The Open Boat-questions

                  The Open Boat-Activity


By: Paz Bernusi, Mora Malenchini and Felicitas De Simone


1) Why is the Oiler given a name (Billie)?Why are the others only referred to generally?

       The name of the Oiler is given because he is the different one. All of them were the ones whose destiny was to survive but his destiny was different, he needed to die, he needed to save the others. Billie is the special one, he is not as the others.


2) Why is that the Oiler dies and not anyone else?

      Billie is the one who dies because according to determinism things happen because they are meant to. His destiny was to die and save the others, he was the weakest and that’s why he needed to die, to save the fittest, like Darwin’s theory explains.


3) Why is the view of Nature presented in this story?

      Nature’s view is that humans are less powerful than her, that she has control of what happens to people and can decide their destiny. Things always depend on her as she has more power than anyone.


4) What is the view of the men presented in

this story?

     The view of men is that they depend on nature, they can die in any moment because nature decides what happens to them. Nature is always stronger than the person, no one can challenge nature because they will always end up losing.


5) How do the men in the Open Boat relate to each other?

    To reach land they needed each other. Each of them had a role and without each other, probably they would have all died. They all needed to row and were always changing places so that no one was very tired. If they were alone none of them would have survived.


6) What “patterns” or “repetitions” do you find in the story? How are these important to understand the story?

     The colors white, grey and black are mentioned all throughout the story. Each of them represents something and gives us a foreshadowing of what will happen. This is very important to understand each of the parts of the story and to know if what is happening is good or bad for them. Black is shown to represent death, chaos and destruction. Grey means emotionless and dull. White is the positive color, it represents purity, protection and goodness.


7) Where does the narrator seem to ‘intrude’ into the story? Is this distracting? Is it effective?

     The narrator intrudes himself in the story when he judges the characters on it. This is something that makes us reflect, we do not know if what the narrator is telling from someone is what is really going on or if it is his own opinion, his own judgement. It’s distracting. For example when he says that Billie died because he was the weakest one, probably him and the characters of the story didn’t think the same about him. It may have been the narrator’s own opinión.


8) What do you think about the ending to the story (after we found out that Billie, the Oiler, dies)? Is this truthful, or is the narrator being ironic?

     In our opinion the ending is ironic, we think that the writer wants to use irony when Billie dies because for us if he died and did it for the others it is because he is the strongest one, the fittest one, not the weakest one.



9) Why did Crane use the structure he did—the seven sections with Roman numerals?

    He uses this structure to represent the Seven

Gods of the sea that are part of nature and are always defining the destiny of the sailors. Also the seven represents eternity and spirit. This is related to their journey in the boat and how much they change throughout it.



               Pathways to interpretation


1)Consider the biographical context and connections.

The story connects with the narrators biography. He knew how being in a situation like that one was like. He had experienced it. He could explain very well every feeling, every moment, everything that went through the mind of the men in the boat because he also had been through that. This is connected to the story when it is narrated. The narrator can explain very vividly how the situation of the men was.


2) Consider the historical context and connections.

The story is connected to Naturalism and Determinism. In those times, people used to believe in this theories. Naturalism is the theory that explains that nobody can challenge Nature as she will always win and has the control of what happens to us. This is connected to the story because the men in the boat were always depending on Nature. She decided what happened to them. They couldn’t fight against her. Also, Determinism is shown. Determinism explains that things are determined, we can’t decide what happens to us. We can’t change things. We have a destiny. This theory is actually similar to Naturalism, the men in the story had a destiny and couldn’t change it. The Oiler should die as he was the weakest, the others should survive as they were the fittest.


             Patterns in “the open boat”


1) Uses of and references of COLORS:

The colors that appear are white, gray and black.

    • White: It is a positive color, associated with purity, virginity, innocence, light, goodness, protection and perfection. He uses white, for example, to describe how the water was, with this we can notice that by using white to describe water he is expressing the transparency and the purity of it.
    • Gray: Emotionless moody color that is typically associated with meanings of dull, dirty and dingy, as well as formal and conderrative. He uses in a moment gray to say how a shadow is, so we can observe that gray is a scary and negative color.


  • Black: It is a negative color, it represents death, chaos, destruction and that the end of the world is coming. In many parts of the story he uses the color “black” and in one of those parts he writes it to talk about the black shadow of a house. Maybe with “black” he wanted to express what he thought, that was that he did not have a good omen on that house.


3) References to ANIMALS: The only animal mentioned in the story is the gull, that represents communication and community. In the boat communication and community were very important. All the men needed each other and needed to communicate to work as a community and survive. Also, for the people in the boat, the gull meant happiness and hope because they knew that they were near land.


8) Hints or clues or foreshadowing about the Oiler.

In the story the death of the Oiler is foreshadowed for example when he started saying the verse and explaining what it was about. The verse talks about a soldier dying and saying that he might never see his own native land ever again. This is very related to the story because the Oiler was like the soldier of the captain, he was his right hand and would do whatever for him and to help, even die. This is why when he says that the soldier would never see his native own land again it foreshadows that him, as the soldier of the captain would die to save him and never go back to his land and normal


9)References to DEATH or DEAD SLEEP:

When sleeping is mentioned it symbolizes death. The men in the boat were always tired and wanted to sleep, this can symbolize that they were always close to death and could possibly die. This is also related to the death of the Oiler too. He started feeling very tired, and some time later he died. This is a clear foreshadowing of death by using sleep as a symbol of it.


10) The ENDING- – are they really “interpreters”?

In the ending the characters failed interpreting the death of the Oiler. They thought they won the battle against nature, and that the Oiler had been ill-fated. But really they didn’t won, one of them sacrificed to save the others, and nature took his life. The death of one ruins the possibility of winning because winning is not ending with a friend dead.


11) Do the men in The Open Boat overcome Nature, or are they spared by Nature?

The men in the story couldn`t overcome Nature, it is impossible as Naturalism explains. Nature is always superior. Men depended on her, they were spared by Nature. The men at the end of the story thought that they had won the battle against Nature but actually they hadn’t, they had lost it as Billie had died. The Nature decided that he should die and they could do nothing about it because she was and is, more powerful than anyone.






Alejandro Magno

En Historia vimos unos videos que nos aclararon un poco mejor la vida de Alejandro Magno.

  • Nació en el 356 a.C. en Macedonia.
  • Su padre era Filipo, con el tenía una gran rivalidad. Filipo mandó a exiliar a Alejandro y debido a esto Alejandro lo mando a matar.
  • Su madre era Olimpia quien decía que el era un semidiós ya que decía que era hijo de Zeus, dios de los rayos. Esto nunca fue comprobado.
  • Aristóteles (un filósofo griego sumamente conocido) fue su profesor.
  • Tan solo a los 20 años ya tenía un ejército de 30.000 hombres.
  • Conquistó desde Grecia hasta Afganistán formando un enorme imperio de aproximadamente 5.000.000 kilómetros.
  • No tuvo hijos.
  • Se volvió un tirano y su ejército disminuyó. En vez de ser querido empezó a ser temido.
  • Con pocos hombres volvió a Persia por el Desierto de Sahara.
  • Murió por razones desconocidas a los 32 años, sus restos se siguen buscando.
  • El gobierno después de su muerte terminó en una anarquía, todos luchaban por el poder ya que no había sucesores.
  • Inspiró a personas importantes como Napoleón o Julio César.

Video de Pericles

En Historia vimos un video sobre Pericles y resalté las siguientes ideas:

  • Percicles no es ni rey ni príncipe sino que gobernante elegido.
  • El Partenón fue construido para honrar a la diosa Atenea, se construyó en 8 años y es una gran influencia histórica, muchos arquitectos intentan copiar su diseño.
  • Los bloques con lo que se construyó pesaban 13 toneladas y debían cargarse durante 13km de montaña, por eso se necesitaban hombres muy fuertes para transportarlos.
  • La estructura exterior del partenón necesito 46 bloques para llegar a su grandeza de hoy en día.
  • Mel interior del Partenón se destruyó en el 1600 dejando su interior totalmente vacío y destrozado.
  • Parece ser que el Partenón era blanco pero en realidad estaba pintado muy coloridamente con frisos tallados y 72 esculturas.
  • OSTRACISMO: Nadie es más importante=igualdad=si alguien empieza a ser considerado más importante se lo castiga.
  • Se crean puestos de vigilancia en las altas torres para más seguridad. Tenían arqueros y usaban hondas.
  • Tenían barcos de 35 metros necesitaban muchos hombres (170 por cada una de las 3 filas) para navegar. La marina de guerra era de 600.000 hombres.
  • Los barcos vuelven con muchas enfermedades del exterior y traen la peste negra por la cual mueren muchas personas y también Pericles.
  • En una generación se destruyó algo que había tardado 30 años en construirse.
  • ÁGORA: Plaza donde se reúnen los ciudadanos a tomar decisiones.

Biology Project

In Biology we hace been working in groups in a project in which we have to see the development of our onion/potato. I worked with Mora Malenchini, Valentina Pease and Juana Navarro and we worked with an onion. I was the one who presented, Juana and Valen where the secretaries and Mora was the facilitator. During the first week I took the onion to my house, then Valen took it and finally Mora. Juana couldn’t take  it to hers because she went to her countryside. Instead of looking at the roots our teacher told us to focus on the leaves and how much they grew as time passed.

Here are some pictures:


Length of leaves:

Day 9: 15,5 cm.

Day 11: 16,2 cm.

Day 13: 20 cm.

Day 14: 21 cm.

Day 16: 22,1 cm.

Day 18: 23,2 cm.

Day 20: 23,9 cm.

Self-evaluation: I think that for the next time we can organize ourselves so that all the members of the group take the onion to their house. What I liked a lot and think we should continue doing is keeping in touch with all the participants and talking about the development of the potato to inform all of us.

The group from which I learnt the most: I learnt a lot from the group of Carolina Cremona and Felícitas De Simone. This was because although  they had problems with the growth of the potato they always tried their best so that it could grow. They changed its water and place a lot of times and maybe it didn’t go as they wanted to but they tried their best.





Mitos y dioses Griegos

En Historia a cada uno se nos dio un dios o mito para explicar en clase. A mí me toco un mito llamado «Viaje al Averno».

El mito trata sobre dos jóvenes que acababan de casarse, ellos se llamaban Orfeo y Eurídice. Dos días después de la boda a Euridíce la pica una serpiente y es enviada al Averno. Orfeo sufre mucho la pérdida de su esposa y como la extrañaba tanto decide hacer algo sumamente arriesgado, ir a buscarla al Averno. Al llegar se enfrenta con los dioses de Hera, Hades y Proserpina. El muchacho, desesperado por volver a ver a su mujer, les ruega llorando a los dioses que la dejen volver con el a la Tierra y logra conmoverlos aunque con una condición, en el viaje de vuelta, Orfeo, no podría darse vuelta a verla hasta pasar por una cortina de humo que indicaba el fin del Averno y la entrada al Tierra. Orfeo acepta y se retira en un barco muy feliz con Eurídice. Varias veces Orfeo sintió una desesperación por chequear y asegurarse de que su mujer estuviera bien pero se resistió. Apenas Orfeo paso la cortina de humo miró atrás para ver a su esposa. Ella aún no había cruzado la cortina y debido a esto se desvaneció en el humo. La condición era que ambos hubieran cruzado la cortina, no solo uno. Orfeo lloró una eternidad debajo de árboles y con el tiempo se volvió uno de ellos, el sauce llorón.

History Activity

Our teacher Lenny Ambrosini told us to explain the following ideas with a YouTube video, afterwards we had to define it with our own words:

  • Inflation
  • Hyperinflation
  • Hyperinflation in Germany in the 1920s

Inflation and Hyperinflation

We chose this video because it explained very clearly the definition of inflation and also included a short concept of hyperinflation too. At the end of it a short summary was given that refreshed all the ideas of the video. It gave great examples that made it really easy to understand.

Hyperinflation in Germany in the 1920s

We chose this video because it had many images that represented very well the worthless value of money in the 1920’s in Germany. Also it made clear examples as the previous video about the situation in Germany.

Our definitions:

Inflation: It is when the government starts printing extra money to pay debts. Printing money is sometimes find as a kind of solution for the problem of having debts but it actually causes more problems as the money becomes worthless and prices rise.

Hyperinflation: It is when prices change all the time by rising and money has basically no value as so much money is printed. It is a very accelerating and high type of inflation that causes a lot of damage to the economy of a country. Egg: Zimbabwe, Germany (1920`s).

Tarea para las vacaciones de Cívica

Para nuestras vacaciones tuvimos una tarea muy divertida de Formación Ética y Ciudadana, tuvimos que hacer 3 cosas. La primera fue ver una película que nos dejara una enseñanza, la segunda dormir hasta muy tarde y la tercera conocer un lugar nuevo.

La película que yo vi se llama «Mente indomable» y trata sobre un chico que trabajaba en la universidad de Harvard limpiando pisos. El era sumamente inteligente pero no tenía dinero para recibir educación.  Un profesor de Matemática de la universidad un día decide hacer una competencia para su alumnos, el primero en descifrar una teoría que a el le había tomado dos años en descifrar ganaba. El chico ve en la pizarra de la clase mientras limpiaba que faltaba una parte de la teoría y logra completarla fácilmente. Cuando estaba terminando de escribirla en la pizarra de la clase aparece el profesor y ve como la había resuelto.  El lo ayuda a conseguir su sueño y el chico termina cumpliendolo, trabajando para la N.A.S.A. Esta película me enseñó que siempre hay que tener fe en nuestras capacidades. No importa de donde vengamos ni la gente que nos rodea que cree que no somos capaces de lograr nuestros sueños, tenemos que esforzarnos para cumplirlos y demostrar lo que podemos lograr superando los obstáculos.

Para la tarea de conocer a un lugar nuevo fui al rosedal con una amiga de otro colegio, Milagros López Márquez. Siempre escuchaba que todos decían que era un lugar muy lindo y cómo no lo conocía aproveché la oportunidad y lo conocí, me pareció muy lindo.

En mis vacaciones en realidad la tarea de dormir hasta muy tarde la cumplí varias veces pero la vez que más dormí fue desde las 12 de la noche hasta las 4 de la tarde.

Esta tarea me encantó porque me divertí mucho haciéndola, aprendí nuevas cosas, descansé y conocí lugares nuevos.


The big three-the conference of Versailles conversation

In our History class we have been working in the ending of World War 1 and the treaty the peacemakers would agree to do after the ending of it taking into account what each of them wanted and the consquences of that. Our teacher, Lenny Ambrosini, has posted in her blog some possible conversations between them that some students in 2016 did.

My favourite conversation was the one between Abril Teran Frias, Anouk De La Ferrare and Juana Elias. The conversation first gave an introduction of the ending of the war and also some important details about the peacemakers of each country. This reminded me better what each of the representatives of the countries would want according to what they had been through. Something that I liked a lot was that in the conversation the complete name of each peacemaker was written when it was their turn to talk. This helped me because in most of the other conversations only the initials of the names of the peacemakers were written and sometimes I got confused or lost when reading. I think that the ideas were very organized, first they started talking about the compensations for the war that each country would receive, then they continued with the Fourteen Points of Peace that Woodrow Wilson made, and finally they talked about the punishments for Germany. To finish the conversation they added a kind of «sum up» said by Wilson that summerized what the conversation had been about. This was great because if you had not understand something just by reading the end you could have a good idea of what had happened in the part you didn´t understand because of this conclusion. The conversation is very complete and clear.