5th of May (Tuesday)

Hello everybody!!

I'm Inés and I'm going to write the journal of today.

Today in Social Sciences....

We have corrected the scheme about the Conference of Paris.

Paqui has expalined all the corrections.

Paqui has said to us that Germany had to pay 20,000 million dollars for the destruction they caused during the WW1, and they finished to pay in December 2010. She has also told us that in 1921 France invaded Germany because Germany stopped paying the reparations.

When we were correcting the scheme, Paqui has said that Amalia is Dracula! Because she's from Transylvania.

When we were correcting the Disintegration of the Ottoman Empire, The teacher has explained that the division of the Ottoman Empire was wrong and for that nowadays there are a lo of conflicts in this part of the world, it was more than wrong, she has said that it was the origin of several conflits, because they didn't respect the right to self-determination, as they had done in Europe.

When we have finished the correction of the homework, Paqui has started to explain the Consequences of the war. While she was explaining this, there was a content inside this part called Spanish flu, so se has had to shelain it to the class.

Spanish flu: The soldiers of EEUU came to Europe when they had a common flu, but it's called Spanish flu because the Spanish's press wasn’t censored during the war, so they could inform that there was an epidemic in Europe for that it's called in this way.

After that, Jose Mari has asked about the projects we had done about the art during the 18th and 19th centuries, but Paqui hasn't finished to correct all the projects.

Today is the anniversary of the last liberation of people in a concentration camp concretely in Mauthausen, this concentration camp is so important for Spain because there were Spanish people there and there also were 3 people of my town, Campo de Criptana.

Source: http://www.lasegundaguerra.com/viewtopic.php?f=259&t=12481&mobile=on

The next day we're going to start the Russian Revolutions.

Bye bye!!

30th of April (Thursday)

Hello to everyone!!

Today in Social Sciences....

José Mari has told to us that today is the day when Hittler and his wife committed suicide. So, Paqui has explained why they committed suicide. She has also told us that Hittler's craneum is in a warehouse.

After that, Jose Mari has wanted to sing the "Mayos" a Spanish typical song to Paqui.

Paqui has recommended to see a film called Der Untergang, it's a film about Hittler and the Second War World.

Later, Paqui has asked to us: Why did Germans finally surrender? But we didn't know it, so, Paqui has expalined that:

• Their enemies had more power than them.
• Their allies surrendered.
• Their fear for a Revolution.

For all this problems they surrendered and they signed the armistice in the Campiègne Forest, a train wagon, at Rethondes, on 5h 11th of November; but the official ending was at 11h on 11th of November.

With this information, Paqui has remembered that in 1940, Hittler invaded France and he looked for the wagon for a revenge of Germany to France. So Campiègne Forest was used for two different armistices.

Also, Paqui has explained why the republic was proclaimed on Germany on the 9th of November: the government was afraid of a Communist revolution, similar to the one happened in Russia and that’s why they decided to surrender. The Kaiser fled to Holland and the Republic was proclaimed. The army said that the politicians had given a stab in the back to them so they did the same and a communist revolution started.

Paqui has told us the the end and punishment of the WW1 were the causes of the WW2.

At the same time.... a chair has fallen down. All the memories of the falls of the members of the class have appeared in a second.

After this we have come back to the WW1, in the Conference of Paris the losers were not allowed to attend to this conference.

This is all we have done in the lesson of Social Sciences.

And for homework we have to do a scheme about the Conference of Paris and the consequences of the WW1.

But before the class has finished, we have set the date of the exam.... on 14th of May. The exam include a lot of contents : Age of Empires, Goya and the WW1.

Happy long weekend!!!

9th January, 2015 (Friday)

Hello, I'm Inés.

Today, in class of Social Sciences, we have done a lot of things.

At the beginning of the class, the teacher, Paqui, has asked for the homework of the last day, which was a scheme  about the development of the French Revolution.

Cristina has been the first person who has corrected the National Constituent Assembly. The main decisions of this Assembly were writing a Constitution, but the King's attitude was really bad, because he had veto right.

Paqui has explained that Louis XVI, the King of France, tried to flee because he didn't like the changes of the French Revolution, so he wanted to recover the Absolutism. When he was fleeing, people saw him and sent him back to Paris.

Source: http://www.telegraph.co.uk/news/worldnews/europe/france/5356698/Louis-XVIs-final-testament-discovered.html

Paqui has said to us that in Spain, the king can't do things without the permission of the government. Because the government is responsible of the actions of the king.

After, almost Paqui has fell down with a chair and then Paqui has said that she is a tea-totaler.

Later, Jose Luis has asked to Paqui that if she gives him a positive, he'll buy a computer for her.

After then, we have corrected the Legislative Assembly. The main decisions of this Assembly were prohibition of torture, creation of a national army, sell of the properties of the Church and civil constitution of the Clergy.

At the same time, Paqui has explained that the members of the clergy could leave the clergy, they could do that, going to other countries. Also, many of them were counter-revolutionaries, because they wanted to have the same they had before the Revolution. The members of the clergy and nobles wanted to be privileged like in the Ancien Regime, because they lost money.

José María has corrected the end of the monarchy. The monarchy ended because the king conspired to attack his own country, when the people disscovered the lie, they stormed the palace and arrested the king.

At the same time, Paqui has explained that all kings were family, this meant that danger in France is danger for other royal countries. For example, Charles IV supported Louis XVI.

Paqui has explained us that the sans-culottes were groups of workers who supported the most radical reforms. Normally, the supported the Jacobins.

Source: https://www.mtholyoke.edu/courses/rschwart/hist255/la/sans-culottes.html

After that, we have continued correcting the scheme.

The Jacobins were called in this way because they met at Saint Jacques convent in Paris.

Later, Débora has corrected the Girondist Convention. The Girondist Conventions made some decisions the most important of which was the execution of the king by guillotine; this execution provoked the formation of a coalition of the European Monarchies against France.

The teacher has said that every execution was public, but the torture not.

In this period the Court of Justice were more powerful than the king. But, the Court of Justice were afraid because the kings of other countries could attacked France.

At the end of the class, Paqui has explained the origin of the name the guillotine; it's a curious story: The doctor Guillotin proposed the use of the guillotine as a "more humanitarian" method to kill people, his idea was used until 1979.

Source: http://europe.historyforkids.org/history/frenchrevolution.htm

Also, like always we have copied some words of vocabulary.

• Census suffrage -- Sufragio censitario.
• Right to vote -- Derecho de voto.
• Veto power -- Derecho de veto
• To veto -- Vetar.
• To mistrust -- Desconfiar.
• Tea totaler -- Abstemio.
• Heating -- Calefacción.
• To pass a law / bill -- Aprobar una ley.
• Swear the Constitution -- Jurar la Constitución.
• Confiscation -- Expropiación y nacionalización -desamortización.
• Treason -- Traición.
• Spark -- Chispa. 
• Sans-culottes -- Sin calzones, sin mallas.
• Convention -- Convención.
• Girondist -- Girondino.
• Jacobins -- Jacobinos.
• Guillotine -- Guillotina.
• Death penalty -- Pena de muerte.
• Wip -- Látigo.

Church of Saint'Ivo alla Sapienza, Borromini

This church was commissioned by the Pope Urban VIII. It was built between 1642 and 1660 in Rome. It's made of gypsum and stucco. 

The church has an hexagonal floor plan in the center of the church. The floor plan was adapted because before it existed a palace before. Borromini built a dome with convex and concave lines.

Source: http://commons.wikimedia.org/wiki/File:SantIvo_Drawing_09.jpg

Souce: https://azukarillo.wordpress.com/2012/03/01/cupula-de-santivo-alla-sapienza-de-borromini/

The facade is totally convex and there is a patio surrounded by columns. In the facade you can see a lot of small windows.

Source: http://www.paradoxplace.com/Perspectives/Rome%20&%20Central%20Italy/Rome/Rome_Churches/SantIvo_alla_Sapienza/Sant_Ivo.htm

We can observe many of the Baroque features in this building: predominance of movement, interest in surprising or moving the audience by provoking feelings in them, use of symbols...

Sources:

• http://es.wikipedia.org/wiki/Sant'Ivo_alla_Sapienza
  
• http://masarteaun.blogspot.com.es/2011/04/borrominisant-ivo-alla-sapienza-1642-50.html
  
• http://www.monografias.com/trabajos16/barroco-exponentes/barroco-exponentes.shtml#D
  
• http://wiki.ead.pucv.cl/index.php/Sant%27Ivo_alla_Sapienza
  

The Calling of Saint Matthew, Caravaggio

Source: http://biltrix.com/2012/09/21/caravaggio-the-calling-of-saint-matthew/

This painting was commissioned by the cardinal Francesco del Monte. It was painted between 1599 and 1600 for the chapel of San Luigi dei Francesi, Rome. It's an oil on canvas painting with a size of 322x340cm.

Source: http://www.abcroma.com/GalleriaFotografica.asp?Inizio=82

The painting represents Christ calling Matthew, who is sitting in the tax office with other people. On the right we can see Christ pointing at Matthew, and on the left we can see a group of people, among which Matthew is sitting.

Colour is predominant over the drawing and the landscape is secondary. People in the painting are dressed like in the 17^th century, but this is a Bible story. Colours are warm and they have textures of velvets and soft fur. The painter has divided into two different parts one on the right in a vertical rectangular way and the other one on the left in a horizontal block way.

The subject is biblical. Caravaggio represented the calling of Saint Matthew: according to Matthew's Gospel. Caravaggio took inspiration from the Creation of Adam of Michelangelo.

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

We can observe many of the Baroque features on this painting: use of oil painting, predominance of colour over drawing, use of warm colours, contrast of light and shadow, realism, movement, foreshortened figures, asymmetry …

This painting belongs to a collection of the life of Saint Matthew: The Inspiration of Saint Matthew by Caravaggio and The Martyrdom of Saint Matthew by Caravaggio. The painting is now in the chapel of San Luigi dei Francesiin the city of Florence.

Source: http://www.pinterest.com/pin/338262621986554223/

Source: http://www.friendsofart.net/en/

Other artists painted the same theme painting: Hendrick ter Burgghen and Bernardo Strozzi.

Sources:

• http://es.wikipedia.org/wiki/Caravaggio
  
• http://www.artehistoria.jcyl.es/v2/obras/2343.htm
  
• http://es.wikipedia.org/wiki/La_vocaci%C3%B3n_de_San_Mateo_(Caravaggio)
  
• http://marauri.wordpress.com/2012/04/15/la-vocacion-de-san-mateo/
  
• http://www.artble.com/artists/caravaggio/paintings/the_calling_of_saint_matthew
  

20th November, 2014 (Thursday)

Hello, I'm Inés :)

Today, in the class of Social Sciences, the teacher, Paqui has scolded us because she says that we never correct our journal and all the people can see our mistakes.

At the beginning of the lesson, we have talk about the deadline of the Baroque project and we have tried to have a little more of time, but Paqui has said to us “No”.

After that, Paqui has reviewed the homework, whcich was a scheme of the Enlightenment. So later, we have started to correct it.

When we have been correcting the part of precedents of the Enlightenment who were John Locke and Isaac Newton, someone, I don't remember who, has said that they seem like girls because they had long hair, but Paqui has said that this is not true, because probably they had short hair, but they wore a wig. Paqui has told us that in the justice of England and Australia judges wear this types of wig and she thinks that “It's so stupid”

.

Source: en.wikipedia.org/wiki/John_Locke

Source: http://famousface.us/isaac-newton/

Later, we have corrected the main features of Enlightenment that were:

• Absolute faith in Reason.
• Rejection of everything that couldn't be explained through Reason.
• Optimism and trust in progress.
• Knowledge as the basis of happiness.
• Trust in education considered to be the best way to improve the living conditions of the people.
• Religious tolerance.
• Criticism of absolutism and the estate-based  society and defense of freedom and equality of all human beings.

Paqui has explained us that in this period the Human Rights started.

Amalia has asked to Paqui “Why only the rich people could go to participate in the meetings of enlightened philosophers?” and Paqui has said to her that people wanted education for all the society, rich people were those who managed the changes of the world, people who didn't sutdy couldn't know how to change the situation because they had been educated in this way, and the rich burgeois who paid schools for their children and participated in the elistist who wanted to change the situation beacause they knew what they wanted to change.

When we have finished to correct the scheme, Paqui has given us another scheme to complete of “Enlightened thinkers”.

At the same time, Lucía has found a book of Universal Literature.

After this, Paqui has explained the social contract and the general will proposed by Rousseau.

One minute after, Paqui has started to talk about Podemos and their Internet tools, so José Mari has asked Paqui “ Do you like Podemos?”. And a discussion about Podemos has started.

Paqui has talked about José Mugica a president of Uruguay, I don't remember why; and later she has talked about the poverty of Venezuela and when Hugo Chávez became president of Venezuela he gave a lot of money for education and health services.

Then, Paqui and Jose Mari have had a discussion about several themes.

I have just remembered that at the beginning of the lesson Lucía has passed into the class saying that the duchess of Alba had died.

Source: http://canarias3puntocero.info/2434/

Today, like always, we have copied some vocabulary:

• To open path: Abrir camino.
• Dare to know: Atrévete a saber.
• Sovereignty: Soberanía.
• Sovereign: Soberano.
• General will: Voluntad general.
• Participatory democracy: Democracia participativa.

The homework of today is to complete the scheme of “Enlightened thinkers”

See you later,

Inés.

16 October, 2014 (Thursday)

Hello to everyone!

I'm Inés and this is my first journal of the year.

Today in the class of Social Sciences, we have done a lot of things!

Firstly, Paqui has talk about the photo of the students of this year for the blog and she has told us that it's better to do only one photograph with both groups together.

After this, Cristina Mañez has corrected "Colonial society", which is the last part of the squeme "Conquest, Administration and Colonization of the Indies". Cristina has told us that: There were different social groups living in the Indies, and their position depended on their origin:

• The peninsulars: economic and political power and they held the main posts in administration.
• Creoles: descendants of colonists. As time went by they started complaining about their psition.
• Mestizos: mixture between colonists and American Indians.
• Black slaves: slaves from Africa. They were sold in the depopulated territories to work in the plantations.

To explain it better, Paqui has drawn a pyramid explaining Colonial society in grades or estates of population.

Then, we have started to talk about Bartolomé de las Casas because he wrote a short account of the destruction of the Indies.

Source: http://www.datum.org.ar/noticias013.html

To understand the situation, Paqui has explained another situation, that all of us understand really well, she has talked about the Spanish Constitution therefore we have konwn that there are a lot of laws that aren't real.

Later, we have studied the products from American origin like tomatoes, corn, pepper, potatoes, coccoa, tobaco, avocado, sunflowers, pumpkin, peanuts... Also, there are products in America with European origin like wheat, barley, oats, donkeys, horses, cows, chicken, rabbits...

Today, we have finished the point 2 of the unit so we have started te point 3 "The 17th century"  part a) "Demography, society and economy".

We have copied from the blackboard a squeme of the part a) and, at the same time, the teacher has explained the slow population growth, due to high mortality rate caused by wars, epidemics and famines; the society sitll into states privileged and underprivileged people. And then, the economy; agriculture continued to be the main activity; most of the production continued to be made by craftsmen in workshops and controlled by the guilds, in some places, merchants created manufactories to escape the control of guilds.

At the end of the lesson, Paqui has given some homework to us, to complete the scheme that we have started in class because we haven't got time to finish it in class.

Today, like always we have copied some vocabulary: 

• Obey the order, but don't follow it: Obedézcase, pero no se cumpla.
• Useless: Inútil.
• Unfair: Injusto.
• Population growth: Crecimiento de la población.
• Harvest: Cosecha.
• Moratlity rate: Tasa de mortalidad.

Source: www.cossio.net/actividades/pinacoteca/p_01_02/las_lanzas.htm