia.

This are the words of today's glosary:

-To merge: fusionarse (companies).
-Merger: fusión empresarial.
-Slaughter house: mataderos.
-Neverending: inacabable.

See you all in class! Bye!