Submitted by Jean Schuster
Objectives:
Content:
Students will be able to:
· Name the major people groups that have occupied and influenced the Iberian Peninsula and have left structures and physical remnants of their culture.
· Identify the specific dates related to the different periods of Iberian History.
· Identify salient events and/or historical figures of the different periods of Iberian History.Cultural:
Language: Content Obligatory
Students will:
· Distinguish between and use of preterit and imperfect when reporting past events, e.g. Cuando llegaron los visigodos, los romanos tenían una civilización bien desarollada.
· Recognize and use present tense verb forms, e.g. Los seguidores del Cid ocupan la península...
· Recognize and answer in Spanish interrogatives about Iberian History, e.g. ¿Cuándo entraron los musulmanes en España?
· Distinguish between words that function as nouns and adjectives, e.g. Los musulmanes...La España Musulmana.
· Scan information in Spanish to be answer questions about the historical period being studied.
· Recognize and use the following terms:
Nombres:
El Imperio Romano
Hispania
El Estrecho de Gibraltar
Europa
Francia
Al-Andalus
Los Almohades
El Sacro Imperio Romano
La Inquisición
El RenacimientoSustantivos:
los guerreros
el príncipe
la ocupación
el poder
el ejército
la restauración
el asesinato
el alzamientoAdjectivos:
romano/a(s)
griego/a(s)
visigodo/a(s)
musulman(es)
musulmana(s)
renacentista(s)
alemán/alemanes
alemana(s)
islámico/a(s)
francés/ franceses
francesa(s)
europeo/a(s)
dinástico/a(s)Verbos:
conquistar
durar
invadir
quedarse
ocupar
establecer
expulsar
pedir
querer
permitir
mandar
triunfar
apoyarLanguage: Content Compatible
Students will:
· Apply appropriate sequence of tenses in the past and present, e.g. Fue en ese periodo cuando España produjo...
· Use the present and imperfect subjunctive when appropriate, e.g. les obligaron que se convirtieran al cristianismo.Learning Strategies / Social and Skills Development:
Time Frame:
1 to 2 50-minute classes
Materials Needed:
Computers with Internet Access
Description of Assessment (Performance Project):
Pretask:
1. Students should form in their historic-period groups. They will work in groups at the computer. If computers are limited, they may print out copies of the sites for students not at computers.2. Access the Trackstar activity using the URL http://trackstar.scrtec.org and the Track ID Number #103508.
Trackstar Activity:
1. At the computer, have students work in their groups to answer the questions about their particular historical period. All the groups will read the Introduction which explains the use of the site. They should use the option: VIEW IN FRAMES. Since the introduction is in Spanish, you may want to do this as a class to make sure everyone understands the activity and the way to use the TrackStar site.2. Once everyone has read the Introduction, the different groups will go only to their groups subsites. For Group 1, for example, their are 3 sites, one for eact subsite pertaining to their period. Each subsite has its own set of questions. I suggest that they read the site first in English and then in Spanish. If groups have at least two computers, one can be at the Spanish version, and the other at the English.
3. Make sure that students are answering in Spanish and that their answers would be understandable if read by someone who has not seen the question.
4. Have them fill in the vocabulary that pertains to their historic period. The Word Bank will be completed in a later lesson when they heard presentations by other groups.
5. The TrackStar answer sheet will be used as part of the assessment, so make sure students write legibly and with attention to basic Spanish grammar, i.e. spelling, noun-adjective agreement, subject-verb agreement.
Assessment:
Rubric for Tarea Escrita
References and Resources:
http://trackstar.scrtec.org
http://sispain.org
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)TRACKSTAR - Tarea Escrita: 1a; 2a; 3a; 4a Epocas
TrackStar Word Bank
Rubric for Tarea Escrita