Thrusday and Friday, 11th and 12th of June

Hello everybody!!

On Thrusday in class of social science, teacher Paqui give us our exams and then we started with Nazy Germany.
We talk about the situation in Germany after WW1, that the Weimar republic had a lot of problems:
- unemployment
- poverty
- strong economic crisis
- hyperinflaction and loss of value of the mark in the 1923

https://www.flickr.com/photos/papefons/sets/72157629898687521/with/7113256655/

- had sancsions established in the Versailles Treaty.
- attemps of revolution from the extreme left and coups d'État from the extreme right and part of the army.

On Friday, Paqui continued talking about Hitler and NSDA.

Hitler was who headed for Germany during World War II, initiated by him with the main purpose to fulfill their expansionist plans in Europe. Hitler married his long-time lover, Eva Braun. On 30 April 1945, less than two days later, the two committed suicide to avoid capture by the Red Army, and their corpses were burned. Hitler participed in WW1, after the war, tha army infiltrated him as an informant to report on the DAP ( German Worker`s Party ), an extreme right party. As he was a skilled speakerm he soon became one of its leaders.

NSDA (National Socialist German Worker´s Party), very similar to Italian Fascist (extreme nationalism, use of violence...) with three specific ideas:


-Anti-semitism: hate for the Jews, condidered to be the responsible of all bad things (scapegoat for all the problems Germany had).

-Superiority of the arian "race" and need for vital space: space the Arians needed to live with dignity, which extended throught the Grear European Plain.

- Demand of abrogarion of Versailles Treaty.


New Vocabulary:

- Swastika: esvástica
- Bunker: búnker
- Peak: filtración
- Scapegoat: chivoespiatorio
- Berd: rebaño
- Abrogate: derogar
- Shelter: refugio

13th January, 2015 (Tuesday)

Hello everybody!! I'm Lucía :)

Think about today, is 13th and Tuesday and it's my first journal in time, record!! But I have come to salve your day, because I'm your joyfulness hahaha. Well, today in class of Social Science class we have finished check the summary that we haven't finished on Friday. Here you have the correction:

I'm going to tell you about the urgent decisions to save the republic and the revolution:
- A new Constitution in 1793: popular sovereignty, firect and universal suffrage and equality.
- Law of the maximun: contorl of the prices of products.
- Distribution of the properties of the counter-revolutionary for the poor.
- Seel of properties of the Church in small shares.
- Church were closed (deschristianization, a very big mistake) and cult to Reason were establihed.
- Compulsory education.
- Movilization of all the available men to stop the foreign invation. (They were called by the army to fight at war)
- Liberties were suspended and the Committe of General Security was in charge of chasing and judging the suspected counter-revolutionaries and all the people considered at threat to national security. 16,000 people were guillotined in nine months.
The Reign of Terror started during the guillotin Convention although it has always been related only with the Jacobin Convention.

Also we have copied some words to the part of glossary like: mass conscription (levee en masse) - leva en masa (all the available men are called by the army to fight at war), deschristianisation - descristianizacion, brainwash - lavado de cerebro, dreadful - horrible....
At the end of the class Paqui has show us a image about the French republican calendar. I think were that but I'm not sure hahah. The teacher tell us that the French Republicans says that each month has had to be three weeks with 10 days each one and 30 days per month.

Here you have the link to see all the information about that more clear. http://en.wikipedia.org/wiki/French_Republican_Calendar

21th November 2014, (Friday)

Hello everybody, I'm Lucía.

Like all the times, I'm late. Sorry. 

Today in the class of Social Science Paqui has been correct the presentation of our project about Baroque period. A mistake which we have commited the most part of the class is that we haven't put the tittle in the blog and Paqui have said us:

- Please, correct the titles of your posts because you write the date, but you have to written the title of the work and the author. This phrase it have been repeat like eleven times. 

Paqui has been explain the control sesion of government on Wednesday in Spain:

The executive government control judicial court of justice (independent power), judicial court of justice control legislative Parliament and the other way around. All are control by all.

We have corrected the homework that Paqui has sent us yesterday, political and economic thinking:

POLITICAL THINKING:

- Rouseau: he defended the social contract, the agreement the people and the governors sing to preserve social order. He defended the general will.

- Voltaire: he defended that the power of the king had to be limited by the Parliament,a universal tax system and religious tolerance.

- Montesquieu: he defended the division of powers into three institutions and insisted on the necessity of an independent judicial power.

ECONOMIC THINKING:

Psiquitracts considered agriculture to be the most important economic activity of a country and they supported privated property, free trade, free industry and were against any interventions of the State in conomy (economy liberanism).

- Quenay: one of the main psiocrats

- Adam Smith: pioner of the (...)

Also we have copied some words in the part of glossary of our notebook. Not many comparing with the other days.

This is all the information that we have corrected today. Also we have learnt the Enlightenned depotism:

Monarchs: decide and reform that they want

Subjects (obey)

People: like childrens they can't decide because they are ignorant and don't know what is convenient for them. Now in Spain, we are subjects.

Then Paqui has sent the homework to the weekend: the sumary of Enlightened depotism.

See you on Tuesday, bye!

Christ embracing Saint Bernard (Francisco Ribalta)

PAINTING: Christ embracing Saint Bernard, (Ribalta)

Author:

Ribalta minimizes the color to do an almost monochromatic scene. Light from left shoulder causes white habit and anatomy of Christ, resulting in countless shades of ivory that cause an almost sculptural aspect. The chiaroscuro effect shows the influence of Caravaggio's work Ribalta, who also seems to be inspired by Sebastiano del Piombo images for the powerful figure of Christ. This picture was painted for the Certosa Portaceli, around Valencia, and probably it be the most beautiful work of Francisco Ribalta few did throughout his life. Illustrates like no other Spanish plastic painting in his period, the delivery mystical Christian soul to Christ served with a placidity and a intensity without former.

Work:

This work is one of the most beautiful of Spanish Baroque painting and gives a perfect idea of the prevailing deeply religious mentality in the period. In this work you can see Christ sitting hugging St. Bernard, a monk with great faith, while kneeling. If we analyze the painting we can see the presence of gloomy, dark background where you can barely see the faces of angels, the light bulb that illuminates the body of Christ and of the monk and the play of shadows is spectacular. It is an oil on canvas painting, texture and color as they reveal simple humble and friendly characters. You can feel the simplicity of form and in composition, the presence of naturalism.

Bibliography:

- https://www.museodelprado.es/coleccion/galeria-on-line/galeria-on-line/obra/cristo-abrazando-a-san-bernardo/

- http://historia-arte-dioses.blogspot.com.es/2013/02/cristo-abrazando-san-bernardo-espana.html

- https://arte2bac.wordpress.com/2013/03/03/francisco-ribalta-cristo-abrazando-a-san-bernardo/

Eneas, Anchises and Ascanius ( Bernini).

SCULPTURE: Eneas, Anchises and Ascanius ( Bernini).

Author:

Bernini (1598-1680) was an architect, sculptor, painter... Bernini in sculpture always represents the feelings, passions, and what it's attached to them, life, agitation... It does through rhetorical and theatrical methods. Through this representation seeks to involve the view. Always represents the action and movement. The representation of this action results in open lines, diagonals and the projection of the figure in space.

Bernini will combine these two things can surround the sculpture, but there will always be a principal point of view (typically, his sculptures are designed to be viewed on a background).

Bernini break the wall between reality and fiction, especially creating different levels of existence, which will lead to the configuration of religious subjects. Often (not always) uses different materials, allowing you to distinguish the levels of living and make different light effects views in the work.

 

Work:

Is the most representative sculpture of Baroque period. This sculpture is made of marble and can find it in the Borghese Gallery. It's about a mythological theme, taken from Ovid's Metamorphoses, called Apollo's love for Daphne. In these sculpture is very important to represented the movement, expression and the exaggeration theatre.

The moment of the myth represented in this sculpture is when Apollo reaches to Daphne and becomes laurel. This is essentially the myth of the unattainable, that we want it, we lose it. Also represented the emotions: Daphne's face shows the fear to be reached and requesting to the gods. The open-mouthed and theatrical expression contributes to complete the scene dramatic and prodigiously. But also there are represented idealization, we can see the ideal young body.

Bibliography.

http://html.rincondelvago.com/escultura-de-gianlorenzo-bernini.html

http://www.artecreha.com/El_muSeO_creha/sala-9-bernini-qapolo-y-dafneq.html

17th October, 2014 (Friday)

Good afternoon to everybody!!

Sorry, I'm late. I thought that I could write my journal today, like we don't have Social Science class. My journal it was written and prepare in another SHEET of paper and now I'm going to tell us the Friday's class.

The lesson started when the teacher put negatives and positives marks while she look at the homeworks that she had commanded on Thursday for Friday.
The homework was about a summary of trade but the following information is the summary of Paqui. I think that is interesting. What about you?

TRADE: long distance trade developed a lot, mainly colonial trade:

- Traditional routes continued to be used:

• Spice route, controlled by Portugal.
• Precious metal route, controlled by Castilian.

- England and Low Countries bloke the Iberian monopoly an seized some Portuguese colonies in Asia. The Elglish seized India and the Dutch seized Indonesia.
- New route: triangular trade, linking Europe, Africa and America.

• Europe sold manufactured products to Africa.
• Africa sold slaves and gold to America.
• America sold colonial products to Europe (cotton, sugar, tobaco, cocoa...)

After resolve the dudes about this information we have stopped the class because we have copied in our glossary a new word; rum that means "ron". We have stopped the class because we have tell to Paqui one patetic thing that happened to Jorge.

Then Paqui has continued with her class and she has saw us an animate map. The map was about the triangular trade routes but didn't speak and the teacher explain us where were destined those products.
When we have finished the teacher has put one or two questions about this map. Also she has saw a map in which we can practice.

Paqui has recommended us that we have to see the film "Dances with wolves" that is about the destruction of the aberindian. She says that is very interesting and the music is so beautiful, but I don't like western films... Dances With Wolves is produced by, and starring Kevin Costner.

For finished the lesson we have started the second point of the 17th century: Politics.

The teacher needs 4 blackboards each day hahahaha!

See you on Tuesday!

Lucía.

http://www.nationalarchives.gov.uk/pathways/blackhistory/images/africa/trade_routes.gif

16th September 2014, (Tuesday)

Hello, I'm Lucía.

Today in class of social science the teacher Paqui explained us the assessment criteria of her lessons with a small sheet to don't forget the information. In this year, the only thing that change is the percent of the mark that is 50% will correspond to the exam marks and the other 50% will correspond to the work in the classroom and homework, notebook and student's actitude in the classroom.

To start strong the day, we have copied some words in the famous glossary of our notebook!!
Then Paqui spreaded two books with the lessons that we're going to study this year. One book is corresponding to 3rd of ESO and the other is corresponding to 4th of ESO.
Paqui told us that we have done the journal online one time each one in alphabetic order of the class. She has taught us how we have used this blog and how could add images, videos, liks... And also, remember us: Don't forget the label!!

To ends this article I'm going to tell you that Paqui shown us some projects of students of last year about Renaissance Art. She has shown this project to go making some ideas and when we have had this work, have in the mind some mistakes to don't commit it.
Like all the lessons of Paqui, this one has been very entertaining.

Good luck to everybody in this year!! We will nedd it...