Friday, 22nd of May 2015

Hello everybody!

Today in class of social sciences we have started the class speaking about the flag that the town hall has placed in the round about at the entrance of the town, that is so big, Lucía said that maybe is as tall as the high school. Paqui has told us that these flags are very expensive and people paid for them like two thousand euros, I think that it´s too much for a flag and maybe that  money will be better spent in other things.

Then we have copied the beginning of the new unit that is: The Interwar period (1919-1939).
And it has this points:
1. The USA: from the Roaring Twenties to the Great Depression.
2. Fascist Italy.
3. Nazi Germany.

And we have started the first point: The USA: from the Roaring Twenties to the Great Depression.
After the WW1 the USA became an industrial power. The USA became also a dream for the thousand immigrants of all over the world. The industrial production grew up and also consumption stimulated by: payment in instalments and banking loans.
But not all the prosperity was good a lot of people were pour like the famous character invented by Charles Chaplin, Charlot.
Then the government prohibited consuming, producing and selling alcohol. So the mafia found a business in these drinks. (In that moment we have started to speak about Al Capone and the alcohol)


http://www.biography.com/people/al-capone-9237536

Slavery was abolished after the Civil War, but many black people continued to be discriminated and they were hounded in several states by the Ku Klux Klan, a racist organization.

http://www.montevideo.com.uy/auc.aspx?266890

And after this Paqui has given us homework, from the page 72 exercises 1 and 2, and on Tuesday we will correct them.

When the class was going to end we have started to speak about the dinner class of 4th of ESO.

In this class we have copied some words of glossary:
to roar: rugir
roaring: rugiente
Roaring twenties: felices años veinte
sentence for life: cadena perpetua
reintegration: reinserción
male chauvinist: machista
male chauvinism: machismo
pound: libra esterlina
Prohibition (1919-1933) selling, buying and producing alcohol was forbidden: ley seca
to blur: nublar



http://www.funnydam.com/picture-5332-have-a-nice-weekend.html

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!

3rd of March 2015

Hello!

Today in Social Sciences we have started the class talking about the mistakes of the projects, Paqui hasn´t corrected our projects because the other class have the exam on Thursday and we have it the next week.
Then Cris has corrected the exercise sixteen that is:

16.-Explain the creation and evolution of the International Workingmen's Association.
In 1864 Marx proposed the creation of an International Workingmen's Association (IWA) in London. Marxists , anarchists and trade unionists of Europe and North America formed the First International. Their slogan was "Workers of the world, unite!". But the disagreements between Marxists and anarchists led to its dissolution in 1876.

The Second International was created only by Marxists in 1889. The workers' anthem was created and the 1st May was established as the International Worker's Day. But there were problems between those who wanted to make revolution and those who wanted to participate in elections.
After this we  have started the Unit 5 that was called: Europe in the 2nd half of the 19th century.This unit has two points the 1st one that was Unifications of Italy and Germany, this point will be included in the next week's exam and the 2nd one is The Age of Empire.

We have stared with the first point and we have watched a presentation on the white board with this content:
Louis-Napoleon Bonaparte was elected the president of the 2nd republic in France in 1850.In 1852 he was elected emperor so he became Napoleon III. He had an important role in the unifications of Italy and Germany:
-He supported the italians to fight against Austria.
-He had to fight against Prussia and this contributed to the definitive unification of Germany.
In
Paqui has said to us that we can't understand the World War One if we don't know this information.
Because of this we have started to talk about the number of deaths in the Wolrd War One, The World War Two and some other wars that had a high number of deaths, especially above all during  the Cold War.
Paqui has started to explain us the causes of the Cold War and the present situation of Europe and Russia and Ukraine.

http://www.teinteresa.es/mundo/Cronologia-general-Primera-Guerra-Mundial_0_1161484032.html
And to finish the today's glossary words are:
Age of Empires: La era del imperialismo..
USSR: Soviet Union.
Decipher: Descifrar.
To leak: filtrar.
Spy: Espía.

And this is all. Bye, see you on Thursday!

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!

5th of December 2014

Hi!

Today in social sciences we started the class correcting the squeme that we had for homework. This squeme was about the Charles III´s enlightened reforimism.

 At firts there was the "Beginning of his reign":

The Esquilache riots that was a revolt of the privileged to instigate the people to revolt against Esquilache.

The consequences are: He fired his ministers and from then on he only hired spanish ministers. But this didn´t stop the reforms. He also expelled the Jesuits from Spain.

Then we have the "Reforms":

Educational reforms, like: Creation of the primary schools.

Economic reforms, like: Colonisations of new lands, liberalization of the prices of wheat.

Other reforms: Decree declaring the honesty of all professions, reinforcement of the king´s authority over the church.

The consequences of the reforms: A positive effect in demography and economy, population increased but the mayority of the people continued to be poor. An agrarian reform was needed but the country and the king didn´t have this in mind.

After corrected this Paqui said us that we have to copy the last part of the squeme from a text in the white board:

"When Charles III died, his son Charles IV became the new king. He was not gifted to rule and Charles III adviced him to keep the counts of Aranda and Floridablanca as ministers.

His rule was conditioned by the French revolutionaries"

We commented this in class and the teacher said us that this king was not the indicated one to reign. And also we commented the great seemed with Juan Carlos I, look:

Source: http://www.biografiasyvidas.com/biografia/j/juan_carlos_i.htm

Source:es.wikipedia.org/wiki/Carlos_IV_de_España

Then we start to comment things of the hispanic economy of now. Things like there were people that didn´t had to work to live with a lot of money. Like the Duchess of Alba (Jose Luis understood that the traduction of "Duchess of Alba" was "Ducha de Alba"). And we also talked about the piratery of the films and series.

And the glossary words of today are:

-The best fitted:el mejor adaptado.

-Tariff: aranceles.

-Custom union: unión aduanera.

-Duches of Alba: Duquesa de Alba.

-Gifted to: dotada para.

Bye!

The Bearded Woman by Ribera

This painting was made by Ribera in 1631. It formed part of the Foundation Marries Ducal of Medinaceli and actually is conserved in the hospital of Tavera in Toledo. It was made in oleo with the dimensions of 196x127 centimetres.

With respect to the festures in painting of the Baroque art this picture has almost all: painted in oil, colour over drawing, use of warm colours,contract with light and shadow, realism and complex compositions.

In this picture the woman was giving the baby of sucking. And the woman´s husband was behind them. There were some headstone that have written a large incription that was entitled "The great miracle of the nature" but in latin.

In this picture we can see a woman, Magdalena Ventura, and her husband. Magdalena was invited to the royal palace of Naples by Fernando Afán de Ribera and Téllez-Girón, duque of Alcala and viceroy of Naples, when he known her existence to be portrayed. It was made in five days and we know its date because the ambassador of Venice describe his visit to this palace in a letter the 11 of February of 1631 during the picture was making up.

http://www.fundacionmedinaceli.org/coleccion/fichaafondo.aspx?id=la-mujer-barbuda

This painting was made by José de Ribera who was born in Játiva in Spain. He was a Spanish painter who was developed his life and degree in Italy especially in Naples. His other name was "Giuseppe Ribera" and his nickname was "Lo Spagnoletto".

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

To find the information I use:

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

http://www.fundacionmedinaceli.org/coleccion/fichaafondo.aspx?id=la-mujer-barbuda

http://www.artehistoria.jcyl.es/v2/obras/10774.htm

https://es.noticias.yahoo.com/blogs/arte-secreto/la-ins%C3%B3lita-mujer-barbuda-ribera-

114351003.html

http://es.wikipedia.org/wiki/La_mujer_barbuda_%28Magdalena_Ventura_con_su_marido%29

Lying Christ by Gregorio Fernández

This sculpture was made in Valladolid in 1634 and it was commissioned by the church of Saint Miguel and Saint Julián. Now is in the National Museum of Sculpture in Valladolid.

With respect to the features of the Baroque art this sculpture didn´t represent many movement and fleeting movements that because is lying in place like a bed, but the author (Gregorio Fernández) makes this sculpture to surprise the public, he started with the theme of the "Santo Entierro" and from this theme he pruposed an other "cuerpo muerto".

In this picture Christ alredy was crucified and was nude only with the "paño de pureza" above him. This kind of blanket was made by Gregorio also, it have a lot of rigid folders.

Appart to the polychromed wood of this that done, to made it more realistic Fernández used some different materials: ivory tooth, cristal eyes, lumps of sawdust in the wounds and also in his nails from his feets and hands.

This work was made to show it from a lateral, because the head of Christ was tilted to his right, the left leg it´s above the right leg, and his position is also a little bit tilted from the rigth.

http://museoescultura.mcu.es/coleccion/obrasImprescindibles/gal18.html

The ideal of death is represented by the wounds and courts in his skin, and also the blood that have around this wounds, all of this is supposed that is produced by the "via crucis". Fernández was represented this very well with hard work he made a lot of little details to impress the public and to do that they have a feeling of realism.

This work was made by Gregorio Fernández a spanish Baroque sculptor who was born in 1576 in Lugo and was died in 1636 two years after made this scupture. His main themes for the scupture were religious, like Christs, Virgins,etc.

http://www.xn--espaaescultura-tnb.es/es/artistas_creadores/gregorio_fernandez.html

The other sources of the project are:

http://contemplalaobra.blogspot.com.es/2009/04/gregorio-fernandez-cristo-yacente.html

http://es.wikipedia.org/wiki/Gregorio_Fern%C3%A1ndez

http://www.xn--espaaescultura-tnb.es/es/artistas_creadores/gregorio_fernandez.html

http://www.spanish-art.org/spanish-sculpture-fernandez.html

http://www.revistadearte.com/2010/07/06/lo-sagrado-hecho-real-en-el-museo-nacional-colegio-de-san-gregorio/gregorio-fernandez-1576-1636-cristo-yacente-1625-30-madera-museo-nacional-del-prado-madrid-depositado-mncolegio-de-san-gregorio-valladolid/

4th November (Tuesday)

Hello!
Today in the class of Social Sciences Paqui explained us the instructions for the Baroque Project. We all have two works (that can be work of architecture, sculptures and paintings). This two works have been chosed by our teacher. We have to write an individual post on both works writing the information about they.After this Paqui has revised our homework for today, that was to complete a scheme from the Baroque Art with the book's contets.

When she finished to revise, we started to correct this scheme that have five parts:

Chronology: This style was developed in the 17th century and a part of the 18th century.

General features: This style had movement; realism representations; complexity; interest in surprising the audience; curved lines, concave and convex; and predominance of colour and light over drawing. And Paqui explained us that this style had just the opposite characteristics of the Renaissance Art.

Architecture: The architecture in this style had curved lines, spirals, ellipticand oval floor plans, solomonic colums, contrast of lights and shadows... Paqui drawn the diferents componets of the architecture. And then we seen some examples of this, like the square and colonnade of saint Peter of the vatican by Gian Lorenzo Bernini, in Italy and the Versailles palace by Le vau, Mansar  and le nótre, in France.

                                           
http://www.arqhys.com/contenidos/versalles-palacio.html


http://fr.academic.ru/dic.nsf/frwiki/707863

Sculpture: The purpouse in this style was representing movement, capturing feeting movements, provoking surprise and emotion in the public. And we seen also examples, like Apolo and Daphne by Gian Lorenzo Bernini, Paqui us the history of this sculpture when Daphne flee from Apolo and become a tree. And Fontana Di Trevi, by Nicolas Salvi, where the people throw coins.

http://mitosandmyths.blogspot.com.es/2012/09/apolo-y-dafne-presentacion-de-los.html


http://sobreitalia.com/2008/05/08/la-fontana-di-trevi-encanto-historico-y-cinematografico/

Painting: The features were use oil painting, predominance of colour over drawing use warm colours, contrast o light and shadows, realism, movement, complex, compositions in order to sock the audience...And also we seen some examples, like Death of the Virgin, by Caravaggio that was an estrange painting because the painter have used a young prostitute for represent the old Virgin, and The calling of Saint Matthew also by Caravaggio.
   
http://es.wikipedia.org/wiki/Muerte_de_la_Virgen_(Caravaggio)


http://en.wikipedia.org/wiki/The_Calling_of_St_Matthew_(Caravaggio)

And we copied some words in the glossary:
to sock-impactar
solomic column-solomonica
baldachin-baldaquin
ball room-salón de baile
to flee-huir
fleeting-fugaz
solemn-solemne
fold-pliegue
cloth fold-pliegue de los tejidos
newt-tritón
oil painting-óleo
foreshortened figure-escorzo

And have an exam next friday so we have to study a lot!

Bye!