Today instead of having our normal classes some exchange students from America came to our school. They were from San Diego, California. We discussed our cultural differences and our similarities.

Even though we were from different sides of the continent we shared a lot of aspects, they entered school the same time as us, and when they got out they spend time with their friends and enjoyed their favorite sports. They also like some of the same music, series, movies and candy!

What we found different about our culture and their culture was that first, they could start driving at age 15 and a half, with the permission of the school. They also had different schedules, they only had 3 meals, and they ate lunch at 11:00 and dinner at 7:00. They also have proms( graduation parties) and their parties start at 8 and ended at 12.

The value of this activity was that we were able to learn more about their culture , and they got to know about our culture. And we were able to know each other a little bit better.

Booktube: Pride and Prejudice

For our writing and oral class, our teacher Dani told us to choose a book to read throughout the term and then make a booktube talking about the book.  The book that I chose is called Pride and Prejudice by Jane Austen and in my booktube I told what i think that happened to Elizabeth and Darcy after the book ended. This is my booktube.

Crime Report

For our language class our teacher Pliar told us to look for a crime report and then make a summary about it, highlight the passive forms and explain 3 terms that we didnt undertand. This is what I  did.

Woman’s phone recorded her own murder

WEST CHESTER, Pa. — A woman killed by a shotgun blast in a domestic dispute last week recorded the sound of her own killing on her phone, authorities said.

Just before Wesley Webb was killed on May 2, prosecutors said, she activated an audio recording program on her phone, capturing events from the shooting to the arrival of police officers at the home she shared with her killer. On the recording, they said, the sound of the gunshot can be heard and then Webb’s killer’s voice uttering an expletive followed by, “How’s that? That’s where we just went.”

Prosecutors announced murder charges Wednesday against Keith Robert Smith in connection with Webb’s slaying at their home in Phoenixville, near Philadelphia, where three children were present.

“This was a savage, selfish and cowardly murder,” Chester County District Attorney Thomas Hogan said in a statement.

Smith and Webb had gotten into a fight, and Webb had decided to leave and take two of the children, authorities said. While Webb was sitting on a living room couch, Smith grabbed a 12-gauge shotgun and shot her in the chest, killing her, and then tried unsuccessfully to kill himself, they said.

Smith, who was hospitalized in stable condition Wednesday, is charged with murder, criminal homicide, child endangerment, reckless endangerment and a weapons crime. He couldn’t be reached for comment while hospitalized, and court documents don’t list an attorney for him. A message left at a phone number listed in his name wasn’t immediately returned.

The audio recording Webb made of her killing would have been inadmissible in court until very recently under the commonwealth’s wiretap act, but the law was changed in 2012, Hogan said.


This crime report was about a woman, Wesley Webb, that suffered from domestic violence. Her husband, Keith Robert Smith killed her with a shotgun and then he tried to kill himself. When all this was happening she activated the recorder on her phone, and then he killed her and in the audio you could hear the shotgun being fired. Smith was charged with murder, criminal homicide, child endangerment, reckless endangerment and a weapons crime.


Endangerment: to expose to danger; imperil

Prosecutors: a person, as a complainant or chief witness, instigating prosecutionin a criminal proceeding.

Charges: to accuse formally or explicitly

The Abyssinian Crisis – 1936

For our history class our teacher Lenny told us to watch a video that explained the Abyssinian crisis and to answer the questions she posted on her blog. These are my answers


The Italian empire in 1930 wasn’t very big compared to other empires.


He explains that Italy wanted more land. He said that it wasn’t fair that the British and the French had a lot of land but they couldn’t conquer anything.


Abyssinia today is  the country of Ethiopia. The situation in the 1930 was that their population was growing so they needed more land and that they needed more places from where to extract raw materials.


The excuse that Mussolini had to conquer Abyssinia was that they needed more territory and that they needed more raw material.


The role that France and Great Britain had in the invasion was that France said that if Italy invaded Abyssinia they wouldn’t do anything and that Great Britain said that if they invaded Abyssinia they would take action but they wouldn’t go to war.


The evidence that Mussolini’s daughter provided was that when she was staying at London her father asked her if she could tell everyone she know in London that Italy was going to attack Ethiopia. When he told everyone that they were going to attack nobody seemed to care. Then she met the Prime Minister and she asked him if Italy invaded Ethiopia  would they go to war with them and he said no, so she was very relieved about his response.


What young soldiers believed was their duty was to take part and help on the invasion. They also believed that their duty was to make Italy great.


What was controversialwas that the Italians said that chemical warefare was uncivilized.


The League decided to apply sanctions to Italy. There werent very effective because it made Italy want to go to war.


Ordinary people didnt think the sanction was fair because she had asked France and Great Britain for permission before invading Ethiopia.

Essay Senior 1 and Senior 2: Passion

For our literatue class our teacher Pato asked us to make an essay with senior 1 about the poem «Passion» by Kathleen Raine. I made it with Sol Pardo Santayana. The blue parts are t



Essay Question:  Explore how the writer of “Passion” uses nature to express how she feels about love.


In the poem “Passion” by Kathleen Raine the different feelings that she has are compared with nature.The tone of the poem at the beginning is depressiving and melancholic since she felt heartbroken, although as the poem goes on, she uses nature to change the tone and talk about love in a more positive and cheerful way.In this essay how she expressed love will be shown.


To start with, in the first stanza the author shows the chaos and turbulence she felt on her inside “Each tree possessing what my soul lacked, tranquillity” contrasting it with the peaceful and beautiful nature. Moreover as the poem continues, she expresses sorrowfully the way in which she felt abandoned by the person she used to love. She was so weak that she couldn’t even do a basic action such as speak or write “The language I knew best, my human speech, forsook my fingers…” this quote shows that because of her depression she wasn’t able to do normal things like talking.


In stanza 4 the tone of the poem changes remarkably. “Then the sky spoke to me in language clear…” here she shows that  she has realized something that she hadn’t thought before because she was too busy being depressed with her life. And in the next line “The sky said to my soul, you have what you desire” she realizes that she always had what she wanted,that she was nature and she loved herself, and that nature loved her.Raine uses personification to show this, she says that the sky talked to her.  Also she realizes that even if sometimes bad things happen and you suffer a lot, good things will come, you won’t suffer anymore.


To conclude, the poem Passion changes of tone all throughout the poem, and Raine uses nature to talk about the different feelings that she has.

Trabajo Practico de Ed Ética y Ciudadana: Los Antecedentes de la Constitucion

Para nuestra clase de ed.  Ética y Ciudadana, nuestra profesora Maria Laura Nasjleti nos pidió hacer un trabajo de los antecedentes de la Constitucion Nacional Argentina. Este es el trabajo que hize con mis compañeras Martina Villafañe Ibarbia , Sybilla Correa Perkins y Elena Persic.


Los pactos interprovinciales y el sistema de autonomías provinciales, en especial el Pacto Federal de 1831.
Inmediatamente se reiniciaron las negociaciones entre Buenos Aires y el interior y se firmaron varios tratados:

Tratado del Pilar: 23/2/1820 firmado entre Buenos Aires, Santa Fe y Entre Ríos. Propone la pacificación y la reunión de un Congreso en San Lorenzo. El congreso nunca se reunió.
Tratado de Benegas: 24/11/1820 firmado entre Buenos Aires y Santa Fe. Propone la reunión del Congreso en Córdoba y que Buenos Aires entregaría ganado a la provincia por las pérdidas a causa de las guerras. El Congreso no se concretó.
Tratado del Cuadrilátero: 25/1/1822 firmado entre Buenos Aires, Santa Fe, Corrientes y Entre Ríos, propone nuevamente la pacificación y la reunión de un Congreso en Buenos Aires. Esta vez el congreso se concretó a fines de 1824.
En 1831 hubo un nuevo intento de organización con la firma del Pacto Federal en 1831. El gobierno de Rosas consideraba que no estaban todavía dadas las condiciones para la reunión de un Congreso que redactara la constitución y así se mantuvo la división y las autonomías provinciales hasta febrero de 1852 en que se produjo la Batalla de Caseros que significó la caída y alejamiento de la vida política de Juan Manuel de Rosas y el triunfo de Urquiza y el comienzo de la organización nacional.



  1. Qué valores o ideales políticos, sociales y religiosos reflejan dichos documentos? Qué valores o ideales políticos, sociales y religiosos reflejan dichos documentos?
  2. ¿Qué rol le dan a la iglesia? ¿Qué rol tienen los habitantes? ¿Quien administra el poder central? etc
  3. Presente una breve síntesis del contenido del documento analizado, en forma de cuadro. Identificar/dar las características los documentos que fueron la base del modelo para redactar la  constitución. Señala sus autores. ¿ qué objetivos buscaban lograr en el ámbito político y social con dicho documento?
  4. Señale el contexto histórico en el cual se generan dichos documentos. ¿Que estaba sucediendo en ese momento histórico. ?quien gobernaba a las Provincias Unidas del Río de la Plata? ¿Cuales eran los conflictos más importantes?
  5. ¿Cuál es el rol que le compete a las provincial?¿Quién tiene más poder las provincias o el poder central de Buenos Aires? ¿Hay algún sector con más poder que el resto de los territorios de las Provincias unidas del Río de la Plata?
  6. ¿Qué modelo de Estado nacional deseaban diseñar, para el futuro de la Argentina? (Centralista, federal, confederal, monárquico – argumente su respuesta)
  7. ¿Por qué fracasan estos intentos? ¿Con qué obstáculos se encuentran?



  1. Los documentos se orientan a terminar con las guerras entre las provincias. Buscan la paz bajo la figura de la unidad nacional y el sistema federal de gobierno. Todas las provincias ceden parte de sus facultades para obtener la unión y la paz.
    1. En la Constitución se proclama la religión católica por lo tanto le da un rol muy importante a dicha religión.  Los habitantes tienen libre circulación por todo el territorio del país, tienen derecho a la intimidad, al trabajo y a ser remunerado por el mismo, a votar a sus autoridades entre otras.
  2. Tratados Fecha Autores Objetivos en el ámbito social Objetivos en el ámbito Político
    Tratado del     Pilar 23/2/1820 Manuel de Sarratea, Estanislao López y Francisco Ramírez. Perdonar a los desterrados o perseguidos políticos. -Poner término a la guerra entre Bs As, Santa Fe y Entre Ríos.

    -Proveer a la seguridad exterior de las provincias. y de concentrar sus fuerzas y recursos en un gobierno federal.

    Tratado de Benegas 24/11/1820 Francisco Fernando de la Cruz, Juan Francisco Seguí, Casiano Calderón y Juan Nepomuceno Goitia   Plena libertad a todos los Prisioneros. -Que haya paz, armonía, y buena correspondencia entre Buenos Aires, Santa Fe, y sus Gobiernos

    -Son obligados los Gobiernos a remover cada uno en su territorio todos los obstáculos que pudieran hacer infructuosa la paz celebrada, cumpliendo exactamente las medidas de precaución con que deben estrecharse los vínculos de su reconciliación y eterna amistad.
    -El presente tratado obtendrá la aprobación de los SS. Gobernadores en él día, y dentro de ocho siguientes, será ratificado por las respectivas Honorables Juntas representativas.
    La reunión de un Congreso Nacional de diputados en la ciudad de Córdoba, con el objetivo de organizar al País.
    -Libar el Comercio de Armas, Municiones, y todo artículo de guerra entre las partes contratantes.

    Tratado del Cuadrilátero 25/1/1822 Martín Rodríguez y Estanislao López -La paz y unión de las cuatro provincias y una alianza ante una posible agresión extranjera, de españoles o portugueses (y brasileños).

    -La libre navegación de los ríos para las provincias firmantes.
    -El retiro de los diputados del congreso de Córdoba.
    -Cualquiera de las provincias contratantes podía convocar un congreso cuando creyese conveniente.

  3. Los Tratados del Pilar, de Benegas y del Cuadrilátero fueron los antecedentes del pacto Federal de 1831. El Pacto Federal fue la respuesta a la Liga Unitaria organizada desde Córdoba por el Gral. Paz. El Pacto Federal es el germen de la organización federal que evolucionará y dará lugar  a la Constitución Nacional.Los pactos son la consecuencia del triunfo de los federales sobre los unitarios en la Batalla de Cepeda y se relacionan directamente con el caos que se vivía en Buenos Aires. Los gobernadores de las provincias unidas del Río de la Plata eran Manuel de Sarratea (de Provincia de Buenos Aires), Estanislao López (Provincia de Santa Fe) y Francisco Ramírez (Provincia de Entre Ríos). El conflicto más importante era la Batalla de Cepeda.
  4. Las provincias mantenían su autonomía hasta el año que se adopta la Constitución Nacional. Esto significa que se daban sus propias leyes y tenían sus propios órganos de gobierno.El que tenía más poder entre las provincias y el poder central era Buenos Aires porque ahí estaban los gobernantes, el puerto principal de todo el país entre otras. Si, el que tenia mas poder era  Buenos Aires.
  5. El modelo de Estado nacional que buscaban diseñar era federal, representativo  y republicano.  Las provincias, que existían antes que la Nación y eran autónomas,  decidían conformar la Nación y delegar ciertas  facultades al gobierno central.  La forma republicana significa la división de poderes.  El sistema representativo significa que la población elige representantes para gobernar
  6. La sociedad no estaba preparada para la forma federal de gobierno. Esto se traducía en que los representantes de las provincias no estaban preparados para adoptar el documento base de la Nación: la constitución nacional. Algunos defendían la monarquía como forma de gobierno.






The Manchurian Crisis

For our history class, our teacher Lenny gave us an assingment  on the Manchurian crisis. We had to watch a video on The Manchurian crisis and then answer the following questions.

1.How does the video open? What might the connection between the League and the opening scenes in Poland be?

The video opens by showing how germany attacked poland. Poland has to do with the league because the video shows how the league couldnt create peace and stability, and thats why Germany attacked Poland, creating the second world war. 

2.What problems did Japan face? (Mention ALL of them)

The problems that Japan faced were that their country was isoleted,that they had Bad agriculture, that Japan didnt have a lot of natural resources , that there was a lot of Unemployment and that there was too much population

3.What was the role of the army in Japan?

The role of the Japanese army in Japan was that they controlled the education system and the administration of martial arts technique and that they were stronger than politics.

4.What did army leaders believe Japan needed?

The army leaders believed that Japan needed more territoryin east asia, thats why they invaded Manchuria.

5.What was the value of Manchuria?

The value of Manchuria was a lot. They had vast resourses that japan needed.

6.What happened at Mudken?

What happened at Mudken was that extremis were afraid that the leaders in Tokyo wouldnt act to take Manchuria, so they infiltrated japanese gases in Manchuria and they encourage them to enter in Manchurias  army. That was sabotage. There was an explotion.

7.What did the League do about it?

What the League did about it was to tell Japan to withdraw. And if they didnt do that they would gave them economic sanctions.

8.What was Japan’s reaction to the decision of the League?

Japan’s reaction to the decision of the League was that they left the League.