Submitted by Liz Perona

Objectives:

Content:
Students will:
· identify and define the following political ideologies/forms of government: democracy, socialism, communism, fascism, nationalism, regionalism, anarchy, Republic, Monarchy, dictatorship as well as the terms: political left and political right
· develop a general understanding of the perspectives of the groups that played a major part in the conflict that ended in the Spanish Civil War

Cultural:
Students will:
· compare and contrast cultures based on their current and/or past ideologies and forms of governments

Language: Content Obligatory
Students will:
· use the following vocabulary with increasing accuracy:

La Guerra Civil La Segunda Guerra Mundial La República, el republicano El nacionalista El anarquista El comunismo El fascismo El Falange

anticlerical el Ejército la Guardia Civil la Monarquía estallar luchar bombardear vencer

derrotar los sindicatos los soldados el levantamiento las elecciones la derecha la izquierda abdicar

la ley analfabeto la pobreza los derechos la libertad redistribuir las reformas el poder

· use the present, past and future tenses to describe historical events
· use names of countries and nationalities in Spanish in order to discuss the past and/or present governments of various countries of the world

Language: Content Compatible
Students will:
· use the subjunctive mode to discuss "wishing, wanting, hoping that someone would do something"
· demonstrate accurate subject and verb agreement
· demonstrate accurate number/gender agreement
· use accurate word order and embedded clauses when appropriate

Learning Strategies / Social and Skills Development:
Students will:
· use knowledge of cognates to understand, and later use, some new vocabulary
· use context clues to guess meanings of new words
· compare and contrast cultures based on their current and/or past ideologies and forms of government
· work cooperatively in small groups to complete assigned tasks

Time Frame:

Two 50 minute sessions

Materials Needed:

· access to a computer with Internet and projection capabilities for the instructor
· "Tormenta de ideas" brainstorming worksheet (See "Attachments")
· "Tormenta de ideas" Teacher notes/ideas page (See "Attachments")
· Slips of paper with ideologies/forms of government listed
· World map in Spanish

Description of Assessment (Performance Project):

Introduction to unit:
In order to build student curiosity and enthusiasm for this unit, project the Introducción and Tarea pages of the Spanish Civil War Webquest on a screen in the classroom. Highlight the importance of the Civil War on modern Spanish society - it is a topic that continues to be a source of conversation, debate and conflict throughout Spain today. Everyone has an opinion or a story to tell.

Day 1

Pre-task 1:
The teacher conducts a whole class brainstorming session (in Spanish) requesting information students know about Guerra Civil (Civil War). This should be a general information gathering/vocabulary building session in which the students can offer words or phrases that come to mind. It might be helpful to ask them to describe the U.S. Civil War in more detail in order to extend the discussion and present more vocabulary as well. Students should take notes on this discussion in order to make the vocabulary available for future use or should be provided with a list after discussion.

Possible questions to enrich the discussion:

· ¿Cuáles son algunas causas de guerra? ¿Guerra Civil? ¿Cuáles son algunos de las semejanzas/diferencias entre las dos? (What are possible causes of war? Civil War? What similarities/differences do they have?)

· ¿Cuáles son algunas de las semejanzas y las diferencias de los efectos de una guerra entre paises y una guerra civil? (What are some of the similarities and differences between the effects of a war between countries and a civil war?)

· ¿Hay paises que están de guerra civil ahora? ¿Qué está pasando allí? (Are there countries that are in civil war now? What is happening there?)

Pre-task 2:
One important cause of most wars is the political ideologies that different groups have. In order to fully understand the Spanish Civil War many forms of government/ideologies must be identified and understood. Hand out the "Tormenta de ideas" worksheet to students. In groups of 2-3, have students discuss all that they know about the different political forms of government/ideologies listed. Also, students should include examples of countries that now or in the past have had these forms of government and people who are known for their involvement in these areas. (Make sure that students have access to a world map in Spanish in order to promote the use of the target language throughout the entire discussion.)

Later, discuss as a class or if it is obvious that students do NOT have this knowledge base, have them research the topics as homework (one group/topic or research all). See teacher notes for ideas/answers for the worksheet. NOTE: Due to a constantly changing world of a vast number of countries, the teacher notes are far from complete but are at least a starting point.

Day 2

Pre-task 3:
1) Finish with "Tormenta de ideas" activity and establish definitions for each topic - either provided by the teacher or negotiated with student input.
2) "Guess who" activity.
In same groups as day one, provide students with slips of paper with one of the political ideologies/forms of government listed. Students will act out/demonstrate in the form of a skit or describe their topic. In either case, the use of language is emphasized, encouraging students to elaborately describe without directly giving the topic away. Groups will perform for class and classmates will guess which topic is being illustrated or described.

Assessment:

Throughout this lesson, the teacher can be informally assessing students for comprehension and language use through their interactions in small groups and participation in class discussions. (Formal assessment will be done in Lesson 2 and at the end of the unit.)

References and Resources:

García-Pelayo y Gross, R. (1983). Diccionario Larousse del Español Moderno. New York, NY: Signet by arrangement with Librairie Larousse.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Tormenta de ideas worksheet

Teacher notes

A Lesson from the CoBaLTT Project
/cobaltt
Center for Advanced Research on Language Acquisition
University of Minnesota