Submitted by Liz Perona

Objectives:

Content:
Students will:
· recognize and continue to 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
· use conditional "si" clauses to discuss "What would have happened if ..." (condicional perfect, pluscuamperfecto del subjuntivo).

Language: Content Compatible
Students will:
· use the subjunctive mode to discuss "wishing, wanting, hoping that someone would do something"
· use names of countries and nationalities in Spanish in order to discuss the past and/or present governments of various countries of the world
· 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:

One to two 50 minute sessions

Materials Needed:

· "What if" cards (See "Attachments")

Description of Assessment (Performance Project):

Jig-saw activity:

Pre-task:
Review as a class the grammatical structure of condicional 'si' clauses. (What would happen if . . .; what would have happened if . . ., etc.) Practice with general questions from students' lives and then American history or current events.

Some examples include:

· ¿Qué te hubieran llamado tus padres si hubieras sido un/a chico/a? (What would have your parents named you if you had been a boy/girl?). ¿Cómo sería tu vida ahora si fueras chico/a? (What would your life be like if you were a boy/girl/) ¿Qué cambiaría en tu manera de vivir? (What would change in the way that you live?).

· ¿Si fueras un animal/un árbol/una flor, etcétera, ¿Cuál serías y por qué?

· ¿Qué hubiera pasado si el Sur hubiera ganado la Guerra Civil de los EEUU? etcétera.

During-task:
Have students divide into jigsaw groups (one representative from each topic group joins a different jigsaw group (each new group has one Nacionalista, one Republicano, etc.). Pass out "What if" cards and give them time to discuss each one. Each student should enter the discussion, providing opinions based on his/her investigations. Have groups take notes on what they discuss in order to share with the whole class.

Post-task:
Groups report on their discussions and conclusions.

Assessment:

Note: Teacher can do an informal assessment during small group discussions as well as during the sharing time in large group.

References and Resources:

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)

"What if" cards list

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