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
· identify the "problems" of regionalism in Spain
· identify possible causes of the Spanish Civil War
· identify international involvement in the Spanish Civil War
· identify and describe the consequences of the Spanish Civil War on the political, economic and social elements of modern day Spanish society

Cultural:
Students will:
· develop an understanding of the many ways that the Spanish Civil War has influenced Spain and its people

Language: Content Obligatory
Students will:
· use the following vocabulary accurately:

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

Language: Content Compatible
Students will:
· use the subjunctive mode to discuss "wishing, wanting and 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 authentic materials on a Webquest to research for his/her group presentation
· take an active role as lead historian, graphic designer, technology specialist or head of production of the presentation in cooperative group work
· use knowledge of cognates to increase reading comprehension
· use context clues to increase reading comprehension
· work cooperatively in small groups to complete assigned tasks

Time Frame:

Nine to ten 50 minute class sessions

Materials Needed:

· access to computers with Internet for all students or at least one computer for every two students
· URL of the WebQuest for students - bookmarked ahead of time would be good (see "References")
· videotaping equipment (for group project use)
· Multi-trait rubric for group presentations (See "Attachments")

Description of Assessment (Performance Project):

Days 3-8

Tasks come from the "Guerra Civil Española" WebQuest (see "References")

The Guerra Civil Española Webquest is divided into 6 parts.
Part One: Introducción - a short anticipatory set

Part Two: La Tarea - an explanation of the project. The students will take on the roles of investigative reporters/time travelers of specific topics. They will be provided with many web resources about the Spanish Civil War in general as well as their group topic. After investigating these resources, students will create a creative and informative presentation for the class. In order to work effectively and efficiently on the final product, each student will have a particular job (lead historian, graphic designer, technology specialist or producer of presentation). The presentation should be at least 10 minutes long, use some form of technology (PowerPoint, video, etc.) and other visual aids, and should include some way to help or evaluate their classmates' learning of the material (a short quiz, a game, a worksheet to help with note-taking, etc.).

Part Three: El Proceso
Students need to be divided into 5 groups and assigned a topic. Groups should be formed with consideration given to students' skill levels in Spanish as well as skill and comfort level using technology. Groups should be evenly distributed.
The topics include:

· Los Nacionalistas
· Los Republicanos
· Los regionalistas
· La ayuda internacional
· Las consecuencias de la Guerra Civil Española

In these groups, the students will (with the use of the WebQuest):

· do a pre-reading matching activity, reviewing the definitions of political ideologies/forms of government
· read a glossed summary of the events leading up to the Spanish Civil War (SCW)
· do a during reading activity in which they fill in a timeline of the events leading up to the SCW and distinguish between right-wing and left-wing activities
· do a post-reading activity in which students answer true and false questions, with explanations given for the false statements

These first activities were created for students to develop a general understanding of the SCW. It is imperative that students do these activities before moving on to their specific project! Use of the hand-out "Durante el WebQuest" is suggested to keep students on task. They will probably still have many questions of which will hopefully be answered as they continue with their group work in the WebQuest.

· Within the WebQuest, each group has a linked page in which there are ideas for topics to investigate within their subject, questions to consider and links to various resources in both Spanish and English. Within these groups, students will each take a particular job as well as a topic to investigate.

Explanation of the roles students take on:

a) Historiador principal (lead historian) - in charge of organizing the research done by the group, verifies accuracy of information and ensures that it is presented in a clear, organized and factual manner.

b) Deseñador gráfico (graphic designer) - in charge of acquiring or creating resources like graphics, photos, costumes, posters, etc. Also, organizes resources from others in the group and works as assistant to the technology specialist in production of presentation.

c) Especialista de la tecnología (technology specialist) - in charge of the creation/organization of the technology portion of the presentation. Asks for input from the rest of the group, works closely with graphic designer in coordinating visuals and works with producer in the coordination of the presentation.

d) Productor de presentación (producer of presentation) - in charge of coordinating all aspects of the presentation, sets time-frame, deadlines and helps to ensure that they will be met. Also, coordinates the creation of the study guide, quiz, game, etc. that will be used to evaluate/help their classmates' learning.

HINT: Encourage students to investigate the resources provided in the WebQuest before branching out into their own searches (time-saver).

Part Four: Evaluación - here students may see the multitrait rubric that will be used to evaluate their presentation. Make sure that the students see, and have a copy of, this rubric even before they start their investigations and planning their presentations.

Part Five: Conclusión - here students will see a summary of what they have learned and some questions that will be used in a final activity.

Part Six: Créditos y referencias - credits and references.

Days 9-10

Presentations - during presentations, the rest of the class will:
* take notes in order to be successful in activities yet to come
* complete task provided by each presenting group (game, quiz, etc.)
* ask clarifying questions

Assessment:

Students can be required to keep track of the number of correct responses in the computer guided activities and new vocabulary that they encounter (see handout "Durante el WebQuest"). Group interaction and participation should be monitored by teacher while the students are doing the WebQuest. A multi-trait rubric can be used to assess group presentations (See "Attachments"). Assessment of class comprehension of each topic will happen in unit assessment.

References and Resources:

"Guerra Civil" WebQuest https://carla.umn.edu/cobaltt/lessonplans/attachments/95/webquest/webquest.html

Bradley, K. (1994). Brigadas Internacionales en España, 1936-1939: Ejércitos y batallas. Spain: Osprey Military series, Ediciones del Prado. pp 3-4. Adapted with permission from publisher.

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

Tedick, D. J. (Ed.) (1997). Minnesota Articulation Project's Proficiency-Oriented Language Instruction and Assessment: A Curriculum Handbook for Teachers. Minneapolis, MN: Center for Advanced Research on Language Acquisition.

Attachments:

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

Rubric for group presentations
"Durante el WebQuest" handout

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