The Destructors

Rite of passage

  1. An object of desire
  2. Trespassing (Defying authority)
  3. “Dare/Challenge (Construction of identity)
  4. The mischief (it should be owned up and dealt with in a mature way)
  5. Atonement (Confesion and regret, acceptance)



1.The desire of the kids is to destroy Mr. Thomas’s house, and the reader can notice this when it “reads: “ ‘We’ll pull it down,’ he said. ‘We’ll destroy it’.” And “ It’s proposed that tomorrow, and Monday we destroy Old Misery’s house.”

2. The kids defy the authorities (authorities being the owner of the house, their parents and the law) when they enter “Old Misery’s” house without any kind of permission. “Blackie climbed the door into Misery’s garden.”

3. Trevor wanted to prove that he could be more than just another member of the gang. He wanted to show that although he came from a high class and had a fancy name, he could still be like the others, in fact he believed he could be the leader of the gang. “ ‘I don’t want to pinch anything’ T. said. ‘I’v got a better idea.’” , “‘It was the end of his (Blackie’s) leadership’” and “ T. was giving his orders with decision” show us that the idea T. had allowed him to prove that he could be a great leader.

4. The kids show no kind of regret after being caught by Mr. Thomas, we can see this when they lock him in the loo and intend to leave him there over night. “‘There’s nothing personal,’ the voice said. ‘We want you to be comfortable tonight’” and “‘You wouldn’t be comfortable, not in your house, you wouldn’t. Not now’”.

5. The kids don’t confess or show regret with actions after destroying Old Misery’s house. “‘ What do you mean, boy?’ but the footsteps receeded.” After the disaster the kids made at the house, they left, leaving Mr. Thomas aline the whole night in a garden loo.

  • Find quotes to prove the following themes:


  1. The individual affected by the social crisis. (Post war).

  • “‘I got some chocolates’ (…) The gang were puzzled and perturbed by this action and tried to explain it away”. The kids don’t trust the man, they seem to believe that too much kindness isn’t normal in people, so they choose to find an explanation to why somebody would do this extremely rare gest and make it go away. There is no trust in society either, every day there are less persons willing to do an act of true kindness towards the other, so when we do receive one, we find ourselves puzzled and can not believe it.


  • “‘Let me out’ he called, and heard the key turn in the lock. ‘A serious crash,’ he thought, and felt dithery and confused and old.” The man is clearly affected by the problem the kids are causing, although he hasn’t done anything to them or anyone else. We can see this in society, bad things happen to people that haven’t done anything to deserve it (As in war: horrible deaths just because they tried to save the country).


  1. The aftermath of he war: How destruction leads to more destruction.

  • “‘we’ve done enough anyway.’ ‘Oh, no, we haven’t. Anybody could do this’ (…) ‘We’ve got to finish.’ This quote shows how they had the chance to stop and leave the house, but they decided the destruction they had caused wasn’t enough. If they had already got there, why were they to stop? They found no answer to this question and kept on destroying. People often find that the damages that they have caused arent discovered or caught, so they keep on doing what they’re doing at higher risks and causing more destruction to society.


  1. The evil nature of man.

  • “‘I don’t mind you playing round the place Saturday mornings. Sometimes I like company.’ (…)  ‘Let me out’ he called, and heard the key turn in the lock. ‘A serious crash,’ he thought, and felt dithery and confused and old.” The kids tricked Old misery into the loo, even after he told them they could come over on saturdays and play in his garden. We can see how evil the kids are even after the old man offered an act of kindness.


  1. Loss of compassion (as a result of war).

  • “His eye lit on the remains of a bath and what had once been a dresser and he began to laugh. There wasn’t anything left anywhere.” The man’s home had been destroyed along with everything he cared about and had to listen to a man laugh about the misery he was left in. This man that helped him get out of the loo had a significant loss of compassion.


  1. Class struggle.

  • “There was every reason why T., as he was afterwards reffered to, should have been an object of mockery- there was his name (and they substituted the initial because otherwise they had no excuse to laugh at it), the fact that his father, a former architect and present clerk, had ‘cone down in the world’ and that his mother considered herself better than the neighbours.” We can see how the kids had to replace Trevor’s name for “T” because they would otherwise laugh at it all day because it was a rich person’s name. Trevor was at a higher social class and his new friends mocked him for it.



1. Mr Thomas’s house: this house was a symbol of strength and hope, that was the only thing that survived the war.

2. Mr Thomas and the children: they represent the fragmented society, on one hand, Mr Thomas conveys the goodness that survived the war, and the children the damaged part of society, that lose all hopes.

3. Old Misery: this name was how the kids called Mr Thomas, it conveys the impossibility of seeing good in people and kindness, that how everyone must be buried in misery after war.

4. Money burning: it symbolizes what the kids wanted, they were so affected by war, everything they wanted was to destroy, to take away people’s belongings to put them in the same position as they were.

5. The debris of the house: it symbolizes the ruins of war, how destroyed was London town.

6. The laughter of the driver: this showed the lack of compassion people had, the destroyed society after war.


2) I believe that the theme of this story is lack of compassion, cruelness, destruction, war and society. We can see the lack of compassion and cruelness when the kids lock Old misery in his own loo and destroy his house, without thinking for a second that they were ruining his life, we can also see it when the man in the truck laughs about the destruction of a home and a life. Destruction is presented in the house, Old misery’s life and the kid’s childhood and innocence. The society is shown as a wrecked one, because the innocent lives of the children have now become into souls of evil and with no place for feeling anything but anger and desire of destruction, who will grow and will be the future of the society, while the owner of the truck laughs at a life getting ruined with not a little pity for the man in order to even try to control himself and show some respect in front of a destroyed home. All these can be compared with war and the pain and destruction it causes: lovely lives destroyed along with territory, in such cruel manner


4)  The story is set in London since London was extremely damaged after World War Two. The story complains about the consequences of war. Firstly, because it explains how war destroyed every house placed there. Secondly, because it affected people emotionally. In the story, the children did not trust that something good could happen and wanted to destroy the only house that survived the war. The story does not tackle the causes of the war since it is placed after the war.


7) At the end of the story, the gang ended up destroying the whole house. When Old Misery was able to escape, he was devastated because of the destruction of the house. We believe that the author ended the story in that way to prove that nothing good could stand after a war.


8) At the end T. Reaches his goal. Old misery cannot escape the loo all night and only gets out when it’s too late. In the morning, a man came to get his cab from the car-park in front of the old house, and began to drive away not knowing what effect it would have. The car came to a jolting as if being pulled from behind, resulting in a disaster. The house falling in pieces to end having debris all over the place.


9) yes, it is true that on a deeper level the story is about delinquency, war, and the hidden forces which motivate our actions because it is strange to see some kids of 9-13 years in these kind of situations.


10) Ibelieve the destruction of Old misery’s house was more senseless than the destruction brought about war. The war had an aim, citizens fought together as brothers for the well being of their country, they gave their lives for their people, while what the kids did with Old misery’s home had no sense or aim, their only target was to destroy, and they took a life along with it.


11) Nihilism means the rejection of all religious and moral principles, in the belief that life is meaningless. The gang actions of the story demonstrate a kind of nihilism since the same protagonist are the ones who reject any belief or faith in something good. Plus, they do not have moral principles either. We can assume that because they destroyed the house of an old man who did not deserve what happened to him.


First Stanza:

  1. Stanza 1 begins with a description of the shocking condition of a group of soldiers retreating from the battlefield. Owen is the observer of another incident of misery and the horror if trench warfare.

  2. “Bent double, like old beggars under sacks” simile undermines stereotypes, imagine of a soldiers as young and fit. Suggests they are filthy and weak.

  3. Owen gives an impression that war was disappointing and makes the soldier appear drunk, or even like zombies from the exhaust and continues fight to survive, even without a gas bomb or a battle, they are zombie-like.


Second stanza:

  1. “Gas! Gas!” This line begins with two disruptions of the rhythm, with the succession of the four sharp, short, stressed syllables and the disruption of the telling voice.

  2. The «ecstasy of fumbling» which goes on here, however, is anything but rapturous.
    We’re back to the sort of ironic language that we’ve seen in the title – combining elevated language with absolute chaos makes the whole experience seem totally out of proportion, they are scared and mad because of war.

  3. “As under a green sea, I saw him drowning”  an extended metaphor describes the man choking to death – unable to breathe, he falls about. Owen describes having flashbacks to the death of his comrade highlighting how the impact of war last over many years and across generations.


Read the poem:

  1. Look for information about Wilfred Owen

  2. Characteristics of war poetry

  3. Explain each stanza with your own words

  4. Which images predominate? Quote and explain

  5. What does the title mean?



  1. Wilfred Edward Salter Owen, MC (18 March 1893 – 4 November 1918) was an English poet and soldier. He was one of the leading poets of the First World War. His war poetry was on the horrors of trenches and gas. He had been writing poetry for some years before the war.

  2. War poetry is poetry written that was written during WW1, between 1914-1918. It deals with 4 important themes: honor, injury, gender relations, and poetic formalism.

    1. Stanza N°1: The first line takes the reader straight into the ranks of the soldiers, an unusual opening, only we’re told they resemble old beggars and hags by the speaker who is actually in amongst this sick and motley crew.

    2. Stanza N°2: We delve deeper into the scene as chemical warfare raises its ugly head and one man gets caught out. He’s too slow to don his gas mask and helmet which would save his life by filtering out the toxins.

    3. Stanza N°3: Only two lines long, this stanza brings home the personal effect on the speaker. I, my, me – the image sears through and scars despite the dream-like atmosphere created by the green gas and the floundering soldier.

    4. Stanza N°4: The speaker widens the issue by confronting the reader (and especially the people at home, far away from the war), suggesting that if they too could experience what he had witnessed, they would not be so quick to praise the war dead. They would be lying to future generations if they thought that death on the battlefield was sweet.

  3. The title of the poem is a reference to one of Horace’s, a roman philosopher and poet, odes. The phrase is translated to “It is sweet and fitting to die for one’s country.”


Poem analysis


Soldier, rest! by Sir Walter Scott


It is composed by three stanzas each one of 12 lines

It has repetitions:


“Soldier, rest! thy warfare o’er”

“Sleep the sleep that knows not breaking”

“dream of battlefields not more”

“nights of waking”

“Huntsman, rest! thy chase done”

“rising sun”





literary devices:




Sleep! the deer in his den;

Sleep! thy hounds are by three lying;

Sleep! nor dream in yonder




Sleep the sleep

days of danger

fairy strains of music fall




Days of danger, nights of waking

morn of tail, nor night of waking.

Hands unseen

Sleep the sleep that knows not breaking

The warfare o’er




nights of waking



war and army, hunting, deer, den, hounds




  • Criticism of war

  • Struggle of life

  • Battle of life and death

  • After life

  • Meaning of life




  • Dreamy

  • Reflective

  • Calm

  • Reassuring


Our interpretation of the story is based on life and death and life after death, we believe that through the poem the author is trying to transmit us that life is a constant battle and that has lots of difficulties and that there are obstacles that we are going to get through but they are some we won’t, at the end death is compared with finally resting and being in peace and never suffer again because that was life. The poem has a connection with Romanticism because the Romantic movement had a strong influence on death and the afterlife, this afterlife is became idealized in literature, they were against their society and so they had other alternatives; to focus on the past or to focus on the life after death.


Death Bed by Siegfried Sassoon


The poem “Death Bed” by Siegfried Sassoon portrays the experience of a soldier who is badly hurt and is coming in and out of consciousness. The soldier is suffering a battle between life and death, which finally ends with him dying because death “chooses” him. As, during the poem, he is coming in and out of consciousness, he can’t distinguish reality from dreams. This confuses us readers as we as well can’t differentiate what is real and what isn’t.


  • Themes

    • War

    • Death

    • Battle of life and death


  • Tone

    • Agony

    • Dark

    • Confused


The ladt in the looking glass


  1. Notice how the mirror in the first paragraph is set up as the frame for a kind of a portrait.
  2. The unnamed narrator attempts to construct a portrait of the Isabella Tyson that consists of her outer self and her inner self. The portrait is reflected in the objects inside and outside the house as they reflect in the mirror.Describe the images reflected in the mirror.
  3. What kind of contrast is there between the objects inside the house and outside the house, as they are reflected in the mirror
  4. Describe how the narrator attempts to compose the portrait through the mood inside the room, through her own imagination, and through the presentation of Isabella in the mirror
  5. What are the known facts about Isabella’s outer self?
  6. What material objects inside and outside the house does the narrator use to imagine Isabella’s life?
  7. What are Isabella’s letters supposed to conceal, according to the narrator? What would one know if one could only read them?
  8. At the end of the story, according to the narrator, is it possible to know objectively one’s inner reality?
  9. In this story Woolf questions whether the inner self of an individual is finally knowable. What do you think is her conclusion? Provide support for your statement.
  10. What do you think is the role of the mirror in the story? How has the mirror been used as a metaphor in literature?
  11. Describe the characteristics of this story that resemble stream-of-consciousness narrative technique.

Find a picture of a room inside and a garden to illustrate the house in the story

Read the following text. How is this related to the story?



  1. The looking glass “framed” Isabella, wh. she looked at herself in the looking glass, all the superficial things that she carried fell off. She stood completely naked in front of the mirror, making the readers able to see what were her thoughts and feelings, she had none. The mirror framed her, uncover and found Isabella’s inner self.
  2. The images reflected in the mirror are images of death. While the lady was standing in front of the mirror you could see that, even though she seem calmed and normal on the outside , she was dead on the inside.
  3. While the inside of the house was very messy and lonely, the outside was full of life and bright. This contrast between the two places, inside and outside, reflect the lady’s state of mind, she was calmed on the outside but a mess on the inside.
  4. The objects inside the house are described as constantly moving; chaotic. While the objects outside the house are described as fragile. The mirror reflects this two states of mind.
  5. The facts known about Isabella’s outer self are that she had a lot of money. Also that she had travelled all around the world, and we can say this because she had gathered one thing from each country she was in. Also she was a spinster, and she seem to not have any family connections.
  6. We can suppose that Isabella Tyson is a very materialistic and rich woman. She is what she chooses to show; the physical part. Isabella is a spinster.
  7. The letters that Isabella wrote concealed her inside self, so her personality and her illusions. So if you read the letters you could see what she’s thinking and feeling.
  8. Yes, in the end of the story Isabella realizes that she is dead inside and she is naked of personality, so her reality is given away to the reader, and we realizes that she is lonely and lost.
  9. We can know one’s inner self but at the same time, it is empty so there is nothing to know. At the beginning we think that Isabella owns some letters that we later come to realise that they are nothing but bills.
  10. We believe the mirror is a reflection of the inner self, in the story, it has the role of discovering the real Isabella, and make her see how empty she is. The mirror is a metaphor of purification, self realization, in this case, what Isabella really is.
  11. The stream of consciousness is a technique that Virginia Woolf used when she wrote whatever that came through her mind. She used Isabella to convey her feelings, thoughts and ideas. At the end of the story, we realize that Isabella and Virginia Woolf is empty inside.



Activity 1

Answer the following questions

1. Read about the writer.

Make notes about her life and about what may have influenced her writings. Why is it said that the life of the writer was a tragedy?

After the death of her sister from cancer in 1927, she descended into a deep depression, and was admitted to a nursing home where she eventually committed suicide

2. Read the poem: how are “rooms” described?

Rooms are described as a nostalgic place, something the author miss

3. “The poem offers us a poignant account of loss as qualified through the depiction of abandoned rooms. Rooms are the physical means to which relationships are developed and consecrated. It entails intimacy and love, as well as abandon and death. It shelters individuals, as well as couples, from the harshness of the natural elements outside, providing them with a private and cosy space. There is also a sense of shifting dependence as the couples travel from room to room, leaving their trails behind and simultaneously having images of the abandoned rooms imprinted upon their memories.”

Account for this with quotation from the poem

4. The poem begins “I remember”. What does this tell you about the voice? And the tone?

It has very powerful beginning, it tells you that the voice has a nostalgia of something past. The tone is melancholic and sad.

5. What is the theme in your opinion? What is the tone?

The theme is memories from the past and the tone is sad and melancholic nostalgic memories, depress.

Ensayo literatura

Cada decisión que realizamos tiene por consecuencia algo ya sea malo o bueno por eso se dice que uno es dueño de sus silencios y esclavo de sus palabras. Pero a veces el no hablar te esclaviza y el decir lo que pensas te convierte en tú propiedad.

Cuando uno elige callarse está pensando anteriormente en no utilizar sus palabras, posiblemente porque esta persona sabe el impacto de estas entonces prefiere guardarlas para no ocasionar ninguna molestia. En ese caso la persona se está responsabilizando por sus palabras. Por lo tanto es dueño de sus silencios.

Cuando uno elige hablar, que es lo que pasa en el mayor de los casos, muchas veces no piensa en las consecuencias que esto trae y se guía por sus impulsos. Esto no es malo en todos los casos pero si uno se guía por sus impulsos y alguien sale lastimado lo que dice la frase es que si sos dueño hacete cargo, ya que lo que se dice no se puede borrar.

Por otro lado elegir hablar es elegir expresarte con las otras personas, siempre con una buena elección de palabras siempre. Obviamente que si se logra pensar lo que se dice con la seguridad de que no perjudica a nadie se puede hablar tranquilamente.

Para añadir tambien se puede decir que uno es esclavo de sus silencios y dueño de sus palabras. Esto tiene mucho sentido ya que a veces el miedo a hablar algo que puede estar mal nos calla y no nos deja expresarnos esto pasa mayormente cuando hay presión de alguien o algún contexto en particular

Para concluir cada persona es dueño de hablar o decir lo que quiera siempre dependiendo el contexto y si se quieren aceptar las consecuencias.

Tp lengua

En nuestra clase de lengua, hicimos un proyecto acerca de cómo hablamos. Este consistía en entrevistar a un total de 12 personas de cualquier edad y sexo para identificar el uso correcto de la gramática. Con Juana Pérez Muniz

GonzaloCriniti y Federika Marty, les hicimos preguntas específicas con el fin de hacer que los entrevistados usen los aspectos que nosotros queríamos analizar. Estos fueron los siguientes:

  • Chequear el uso correcto del adverbio antes de un adjetivo femenino
  • Chequear el uso correcto de la 2º persona singular del pretérito perfecto simple
  • Chequear el uso correcto del adjetivo ordinal antes de un sustantivo femenino

Una vez ya hechas las entrevistas, examinamos los resultados. Hicimos una presentación basada en la información analizada en el previo excel. ¡Esperamos que disfruten de esta experiencia tanto como nosotros lo hicimos al realizarla!

La organización del Estado Argentino

Nuestra profesora de Ed. Ciudadana y Formacion Etica, Maria Laura Nasjleti, nos dio un Trabajo Practico sobre la organizacion del Estado Argentino. Este trabajo lo realize con Maria Roggero y Miu Montanelli.

1) Los edificios que representan los tres poderes públicos del Estado Nacional Argentino son: la Casa Rosada, el Congreso Nacional y la Corte Suprema.

2) Los edificios que representan los tres poderes del gobierno de la Ciudad Autónoma de Buenos Aires son: el Gobierno de la Ciudad, la Legislatura de la Ciudad y el Palacio de Justicia.

3)Congreso de la Nación:
En el Congreso se ejerce el poder legislativo. Se encuentran dos cámaras, la Cámara de Diputados y la Cámara de Senadores, en cual se sancionan las leyes desde el 1 de marzo hasta el 30 de Noviembre, aunque puede haber sesiones extraordinarias.
Este edificio fue construido en 1889 por Víctor Meano, ya que Juárez Celman quería que el poder legislativo tenga su propia sede. El arquitecto tuvo tres ideas centrales para el edificio, el academicismo, el eclecticismo y el clasicismo. Él colocó una cúpula de ochenta metros de altura que ayudó a reforzar la monumentalidad del edificio y su valor simbólico.
Legislatura de la Ciudad:
Al igual que el edificio anterior, la Legislatura se encarga de ejercer el Poder Legislativo sobre la Ciudad Autónoma de Buenos Aires. Esta tiene una sola Cámara, que es la Cámara de Diputados.
En 1917, Alfredo Spinetto declaró que la Legislatura porteña debía tener su propia sede. Entonces, se contrató a dos arquitectos, Edouard Le Monnier y Héctor Ayerza. Pero, fue inaugurado en octubre de 1931. Ayerza tomó como inspiración el estilo francés cuando diseñando este maravilloso edificio.
Casa Rosada:
En este lugar, se ejerce el Poder Ejecutivo. En la Casa Rosada, el Presidente de la Nación y sus ministros trabajan.
El edificio fue terminada de construir en 1884 por Gustavo Enrique Aberg. El arquitecto decio pintura la Casa de Gobierno de ese color, ya que, el rosado era muy usado en esa epoca y, ademas, el cal era mezclado con sangre bovina, lo cual ayudo con el color. Hay muchas personas que dicen que el edificio es rosada porque Sarmiento quería conmemorar las dos facciones políticas, los unitarios y federales.
Gobierno de la Ciudad:
El Gobierno de la Ciudad, también conocido como la Jefatura de la Ciudad, ejerce el Poder Ejecutivo sobre la Ciudad Autónoma de Buenos Aires.
Esta obra fue diseñada por el arquitecto, Juan Antonio Buschiazzo.
La Corte Suprema de Justicia, Tribunales, el Consejo de la Magistratura:
Todos estos edificios se encargan de ejercer el Poder Judicial. Para empezar, la Corte Suprema está compuesta por jueces nombrados por el Presidente. Este y los tribunales inferiores, tienen como función, encargarse de administrar la justicia.
El Consejo de la Magistratura, además de administrar la justicia, debe seleccionar los magistrados de los tribunales inferiores.
A)Los edificios que se encuentran en torno la Plaza de Mayo son: la casa de gobierno, el ministerio de economía, el banco nación, la catedral, la jefatura del gobierno, el palacio municipal, el cabildo y la curia metropolitana.
B)El poder ejecutivo, el legislativo y judicial. Los tres tienen el mismo poder, aunque es diferente, debido a que el gobierno tiene que ser equilibrado, ademas, todos tienen diferentes tipos de poderes.
C)Las calles son Rivadavia, Hipólito Yrigoyen, Balcarce y Bolívar. Rivadavia e Yrigoyen fueron dos presidentes de la República Argentina, en cambio, Balcarce fue un militar y Bolívar fue un libertador. Se eligieron estos nombres porque fueron personas destacadas en la historia de la Argentina.
D)La legislatura de la ciudad de buenos aires, la manzana de las luces, el colegio nacional buenos aires, monumento de julio a roca, la iglesia de san ignacio.
E)Si, se encuentran edificios conformando la zona conocida como microcentro. Esto es debido a que esta zona es financiera.
Maria, Martu y Miu (de izquierda a derecha) enfrente a la puerta principal del Palacio de Justicia.
6) A nosotras, el hecho de buscar los edificios, que conforman el Gobierno de la Nación y el de la Ciudad de Buenos Aires, en un mapa, nos facilitó la comprensión del Estado Argentino. Esto es debido a que no éramos conscientes o no teníamos una visión muy clara de donde estaban ubicados. Ahora, nos damos cuenta como es la organización. Además, nos quedó más la claro, el hecho de que la mayoría de los edificios tienen una ubicacion más cercana.


Paso 5: Guana



A mi grupo nos toco hacer el paso 5, osea el Paso de Guana.

Hice el trabajo con Lola Villegas, Milagros Mendez y Silvestre Braun

1)Se le ocurrió la idea porque atacar de frente era casi imposible, asi que se le ocurrió pasar por la cordillera para que la táctica sea sorpresa.

2)Es casi imposible de un montón de hombres que pueda cruzar la cordillera porque es muy peligroso y si sale mal muchos pueden morir, la forma fue muy despacio y llevaban mulas o burros por la altura, y había aborígenes que los ayudaban a no perderse.

3)Villicum – Tucumucu – Niquivil – San Jose de Jachal – Las Flores – Arrequintin – Paso de Agua Negra – Junta del Toro – Ricuña – Coquimbo

4)Se dividieron en 3 batallones de 20 soldados y 1 oficial. Salieron desde San Luis el 9 de Enero de 1817, y llegaron a Coquimbo luego de varias batallas, donde tomaron la ciudad y la Serena.

5)En el Paso del Planchón, el jefe fue Tte. Cnel. Ramon Freire. En el Paso del Portillo, el oficial Cap. Jose Leon Lemos fue quien lo comando. El Paso de Uspallata, Brig. Juan Gregorio Las Heras fue el comandante de este cruce. En el Paso de los Patos, hubieron tres comandantes. Ellos fueron General San Martín, Brig. Mayor Soler y Brig. O’Higgins. En el Paso de Guana, el comandante fue Tte. Cnel. Juan Manuel Cabot. Por último, en el Paso de Come-Caballo, el jefe fue Tte. Cnel. Francisco Zelada.

6)Es importante ya que este evento fue cuando Perú, Chile y Argentina se transformaron en países libres.

7)Que nos sirva a todos los Argentinos a recordar y valorar este evento crucial en nuestra historia.

8)El bicentenario del Cruce se debería celebrar en familia, agradeciendo el sacrificio que San Martín hizo por nosotros, y dándonos cuenta de lo distinta que seria nuestra realidad si el no hubiera hecho lo que hizo.

9)En la actualidad, el cruce es mas seguro de realizar ya que la gente toma precauciones que San Martín no pudo tomar en su momento, y saben que no corren un riesgo de muerte.

10)San Martín trataba a los oficiales y al pueblo como iguales, no se creia mas que ellos; Los trataba con respeto.

11)San Martín vivía simplemente, se dedicaba a su trabajo y prestaba atención a su familia.

12)Cuando San Martín regresa, es bienvenido por el pueblo por ser victorioso en su lucha por la libertad. Lo consideraban un héroe.

13)Lo que hace diferente a San Martín de los generales y patriotas es que liberó dos países, Bolivia y Chile, de los españoles.