26th march 2015 (thursday)

Hello everybody!!!

Yesterday was my turn to do the journal but I didn't know so I'm doing it today.

We were very few in class so Paqui didn't explain any new point. We have continued watching the projects the first was Debora and Camila's project about Isabel II's reign  : They used a whiteboard to explain all the content and they draw a lot. The next project was a comic made by Inés,Cristina and Lucía about the reign of ferdinand VII and the regencies but they couldn't explain it  because of some technical problems.
Later paqui explained us aproject that we have to do for the next term: We have to make a kind of travel's journal abot the art styles of the 18th and 19th centuries. It has to be done in a notebook or in sheets of paper but using our imagination to make it as well as possible.We have to do something like this:

Source:

http://es.paperblog.com/diario-de-viajes-travel-journal-681061/

Later we have seen many ideas for the projects. 

I like this kind of proyects because you can do whatever you want you are not oblied to make it in a concret way and you learn better than if you have to study for an exam

This is what we have done in social sciences lesson 

Goodbye and Happy Easter!!

                                                 Source: http://forums.psychcentral.com/

Spain's history comic strips projects

Here you have the comic strips your classmates made. Click on the pictures to read the texts:

- Charles IV's reign and the Peninsular War, by Nuria, María and Rosario 

- Ferdinand VII's reign and the regencies, by Cristina, Lucía and Inés Sánchez: 

- Alfredo and Sara's project about Isabella II's reign:

Thursday, 26th of March 2015

Hello classmates!!!

Today, in our lesson of Social Sciences, we've done many things:

-Firstly, Paqui has shown us the Art Project of the 18th and 19th Centuries that Dani Carmona, a partner from 1st of Bachillerato, made last year. On the project, he talked about Imperialism and Historicism. Also, Paqui has explained us how he made it: he made the project with a croma, a green background and then he put images of the paintings behind him. She has told us that doing it isn't difficult. I wanted to include the video but I can't find his channel on YouTube :(

-After this, Paqui has shown us different examples of Travel Journals, which is what we have to do for our projects of Art of the 18th & 19th Centuries. I think it's original and an interesting way of developing our creativity. There are some very original projects, and more or less I have an idea of how mine is going to be.

-Later we have talked about Goya: Paqui has explained us, with a presentation that he was a painter
between two periods: he was between Classicism and Modernity. He was born in Fuendetodos, Zaragoza in 1746. He moved to Madrid in 1775 and started working for the Royal Tapestry Factory. His style was luminous and colorist. In this same year, he became court painter. In 1792 he suffered a serious illness and became deaf. The deafness completely changed his personality: his painting turned more critical. He painted a series of Etchings that included Fantasies and Bullfighting. When Ferdinand VII came back, his ideas about Joseph I put him in trouble. He lost his job and became isolated. He painted the Black Paintings on the walls of his house. In 1823 he exiled to France and died there in 1828.

Here are some famous paintings by Goya:

THE NAKED MAJA



Source: https://filodivague.wordpress.com/2014/06/30/la-maja-desnuda-goya/

SATURN DEVOURING HIS SON


Source: http://www.wikiart.org/en/francisco-goya/saturn-devouring-his-son-1823-1

Here you have the link for the Goya's presentation:

I hope you liked my journal and I wish everyone to have a wonderful holidays.
See you in two weeks!

Tuesday, 24th of March 2015

Hello everybody!

Today we have started the class of Social Sciences a little bad. Paqui was very angry with us because we don't work enough on the blog, and I think that it's true, all could work and participate more.

Then Paqui has given to us the final mark of the term. And generally she has said that we talk a lot. 

After this, Paqui and some classmates have decided the day of the make up exam.

Finally Paqui has explained to us a new project about art. We have to do a travel journal. We have to imagine that we are a time traveller and an art lover. We have to learn about the art styles of the 18th and 19th centuries. Paqui has written a scheme on the blackboard to help us:

 Art in the 18th-19th centuries:

• 18th century

1. Baroque 
2. Rococo
3. New Classicism

• 19th century

-Architecture

1. Historicism
2. Iron and steel architecture
3. Art Nouveau

-Sculpture and painting

1. Romanticism
2. Realism
3. Impressionism
4. Neo-Impressionism (Pointillism)
5. Post-Impressionism

Like everyday, we have copied some new words in our glossary, like:

• Pointillism: Puntillismo
• Travel journal: Cuaderno de viajes
• Time traveller: Viajero en el tiempo
• Historicism: Historicismo
• Iron and steel archil: Arquitectura del hierro
• Art Nouveau: Modernismo

https://aipetcher.files.wordpress.com/2010/03/travel-journal-2.jpg

19th March 2015, Thursday

Hi! This is Cristina writing. This is last thursday's journal.

Lucía was supposed to write the journal today, but, as she had to take the exam, here I am.

Today in Social Sciences we have corrected the activities Paqui gave to us last day: 9 and 10 on page 41 and one she invented.

The one invented by Paqui was: "Write the names of the colonies included in every empire." The answer was:

- The British Empire owned colonies from North to South America, Egypt, Sudan, Kenya, Uganda, Rhodesia, Cape Colony, Nigeria, New Zeland, Canada and Guyana.

- The German Empire owned Cameroon, Namibia, Rwanda, Burundi and Tanzania.

- The French Empire owned Algeria, Tunisia, Western Africa, Equatorial Africa, Madagascar, Vietnam, Laos, Cambodia and the French Guyana.

- The Portuguese Empire owned Angola, Mozambique and some islands in the Pacific and the Atlantic.

- The Spanish Empire owned the Gold River (Sahara) and Equatorial Guinea.

- The Italian Empire owned Libya.

-The Dutch Empire owned Indonesia.

-The Belgian Empire owned Congo.

After correcting this, Paqui has showed a map to us with every colony, and she has showed it to us when we have corrected the other exercises, as well.

The question number 9 said: "What were the areas of expansion of the USA and Japan?" I have answered it: the USA expanded to the Pacific (in Hawaii and the Philippines) and the Caribbean (in Cuba, Puerto Rico and a strip of land in Panama). Japan expanded to the Eastern coasts of Asia: Kuril Islands, Korea and Formosa.

The last activity was "What was the Chinese reaction against the foreign intervention in its territory?": as China was coveted by many countries which wanted to control it and there were a lot of wars and revolts, the Chinese were obliged to open their country to the foreigners.

Here you have a picture showing the partition of Africa among the different colonist empires and another one including the colonies which belonged to every empire in the world.

I think it has been a very boring lesson, because I don't like much all this geography and maps thing.

Bye!

Art project: travel journal through the 18th-19th centuries

Source: http://www.togethertraveler.com/2014/12/make-travel-journal.html

These are the guidelines for the new project: 

 Imagine that you are a time traveller and an art lover. Your next trips will be to the 18th and 19th centuries to learn about the art styles of these centuries. Your project will consist of making a travel journal with the following contents: 

- Main features, artists and works of every art style, narrated as in you were visiting the times and significant places of every artistic period. 

- In addition, you will have to choose your favourite art work of each style, write a short biography of its author, an explanation of the work and your personal opinion about it

- Every stage of your trip will have to include images of the main works and artists. They can be images that you print or drawings you make. 

- The styles the project will have to include are the following: 

• 18th century: Rococo and New-Classicism
• 19th century: 
• ARCHITECTURE: historicism, iron and steel architecture and Art Nouveau
• 
  
• SCULPTURE AND PAINTING: romanticism, realism, impressionism, new-impressionism and post-impressionism

Try to set the art styles in chronological order. 

The format of your travel journal is free: it can be a real journal, bought or made by you with cardboard or another material you prefer, it can also be a presentation or a video journal. 

The deadline to hand in this project will be the 23th of April.

Here you have some advice about how to make an original travel journal on paper, creating beautiful backgrounds for your pages:

http://rondapalazzari.typepad.com/helpmeronda/2014/06/create-daily-travel-art-journal.html

http://taconescongracia.blogspot.com.es/2013/05/album-del-primer-taller-de-art-journal.html

https://aworkofheart.wordpress.com/tag/art-journal/

Use your imagination and enjoy the trip!

Monday, 23rd of March 2015

Hello!
Today in Social Sciences lesson, we have starded with the presentation of Nuria's, Maria's and Rosario's project. It was about Charles IV's reing and the Peninsular War. They had to show us th eproject the last day but Nuria didn't come to class so they couldn't. I think that this project is very good, because they draw a lot and they use diferent pictures to explain the information.
Then we have started with the projects about Isabella II and we have copied a little outline about it.
Isabella II ruled fromm 1833 to 185. It regency was divided into:
- Moderate Decade from 1844 to 1854
-Progressive Bennium from 1851 to 1856
-Alternation between moderate and liberal union from 1856 to 1868.
The first project about this was mine's. Azahara's and Silvia's. Paqui said that we could make more drawins instead of drawing the same all the time, but my classmeates wais that it was good. In my opinion we can do it better. I included the link of our video.

And finally, we have seen the project of Pablo, Fran and Javi. I think it was the best project because its funny and also said the information about Isabella. Paqui said that the haven't spoke about all the pints but it was so good. I included also the link of the video.

Bye!

Thursday 19th March 2015

Hello to everybody!

Today in Social Sciences lesson  we have started with the wrong foot because of Nuria didn't come to class and she had our project and we couldn't expose to the class and Rosario forgot my notebook in her house so the lesson didn't start very well.
First, we have copied an introduction about the content of our projects. It was a scheme talking about the Enlightened Reformism, Centralized Absolutism and the Crisis of the Ancien Régime
Then, we have copied the content that Gema and Minerva, Clara and Carla and Stefania and Marta has spoken in her projects. The projects of them were about Ferdinand VII's reign (1814-1833). There were three periods:

1. Absolutist Sexenio (1814-1820)

2. Liberal Triennium (1820-1823)

3. Ominous Décade (1823-1833)

After we have copied the contents about Ferdinand VII's reign we have shown the videos. In first place was Gema and Minerva's project. It was quite good. We have said that is really well explained and the drawings are also good but it has things to improve such ustalk as slower as possible because if not is very difficult to understand.

 

After Gema and Minverva's project we have shown Clara and Carla's project. It was also very good explaining but as we think Paqui has said that it's necessary that the drawings appear on a context and for the next time they have to record the video in a peaceful place because there were a lot of noisies.

After Clara and Carla's project we have shown Stefania and Marta's project. It was so good but they have to use a bigger whiteboard to include more information and to make a better explanation of the things with the help of a map in the case of America.

 It has been a really good class showing the different projects of other people and showing how people work.

Tuesday, 17th of March 2015

Hello everybody!

Today in Social Sciences we have learnt about the types of colonies that exited during the second half of the 19th century. There were three types of colonies:

- Colonies of exploitation: they totally depended on the metropolis.
- Colonies of settlement: The had an autonomus goverment, but their froeign policy was controlled by the metropolis.
- Protectorates: In theory they were independent, because they had an indigenous origin, but they didn't have an independent foreign policy.

Then we have continue with the point D of the 2nd point of the unit "The scramble for África and Berlín Conference":

In less than 30 years all África was distributed among several Euroean countries. As there were opposed proyects of expansion there was a risk of confrontation in Europe and a conference in Berlin was called in 1885. The main decisions were:

- The country that occupied the coast of a territory could also seize the interior.
- Free navigation of the African rivers.
- Creation of the Congo Free State, given to king Leopold II of Belgium.

The consequences were:

All the continent was distributed between the Europeans. Only Liberia, Abyssinia and Morocco remained free.
That's all.

Colonies in Africa during this period.

Source: http://www.itiscannizzaro.net/Ianni/booksweb/sitodarkness/papers/fabrizioanna.htm

We have also copied some words on the glossary:

- Colonies of settlement: colonias de poblamiento.
- Belligerent: beligarante.
- Suez canal: Canal de Suez.
- Scramble: barullo, lio...
- Coveted: codiciado.
- Clumy: torpe.
- Rubber: caucho.
- Massacre: masacre.
- Heart of darkness: El corazón de las tinieblas.

Remember for next thursday to write on the notebook the name of the colonies included in every empire in this period and to do exercises 9 and 10 from page 41.

See you soon!

Tuesday, 17th of March, 2015

Hello everybody, I'm Silvia and this is is my journal for today's class!!

Today we arrived to class from the break time and Paqui started telling me that today is my turn to do the journal and she reminded the rest to the class when do they have to do their journals.
After that, we started correcting the exercise about the consequences of colonialism    that Paqui send to us yesterday. This was corrected by some people of the class like Stefania or Marta and this is the complete correction.

POSITIVE
 -Construction of infraestructures and facilities in the colonies.
-Cultivation of the lands and creation of industries.
-Intruduction of the hygiene and medicine methods: mortality decreased, population increased considerably.
-Construction of school and reduction of illiteracy.

NEGATIVE
-They only constructed the infrastructures the colonist considered to necessary.
-Balance between population and resources broke up: starvation and fammes appeared.
-They introduced the language and culture of the motor countries and ignored the cultures of the natives.
-Tribal societies and organizations destroyed and the structures of the motor countries (capitalism instead of collective use of the land). Replaced the native ones.
-Segregated societies appeared.

While we were correcting we started talking about the racism in USA and the things that Nelson Mandela made to get the rights of the black people and she recommended to us some films about the life of Nelson Mandela, for example "Invictus".

When we finished correcting the exercise Paqui has given their projects to some people that made a comic for the last project. After that, she reproduced the project made by Gema and Minerva.
In my opinion, their project was good because the drawings were simple but elaborated at the same time, the music used for the project was nice and the information was also good.
Paqui has told them the things that the have to improve for the next project and then the bell rang.

Racist sign.

Cover of the Invictus film.

Monday, 16th of March, 2015

Hello everybody!!!
Today our Social Sciences lesson has been as always.
Today we have arrived faster. When all the people have been prepared, the lesson has started.
At first Paqui has remembered us the contents of the last week:
- Monroe doctrine
- Manifest destiny
- Roosevelt Corollary
The teacher has done a drawing of North America on the blackboard to explain us the westward expansion. She has told us the purchases of Florida, Alaska and Louisiana:
- Florida: its seller was Spain.
- Alaska: its seller was Russia.
- Louisiana: its seller was France.
The USA continued to conquering more territories, so they seized many territories to Mexico. Paqui has done a scheme in order to summarize the Westward expansion similar to this:
Westward expansion:
- Territories bought: Florida, Louisiana and Alaska.
- Territories conquered: territories conquered to Mexico and territories seired to native America.
Fran has asked why we say USA and EEUU, Paqui has explained that USA is used to speak in English and EEUU in Spanish. Sara has given us other example: SSMMRRMM.
The teacher has said that in the American imperialism there were two doctrines:
- Monroe doctrine ("America for the Americans").
- Roosevelt Corollary (USA can intervene in the Latin American business).
Then we have spoken about the Spanish American war in 1898. After this war Cuba, Puerto Rico and the Philippines became territories under the control of the USA:
- Cuba: protectorate.
- Puerto Rico: annexed to the USA.
- Philippines: controlled militarily.
Paqui has asked if we know something about Guantánamo, and Silvia has explained what she knew. It is a USA military in Cuba where they have a jail and where they keep prissoners, who are suffering tortures and abuses for their alleged crimes.
Marta has spoken about a torture technique called "el submarino" (waterboarding) in which it seems that you are suffocated. Paqui has showed us some photos of the prisioners of Guantánamo.
Then a classmate has asked Paqui about how to say: Isabella or Elizabeth. She has told us that the correct way is to say Isabella. We have started to speak about queens and kings.
Phlip II was married with his niece nephew and then with his nephew.
The head of State of New Zealand, Canada and Australia is the queen of the United Kingom.
The Duke of Edinburg is the cousin of the queen Sofía, and the husband of the queen of the United Kingdom. Then we have seen some photos of William and Henry (the UK monarch's son).
Then we have seen some photos on the slides about the imperialism of the USA. The teacher has spoken us about the bald eagle which was the symbol of imperialism in the USA.
Then we have started to speak about imperialism in Japan:
- Commodore Perry: he obliged Japan to open their ports to western trade.
- Miji revolution: modernization of Japan and beginning of their expansion to the Asian continent in search of new materials.
The Japanese conquered Korea and their interests crashed with Russia in the North of China, in this way, the Russian-Japanese War appeared (1905).
Today we have copied three words for our glossaries:
- Jail: cárcel
- To release: liberar
- Bald eagle: águila calva
Our homework for today is to look for the positive and negative consequences of colonialism.

Jail of Guatánamo

http://www.urgente24.com/234723-4-afganos-repatriados-desde-guantanamo-quedan-132









Elizabeth II


http://vidasfamosas.com/2010/03/12/isabel-ii-reina-de-inglaterra/

Friday, 13th of March of 2015

Hi everybody!

Today at the beginning of the class of Social Sciences, Paqui has changed José María and Rodrigo of site. Then we have corrected the homework, the scheme of the Attitudes Towards Colonialism and I have copied the correction in the notebook. Later, Paqui has explained the Social Darwinism and has written in the blackboard a "short" definition of this.

SOCIAL DARWINISM: theory that appeared in the last decades of the 19th century that used Darwin's evolution theory to explain the evolution of societies and individuals and justify the "superiority" of some over others. This meant applying the idea of the survival of the best fitted to the societies of that time and using eugenics to "improve" the population (sterilizing handicapped people, groups of people, groups of people who were considered "not able")

The glossary that we have copied today are:

eugenics - eugenesia

to sterilize - esterilizar

resentment/rancour - resentimiento/rencor

hatred - odio

to bare/stand - soportar

rivalry - rivalidad

enmity - enemistad

 

To finalize the journal I put one image and one phrase of one example of trade unionists and some socialist:

"The man absurd is that no change never"

GEORGES CLEMENCEAU (France)

 Goodbye girls and boys!

Journal,THURSDAY,12th MARCH

Hello everybody, Today in class of Social Science we have to done an exam of The Industrial revolution the exam have 6 questions:

1º To match some important people we have studied in this unit.

2º About the first point of de Unit, We have to defined the Industrial revolution and the two stages it had.

3º In this question we have to chose two  of A, B or C and We have to tell all we know about it.

4º We have to wrote about all we remember of anaquism.

5º  This question consist in some concept of the unit and we have to defined 4 of them.

6º This has been the last question of the exam, we have to wrote all we know about the Unification of Germany.

I think it has been a little long exam but I have supposed to pass it and my classmates too.

Bye! Have a nice day!