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Libro de historias por los estudiantes de 5º

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Libro de historias por los estudiantes de 5º

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Yo, esclavo. Relatos en primera persona.

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Yo, esclavo. Relatos en primera persona.

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Publishing platform for digital magazines, interactive publications and online catalogs. Convert documents to beautiful publications and share them worldwide. Title: Yo, Esclavo Relatos En Primera Persona, Author: Docentes Artigas, Length: 17 pages, Published: 2020-05-26

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Himno Nacional Argentino   Penélope Hilarza

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Estaba integrada por Cornelio Saavedra, como presidente y comandante de las fuerzas; Mariano Moreno y Juan José Paso, como secretarios, y Juan José Castelli, Manuel Belgrano, Miguel Azcuénaga, Domingo Matheu, Juan Larrea y Manuel Alberti, como vocales.

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El canto del tambor Parte 1  (Canal Encuentro)

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El comercio de esclavos del Atlántico en dos minutos

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El comercio de esclavos del Atlántico en dos minutos

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For the full interactive version, use a larger device. Interactive by Andrew Kahn. Background image by Tim Jones.

Usually, when we say "American slavery" or the "American slave trade," we mean the American colonies or, later, the United States. But as we discussed in Episode 2 of Slate's History of American Slavery Academy, relative to the entire slave trade, North America was a bit player. From the trade's beginning in the 16 th century to its conclusion in the 19 th, slave merchants brought the vast majority of enslaved Africans to two places: the Caribbean and Brazil. Of the more than 10 million enslaved Africans to eventually reach the Western Hemisphere, just 388,747-less than 4 percent of the total-came to North America. This was dwarfed by the 1.3 million brought to Spanish Central America, the 4 million brought to British, French, Dutch, and Danish holdings in the Caribbean, and the 4.8 million brought to Brazil.

This interactive, designed and built by 's Andrew Kahn, gives you a sense of the scale of the trans-Atlantic slave trade across time, as well as the flow of transport and eventual destinations. The dots-which represent individual slave ships-also correspond to the size of each voyage. The larger the dot, the more enslaved people on board. And if you pause the map and click on a dot, you'll learn about the ship's flag-was it British? Portuguese? French?-its origin point, its destination, and its history in the slave trade. The interactive animates more than 20,000 voyages cataloged in the Trans-Atlantic Slave Trade Database. (We excluded voyages for which there is incomplete or vague information in the database.) The graph at the bottom accumulates statistics based on the raw data used in the interactive and, again, only represents a portion of the actual slave trade-about one-half of the number of enslaved Africans who actually were transported away from the continent.

There are a few trends worth noting. As the first European states with a major presence in the New World, Portugal and Spain dominate the opening century of the trans-Atlantic slave trade, sending hundreds of thousands of enslaved people to their holdings in Central and South America and the Caribbean. The Portuguese role doesn't wane and increases through the 17 th, 18 th, and 19 th centuries, as Portugal brings millions of enslaved Africans to the Americas.

In the 1700s, however, Spanish transport diminishes and is replaced (and exceeded) by British, French, Dutch, and-by the end of the century-American activity. This hundred years-from approximately 1725 to 1825-is also the high-water mark of the slave trade, as Europeans send more than 7.2 million people to forced labor, disease, and death in the New World. For a time during this period, British transport even exceeds Portugal's.

In the final decades of the trans-Atlantic slave trade, Portugal reclaims its status as the leading slavers, sending 1.3 million people to the Western Hemisphere, and mostly to Brazil. Spain also returns as a leading nation in the slave trade, sending 400,000 to the West. The rest of the European nations, by contrast, have largely ended their roles in the trade.

By the conclusion of the trans-Atlantic slave trade at the end of the 19 th century, Europeans had enslaved and transported more than 12.5 million Africans. At least 2 million, historians estimate, didn't survive the journey. -Jamelle Bouie

If you are an academic or nonprofit institution that would like to use Slate's interactive, please email slaveryinteractive@slate.com.
Correction, June 30, 2015: The interactive originally displayed incorrect locations for Quilimane (also spelled Quelimane), Malembo, and Cardenas. They are in Mozambique, Angola, and Cuba, respectively, not Sudan and Spain. Furthermore, the map had located a port called "Spanish Americas" in eastern North America. The revised map does not show this port or voyages to it. Correction, June 25, 2015: Correction, July 30, 2019: The interactive misstates the location of Benguela. It is in Angola, not Nigeria. Unfortunately, the text of the interactive cannot be updated at this time. The interactive originally displayed incorrect locations for St. Vincent and Zion Hill. They are in the Caribbean, not in the U.S. and Canada, respectively.

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This Haunting Animation Maps the Journeys of 15,790 Slave Ships in Two Minutes

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For the full interactive version, use a larger device. Interactive by Andrew Kahn. Background image by Tim Jones. Usually, when we say "American slavery" or the "American slave trade," we mean the American colonies or, later, the United States.

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CECI y LOLA, maestras bibliotecarias
FAMILIAS y ESTUDIANTES DE 5º
DENISE, facilitadora pedagógica
SUSY, seño de Plástica
PENÉLOPE, profe de Música
LARA, seño de Teatro
EQUIPO DE CONDUCCIÓN

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ÁREA DE PLÁSTICA
Para poder acompañar la lectura de la novela seleccionada,  elegí desde mi área, Plástica, seguir desarrollando el programa Gimp’s, el cual ya lo habíamos utilizado con los estudiantes, en 4°grado.

Con algunas directivas de cómo se realizaba la actividad; con mucha alegría fui recibiendo las actividades que los chicos fueron resolviendo en sus casas. La actividad se plasma mediante el programa Gimp’s.

Los chicos comenzaron sacándose una foto y buscando un espejo retro en el internet. Las dos fotos la incorporaron en el programa Gimp’s y luego colocaron su foto en el espejo buscado.

Con esta herramienta se puede trabajar fotográficamente imágenes diversas. Sacando de contexto la imagen seleccionada, colocándola en otra situación.

Esta herramienta esta dentro de las capacitaciones llamadas tic’s.

Los propósitos de la actividad son:

favorecer la inclusión socioeducativa otorgando prioridad a sectores más desfavorecidos.

fomentar el conocimiento y la apropiación crítica y creativa de las tecnologías.

explorar nuevos modos de entender y de construir realidades.

aprender y jugar en entornos digitales.

SUSANA ESPINOZA

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El 25 de mayo de 1810 se creó nuestro primer gobierno patrio, la Primera Junta de gobierno. Durante la Revolución de Mayo se puso en juego el futuro de una colonia que deseaba crecer y desarrollarse como un pueblo independiente.
Ese día comenzamos a romper los vínculos de dependencia que teníamos con España y comenzaron a surgir otros nuevos. Un grupo de idealistas se reunía en el Cabildo de Buenos Aires para deponer al representante del rey Fernando VII y reemplazarlo por la Primera Junta. No todos pensaban igual en esa junta, conformada por nueve personas. No todos eran amigos. Pero todos ellos se unieron tras un ideal superior, sin egoísmo ni intereses personales.
Se buscaba dejar de ser una colonia española y comenzar a ser un país libre, con su propio gobierno y sobre todo, la posibilidad de crear una patria grande.
La Revolución de Mayo nos da la oportunidad de reflexionar sobre estos años de
historia. Nos lleva a pensar sobre libertad, gobierno propio, revolución, esfuerzo,
pensar en un futuro construido por nuestras manos.
Estos hombres tenían el sueño de construir una Nación. Este primer gobierno patrio fue solo el primer paso para el desarrollo una Argentina siempre en la búsqueda de libertad e independencia.