Submitted by Jean Schuster

Objectives:

Content:
Students will be able to:
· Give the dates of the historical periods of Iberian history.
· Name the major historical periods of Iberian history.
· Name the major people groups that have inhabited the Iberian Peninsula.

Cultural:
Students will:
· Attain an historical perspective of the Iberian Peninsula.
· Gain an understanding of the different people groups that have created the cultural diversity of the Spain we know today.

Language: Content Obligatory
Students will:
· Be able to use the true passive and false passive voice in Spanish e.g. Se construyó el castillo en el siglo trece. El castillo fue construído por Carlos V.
· Be able to express ordinal and cardinal numbers in Spanish with respect to titles and time periods, e.g. Carlos Quinto, el siglo diecinueve
· Create a word bank in Spanish of pertinent vocabulary for discussion of Iberian history:

sustantivos:		nombres:
los asentamientos los habitantes el imperio el reino el reinado la conquista la derrota la invasión los monarcas los reyes los seguidores	el auge la caída el siglo la guerra el dictador la dictadura la monarquía la democracia el gobierno la corte el partido la constitución	La Península Ibérica los griegos los cartagineses Roma Hispania los romanos los visigodos los musulmanes el Califato la Reconquista	los Almohades los Almorávides los cristianos Alemania los Hapsburgos los Borbones La Ilustración los republicanos los fascistas La Guerra Civil La Guerra Mundial

Language: Content Compatible
Students will:
· Use accurate adjective/noun agreement with words from vocabulary list.
· Use structures to compare historical facts, e.g. Los romanos contruyeron más estructuras que los visigodos.
· Form questions using terms learned from the vocabulary lists for the purpose of reviewing the material presented with the class, e.g. ¿A qué período pertenecen los Reyes Católicos?
· Use interrogatives to ask questions about the material presented, e.g. ¿Dónde está ...? ¿Cuándo invadieron...? ¿Quiénes....? ¿Cómo es...?

Learning Strategies / Social and Skills Development:
Students will:
· Write down key historical terms and dates from a lecture in the target language.
· Attend to key words and phrases to create a word bank.
· Construct a time line to graphically organize the historical information presented.
· Ask questions to clarify or obtain additional information.
· Work in groups to organize themselves for project work.

Time Frame:

2 - 50 minute class periods.
1st day - PowerPoint presentation of Iberian History and formation of groups.
2nd day - Groups share information about their historic period and make their segment of the Time Line of Iberian History.

Materials Needed:

· Construction paper for History Time Line
· Colored Pens ; markers; crayons; pens & pencils
· LCD projector for PowerPoint presentation

Description of Assessment (Performance Project):

Background:
1.PowerPoint Presentation.
Students will be presented with a PowerPoint presentation that outlines the four periods into which this overview of Iberian history will be divided. Students will be given a form that gives the names of the Four Historical Periods on which they may take notes during the PowerPoint Presentation. I will instruct them that they are to mainly focus on the names of the people groups and the dates of the time period in their notes. They are welcomed to take down more information, but they will be going into more depth about the history during the TrackStar activity in a later unit. The main idea here is to give them a broad understanding of how we will divide the Iberian History for the purposes of group work and what are the salient dates and characteristics of each.

2. Word Bank.
During the presentation they will create a word bank of vocabulary that will be useful for their project . On a handout, they will have a list in English of general nouns and also names of events and people groups. While they view the PowerPoint, they will fill in the Spanish for the different terms on the word bank. They will save the word bank for use throughout this unit and the companion unit on a Spanish City.

Group Work:
1. Group Formation.
Next students will be divided into groups according to the four historical periods used for the project. This will be done by students' names being drawn randomly. When their name is drawn, they may sign up under any period that has spaces available. The number of members of each group is determined by dividing the class size by four. They will then gather with the other members of their group and compare the data that they collected about their historical period to make sure they have the most complete information possible.

2. Time Line:
The final exercise will be for the class to construct a Time Line that may be displayed in the room during the rest of the project time. Each group will construct from their notes their segment of the line from the information that they have share in the group. They will have a handout out with a checklist of requirements for the construction of the line and also instructed to first do a rough draft for an informal formative assessment before final the construction.

Assessment:

Rubric for Participación
Time Line Checklist

References and Resources:

www.sispain.org

Attachments:

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

Rubric for Participación
Time Line Checklist
Bosquejo for PowerPoint
History Overview Word Bank
Overview PowerPoint Presentation

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