Hello everybody! Today it's my turn to write the journal.
At first, we have corrected all the exercises that Paqui gave to us the last lesson.
The first exercise was about writing the main colonies every European power had. The British Empire was the largest empire in the world. They tried to create a continuous empire from the North to the South in Africa and they controlled Egypt, Sudan, Kenya, Uganda... In Asia they controlled India, Burma and Thailand. Besides, they controlled more places. Then, we have corrected the French, German, Portuguese, Spanish, Italian, Dutch and Belgian Empires. I've added to my notebook that Russia colonized Siberia and Central Asia.
The second exercise was about writing what the Chinese reaction against the foreign intervention in its territory was. This intervention provoked revolts against the foreigners or the Boxer Rebellion. Paqui has told us that in China, there is only one party, which is supposed to be a communist one, but it isn't. From these topic we have jumped to the book Animal Farm that talks about a failed revolution. It was written by George Orwell who was a communist. He also wrote 1984.
Afterwards, we have corrected the definitions about the Monroe Doctrine, Manifest Destiny and the Roosevelt Corollary.
The Monroe Doctrine ("America for the Americans") was a U.S.A. foreign policy about European countries in 1823. It said that further efforts by European nations to colonize land or interfere with states in North or South America would be viewed as acts of aggression, requiring U.S.A. intervention. It was declared by the president James Monroe.
The Manifest Destiny was a doctrine of the 19th century which said that the U.S.A. had the right and duty to expand throughout the North American continent.
Finally, we have corrected the definition of the Roosevelt Corollary, but Paqui has written in the whiteboard a new one that was that the Roosevelt Corollary was the culmination of a series of policies of the U.S.A. with respect to the American continent and foreign intervention there. Under Theodor Roosevelt's presidency the U.S.A. government stated that they had the right to intervene in American contintent every time their interests or the ones of their companies were in danger. This was the justification of the U.S.A. intervention in several Latin-American countries.
To finish with the lesson we have seen a video which explain the Westward Expansion of U.S.A. This was the video: http://www.the-map-as-history.com/demos/tome07/02-territorial_expansion_1783_1861.php
As always, we have copied some new word in our glossary:
- Animal Farm: rebelión en la granja (by George Orwell).
- Fable: fábula.
- Homage to Catalonia: Homenaje a Cataluña.
- Corollary: corolario.
- Culmination: culminación.
- Statement: afirmación
- To state: afirmar.
And that's all for today! Bye!
Thursday, March 12, 2015
Tuesday, March 10, 2015
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,
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
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
Monday, March 9, 2015
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
Bye, and apologize again for the delay.
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
Monday, 9th of March
Hello
everybody! I 'm Clara Inés and this is my second journal of the
year.
At first ,one part of our class has come late because they were finishing an exam of Ethics.
Later we have revised all the things that we studied before , then we have continued with the conquest of the colonies that was fast due to the technological and military superiority of the colonists, who also used tribal rivalries to divide the indigenous peoples and occupy the territory.Paqui has also explained us the different types of colonies: they were divided into the colonies of exploitation, the colonies of settlement and protectorates. The colonies of exploitation totally depended on their mother country. The colonies of settlement had autonomous government,but their foreign policy was not independent. And the protectorates, that in theory were independent, but their foreign policy was controlled by another power.The most important examples were Morocco, that was controlled by France and Spain between 1907 to 1956 and also Egypt, that was controlled by UK.
Later Paqui has started to explain the scramble for Africa. Tis means that the main European powers became confronted in the colonization of Africa, France and the UK wanted to created continuous empires in Africa (France from West to East and the United Kingdom from North to South).
Trival Rivalries: Rivalidades tribales.
Bye!!
Today
in Social Sciences we have done a lot of things.
At first ,one part of our class has come late because they were finishing an exam of Ethics.
Later we have revised all the things that we studied before , then we have continued with the conquest of the colonies that was fast due to the technological and military superiority of the colonists, who also used tribal rivalries to divide the indigenous peoples and occupy the territory.Paqui has also explained us the different types of colonies: they were divided into the colonies of exploitation, the colonies of settlement and protectorates. The colonies of exploitation totally depended on their mother country. The colonies of settlement had autonomous government,but their foreign policy was not independent. And the protectorates, that in theory were independent, but their foreign policy was controlled by another power.The most important examples were Morocco, that was controlled by France and Spain between 1907 to 1956 and also Egypt, that was controlled by UK.
Later Paqui has started to explain the scramble for Africa. Tis means that the main European powers became confronted in the colonization of Africa, France and the UK wanted to created continuous empires in Africa (France from West to East and the United Kingdom from North to South).
Source: http://en.wikipedia.org/wiki/The_Rhodes_Colossus
She has also explained the Berlin Conference in 1885, that was called in order to avoid a war between the Europeans powers in their race to occupy Africa. Otto Von Bismarck sponsored an international conference in Berlin, whose the main decisions were that the country that occupied the coast of territory could also seize the interior, free navigation of the African rivers, creation of Congo Free State, given to king Leopold II of Belgium. The main consequences of this were that all the continent was distributed between the Europeans. Only Liberia, Abyssinia and Morocco remained free. She has also showed us maps about this.
Source: http://www.clehmann.org/courses/122_15.htm
Later she has told us that king Leopold II of Belgium exploited Congo as a private property. All this occured in the rubber plantations.
Source: http://commons.wikimedia.org/wiki/File:Victim_of_Congo_atrocities,_Congo,_ca._1890-1910_(IMP-CSCNWW33-OS10-19).jpg
Then Paqui has given us the homework that we have to do for the next class, that is explain how Africa was occupied and the main decisions of Berlin Conference , its consequences. And she has also given the Exams, but they were without mark, so we have had to calculate them.
We
have also added some new words to our glossary:
Trival Rivalries: Rivalidades tribales.
Colonies
of explotation: colonias de explotación .
Colonies
of settlement: colonias de poblamiento.
Protectorates:
protectorado.
Rubber
plantations: Plantación de Caucho.
Finally, as the other part of the class had exam of Ethics as well, and we have had to go out before.
Bye!!
Thursday, March 5, 2015
5th March 2015 ( thursday )
Hello I am José Luis and this is my journal:
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.
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.
http://www.bbc.co.uk/bitesize/higher/history/nationalism/unification/revision/1/
Bye class!!
Thursday, 5th of March, 2015
Hello!
It was exam's day today! How was it? I think it has been nice, but I have forgotten the last question.
When I've arrived to class, Andrea was the only one who was there, and then Paqui and Gema have come. We have started the exam, which consisted of 6 questions:
The first one was a "match" exercise. For example Charles Fourier--> French utopian socialist who proposed the creation of phalanstères, or Jehtro Tull-->inventor of the seed drill and so on.
For the 2nd question we had to define Industrial Revolution,explain the stages and the consequences, this one was my favourite question.
In the 3rd question we had to choose one of the following themes:
a) Explain the Demographic and Agricultural Revolutions (I've chosen this one)
b)Explain the main inventions of the 1st Industrial Revolution and the Industries that developed most.
c)Social classes and first attpempts of workers' organization.
In the 4th question we had to explain the main ideas of scientific Socialism/Marxism.
The 5th question consisted on defining four of this concepts (and say where and when happened)
Luddism, Chartism, Anarcho-syndicalism, Propaganda by the deed and International Workingmen's association.
Finally, the 6th question said: Explain the Germanization process, then Sara started laughing and she couldn't stop. It was funny because nobody (or almost anyone) knew the answer of this question. I would like Paqui to be nice checking this question...
I hope you all get good marks, I'm sure of it!
Bye!
It was exam's day today! How was it? I think it has been nice, but I have forgotten the last question.
When I've arrived to class, Andrea was the only one who was there, and then Paqui and Gema have come. We have started the exam, which consisted of 6 questions:
The first one was a "match" exercise. For example Charles Fourier--> French utopian socialist who proposed the creation of phalanstères, or Jehtro Tull-->inventor of the seed drill and so on.
For the 2nd question we had to define Industrial Revolution,explain the stages and the consequences, this one was my favourite question.
In the 3rd question we had to choose one of the following themes:
a) Explain the Demographic and Agricultural Revolutions (I've chosen this one)
b)Explain the main inventions of the 1st Industrial Revolution and the Industries that developed most.
c)Social classes and first attpempts of workers' organization.
In the 4th question we had to explain the main ideas of scientific Socialism/Marxism.
The 5th question consisted on defining four of this concepts (and say where and when happened)
Luddism, Chartism, Anarcho-syndicalism, Propaganda by the deed and International Workingmen's association.
Finally, the 6th question said: Explain the Germanization process, then Sara started laughing and she couldn't stop. It was funny because nobody (or almost anyone) knew the answer of this question. I would like Paqui to be nice checking this question...
I hope you all get good marks, I'm sure of it!
Bye!
Tuesday, March 3, 2015
Tuesday, 3rd of March 2015
Hello there!
Today in Social Sciences we have spoken about some topics, let's start from the beginning.
We have started correcting what we had as homework which was looking for information about Social Darwinism. It was a theory based on on Darwinism which said that the most advanced countries were better adapted because they were the best fitted and the less developed countries were not. It was a basis for racism and eugenics. Here you can read 2013 Paqui's post about Social Darwinism.
This has caused a conversation about racism. Paqui has explained that different human "races" don't exist and that is a social creation. We have seen some cartoons about this and Michael Jackson's "Black or White" music video. Here you can watch it again:
Today has been the last lesson before the exam, so Paqui has explained some doubts we had. She has done a very useful scheme, I recommend you to use it. Here you have it:
![]() |
Source: myself using paint |
Here you have three words from today's glossary:
To seize: ocupar
Civilizing missions: misión civilizadora
The survival of the best fitted: la supervivencia de los más aptos
And that's it, good luck for Thursday's exam!
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!
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!
Monday, March 2, 2015
Monday, 2nd of March 2015.
Today in our Social Sciences lesson, Paqui has started the class adding a brief paragraph about Austrian control to point 1 of the Unit 5 a brief paragraph about the situation of Italy and Germany before the Unifications.
- AUSTRIAN CONTROL: -Lombardy-Venetia. -Kingdom of the Two Sicilies. Parma, Modena, Tuscany and Papal states. 38 states, the biggest ones Austria and Prussia.
Then we have started the point 2: Age of Empires. This point is divided into five sections:
A) Definitions.
B) Causes, justification and attitudes towards imperialism.
C) The scramble for Africa and Berlin Conference.
D) The big colonial empires.
E) Consequences of colonialism.
And when we have finished to copy this we have started the section A) Definitions. First we have copied two basic definitions from the blackboard:
- COLONY: territory controlled by another country or dependent from it.
- EMPIRE: union of territories depending from the same ruler, called mother country. If the empire is formed by colonies, these territories are submitted to the mother country and didn't have an independent existence.
Then Paqui has explained the meaning of Colonialism and the Age of Empires.
- COLONIALISM: is the establishment of colonies in one territory by people from another place.
- AGE OF EMPIRES: was an era between the last decades of the 19th century and the first decades of the 20th century in which the most industrialized countries extended their control and influence to other territories. They took advantage of their technological superiority and created colonies in many cases.
After that we have finished the section A, so we have started the section B) Causes, justification and attitudes towards imperalism.
- CAUSES OF COLONIALISM: it's divided into three types of reasons: economic, demographic and political. The most important reason is Economic reasons the search for cheap raw materials and workers, markets to sell manufactured products and invest capitals. Demographic reasons: emigration was encouraged by the governments to reduce the excess of population and social conflicts. And Political reasons: control strategic places or gain international prestige.
- JUSTIFICATION TO IMPERIALISM: Europeans tried to justify their ambitions by saying that they had the responsibility of civilizing the least developed territories of the colonies. But this wasn't true: it was an excuse based on racism.
- ATTITUDES TOWARDS COLONIALISM: -Most of the people were indiferent. -Many politicians were in favour of colonialism. -A minority of the politicians, trade unionists and socialists.
During the lesson we have added some new words for the vocabulary like:
-SCRAMBLE: barullo, tumulto.
-TO SCRAMBLE: salir.
-MOTHER COUNTRY: metrópoli.
-AGE OF EMPIRES: la era del Imperialismo.
-TO SEIZE: ocupar, anexionarse.
-DECOLONIZATION: descolonización.
-SETTLEMENT: asentamiento.
-CIVILIZING MISSION: misión civilizadora.
-JOHN BULL: personification of the UK.
-UNCLE SAM: personification of the US.
At the end of the lesson she has said to us that no one has fail the project and she has given from homework to look for the definition of Social Darwinism (darwinismo social) for homework.
Benjamin Disraeli.
Friday, February 27, 2015
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!
Bye!
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