Today in the class of Social Sciences we have corrected the scheme of the features of Schlieffen Plan (1905):
- New and deadlier armament.
- Civil population became war target.
- War economy.
- Governments of national unity.
- Constant use of propaganda.
Then Paqui has read an example of a letter, from a military how they spent the days there. After this she has putted a scheme in the blackboard of the World War 1 (1914-1918), to development them.
- War of Movemen (1914)
- War of Attrition (1915-1916)
- 1917 Crisis
- End of the War (1918)
Finaly of the class, we have copied from the blackboard the glossary of today:
Today in Social Sciences: The class s has been at third period and Paqui has started reading the phrases on the dry-erase board , the funniest one was C.Ronaldo's quote ( great philosopher ).
And then we have started with Unit 5 : Europe in the 2nd half of the 19th century and the age of empires.
Paqui sent an email with the point 1 : The unifications of Italy and Germany
Italy: leading state, situation before the unification , figures , enemies and process.
And the same with Germany. And in class a funny situation has ocurred Paqui has drawn a map explaining the situation of the German Confederation of the point 1 and the top of the map looked like a funny thing and Paqui has said that we have a dirty mind. This moment in class was very funny.
This point will be included in the exam of the next week. The other point of the unit 5 is point 2 : The Age of Empires and is divided into different sub-points: A) Definitions. B) Causes , justifications and attitudees towards colonialism. C) Types of colonies. D) The Berlin conference and the scramble for Africa. E) The big colonial empires. F) Consequences of colonialism.
And Paqui wrote different words. Glossary: Monarchist monárquico Red Shirts Camisa Rojas ally aliado Papal State Estado Pontificio Savoy saboya Zollverein Unión Aduanera spa balneario tariffs aranceles.
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 first stage: DICTATORSHIP OF THE PROLETARIAT.
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
SURPLUS VALUE: Plusvalía
RED TAPE: Burocracia
ALIENATION: Alienación
RELIFE: Consuelo
SELF-EDUCATED: Autodidacta
TO SNATCH: Arrebatar
BLACK SHEEP: Oveja negra
TO MARGINALIZE: Marginar
MORALE: Moral
ANT: Hormiga
Here I leave you a image of the Comunist Society in an asiatic country:
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.
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 :(
Yesterday, we had the Social Sciences class at the third period. Paqui started the lesson explaining on the whiteboard a scheme of the Liberalism.
Liberalism was a political ideology based on the fact that human beings are born free and have some inalineable rights the state has to guarantee.
She also spoke about the Liberal Trends, about Olympe de Gouge, about Nationalism...
Nationalism it's the political ideology that defends the right of the peoples or nations to decide by themselves. There were two different conceptions: The progressive or inclusive and the Conservative or excluding.
She also explained the revolutions 1820 and 1830.
In the revolution of 1820 there were several liberal prisings in Naples and Spain. In Greece there was a nationalist revolution against the Ottoman Empire and The majority of the Spanish colonies in America became also independent.
The revolution of 1830 started in France. In the United Kingdom of Netherlands, the Belgians decided to separate from the Netherlands. The revolt in Poland was strongly repressed by Russia. The reforms introduced in Spain established a liberal system between 1835 and 1839.
We also have copied some new words in the glossary.
Preamble -- Preámbulo
Trend -- Tendencia
Equality before the law -- Igualdad ante la ley
Rake -- Rastrillo
Suffragette movement -- Sufragismo
Suffragette -- Sufragista
Self-Determination right -- Derecho de autodeterminación
Peoples -- Pueblos
Pole -- Polaco
Polish -- (adjective)
Yesterday I couldn't send my journal because my computer didn't react .
Today has been the first day of class of the year and at second period we have had Social Sciences. The first thing we have seen is a whiteboard where we can write our favourite quotes. Later Paqui has remered us what we were studing before the holidays and then she has copied a scheme to do during the class and if we didn’t have time to finish at home. The scheme is about the development of the French revolution and it’s divided into three parts:
-Moderate stage (1789-1792):
National assembly (1789-1791): the most important decision they made was to establish a constitution.
Legislative Assembly (1791-1792): Their main decisions is the abolition of the guilds, a universal tax system, prohibition of torture, creation of a national army, confiscation and sell of the properties of the Chruch and Civil Constitution of the Clergy. They also finished with the monarchy in France.
- Radical stage (1792-1794):
Girondist convention (1792-1793): The main decision was to execute the king by guillotine, but they had some problems with this execution, because this provoked the formation of a coalition of the European monarchies against France.
Jacobin Convention(1793-1794):Their main decisions were a new constitution, the law of the maximum, the distribution of the properties of the counter-revolutionary for the poor, the sell of the properties of the Cruch, Churches were closed and cult to Reason was established, compulsory education, mobilization of all the available men to stop the foreign invasion and liberties were suspended. A policy was created called the Age of Terror, this consist in the right to execute all the suspected counter-revolutionaries by guillotine. At the end Thermidor a conservative coup d’eat deposed the Jacobins and their leaders were guillotined.
-Directory (1795-1799): In this period they elaborated a new constitution which created a collegiate government, the directory, and two legislative chambers. The Directory was attacked both by the absolutists and the people. In 1799 General Napoleon Bonaparte, encouraged by part of the bourgeois, led a coup d’état, put an end to the Directory and tood power.
Today in the Social Sciences class', at first Paqui has given the notebooks with the marks and corrections of them and then the exams of Unit 2, and we have seen the mistakes. After that, the teacher has said the final mark of the term and the people who has failed the term, have put the make up exam. Later, Paqui has written in the blackboard the correct answer of the exercises. Afterwards, the first exercise, has corrected by Débora, about The Summer of 1789 and the reasons of why the Ancien Régime disappear. The next exercise, has corrected by Amalia, about the most important decisions of the National Constituent Assembly and the Legislative Assembly.
The glossary that have copied today are:
pompous - pomposo
August Decrees - Decretos de Agosto
sentence for life - cadena perpetua
Finally, some sources to explain the French Revolution:
Hi, It's me again!
I'm going to tell you what I have done today in social sciences lesson. At first we have corrected the homework: A scheme about the War of Spanish Succession, the main causes of that were that as Charles II died without direct descendants in his testament and he appointed Philip of Anjou as king but other European countries didn't like this idea because of the French Absolutism and they proposed another candidate to the throne: Archduke Charles of Austria.In the peninsula Castile supported Philip and Aragón supported the archduke Charles
The development of the war was the following:
There were equal forces for both sides
In 1705 The British invaded Gibraltar and Minorca
In 1707 the French Castilian Army defeated those who opposed the archduke Charles in Almansa
In 1713 The archduke Charles became emperor and fearing Austria´s reinforcement, the European powers looked for an agreement to end the war and they signed the treaty of Utrecht.
The war continued in Catalonia until 1714, when Barcelona was bombed by Philip v´s order. finally they surrendered
Later we have spoken about the king Philip V, who abdicated in his son Louis I, but later he had to come back again to the government because his son died. We have spoken also about other kings as Ferdinand VI, who became crazy after the death of his wife and who tried to impose a unique tax depending on the properties that the people had. In Valencia that was called equivalente, in Catalonia Cadastre and in Aragón única contribuciónIn order to try to impose this tax in Castile, the Marquis of Ensenada ordered a big survey. The Ensenada cadastre was a survey that contains a lot of information about the properties in Castile. Finally Paqui has read us some quotes from a book called ''Las anécdotas de los Borbones''about Philip V and Ferdinand VI. And she has explained us that when Charles III came from Italy to reign, he changed the wearing customs of that ages , and in a museum there is a portrait of Philip V upside down because the people of that place didn't like him , because he ordered to burn the city during the War of Spanish Succession
In the class of Social Sciences we have been copying some notes in our notebook. We have copied a serie of dates related to the 18th century in the U.S.A. and Spain:
-1775: The Battle of Lexington and Concord
-1776: 2nd congress of Philadelphia --> Declaration of the Independence
-1777: Battle of Saratoga
-1781: Battle of Yorktown. Colonist supported by France and Spain
-1783: Treaty of Versailles --> U.S.A.
-1791: 10 first amendments (Bill of Rights). The constitution has been amended 27 times.
She has explained why was a Federal and Presidentialist Republic:
-It was Federal: it was divided into states that have a lot of powers: own laws, police, education system, courts of justice...
- It was Presidentialist: the president holds wide powers.
- It was a Republic: because he was elected by the people.
The federal government had:
- Foreign affairs
- Economic Policy
- Currency
- Defense.
We also have started the point 4 that is divided in:
A) War of Spanish Succession
B) Centralized Absolutism: Philip V and Ferdinand VI
C) Enlightened Reformism: Charles III
We have copied an scheme to develope about War of Spanish succession that has to include:
-CAUSES
-CANDIDATES TO THE THRONE AND SUPPORTERS
-DEVELOPMENT
-CONSEQUENCES
We have to do it for homework.
Here I put you a Photo about the War of Spanish Succession. Bye!!
http://www.armchairgeneral.com/forums/showthread.php?t=59726&page=27
This painting was made by Peter Paul Rubens about 1630 to 1635. It is commissioned by Philip IV and it's exhibited in El Prado Museum in Madrid. It is painted on oil on canvas. It is 221 metres high and 181 metres wide.
The theme of this painting is mythological. It is characterized by general sense of chastity. The Graces represent the daughters of Zeus, Aglaya (esplendour), Talia (calm) and Eufrósine (blooming).The Graces presided over banquets, dances and all pleasurable activities and celebrations, in short, everything in the world could have nice, pleasant, interesting, attractive ... The Graces granted to gods and mortals joy but not only but that eloquence, liberality and wisdom. They believed they had the ability to equip men of genius required to be an exceptional artist. The Graces were habitual company on Olympus Aphrodite and Eros and are closely related to the Muses with sporting to the sound of music played Apollo.
The Graces were young and very beautiful but mostly modest and used to wear bad hair collected because of the dances. They were always dancing and it is precisely the attitude of shaking hands and start dancing as shown plus art. At the beginning of Greek civilization you were dressed in fine robes then always appeared naked. Sometimes they have appeared among the most horrendous satyrs to designate that you can not judge people by their appearance and facial defects can be corrected with a good spirit. Rarely mentioned these goddesses is done individually. On the contrary, are the Greek representation of the triple goddess, present in many other mythologies of the world. They are connected through the arms, the transparent veil that covers them and their looks.
The position of this forms a triangle. The woman is the center is with her head back and supported by her partners. The three beautiful women are characterized by the exaggeration of their shapes. They are like three women of the Greek Mythology.
The painting stands out for the elegance with which the three figures are located. To the right there is a tree and above a flower garland. This one has hot colours with a bright background. There are also animals grazing.
This Square was made in Madrid in the 16th century and it was commissioned by Philip II.
This is a very big square in Madrid, with rectangular floor plan. It is surrounded by buildings. It has ten accesses. It is 129 metres long and 94 metres wide. In the center of the square there is a Statue of Philip III. The first name of the square was "Square of Arrabal", after receiving many names, finally the name of this square is Main Square.
The House of Bakery is the most important building and it was the first to start to built.
The Shield of Arms of Charles II is in the House of Bakery. It is formed by the arms of Castile and León, the arms of Aragón and Sicily, the arms of Austria and the Modern Burgundy, the arms of Old Burgundy and Brabant, the arms of Flandes and Tirol and in the center the symbol of Granada. Here are the legacy of the Middle Ages workshops.
The Baroque idea of adapting urban design to the requirements of human life is present here.The Main Square was used as a market place and to celebrate public events. Nowadays the Main Square is an important tourist spot. All the months of December a Christmas market is celebrated there.
INFORMATION SOURCE:
- http://en.wikipedia.org/wiki/Plaza_Mayor,_Madrid
- http://objetivomalaga.diariosur.es/fotos-ToniMolero/madrid-panoramica-plaza-mayor-193771.html
- http://espanaeterna.blogspot.com.es/2011/01/la-curiosa-historia-de-la-estatua-de.html
Hi!
Today in the class of social sciences we have the first exam of the year, it consists of 5 questions for the people who pass the renaissance project and 6 questions for the people who failed the project.
The questions where a little bit long (I have written four sides of paper) and in this questions you have to explain:
-The Indies (all of them).
-Some contents about Phillip II or Charles I.
-Link some important people like kings, validos, etc. with what each of them did.
-Complete some gaps about reanaissance in the hispanic kingdoms, etc.
-Define the features, chronology and different styles of Renaissance art (for the people who failed the project)
I think that I will obtain a good mark, and I hope so, also I hope that all the students pass the exam.
Good luck!
Pd: I'm publishing the journal today because yesterday I have problems with Blogger.
Today in the class of Social Sciences the teacher Paqui has showed a video (posted by Amalia), the video talks about the 17th century in England, how kings received their power,
We have seen some photos of the Sant's Paul Cathedral of Chistopher Wren, he drew inspiration from of San Peter Basilica in Rome. And we have talked about Iñigo Jones who was the first significant British architect of the early modern period, he made Banqueting House in England
Then we have spoken about the empiricism , of Galileo Galilei, who was a scientist who defended the most important theory, the heliocentric theory ( the planets turn around the Sun). The Catholic Inquisition Catholic said: if you don't recant you will kill you. And he had to recant, but he said EPPUR SI MUOVE: However it moves
After Empiricism, we have spoken about Rationalism… we have concluded that if you have a doubt, this is the best way to learn, this was stated by René Descartes and it’s summarized on his quote COGITO ERGO SUM: I think, therefore I exist
We have talked about if the animals think about their existence , their lied of his life... Later we have written some scientifics of the 17th century like Francis Baron, Isaac Newton, Nicholas Copernicus Johannes Kepler and Gottfried Leibniz. All this people lived in protenstant countries. This is not casual. The Protestant religious gave more freedom and more progress in scientific than Catholic religious. In the Inquisition Catholic the progress in scientific was inexistence because Inquisition Catholic go to their house and chosed them. They said that the Earth is the center of the universe, because it's created by God. Dogma is rigid and you can't change it.
Other features of this period, were the Royal Academies ( sponsored by the king ). For example the Royal Academy of Language, Art or Sciences in France ( 18th century) and the Royal Society in Great Britain.
Then we have copied an scheme of the Baroque art ( chronology, general features, architecture, sculpture, painting).
And finally we have spoken about the proyect, we have to write a text of two works of architecture, sculpture or painting, including chronology, who was author the , Baroque features. The teacher has said that she has to write a post with all the information.
The teacher said that we have to do the scheme because she will check it..
Today, at the begining of the lesson Paqui has given to the people who has repeated their projects, she has given their marks, only a group has failed and this group is going to have a part of Renaissance art in their exams.
After that, we have reviewed the part of demography, economy and society in which we have learned that population decreased due to bad harvests, wars, migration to the Indies and the expulsion of the Moorish. Due to this, an economic recesion started, but also for negative political decisions, inefficient farming tecniques and competition for cheaper and better quality products. About society we have learned that as nobility was the main social model, people started to think that manual work was considered shameful and dishonest.
The conclussion about that, is that people wanted to live without working and Paqui has told us that this continues to happens nowadays and she give us the example of Belén Esteban.
Source: http://www.eldebat.cat/
After this she has asked us to raise our hands if : If we were rich , would we continue working? Only five of us have raised their hands.
She has told us also that when a new king arrived to the peninsula from Napples, Charles III, he had to issue a law saying that manual work is not dishonest, but even whith this law, people continued to think that it was.
Later we have started with the point c, about culture and art in the 17th century .We have copied as a chronologic scheme about the Middle Ages and the Modern Era, it is about the secularization process (the progressive liberation of knowledge from religion):
In the Middle Ages religion stopped the progress of science and thinking ,then on the 15th and 16th centuries, during the Humanism, human beings became center of interest and scholars tried to separate thinking from religion and the Protestant Reformation started. After that ,in the 17th century the Scientific Revolution started and about this we have to define two concepts: Empiricism and rationalism .
We have also learned that the 17th century was the golden age for literature
We have also decided the date for the exam that will be next friday .
We have added some new words in the glossary : Survey- encuesta The swidler- El buscón Rogue- pícaro Schdar- sabio, erudito
Today in
social sciences class Paqui has talked a little bit about the Renaissance Art
projects: people who haven't finished it yet must give it to Paqui next day.
Later, we have corrected what we had to summarize about the second part of the
point 3 of the unit: Politics in the 17th century:
We can
distinguish three main events in politics of the 17th century:
-The Thirty Years' War:the protestants and the French wanted to defy Halisburg's
dynasty hegemony. It was a religious conflict, but also a fight for hegemony in
Europe. the Protestant kingdoms of the north of Europe and France fought
against the Catholic kingdoms of the south of Europe. The Hispanic Monarchy
army conquered the city of Breda (1634), but they were defeated (1643). This
meant the end of the Hispanic hegemony in Europe.
This war finished with the
signature of the Treaty of Westphalia in 1648:
· All the kingdomss accepted the Peace of Augsburg
principles: religious
freedom (which supposed the end of religious wars)
· The Hispanic Monarchy lost its hegemony in
Europe
·
Consolidation of State-nations and Absolute Monarchy.
· Huge demographic losses in the Holy Roman Empire (some
states lost half of their population).
At the end of the Thirty Years’ War
consequences, we’ve talked about races, and I have remembered something that
Paqui said to us last week when we were reading about the Indies: “Have you
ever seen “black blood?” I think it’s an interesting reflection. What do you
think?
-Absolute Monarchy: Kings consolidated
their authority, especially over the priviledged groups. The kings were helped
by an important bureaucracy to rule. The Parliaments limited kings’ power.
The main
example of absolute monarchy is Luis XIV, the Sun King, who moved the court to
Versailles and imposed his authority over his subjects.
-English Revolutions: there
were two different revolutions in England:
·
1648. A civil war started because Charles I Steward tried to rule as an
absolute monarch, without the control of the Parliament. One year later Charles
I was decapitated and the Republic was proclaimed. Monarchy was reestablished
in 1660 when Oliver Cromwell, the Protector Lord, died. The deputies limited
the king’s powers with the Habeas Corpus.
·
1689. After the definite expel of the Steward dinasty from the throne,
William of Orange, the new King, swore the Bill of the Rights, which limited
the king’s power and put some of his decisions under the control of the
Parliament. England was the first country to have a limited monarchy, with a
separation of the powers of the King (executive) and of the Parliament (legislative).
Charles I Steward
William I of Orange
We have also learned some new concepts, like “to be of age”
(ser mayor de edad), “conspiracy” (conspiración) and “hamlet” (aldea).
Hello! I'm going to start with my journal!. Today in class of Social Science, We have started whith a review of what we have read the other day about the Economy in the 16th century. In this century there was a price revolution, as a consecuence of the big amount of precious metals from Indies. And there was not enough production to satisfy the demand.Many products were imported from Europe. Economy was more developed in the Crown of Aragon. Then we have done a scheme of the CONQUEST ADMINISTRATION AND EXPLOITATION OF THE INDIES. We have learned about the conquest and its features were: Quick conquest due to Military superiority of the conquistadors: horses, gun, gunpowder
- Ambitions of the conquistadors. -Impact of the European diseases over the Amerindians. And we have learned and written on our schemes the stage, There were 3: 1st the conquest of the Antilles, 2nd the conquest of the Aztec Empire, and finally the conquest of the Inca Empire. The the teacher Paqui has said we have to do the rest of the scheme in our home for homeworks. The she has given our projects on Renaisance Art back, but the teacher has to look our job again, I would like to get more mark. And we have learned new vocabulary like:inflation , deflation, saving... and a lot new more words ! And this is all for Today, have a nice wekend!
Hello everybody! I'm Antonio José and this is my first time to write on this blog.
Today in our Social Sciences lesson, Paqui has started the class checking the notebooks for see if we had done the homework. Then we have corrected the homework, about Philip II the objectives of reign and problems.
-Defense of Catholicism: He refused to give his subjects religious freedom and he forbade Protestism in his kingdoms. This caused huge problems, especially in the Low Countries.
He reinforced the Inquisition to chase heretics.
He forbade the students to study abroad.
He forbade the import of books from Europe
He established the concept of "blood cleanliness": the people who had Muslim of Jewish ancestors couldn't get posts in the administration.
Repression of the Moorish of Granada: prohibition of speaking Arabic, wearing their clothes and preserving their customs. This caused a revolt in the Alpujarras in 1567. The punishment was severe: 80,000 Moorish were exiled to other parts of the Peninsula.
-Preservation of his Empire: This led to several wars:
Wars against France:The French were defeated in the Battle of Saint Quentin, in 1557, but Felipe II continued to interfere in France: he took part in the wars of religion, supporting the Catholics.
Revolt in the Low Countries: Authoritarianism of the governors and religious policy provoked a revolt against the king in the Northern Provinces (Holland), which declared the independence. The conflict lasted 80 years and it wasn't solved until 1648.
Confrontation with the Ottoman Turks: the Turks threatened the Mediterranean and a coalition was organized to confront them. The Holy League defeated the Turks in the Battle of Lepanto in 1571.
Conflict with England: the English supported the Protestants and their corsairs attacked the fleets that came from the Indies. Felipe II decided to invade England and he prepared a big navy, the Invincible Armada. But the Armada sunk in 1588.
All these wars were very expensive and they ruined the economy. Felipe II was forced to declare bankruptcy several times.
Like every day, we have written some words on the glossary. For example:
blood cleanliness-limpieza de sangre
in force-vigente
to banish/exile-desterrar
to vanish-esfumarse, desaparecer
Moorish-Morisco (former Muslim who has converted to Catholicism)
delay-retraso
to delay-retrasar
Huguenot-Hugonote (Calvinist in France)
duchess-duquesa
bogeyman-coco, hombre del saco
to threaten-amenazar
to warn-advertir
West Indies Fleet-Flota de Indias
privateer-corsario (legal pirate, who has received carte blanche, permission, to attack ships of another nation)
carte blanche-patente de corso
to the detriment of-en perjuicio de
to sink-hundirse
failure-fracaso, desastre
expenses-gastos
At the end of the lesson Paqui has given the homework for tomorrow, to read the point 3.ECONOMY IN THE 16th CENTURY.
And after this , we have started a new point of the unit. We have copied a scheme that explained the Renaissance art in the Hispanic Monarchy . The scheme is very easy to studyand it is formed by 3 parts
-Architecture: with the 3 stages into wich the architecture divided and we've had to explain and write examples with the help of the PowerPoint presentation.
-And the same with Sculpture and Painting.
And the end of the class when we finished the scheme Paqui has given one exercise that is about Charles I.
