Marie Antoniette

As virtual period, Julia, our history teacher told us to answer these questions based on the movie Marie Antoniette.

1)Marie Antoinette is sometimes referred to as “The Teenage Queen”. What attitudes in the movie can show that?
2)After her first child is born she shows many changes in her attitude and lifestyle. How? Provide examples. Why do you think that happens?
3)Some historians have often suggested that Marie Antoinette’s behaviour helped encourage agitation in the people at the beginning of the Revolution. Can you find any instances in the movie that confirm or deny this claim?
4)Towards the end of the movie, we see a more mature woman. How does she show she has somehow stopped being “The Teenage Queen”?

1)All along the movie Marie presents attitudes which are typical of a teenager or a young girl. In my opinion, her most significant characteristic is rebeldy, she’s never comfortable with following the novelties rules. We can clearly see this at the beginning of the movie when she wants to keep her dog instead of leaving it in Austria, then when she wants to dress up herself instead of having people doing it for her and when she is not able to feed her baby herself.

2)After her daughter is born, there is a clear change in Marie’s attitude and emotions. Although at first she is not that much in contact with her thanks to royalty rules, some years later Marie seems to spend a lot of time with her daughter. They are all the time together playing in the gardens, ponds and even in the farm. Thanks to this, Marie is able to find happiness again and seems really vivid after not having a good time in the royalty. This happened thanks to the love and partnership her daughter gave her, which lacked on her husband, and the responsibility she is now in charge of after some time of no obligations.

3)In my opinion the most representative moment of the movie, towards the revolution, is the scene where we can see a painting of Marie Antoinette and all of a sudden phrases such as “spending france into trash” or “queen of debt” start appearing. These phrases clearly represent hatred, opposition and can probably part of the french people mentality.

4)In the movie her maturity is shown when the royal family is told to get out of the palace with the daughters to be judged and probably found guilty. Her maturity is present in her attitude towards her daughters, telling them everything was going to be right, and in the way she acts, really peaceful and not afraid or insecure at all.

 

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Napoleon’s policies

Julia, our history teacher gave us some questions to answer about Napoleon and his domestic and foreign policies. This are the questions and my answers:

1)Why was napoleon able to rise to power by 1799?


2)What does Napoleon’s rise to power say about the weaknesses of the French Revolution?


3)“Napoleon’s domestic policies did more to increase his power than extend liberty in France”. How far do you agree with this claim?

1)In my opinion, the main reason napoleon was able to gain power as first consul and establish himself as emperor was his foreign policy. There are two main points of view while talking about the foreign policy and the reason they were created, first some historians say its aim was to liberate Europe from tyranny and spread ideas from the french revolution. Second, other historians said they were aimed by Napoleon to gain power and prestige.

2)On the first place, we have to say that Napoleon was an emperor who had almost all the power concentrated in his own figure, and the French revolution seemed to try to avoid this thanks to the monarchies which were present in France some time ago. On the second place, Napoleon wanted people forgetting about the past ideologies and the ones who refused were punished.

3)On the one hand, Napoleon’s policies did benefit french people. Thanks to them there was less corruption than in the directory, laws were clear and the french population didn´t need to live in fear of sudden arrest and taxes were high but universal, everybody had to pay taxes and nobody was exempt from them.

On the other hand, Napoleon had some advantages over the french people and there were some areas which weren’t fair at all for France. Napoleon was able to act illegally, against the law, almost no other man was able to do this. In addition there were some groups which were more benefited than others, elections were not universal, the police could be heavy handed and prison were re-established for political crimes.

So, were Napoleon’s policies fair to everyone? Not at all, however, rights were distributed in a certain way in which French people was comfortable with Napoleon and didn’t need to start a revolution. Also, Napoleon’s policies extended liberty in France, although this was not its main aim, it was to give himself more power and avoid any problematic with the population.

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Verse Written on her Deathbed

As a virtual period our literature teacher, Pato, told us to look for a song with a similar message or meaning as the poem “Verse Written on her Deathbed”.

The song I chose is “supermarket flowers” by ed sheeran. This song talks about losing a woman you loved, thinking of all the moments spent together and imagining how that person would feel if she was next to you at this moment.

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Napoleonic Code

As virtual period our history teacher, Julia, told us to look for information about the Napoleonic Code and it’s influence. This is what i found:

The Napoleonic Code was a unified legal code produced in post-revolutionary France and enacted by Napoleon in 1804. Napoleon gave the laws his name, and they both largely remain in place in France today, and heavily influenced world laws in the nineteenth century. It is easy to imagine how the conquering Emperor could spread a legal system across Europe, but perhaps surprising to know it outlasted him across the world.

It was drafted by a commission of four eminent jurists and entered into force on 21 March 1804. The Code, with its stress on clearly written and accessible law, was a major step in replacing the previous patchwork of feudal laws. Historian Robert Holtman regards it as one of the few documents that have influenced the whole world.

Napoleon wanted to replace a series of existing laws – that varied in each French province – and replace them with a standard code for all French people.

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Napoleon Bonaparte

As virtual period for this week our history teacher, Julia, told us to look for information about the biography of Napoleon Bonaparte and to do a presentation.

Napoleon Bonaparte

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Soldier, Rest! …and other poems

As a virtual period, our literature teacher Pato, gave us some activities to do about war poems. This is mine:

  1. First, Sir Walter Scott’s poem portraits the themes of war and death. War as a dreadful situation to be where men are sent to fight and suffer. Death as the ending of war, a peaceful place, a place where you are able to rest without caring about war. The poem structure consists of three stanzas each with twelve lines in which repetition of ideas is really present.

Second, Sassoon’s poem also portraits the themes of war and death. War as a horrific place where men are sent to fight or die, and death as the consequence of war. The difference to Scott is that Sassoon presents death as a situation avoided by men, not peaceful, but actually feared and horrendous. I can see this as soldiers in the poem are actually trying to escape from the attackers so they could survive, although they knew they probably wouldn’t. The structure consists of only one paragraph with thirteen lines.

4. First, I can see the soldiers finally getting to the ridge during down after walking all night, they are thirsty, tired and ready to attack.

Resultado de imagen para army sunrise

Then the soldiers finally reach the ridge from where they can spot the enemy troops which are meters from them under the hills and still not aware of them.

In this image, the enemy or defending troops see the other army over the ridge and firing starts between both sides.

After that I can see all the troops from both sides in position with their heavy artillery fighting to death, for their nations and their lifes.

Finally, the soldiers start praying to Jesus asking him to end this mercyless war

Resultado de imagen para soldier praying

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An Englishman’s Home

Task

Get together (2-3 people) and choose 5 questions to explore in detail. Write the answers in your blog.

 

1) Compile a list of lexis about social hierarchy. What does this tell the reader about the characters, the setting and the ideas?

2) Later on, when conflict between the characters becomes more obvious, Waugh uses semantic fields of war and battle. Find examples and comment on what this conveys about the changing characters, their relationships and the ideas behind the story.

3) Find examples of how Waugh conveys the importance of maintaining status through appearance and how we can see social hypocrisy through this

4) Look at the binary oppositio between the dialogue of Metcalfe and Boggett. Comment on how this is both comedic and how we are manipulated to view the characters in certain ways as a result. Why is this important? How are the rural working people described throughout the story? What is interesting or unusual and how does Waugh therefore use them as a device?

​5) Waugh sometimes builds long descriptions which seem to lead to a climax but in fact end anticlimatically. For instance, look at the over romanticised ideal of the rural life of a ‘landowner’ on p135 and Metcalfe’s ‘sudden change’ into the ‘Lion of the Rotarians’ on p142. Explore how Waugh builds up his initial crescendo of feeling and what this leads us to expect. Then consider the anticlimactic end and what the effect of the irony is. How can this reflect further ideas about the text?

6) Consider how architectural and other landscape features (of buildings and fields etc) are used to convey the ideas of the text. Compare the rural and industrial imagery.

7) How are the characters shown as outsiders compared to the rural working people? What is the effect of this? How does Waugh show that they view each other as outsiders and what is implied by this? To what extent are the newcomers accepted into society by the end of the story?

8) Explore how Waugh uses language to change the tone when the threat of building development is discovered. What is implied through this use of language? In addition to considering this from the character’s viewpoints, look at this from a societal viewpoint. Why is the difference important and what does the reader therefore feel about the characters as a result? What can this tell us about British society?

9) To what effect are the letters used in terms of character, narrative and reader response? What is interesting about these letters and why is that important in terms of the overall message of the story?

10) What is the effect of the coda (Webster’s says:  Coda – an ending part of  a work of literature or drama that is separate from the earlier parts)? How does Waugh manipulate the reader through the way he structures the events and reveals the motives behind Hargood-Hood’s actions? What is deeply ironic about what has been revealed, given the characters and events of the main narrative? What can Waugh be telling us about British society and the Upper Class? If viewed through Marxism, what can we believe about the Upper Classes?

OUR CHOICES

1) Coda is an ending part of  a work of literature or drama that is separate from the earlier parts. In this story called “An Englishman´s Home”, Coda is present due to the fact that it speaks talking about Mr. Metcalfe and his desire of becoming a true countryman. Then, as we get on reading, we realise that the end is completely separate from all the earlier parts. I´m saying this because this story ends with the two enigmatic men, which were the enemy, that were the ones which bought the landscape. So we can say that this story can be considered to contain a coda because the mainly situation changes completely from what it previously was and from the main events that were taking place.

 

3) In the analyzed text, the group which tried to maintain that high status was, as we know, the aristocracy or land gentry by not gathering with new rich or even using the obscene word “build”.

The first example which is repeated constantly in the story is the hard work made by the old rich to keep their distance to Mr Metcalfe, a new rich. This issue makes the body develop and it is a way in which the writer criticizes the aristocracy. “I was just getting ready to go out, she explained”. This phrase shows how Lady Peabury lies not to talk with a new rich, which in those times was seen as an atrocity.

The second example in which the aristocracy tries to maintain an elevated status, also very repeated, is making the impossible for businessman not to build in their territory, in the countryside. For decades land gentry lived in those lands so for them it was a tragedy to build in those lands as they would lose their freedom, beautiful place and as the order of things would be changed. “Build. It was a word so hideous that no one in Much Malcock dare to use it above a whisper.” This quotation shows the exaggerated this word was by the land gentry who were not used to buildings or other types of lifes than theirs.

 

6) While analyzing this idea we can find two main positions. First, the countryside in which countryman used to live and second, the urban area where most people worked and where industries started to take place.

The countryside was an extensive and green area better known for its big but few houses owned by the aristocracy or land gentry, a reduced group of people who lived in those lands for decades and were not used to work. As I said, this area was not used to buildings or industries as it was kept green and open by the old rich who seemed to be experts on it, this terrain was mostly used to live or spend time as it had no other utility.

The urban area is almost not mentioned in the story. However there are some detail revealed and thanks to the context we can know which event was taking place at the moment. First, the text shows us the presence of people using suits in the urban areas which in my opinion gives an impression of business and job which was not present in the countryside. Then, thanks to the context we figured out this story took place during or at the beginning of the industrial revolution. This means that a lot of jobs were taking place and industries started growing, mainly in the urban area. Finally, we also can see the influence of the industrialization in the characters who cheated over the aristocracy by trying to incorporate the industry into the countryside.

7) The rural working people are clearly a more isolated and humble group of people. Bogget is an example of a rural working man, and metcalfe of an outsider. They are totally subordinated to their land owners, and in a way they are stuck in society, as they do not have many opportunities to develop and grow. In difference, these characters shown as outsiders, arrive with a completely different view and aim, a much more optimistic and ambitious one. These outsiders have the desire of developing and growing, and so they do something about it, while the rural working people do nothing. In a way, we may conclude that these rural working people receive influence from the aristocrats, and as them, they cannot see that these outsiders are in fact useful as they represent an opportunity and they should not seen badly.

As a consequence, this rural working people in a way are afraid of the outsiders, as waugh shows, they do not take advantage of the changes that are about to come. Finally, we may say that these newcomers are not well accepted at all, as finally they gain a lot of dislike, and are in a way feared. Again, this is caused because everybody except from them wants to stick to the past and the traditions, and cannot accept that a big progress is being made, and that they should get adapted(Finally only them have success).

Of course, the aristocrats, have a great influence in this “conflict”, in the newcomers being rejected, what contributes a lot to the themes of Snobbism and egocentrism.

 

9) These both letters show a clear disagree between Mr Metcalfe and Lady Peabury. As we can see, Metcalfe´s letter is totally formal, is friendly and shows well his real intention of reaching an agreement between both Hargood-Hood, and Lady Peabury, in order gain her acceptance and divide the costs. On the other hand, we can see something totally different in Peabury´s response, as she in a much more aggressive tone leaves clear that she has no intention of accepting, as she believes she has a superiority over Metcalfe, and that there cannot be a “principle of equal obligation” between them.

This letters provoke a great effect on the writer, as lady peabury gains all our hate as she is too stubborn to see things as they are, and we understand that a miracle must occur for her to finally open her eyes and realize what she should really do.

Of course, these letters are very interesting and they contribute a lot to the final message of the story, as they finally portray how stubborn, egocentric, narrow minded and snob Lady Peabury and the other aristocrats were, who were blinded by their feeling of superiority and could not accept that they were becoming weaker, and so they keep on rejecting all the opportunities presented, rejecting Metcalfe as well. By rejecting Metcalfe and his offer, Peabury is rejecting her opportunity of progressing, and not getting stuck in her supposed superiority, stuck in traditions.

 

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I find no peace: Virtual period

Our literature teacher Pato Chujman, gave us ten questions and an animation as a virtual period for this week. These are my questions and animation.

1.What situation is the speaker reflecting on?
2.What metaphors and similes does he use to express his feelings?
3.How many separate paradoxes are in the poem?
4.What is the cumulative effect of so many paradoxes?
5.What is the general topic of the paradoxes in lines 1-4?
6.What is the general topic of the paradoxes in lines 5-8?
7.Why does the speaker in line 11 declare that hating himself is the consequence of loving another?
8.Why is it ironic that his “delight” is the “causer of this strife”?
9.To what extent do you think the paradoxes are an accurate expression of the feelings of a person in love, particularly in light of the fact that in the 16th century the completely free and unchaperoned meetings of lovers were not easily arranged?
10.To what extent do the paradoxes capture the agonies of the speaker?

 

1.The situation present in this poem is a relationship, the extremes of a love relationship between two people.

2.The writer uses metaphors and similes to show extremes and paradoxes. The metaphor “I fly above the wind, yet can I not arise” refers to a paradox in which he seem to be able to fly although he can not rise, or the simile “I burn and freeze like ice” which represents the extremes.

3.In the poem I could find at least 9 paradoxes.

4.All the paradoxes present in the poem show how the voice is in love but doesn’t know how to deal with it. He is confused.

5.In my opinion the topic of lines 1-4 is nature. I think this because he uses many paradoxes based in nature such as “I fly above the wind” or “and all the world I season”.

6.In these lines I think that the topic is imprisonment, and the fact of not being really free although you can feel it.

7.This idea of loving another and hating yourself refers to the rivality between loving the heart and the mind. In this case the voice would be loving with his heart so, in this way, his mind thinks this love is not proper for him.

8.I think that a delight which causes strife is ironic because, as many things in this poem, is contradictory. Delight is supposed to cause joy and pleasure, not strife and war.

9.I think that these paradoxes capture accurately not only the confusion the voice is going through but also that feeling of being trapped which is present in phrases such as “That loseth nor locketh holdeth me in prison”, in which I can clearly see how he feels.

10.Finally, I also think paradoxes are completely useful at portraying the agony the speaker feels because they show a feeling of confusion and also a sensation of being able to see it but not get it. I can see this reflected in the phrase “I fly above the wind, yet can I not arise”, in which he seems to be a bird that can see the sky but can’t fly.

Animation

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Girondins and Jacobins

Our History teacher told us to do an entry about the Girondins and the Jacobins. First we had to find a picture for each and then talk about them in the revoultion.

First, we have the Jacobins. This is a radical group which started in Paris and had more ruthless politics than the Girondins. Also they were looking for change, that is why I chose this picture, in which they seem to take action and be very violent.

Resultado de imagen para jacobins

Second, we have the Girondins. This group was more moderate than the Jacobins, they wanted to defeat the monarchy but through negociating with the king, not killing him. I chose this picture because the people in it seem to be more moderated than the Jirondins, in the other picture.

Resultado de imagen para girondins french revolution

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History Time Line

As Virtual Period our History teacher told us to do a time line with the most important events on France from 1789 to 1791.

 

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