miércoles, 25 de febrero de 2015

4º British: Life in a WWI trench. Simulation game



It's not the first time we talk in class about the Great War trenches but, as you are really interesting into it, here you have a new 4-minutes video from History Channel and even a simulation game from the Canadian War Museum. Join History first hand... 


Links thanks to Ken Halla.

jueves, 19 de febrero de 2015

4º British: Causes of IWW and its global nature


As you asked me this morning in class, here you have the document with the detailed causes of the I World War.

In addition, if you want a deeper study about WWI, the websites of The Guardian and the British Library, offer both stories and video clips that clearly outlines that global nature:

The 
Guardian has a 3-minute clip called "Empire" that reminds us that Britain brought in the most colonial soldiers, conscripting over a million men from their Indian colony and France brought in over 200,000 Africans to work in French factories.

The British Library has a number of stories about racism and nationalism in WWI. Example: Colonial participation in the war often reinforced racial stereotypes as these colonial soldiers became more visible to the European public. According to historian Fogerty, "the German army made much of the ‘exotic’ soldiers it captured from among enemy troops, often subjecting Africans and Asians to anthropological study in the camps and using images of the prisoners in propaganda." 


By the way, the photo that illustrates this post, is the uniform that Franz Ferdinand was dressing when he was killed... Can you see the blood spots?


martes, 17 de febrero de 2015

3º British: The tulip stock-market crisis (Holland, 1636)


In 1559, the first tulips arrived to Holland from Turkey, where it was considered a sacred flower. The natural conditions of the Dutch farmland were optimal for its cultivation and in the following years they got different kinds of tulips never seen before: higher, more colorful, with different shades ... Soon the tulip was consolidated as a symbol of ostentation and economic power between high Dutch society, and everyone wanted to have one.

The process by which the tulip changed color was at that time a secret; no one could control what color would be a tulip until it had not flourished, so Tulips quoted certain colors were better than other more common; thus the price of the flower began to grow uncontrollably until incredible prices: they were even sold stately homes, fields or entire farms, mortgages on their homes, free labor commitments up to 15 years... in exchange for a single bulb!

Then came the February 5, 1637. That day was the last big sale of tulips: 99 tulips 90,000 guilders (about 15,000 euros today). On February 6 nobody bought a single tulip. The critical voices against the absurd price of a flower that bloomed only two weeks a year, won and the market collapsed.

The collective psychosis ordered worldwide sell and sell, but nobody wanted to buy. After one week, large families were bankrupt and soon went bankrupt the country!. The municipalities ordered laws that nullified the debts incurred by investors, and creditors courts were collapsing, but for most it was too late. They had a stroke the dream of being rich instantly and, what is worse, thousands of people had lost homes, jobs or family, and now had absolutely nothing.



As a class activity, you have today’s time for answering these questions:

1. Explain the process of how a stock market bubble is formed
2. Who wins and who loses with the formation of the bubble? And with his break?

Maybe you would need to read about the general process of a stock-market bubble (in Spanish).

When finish, send your answers to blogeducativo08@gmail.com.


Good luck! J


jueves, 5 de febrero de 2015

4º British: The Spanish Independence War in 140 characters strings



You are about to start the second edition of your favourite historical activity... twitter in class! Yes, you have read correctly: you will use Twitter with educational purposes.

You must create a twitter account (please do NOT use your personal one) as you were one of the participants in the Spanish Independence War (a militar commander? A politician? A French soldier? A war journalist?... there are many possibilities, you can review the document “Characters of the War” on this blog). With this “historical account” you become follower of @auladeadriana

REMEMBER that you must create your historical account BEFORE Thursday or you will have a penalization on your mark.

During the next 3 weeks you have to create a minimum of 18 tweets (10 of them base on real primary sources) in the name of your chosen character. Try not to be independent, but “talk” with the others (a soldier complaining to his superiors? The liberal politicians writting the Constitution in Cádiz? Napoleon encouraging his troops? Politicians exchanging messages and speeches? Goya painting agaisnt the absurd of wars?...)

Last year, this experiment was a total success and your partners really did good performances, so you will have to work hard for leading them...

The “war” will start on 12 February and will finish on Friday 6 March. This work is individual and mandatory and will be part of the score at the end of the term. If you fail to finish it, do it out of date, or just copy from a webpage, the mark will be a 0 for this work.


Be creative and enjoy it! J


Sources you can use:

Gaceta de la Regencia de las Españas (Official news in the B.O.E.)
Spanish primary sources (you’ll need to translate them, obviously)
British primary sources (insert on the academic text. Be patient...)
Napoleon’s opinions about his contemporaneous
Journalist: Jéróme Phelipeau and the Siege of Cabrera 



jueves, 29 de enero de 2015

4º British: Yprès and the Great War

If you are thinking about a summer road-trip throught Belgium J, here are some remarkable sites linked with the I World War in the surroundings of Yprès (Ieper), one of the most punished cities during that war.


YORKSHIRE TRENCH & DUG-OUT

This underground war can still be found at a depth of 60 to 70 cm.  This is something the local population quickly learned, when from 1997 onwards a new industrial site was developed along the Ieper-Yzer canal. Numerous vestiges of the war were soon discovered: unexploded ammunition, constructions, human remains,... 


Since then, the bodies of some 205 soldiers of three different nationalities have been recovered. The city acquired a small plot of land, for the creation of a memorial site. This plot marks the location of ‘Yorkshire Trench' originally dug by the British in 1915.



FRONT LINE HOOGHE

In July 1915 the Royal Engineers of the British Army tunnelled beneath the German trenches and destroyed them with nearly two tonnes of high explosive. The explosion, the largest in history to that time, created the famous high mine hole which itself became the focus of bitter fighting for the next three years and has been preserved on the site to this day.

Wartime records showed a number of trenches in the vicinity of this mine hole and in 1995 one of these trenches was located and excavated. An astounding number of wartime relics were discovered and have now been carefully displayed together with photographs showing Hooghe during the war. Also at Front Line Hooghe are some concrete bunkers, one of which is now possible to enter and explore.


Memorial of the Menin Gate

One of the essential places to be visited in this city is the Memorial of the Menin Gate, which was built between 1923 and 1927 as a memorial to British soldiers who died in the Great War: on the walls of the monument are written the names of 54,896 British soldiers.

Each night, traffic on the door interrupted and the Fire Department represents here Ypres what is called The Last Post, at 20.00, as a tribute to the fallen soldiers. The land where the memorial sits was donated by the government of Belgium to the British Empire, but recently has been handed back to Ypres.


HILL 60

This hill was created by the earth excavated from the adjacent railway cutting. In 1914 it was captured by the Germans from the French. Later, this sector was taken over by the British, who began an underground warof mines and counter-mines. 


The first British ‘deep' mine was exploded on 17 February 1915. Following a second detonation on 17 April 1915, the British were able to temporarily seize the hill, but it was soon lost. The underground war continued until the beginning of June 1917 (Third Battle of Ypres). Countless soldiers worked in the cold and the dark of the mine tunnels. Some of them died there and are still buried beneath the clay. In this sense, Hill 60 is a cemetery.


ESSEX FARM CEMETERY (Site John McCrae)

One of the most famous people in the area is John McCrae, a Canadian born in Ontario in 1871, who graduated in medicine in Toronto in 1898. At the outbreak of the IWW, enlisted and was sent to the Canadian artillery campaign. He was at Essex Farm and in May 1915 wrote the famous poem "In FlandersFields" after one of his friends was killed and buried surrounded by poppies. The English cemetery includes 1199 graves of soldiers from across the Commonwealth.


In front of the cementery, we can visit the "French shelters". They were built in the eighteenth century by the French military engineer Vauban, as reinforcement along the canal that for years served as French border. During the IWW were used as shelter and warehouses and after the Armistice, many served as temporary refugees trying to return to their homes and property were destroyed.



jueves, 15 de enero de 2015

When a girl goes to school...



Yesterday in class we mention the benefits, in real life, of giving education to girls. When a girl receives education, she has a real opportunity to break the cycle of poverty in just one generation. 

It is not onlye a question of rights and ethics, but also a benefit for the society and for the country's economy. For example, each 1% increase in the level of women's education generates 0.3% in additional economic growth. 

You can read more direct benefits of investing in education by clicking on the infography.


martes, 13 de enero de 2015

3º British: Marketing: create your own advertisment!



Advertising is a key strategy for product differentiation in competitive markets. But, do you really “understand” the ads?

Let’s do a two-parts activity...

1. Select a TV commercial or a magazine advertisment and analyze it critically as the proposed-in-class model (please, with your answers include also an image of your choosen advertisment in your e-mail). Quenstions you should answer:
  • What does the ad offer? 
  • What is the target audience of it?
  • What kind of image does it use? What about the language used? 
  • What about aesthetic decisions? 
  • What sociological, political, economic or cultural attitudes are indirectly reflected in the advertisement? Example: an advertisement may be about a pair of blue jeans but it might, indirectly, reflect such matters as stereotyped thinking, conformism, generational conflict, loneliness, elitism, and so on.
  • Does the ad really works for selling the product? Or is it an example of false advertising?
  • Is it doing any kind of discrimination? Which one?


Maybe you will need to revise the Ethical Code for Advertising (in Spanish).


2. Try to create your own advertisment!. Think first on the product you want to sell and find a picture and a slogan that can be attractive, then design a multimedia advertisement (video, music, images...) for tv or internet.

Be creative and enjoy this part! J


When finish both parts, send them as attached files to blogeducativo08@gmail.com (The delivery date is 10 February). Remember that this is a mandatory activity; if you fail or do it out of time, the mark will be 0.