Presentation of the Russian Revolutions

As Andrea didn't embed it on her journal, here you have the presentation of this part of the unit:

Tuesday, 21st of April 2015

Hello there!

Today we have spoken about the different stages of the WW1, from the beggining to the end with a armistice on the 11/11/1918 at 11am o'clock, but really it ended at 5pm because the news about the armistice were late.

After that Marta has asked Paqui how many people died during this war, the number is horrifying, twenty million people died there.

Then we have reviewed the letters from soldiers that Paqui gave us yesterday. I think they are amazing because you can know how they felt there.

The first truce is about a truce which happened on the Christmas Day. The soldiers realized that the war mad no sense because nobody wanted to fight there. The shook their hands and had some time together. We have seen a commercial from Sainsbury about this:

There is also a film about this, called Merry Christmas. Here you have the trailer:

Then we have spoken about the second letter, which was written on Valentine's Day. It described how was the environment there; the smells, the noises, the parasytes that were there, rats...

Soldiers with dead rats during WW1
Source: http://news.bbcimg.co.uk/media/images/71846000/jpg/_71846607_1326440_topfoto_rats.jpg

The bell has rung and we haven't continued.

Here you have today's glossary:

- War of movement: guerra de movimiento

- War of attrition: guerra de desgaste

- Trenches warfare: guerra de trincheras

- To dig: cavar

- Armistice: armisticio

- Swine: cerdo

- Shave: afeitar

- Razor: maquinilla de afeitar

Thursday, 16th of April, 2015

Hello classmates!

I'm Fran, and I'm going to told you about our last lesson. Today's lesson has been at the
1st period of the day. Today our classmates Marta and Silvia had done the make up exam of the 2nd term, I hope they pass the exam with a good mark.
The rest of the class has continued with the World War I, the first thing that we had done, has been the correct the exercises that we had for today's lesson: We had to make  2 exercises from Monday, and one scheme from Tuesday.
The first exercise was related with the outbreak during the World Wor I, and this exercise has been corrected by Nuria, and the correction of this exercise is:

-28th of July: Austria-Hungary declared war to Serbia.
-30th of July: Russia mobilized its trops against Austria-Hungary.
-1st of August: Germany declared war to Russia and to France on the 3rd of August. On the 4th of August Germany invaded Belgium (Schieffen-Plan) to occupy France. The United Kingdom declared war to Germany when Belgium was invaded.
Only Italy kept out of war.

Related to that Paqui has explained the outbreaks of this war on the blackboard with drawings, and later has explained us the Schieffen-Plan, and it consisted in:
Germany war plan Minister who prepared Germany's war plan in 1905: simultaneous attack on 2 fronts:Russia and France through Belgium.
The plan failed because France wasn't defeated in 5 weeks and the fronts establized in the East and North.

Later Azahara has corrected the other exercise, which consisted to correct the features of the World War I, the correction is:

-New and deadlier armament.
-Civil populution became war target.
-War economy.
-Governments of national unity.
-Constant use of propaganda.




After this correction Paqui has told us about Bertrand Russel who was a matematician who fought against the war in the UK, but later he was sent to prison.
Also Paqui has told us about a comic called "Puta Guerra" who explained the World War from the point of view of a friend who was a soldier.
At the end of the comic, there are images of crippled people.

Also she has showed us images from propaganda from the war.

Later Paqui to end with the has showed us a video which is on the blog, which explain the World War I.

https://youtu.be/Nj43X-VBEPE

As in all the classes there were new words for our glossary:

-Trigger: Detonante, gatillo (gun).
-Impruded: Imprudente.
-Schieffen-Plan: Plan de Schieffen.
-Eastern front: Frente oriental.
-Western front: Frente occidental.
-Censorship:Censura.
-To Censor: Censurar.
-Ration Card: Cartilla de Racionamiento.
-Food Rationing: Racionamiento de alimento.
                                                        -Rearguard: Retaguardia.
                                                        -Crippled: Mutilado.
                                                        -Threat: Amenaza.
                                                        -Strike: Huelga.
                                                        -To apply: Echar un curriculum.

Projects about Spain in the 20th-21th centuries

This post will include your projects. I'll embed them once you upload them on Youtube. The names of the students of every group appear in alphabetical order. Please, leave your comments about the other students' projects here, on the Comments' section. 

ALPHONSE XIII'S REIGN (1902-1931)

Project made by Laura Bustamante and Cristina Rodríguez de la Guía: 

Project made by Andrea Balaban, Juan Iniesta, Roxana D. Marica and Cristina Mínguez

THE 2nd REPUBLIC (1931-1936)

Project made by  Alicia Díaz- Ropero, Marta Gómez and Carmen Lucía Utrilla

Project made by Miguel Bustamante, Enrique Manzanares, Mónica P. Palasanu and Carlos Rivas

THE SPANISH CIVIL WAR (1936-1939)

Project made by Paloma Gómez de la Cueva and Gema Ortiz

Project made by Werselio Escribano, Salva Fuentes, Fernando García (Finally!)

FRANCO'S DICTATORSHIP (1939-1975)

Project made by Fernando Marcos, Gonzalo Martínez and Javier Morales 

Project made by Laura Casero, Raquel Ortiz and Pilar Quirós

DEMOCRACY (1975-2013)

Project made by Elena Escribano, Isabel Pilar Rodríguez and María Torres:

Project made by Ángel Manuel Abad, Jesús Ignacio Morales and Enrique Pérez

Guidelines for the project of history of Spain in the 20th century

These are the guidelines and some useful information to take into account for the project of the history of Spain during the 20th century: 

The project has to combine audio and images. This means that there are different options:

- a video with drawings or images with puppets made by you 

- a video with a perfomance of the members of the group 

- you can also do a Narrated Photo Story with the Photo Story 3 program (Fotos Narradas), but using your drawings instead of photos. Here you have a short tutorial with the explanation in Spanish: 

http://www.youtube.com/watch?v=BFPdN4jqxNY

You can include some real images (photographs), but all the project can't be explained through photographs, because you have to be CREATIVE. 

The explanation has to be dynamic and understandable and all you say has to be related with what's happening on the screen. You have to make an effort and think of how to translate the text into images. We've seen several examples during this year about how to do this simply and effectively

As there are some figures who repeat in every historical period, you should try to make drawings that look like them. They don't have to be perfect, but they should be easily recognizable, as in cartoons. Here you have some examples: 

ALPHONSE XIII

Sources: 

http://kappostorias.blogspot.com.es/2013/03/141-panorama-general-del-reinado-de.html

http://fusiladosdetorrellas.blogspot.com.es/2010/04/14-de-abril-espana-manana-sera.html

MANUEL AZAÑA

http://joseantoniobru.blogspot.com.es/2011/03/las-transformaciones-de-manuel-azana-el.html

http://espiadelbar.blogspot.com.es/2010_10_01_archive.html

FRANCISCO FRANCO

                                                           

http://lamemoriaviva.wordpress.com/2011/07/03/unas-2-000-personas-exigen-al-gobierno-el-dinero-rojo-que-franco-confisco/

http://www.vizcarra.info/es/verCaricatura.asp?i=2246

ADOLFO SUÁREZ, LEOPOLDO CALVO SOTELO, FELIPE GONZÁLEZ, JOSÉ Mª AZNAR AND JOSÉ LUIS RODRÍGUEZ ZAPATERO AND MARIANO RAJOY 

http://leandrobarea.com/blog/?tag=adolfo-suarez

http://www.vizcarra.info/es/galeria.asp?ic=5&p=14

http://leandrobarea.com/blog/?p=275

You can include some titles or subtitles to explain the story, but don't make an excessive use of texts. Remember that the contents have to be understandable. You can use humour sometimes, but remember that some perios of the history of Spain in the 20th century were very tragic you shouldn't make jokes with people's suffering. 

All the contents you need are on the book. If you want to enlarge some contents, you have to make sure that they are historically accurate. Send me your script in advance if you want me to have a look on it. 

And remember that the deadline for the project will be on Friday, the 14th June. You will have to upload your projects to Youtube or bring a memory stick with the project. If you have any questions or you need help, you can look for me during the breaktime or by mail. 

Don't wait until the last moment. The sooner you finish, the more time you will have to do other things and you will also have time to improve your projects to get a better mark (the only thing most of you worry about). 

Have a nice weekend. 

Swastikas all around the world

As we have studied today, the swastika is a very old symbol the Nazis used as an Arian and anti-semitic emblem. Before the Nazis started using this symbol, swastikas had been used in many places as a symbol of health and good luck, as well as to represent the idea of the eternal return or continuous flow. The oldest known swastikas belong to Prehistory and the Bronze Age. Some Germanic  tribes wore swastika amulets to keep bad spirits away.

Here you have an example of swastikas used to decorate a Greek Kantharos (780 B.C.): 

Source: http://en.wikipedia.org/wiki/File:Geometric_kantharos_Staatliche_Antikensammlungen_8501.jpg

This is an example of swastikas found in Spain. It´s located in the Roman villa of La Olmeda in Palencia, built in the 4th century

Source: http://en.wikipedia.org/wiki/File:Ancient_Roman_Mosaics_Villa_Romana_La_Olmeda_007_Pedrosa_De_La_Vega_-_Salda%C3%B1a_(Palencia).JPG

The relation between the swastikas and anti-semitism was established in the 19th century. When many swastikas were discovered in the ruins of ancient Troy in Turkey and also next to the Oder River in Germany, a French philologist called Emile Burnouf stated that the swastika was a symbol rejected by the Jews, because it didn´t appear in places where they used to live. This idea is false, because swastikas can be found almost everywhere, but this relation between swastikas and anti- semitism extended. 

Before the Nazis, different nationalist associations in Germany used swastikas, such as the Teutonic Order and Thule Society and it was also the symbol chosen by the DAP (German Workers´Party), where Hitler inflitrated as an informant for the army. When the Nazis designed the NSDAP flag, they included the swastika on it.  They chose the red colour (meaning the social part of their movement), the white (which is related to their nationalism) and the swastika, which symbolized the struggle of the Arian man. Hitler preferred the left-facing swastika, which has been  related to decadence and death, but he identified it with a whirlwind and a solar symbol. 

Source: http://en.wikipedia.org/wiki/File:Flag_of_the_NSDAP_(1920%E2%80%931945).svg

The German Socialist Party (SPD) created a paramilitary group called the Iron Front to oppose the Nazis and they also designed a symbol to easily cover or cross out the Nazi swastikas. Their emblem consisted of three arrows pointing south-west and  their meaning was union, activity and discipline. 

Emblem of the Iron Front

Source: http://en.wikipedia.org/wiki/File:Eiserne_Front_Symbol.svg

Anti-NSDAP rally of the Iron Front in Berlin 1932

Source: http://www.annefrank.org/en/Subsites/Timeline/Inter-war-period-1918-1939/Anne-Franks-birth/1932/An-anti-NSDAP-party-rally-of-the-Iron-Front-in-the-Berlin-Lustgarten-Pleasure-Garden-in-March/#!/en/Subsites/Timeline/Inter-war-period-1918-1939/Anne-Franks-birth/1932/An-anti-NSDAP-party-rally-of-the-Iron-Front-in-the-Berlin-Lustgarten-Pleasure-Garden-in-March/

The swastika is forbidden in Germany at present. The German government tried to extend the prohibition to all the European Union in 2005, but this proposition was rejected by some EU members. In Asia swastikas are very common, because they are related to different religions: Buddhism, Hinduism and Jainism. Here you have an example of swastika on a Korean temple: 

Source: http://en.wikipedia.org/wiki/File:Swastika-seoel_(xndr).jpg

Presentation about Fascist Italy and Nazi Germany

Here you have the presentation we´ve used today to study Italian fascism. We´ll use it too to study Nazi Germany next week. If you need it, have a look on it to complete your notes. Remember to summarize the content about Nazi Germany for Monday!

 

Presentation about the USA during the 20s-30s

Here you have it. Have a look on it. It includes a lot of images and cartoons about this period. Please, use it to ccomplete your schemes and exercises.

Presentation about Alphonse XIII´s reign

Here you have the Powerpoint presentation for Alphonse XIII´s reign. Please, use it to complete your  schemes and exercises.

Barcelona´s Tragic Week pictures

This is a collection of original postcards  with pictures of the events happened in Barcelona during the so called Tragic Week in July-August 1909: 

Source: http://www.estrellaesteve.com/es/2009/07/semana-tragica/

Presentation about the Russian revolutions

Here you have the presentation we´re using for this part of the unit. Please, use it to complete your schemes and exercises. 

More about the Spanish Flu

Sign warning about the number of cases caused by the Spanish Flu at a Navy factory

Source: http://history1900s.about.com/od/photographs/ig/1918-Spanish-Flu-Pictures/Sign-With-Number-of-Cases.htm

Yesterday we studied that the total number of casualties of WW1 increased due to the Spanish Flu. The flu virus was brought to Europe by the USA soldiers who started arriving in the battle fields at the beginning of 1918. After four years of war the population of the belligerent countries was weak, due to food rationing and famines, and the virus quickly spread across the continent and became a pandemic (world epidemic). But, why was this pandemic called "Spanish Flu"? As Spain was neutral during the war, there was no censorship about the number of dead and the Spanish press was the first to publish news about the effects of the pandemic. This is why the flu started being known as the "Spanish Flu". From Europe the virus extended to Asia and Africa. The Spanish Flu killed between 50-100 million people in two years. 

Map showing the expansion of the pandemics

Source: http://www.flucentre.org/media-library/p/detail/picture-the-1918-spanish-flu-pandemic

If you want to read more about the Spanish Flu, here you have some links: 

http://history1900s.about.com/od/1910s/p/spanishflu.htm

http://flu.emedtv.com/spanish-flu/spanish-flu.html

http://www.firstworldwar.com/atoz/influenza.htm

Presentation about the Great War (1914-1918)

Here you have available the PowerPoint presentation about World War 1. Please, check it if you get lost during the lessons and pay special attention to the pictures and cartoons. They are very interesting.