Friday 17th April 2015

Hello everybody!

Today in the class of social sciences the teacher paqui has given the make up exams to the people that had failed the term (only to Gustavo, because José and Lucía were absent today).
Then Paqui has explained the pre-bellic crises of the WW1 and she has given us a scheme to complete in the class. They are the following:
-Two crises in Morocco, which increased tension between France and Germany.

• 1905-1906: it ended with the establishement of a French-Spanish protectorate in Morocco.
• 1911: Germany received part of the French congo and accepted the French protectorate in Morocco.

-Two crises in the Balkans, which increased tension between Austria-Hungary and Russia:

• 1908: Bosnia-Herzegovina was annexed by Austria-Hungary.
• 1912-1913: Balkan wars: Serbia, Montenegro, Greece and Bulgary fought against the Ottoman Empire. Later they fought among themselves to increase their territory.

After that, she had introduced the trigger for the war and the outbreak of the WW1, but we haven't copied any scheme of this. 

Then we have copied some words on the glossary like: 

trigger: gatillo, detonante

gunboat: acorazado

requirement: requisito

to back: respaldar

to plot: conspirar

Today's class has been shorter because of the healthy breakfast, so we have finished the lesson at 10:40 instead of 10:55.

Source: http://apwh.pbworks.com/w/page/7624357/Balkan%20Wars

Bye!

16 th April 2015 ( thursday)

Hello I am José Luis and this is my journal:

Today the class started at third period. Today was the make up  exam , this exam has been taken by  Gustavo , José and Lucía. I think thtat all are going to pass the exam.

During the class the others students have had class and Paqui has explained the causes of WW1 there are 5 causes:

- Rialry between colonial powers
- Confrontation between different Europeans countries
- Exacerbation of nationalism
- Millitary alliances
- Arms race

During  the explanation of this content, I have asked a question to Paqui about the project, Paqui has explained how to do the project.
Antonio has showed a part of his project  and Paqui has answered that it is good but we only have one week left to finish the project.

And after this Paqui has  finished the explanation.
During the class Paqui has written different words on the blackboard ( glossary ):

To be aware of  ser consciente de
To be willing to estar ansioso por
Arms race          carrera de armamentos
Armed peace     paz armada
Contempt          desprecio
To censor        censurar
Censorship     censura
Muting           motín

       

            http://www.telegraph.co.uk/history/world-war-one/10561430/Government-accused-of-social-                                         engineering-over-WW1-plans.html

bye!!

14th April 2015 (Tuesday)

Hello!
Today we haven´t had class of Social Sciences because the teacher has been on a trip to Toledo, so today we have stayed today in the library of the high school and we have asked for the homework, wich were the causes of the First World War and this is:

-Rivalry between colonial powers: Great Britain and France dominated the majority of the African territory and Germany had arrived late so-called Scramble for Africa. There were two moments of tension in Morocco, due to German attempts to control it.

-Confrontation between different European countries:
º France and Germany, as a consequence of the French-Prussian War.
º Great Britain and Germany were economic competitors and they were fighting for the control of the sea trade routes.
º The Austro-Hungarian and the Russian Empire were fighting for the control of the Balkans. The Ottoman Empire was disintegrating and both powers wanted to extend their influence to this area. There were two moments of tension in the Balkans: the annexation of Bosnia and Herzegovina to Austria in 1908 and the Balkan Wars in 1912-1913, which consolidated the independence of Albania, Serbia, Montenegro, Romania and Bulgaria.

-Exacerbation of nationalism: there was a general tendency of exaltation of the own virtues and contempt towards what was considered foreign.

-Military alliances that divided the main European powers into two confronted factions:
º Triple Alliance, formed by Germany, Austria-Hungary and Italy.
º Tripe Entente, formed by France, Great Britain and Russia.
These alliances committed their members to help each other in case of attack.

-Arms race: all the countries invested a lot of money to buy and make weapons and train their troops. This period was called "armed peace", because all the countries were ready to war.


http://en.wikipedia.org/wiki/First_Balkan_War

And this is all. Bye!

Thursday 9th of April, 2015

At first the teacher Paqui has said that as Jose hadn't come at class, I had to do the journal...

Then we have seen a panoramic photo of la Quinta del Sordo ( the house of Goya) and we have spoken about the walls of his house, and the opinions of the teacher and the classmates about the frescoes and canvanses..

                                     https://readingcofer.wordpress.com/close-reading/

Then we have watched some paintings, like for example "Two old men eating soup", "Women laughing" and "Figth with cudgels"
We have compared some paintings (with some others of different styles, like of expressionism,surrealism, impressionism...)

http://elpodcastdelbuho.com/category/historia/

                                   http://www.theartwolf.com/goya_black_paintings.htm




http://www.wikiart.org/en/francisco-goya/fight-with-cudgels-1823


-In the series of etchings Follies: in this seves he reflected his outlook on humanity and his fear of insanity. Many of them are difficult to understand and they supposed to be realted to dream scenes, criticism to the Ancien Regime and power.

"A way of flying", "Matrimonial folly"













http://www.wikiart.org/en/francisco-goya/a-way-of-flying-1823















http://www.corbisimages.com/stock-photo/rights-managed/BE007061/los-disparates-no-7-matrimonial-folly-by

In 1823 Goya exiled in France, where he painted his last paintings: I'm still learning", "The Milkmaid of Bordeaux"( 1826)

And finally Goya died in 1828. Goya anticipated some styles like Romanticism, Realism, Expressionism and Surrealism

Then we have spoken about the spelling mistakes of a painting by Goya ( not a mistake in that century) and the teacher has explained that the vocabulary has change a lot from the past.

And finally we have copied a scheme about Goya styles and life ( to do in class) :

1st stage (1775-1792)-2nd stage (1792-1828)


Goodbye!

Tuesday, 7th of April 2015

Hi, I'm Gustavo!

Today in class of Social Sciences we have done the following things:
- At first, Paqui has checked Amalia's work and she has said she's doing it very well.
-Later, Paqui has asked us about the date of the make-up exam. We have set it on 16th, Thursday of April.
-After setting the date of the make-up exam, we have started the class, and we have talked about Goya. Francisco de Goya is a painter between classicism and modernity. He was born in Fuendetodos (Zaragoza) in 1746. He studied to become a painter, he travelled to Madrid and Italy and started working at Francisco Bayeu's workshop in Zaragoza, who recommended him to work in Madrid. In 1775 he moved to Madrid and started working for the Royal Tapestry Factory, designing tapestry cartoons. His style was luminous and colonist, with loose brush-strokes. He started receiving commissions from important figures of nobility and intellectuals and he became court painter in 1775. In 1780 he was also accepted as a member of the Royal Academy of Fine Arts. In 1792 he suffered from a serious illness and became deaf. This deafness completely changed his personallity: he became withdrawn and his painting became more critical and introspective and colours were darker. Imagination, freedom and critique became central. He continued to be an extraordinary portrait painter, but many of his works completely broke up with the predominant style.

Today's anecdote:
 When we were watching the Naked Maja, Jose Mari say to Paqui: -The girl has her tits too much separated, true?, and when we were laughing at this, Lucia has said to Jose Mari: -Ask your mother if when she is lying like the girl, her tits are separated like hers.

THE NAKED MAJE

-Like everyday we have copied some words in the glossary:
Naif (inocente), tapestry (tapiz), playful (juguetón), crockery vendor (el cacharrero), the parasol (el quitasol), grape harvest (la vendimia), blind man's buff (la gallinita ciega), the stilts (los zancos), the straw maniquin (el pelele), fine arts (bellas artes), deaf (sordo), witchcrart (brujería), witches sabbath (aquelarre), etching (grabado), burin (punzón), mistress (amante), fantasies (caprichos), bullfighting (la tauromaquia), war disasters (desastres de la guerra), follies (los disparates), francophile (afrancesado), shooting (fusilamiento), firing squad (pelotón de fusilamiento).

Bye!

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/

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!

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!

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!

Tuesday 10th of march of 2015

Hello everybody!
Today was the last lesson before the exam. We haven't had any doubt, so we have continued with the new unit: Europe in the second half on the 19th century. Today we have started with the causes of colonialism. There were three causes: economic reasons, Political reasons and democraphic reasons.
We have studied they and we have copied the definitions on our notebook from the presentation that Paqui have put on the digitalboard. This presentation help us to learn more. After we have understood this, we have started with the justification of imperialism. White people justified their ambitions saying that they had the responsability if civilizing the leasts developed territories of the colonies. This was called the civilizing 'mision' or the 'white man's heaven burden'. But this wasn't true, in reality it was racism.This ideas were based on social Darwinism. For homework we have to search information about Darwinism. On the last part of the lesson, we have studied the attitudes toward colonialism. There were three attitudes:
-Most of the people were indiferent, with any opinion.
-Politicians: the most were colonialists and the others anti-colonialism
-trade unions and socialists,

Representations of countries on the white man's heaven burden

Also in class we have copied some words on the glossary:
-Summit: Cumbre
-The white man's heavy burden: ka pesada carga del hombre blanco
-Uncle Sam: Tío Sam
-To stand: Soportar
-The survival of the best fitted: La supervivencia de los mas aptos

Friday 6th March 2015

Hello class.

First of all, I could not do the journal before because there are constructions in my neighborhood and the internet does not work at the moment, so I am doing this in a friend's house.

Last Friday, the class started in a funny way because all the students were in the background of the class and we saw a Dali painting called The Great Masturbator. Then Paqui has explained us the origin of this painting. After that, we have moved to our tables and started the class.

Firstly, Paqui has explained some parts of the unifications Italy and Germany and she remembered us to study the chart that she has sent us to our emails. Then she has started with the point 2 of this small unit, which is called The Age of Empires. We have started the point A, that consists of some small definitions, that were the following:

• Colony: territory that has been conquered or occupied by another country and depends on it.
• Mother country: country that has colonies.
• Empire: political unit formed by a mother country and its colonies, which are submitted to its interests and do not have independence.

After that, we have copied some words on the glossary like:

to bother: molestar
dispatch: telegrama
to sharpen: endurecer
to share: compartir
to serve: servir
mother country: metrópoli

Source: www.dali.com:.webloc

Bye, and apologize again for the delay.

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

Bye!

                            Source: http://blog.fair-use.org/2012/12/09/anarchism-exploded/

 Source: https://historicalunderbelly.wordpress.com/2012/06/03/a-force-of-oppression-no-longer/

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.

Bye!

Karl Marx

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

.

Ludism
source:churchandempire.blogspot.com






                                    Capitain Ned Ludd
                                                                                  source:www.guardian.co.uk

• 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

source:www.kilduffs.com

 •  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

Source:ww.phoenixmasonry.org

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,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

Source: http://en.wikipedia.org/wiki/Capitalism#mediaviewer/File:Anti-capitalism_color.jpg

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.

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:
-Causes
-Changes
-Consequences

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

Source: http://en.wikipedia.org/wiki/Industrial_Revolution

See you!

29th January 2015 ( thursday )

Hello everybody!

I am José Luis and this is my journal:

The class has taken  at third period , today the class was very special because : José Maria , José and Antonio have not come to the class because José Maria went to Rome and José and Antonio went to Berlin.

We have not copiedDid not copy notes and glossary We have only done exercises during the class on the whiteboard and the students have come to the  whiteboard to do the exercises .

These are the interactive exercises :

http://todayinsocialsciences.blogspot.com.es/2013/01/interactive-activities-about-french.html

http://todayinsocialsciences.blogspot.com.es/2013/02/interactive-activities-to-review.html


There are different exercises of different units.

For example the most important:

The  Napoelonic era :
The Napoleonic Code is very important in law history because : a, b,c, e, and f
The main achievements of the Consulate were : a, d , e , f and g

The conservative republic: 

How did Bonaparte take power?: He led a consented coup d´État in November 1799

The main problems of the Directory were: a b c and d

The democratic republic

The new assembly elected was called : National convention

The National convention hel: Executive and legislative power

                                                                     

                                                                          Source:

http://interpolonika.com/wp-content/uploads/2014/07/NAPOLEON-BONAPARTE-large570.jpg

goodbye class !!!

27th January 2015 (Tuesday)

Hello everybody!
Today we start the class of social sciences copying the contents of the unit four, that is: The Industrial Revolution and the Labour movement.

The first point is the stages and the definition of the industrial revolution. The second point is the first industrial revolution, inside this point we have other three parts: A) Demographic and agricultural revolution. B) Changes in production and the transport revolution. C) Development of industrial capitalism. The third point is the second industrial revolution and consequences. The fourth point is the labour movement, inside this point we also have three parts: A) First attempts of worker's organizations. B) Labour movement ideologies, that have also three parts: a) Utopian socialism. b) Scientific socialism or maxism. c) Anarchism. And the finally part of the fouth point is C) The international workingmen's association and the first and second international.

I think that this unit is very long or thats what seems.

After this we start the unit with the first point and Paqui copy a squeme in the blackboard that we have to complete with the book's information about the definition of the indutrial revolution and its stages.
We also talk about the agriculture of the time the most cultivated were the corn and the potato, the tomatoes were yellow and the name of the oranges became of the name of the royal family of Holland.

And for finally we copied two squemes in the second point about the definition, causes, changes and consequences of the demographic and the agricultural revolution. We complete the first in class but we haven't had time for the second. Here's the first:

Demographic revolution:
-Definition: Deep change in population growth started in the 18th century.
-Causes: Less wars and hygiene and medicine improve, people were better.
-Changes: Mortality decreased, while birth rates continued to be high and harp population increased and life expectancy also increased.
-Consequences: High demand for all type of products cause of the agricultural and industrial revolutions.
  
Source: http://cmapspublic.ihmc.us/rid=1K31112Q6-25F3G57-1K81/1K2M2JJHXIQN77RTI1KLIimage

Today's glossary words:
Labour movement: movimiento obrero.
To supply the demand: abastecer la demanda.
To overtake: superar, sobrepasar.
Outdated: desfasado.
Dizzy: mareado.
To feed: alimentar.
To be fed up: estar harto.
Farmer-peasant: campesino.
To lead: conducir o llevar.

See you on Thursday!

20th January 2015 (Tuesday)

Hello! I'm Gustavo.

Today, we have started checking the make-up exams. I have passed the exam with a mark of 5'2 that isn't very good but is OK. Then, we have corrected the scheme of the congress of Vienna with some diapositives in the digital blackboard.

Later, we have copied some homework for Thursday about the Revolutionary Ideologies.

We have copied some words in the glossary like: Skilled (Hábil), Buffer State (Estado Tapón) that is a state created to avoid the expansion of another country in the future.

At the end of the class Paqui have told us some things about a new project about Spain during the 19th century. We have formed the groups, and I'm with Antonio and José. Each group has to talk about the following topics:

- Charles IV's reign and the Peninsular War (1788-1814)
- Ferdinand VII's reign and the regencies (1814-1868)
- Isabella II's reign (1843-1868)

Bye!

Ferdinand VII