Atividade português – 16 de março

A partir do tema trabalhado na última aula, nomear e explicar 3 (três) mudanças a respeito das funções sociais e culturais do homem e/ou da mulher. Por exenplo, as mulheres estudam carreiras universitárias e se desempenham em suas profissões de uma maneira semelhante aos homens.

– Extensão da explicação de cada uma das mudanças: 5 linhas; letra Arial 12; espaço 1,5.

– Criar hoje uma postagem no seu blog com a atividade feita.

    1. Uma das mudanças foi que as mulheres não podiam votar ou eleger seus representantes. Com o passar do tempo, eles adquiriram o direito de votar e pararam de depender do que os homens acreditavam ser o melhor para seu país. Dessa forma, essa mudança permitiu que suas opiniões e votos foram escutados, algo que não aconteceu antes. Assim, elas podem agora participar da eleição dos representantes de seu país.
    2. Outra mudança foi que as mulheres eram anteriormente incapazes de deixar suas casas, já que seu trabalho era cuidar de seus filhos e realizar tarefas domésticas. Foram julgadas se saíam para trabalhar graças ao estereótipo imposto pela sociedade, que mostrava o homem como aquele que deveria sair para trabalhar enquanto a mulher não podia. Essa imagem mudou, pois agora as mulheres podem sair livremente sem a necessidade de ter um homem ao lado e podem ter uma vida mais livre sem essas dependências.
    3. Outra mudança em relação à função social e cultural dos homens foi que eles não têm mais a obrigação de sair trabalhar, pois podem ficar em casa cuidando dos filhos, algo que antes não podiam, pois se creia que seu trabalho era sustentar à família.


All my sons – Introduction. Matías Ripoll, TOmas Braun and Gonzalo Irazusta

Arthur miller information:

  • He was born on October 17th 1915 in New York and died on February 10th of 2005.
  • He had to work in odd jobs to get money for college, as his family lost everything in  the Wall Street Crash
  • He is best known for death of a salesman.
  • With his plays, he tried to raise social awareness.
  • He was married with his college sweetheart with whom he had 2 kids. Then they divorce.
  • After his first marriage, he married Marilyn Monroe, actress and sex symbol of Hollywood.
  • Miller bareilly writed while being with Monroe, but when she died after a year of their divorce, he was criticised of capitalizing their love a lot after the drama After the fall.
  • -He debuted with The Man who Had All The Luck, which received woeful reviews
  • -3 years later, he wrote All my Sons, which was a hit and gave him his first Tony award
  • Death of a Salesman was the peak of his career, winning almost every literary award, like the Pulitzer, the New York Drama Critics’ Circle Award and the Tony award
  • Miller bareilly writed while being with Monroe, but when she died after a year of their divorce, he was criticised of capitalizing their love a lot after the drama After the fall.


Individual task about all my sons:

Answer the following questions on your own. Then share what you have written with the members of your group.

  • How would you define a responsible person?

A responsible person is someone who makes decision by his own, and accepts the consequences of his own actions. It´s someone who knows how to behave and what should and should not be done, so therefore knows what are the effects of his doings.

  • Are you a responsible person? Why or why not? Give examples of people you know in your personal life or in the public domain who are responsible. How do these individuals support your definition?

I do think that I´m a responsible person as I see myself as someone who decides by himself and acts upon what he thinks. I also know that my actions have consequences and try to behave. Maybe I´m not as responsible as a grown up like my parents, for example, as I´m still a teenager. I believe my parents are responsible as they take more important decisions and conduct good behaviours, they work and know well how they have to behave and what they have to do always.

  • How does one learn to become a responsible person?
    Who are the “teachers” and where do we find them in our lives?

I believe that we behave to become a responsible person with the passing of time. First, as we grow up and mature, we learn more how we have to behave and act and start to accept the consequences of our own acts. Moreover, we become more responsible with experiences and everyday things which we undergo, as they teach us what to do in these situation. Our teachers are not only our family and professors but also our everyday experiences.

  • Is being responsible a character trait that you value a lot?
    Why or why not?

I do believe that being responsible is a valuable character trait as people need to make their own decisions, behave and do what it´s best for them and to the people thay are surrounded by. Also, it´s important as everyone needs to accepts the consequences of their actions, as people can´t act as they want and affects the others, without caring about the effects of their doings.

  • The Golden Rule is “Do unto others as you would have others do unto you.” What does this statement mean? Can you think of a situation in your own life in which you used this statement as the guiding principle for the action that you took? If “yes,” explain.

I think that this means that whatever you think that it´s hurtful to you and would affect you, you shouldn´t do it to another person. This means that people should act well and in the same way that they expect other people to act towards themselves. For example, sometimes it happens that a partner asks me to lend him something(a pen, a sheet of paper) and I do so. I know that if I were in his place I would like that he lent it to me, so I act in the same way that I wished the other people did upon me.

Cartulina- Eportfolio

Después de leer El coronel no tiene a quien le escriba Del amor y otros demonios de Gabriel García Márquez, Cami nos asignó un trabajo práctico sobre estos libros y Latinoamerica. Nos dividimos en 5 grupos distintos y cada uno debería tratar con una característica de Latinoamerica, explicando cómo se hace y se hizo presente en América Latina y como se relaciona con estas novelas. Nuestro grupo se conforma por Tomás Braun, Juan Elía, Francisco Montoya y yo, y la característica con la que tratamos fue “La pobreza”. Nosotros, comenzamos nuestra presentación y cartulina hablando de la pobreza latinoamericana en 1950, en Colombia. En esta época, Colombia y Latinoamerica vivía en una extrema pobreza, y como dijo la Secretaria ejecutiva de la Cepal, el 55% de Latam vivía en pobreza. Así, relacionamos esto con lo que narra Márquez en El coronel no tiene a quien le escriba, ya que muestra como el coronel y su esposa casi ni comían y su única fuente económica y esperanza para salir de la pobreza era el gallo. Luego, mostramos cómo se hace presente la pobreza actualmente, en Venezuela, dónde alcanzó el 80% y también hablamos del resto de los países latinoamericanos.

Esta es la cartulina que realizamos:

Este trabajo práctico fue muy importante y me ayudó personalmente. Primero, porque al trabajar en grupo podemos compartir distintos puntos de vistas y opiniones. El trabajo en grupo nos sirve para poder complementarnos y cada uno aportar distintas ideas. Además, el trabajo me permitió ver cómo fue evolucionando la pobreza en nuestra historia y poder ver la realidad que atraviesa Venezuela. Finalmente, la cartulina sirvió mucho para poder ver visualmente y analizar distintos aspectos de la pobreza. También es una forma creativa de presentar algo, ya que nos permite salir un poco de los textos para presentar fotos, con flechas que ayuda también a entender.

Finalmente, esta actividad se puede relacionar con una que hicimos hace un par de semanas con Pat en literature. En esta, debíamos hablar sobre un conflicto actual, hablar sobre los participantes, mostrar una foto o un poema y encontrar una solución. Yo elegí la inestabilidad actual en Venezuela. A pesar de que hablé principalmente de la dictadura del país, la pobreza y el hambre en Venezuela cada vez aumenta más, tal como describo en la actividad. Esto se relaciona con este trabajo que realizamos en Lengua, en el que explicamos y presentamos a la pobreza como una principal característica de Latinoamerica, teniendo como ejemplo a Venezuela y sus problemas económicos actuales.


Creative process – Art

This are the artworks from which I inspired of to make my drawing.


The author is Cinta Vidal, who made both in 2018. The technique she uses in her works makes us see the world and place we live, combining everyday spaces and objects, often natural and inner dimensions. In many works, she uses natural structures to show tranquility and calmness. Finally, Vidal often does her works in a way that it can be seen straight or if we turn it around.

Firstly, I chose this drawing for it’s attractiveness. The first time I looked at it, I was fascinated for the way in which she connected every single part lf the drawing and how this one could be seen from different perspectives and sides. I also liked the fact that she included nature all along the painting, trying to transmit tranquility and calmness as it is shown by the people in it. Moreover, the fact that she included a dark background to emphasize the importance of nature, shown with lighter colors. Finally, from the second drawing I really liked the way she used perspective and bright and dark colors in the middle structure to show where light was coming from. I tried to do something similar to Vidal. First, I took what she did in the second drawing and drew a common base, using bright and dark colors to show where was light coming from. Then, I drew natural objects that would highlight and standout with the dark background, as Vidal did. Moreover, I did these trees, cactus and bushes from both sides of the base structure, in order for the drawing to be seen from both sides. Finally, I painted the natural structures with green and brown colors. I think I managed to apply her techniques, making the drawing to be seen from both sides and highlighting the importance of nature. I also managed to show the perspective of light. However, I think that I could have made the natural structures like the tree or the cactus better.

This is my drawing

The Cuban Missiles Crisis

After reading about the Cuban Missiles Crisis, we had to do a task, which involved three questions. In the first one, we should produce a mindmap including the causes of the crisis. In the second one, we should create a Venn diagram comparing how resopnsible Cuba, Usa and the Ussr were for the start of the crisis. In the third one, usinf the diagram, we should answer which country is most responsible for the crisis. This is my work:

The Berlin blockade

In the previous clases, we read about the Berlin Blockade. Lenny, our History teacher, adked us to complete a chart and answer some questions using the information gathered. This is my chart and my answers:


  1. What was life like in Berlin in the post-war era?
  2. How did Soviet policy towards Berlin differ from that of the West?
  3. Why was reform of the German currency a key issue for both sides?
  4. Why was the airlift such a major feat?
  5. In what respect can the USSR and US be responsible for further increasing tensions during the airlift?
  6. Why did Stalin eventually agree to talks over the airlift?
  7. Extended question: Who was more to blame for Berlin becoming a major flashpoint in the Cold War, the Soviets or the Americans?


  1. The second world war had included also civilians. Berlin, as a consequence, had been entirely destroyed. Everything had been lost, so people’s lives in the post-war era was poor and devastating, as everything had disappeared. Casualties were much more than in the first world war. Berlin people who had survived were very needy and their were shortages of all goods.
  2. The difference between the soviet and the west policies was that Stalin did not want  Berlin to recover too fast and to keep control of it. He was willing to cripple it. On the other hand, the west was recovering thanks to the US Marshal Plan, which used a new currency and loans precisely for the west recoverement. By doing this, the consequences of the world war two could be confronted and solved.
  3. The new currency was vital for capitalism because it united them against the soviet. The sharing of the same currency would allow them to achieve prosperity while the USSR didn’t. Also, it allowed USA to strengthen it’s policy of containment and stop the communist spread.
  4. The airlift was a major feat as it brought a lot of tension between the two rivals. It showed again that Stalin was desperate to expand and spread communism. On the other hand, it also showed that truman was strong enough to confront Stalin and that he would not be easily beaten. It showed that USA was also serious. Suspicion and grew from both sides thanks to this event.
  5. The USA and the USSR can be held responsible for the increasing of tension as they both, during the airlift, performed suspicious actions. ON the one hand, the USSR cut off over two million population of west berlin from receiving goods from western Germany. Canals and vital roads were closed by Stalin so that he could force USA out of Berlin. This increased tension as it threatened the USA, because if they acted it would be an act of war. On the other hand, the USA, confronted Stalin and sent supplies through the air. It showed Stalin’s defeat and Truman’s strength. It created tension and suspicion between both sides.
  6. Stalin, in the end, decided to reopen communication and transports, canals and vital roads were now available. He did this as he realised that his plan had failed. He understood that he wouldn’t be able to force USA out of Berlin and that Truman was strong and suspicious enough to give up the city.
  7. From my point of view, the soviets were more to blame for Berlin becoming a major flashpoint in the Cold War. The americans had a strong and firm reaction, but it was what it was needed. The citizens needed to recover economically and it wasn’t fair that they lost their part of Berlin, as it had been previously discussed at Yalta. Truman, although it created tension and was a suspicious act, did what it was correct, as he deserved West Berlin’s control. Stalin, on the other hand, had no right to close the roads and canals. His ambition impulsed him to keep wanting more territory that it did not belong to him. He is more to blame than the USA, as he knew his limits. However, he wanted all Berlin under communist influence.

Video de Lengua

En clase de Lengua, realizamos un Mock Paper 2 de Cambridge para Spanish. Este consistía de un trabajo de compresión de texto y de redacción según lo que uno había entendido. Para escribirlo precisamos del uso de varios sinónimos para, entonces, no repetir las palabras.

A raíz de eso, la clase se dividió en grupos de a cuatro. Cada uno de estos tuvo que hacer una presentación explicando 2 palabras y sus diversos sinónimos, hipónimos y palabras relacionadas. Yo tuve que trabajar sobre “apariencia” y “envidia” y lo hice junto con Anouk Laferrere, Oliverio Llobet y Francisco Montoya. Este es el siguiente:

Biology Notes

Today, we started a presentation about biomolecules. These are my notes:

  • Carbohydrates are the body’s main source of energy and they contain Carbon, Hydrogen and Oxygen.
  • If two monosaccharides join together they build a disaccharide.
  • Many sugar joining together form a polysaccharide.

Región de NEO- TP

En nuestra clase de cívica, comenzamos un trabajo práctico. Este consistía en separarnos en grupos y resolver una consigna. Nuestro grupo estaba conformado por Mora Lemos, Olivia Obligado y yo. La actividad consistía en buscar los senadores y diputados nacionales de cada región. En nuestro caso, nos tocó la región de NEO.