The Spanish Civil War.  During this unit students will read through various articles that; at the beginning will set the stage for the causes and events of the Civil War. They will study written articles, videos, infographics and the posters of the time period.  Each week they will need to write  on a topic that is interesting to them to further their knowledge, some weeks they will have a few choices and at times they will need to look up new information to share with their classmates. They will also read three other posts and make comments as part of the weekly assignments. Some days they will also bring the items to class and work in groups to have an interpersonal discussion.

Make sure they are explaining it all in a comprehensible spanish at the appropriate level for them and their peers.

Objectives:

• I can explain and understand the main causes for the Spanish Civil War
• I can explain in simple sentences the interesting or shocking parts of an authentic video and reading.

This first week we will be discovering some of the reasons the war occurred and how its started.  They will read an article and watch a video.

Comment:  What aspect in the two sources surprised you or interested you the most?  Explain how it is also similar or different than recent wars in the World.

Update:  Find another source (infograph, video, article, etc) that explains events that caused the Civil War in Spain and describe how it compares to the two source you have read in the discussion.

Objectives:

• Students will be able to comprehensibly explain to their classmates a topic that is of personal interest to them.
• The project will be peer evaluated and revised.

Each student will choose a topic that they have a personal vested interest in and choose the format they feel either confident using or that fits their topic.  The presentation is intended to teach background information to the classmates and therefore should be focused for that audience.  The rubric is attached along with the peer evaluation for the other classmate to evaluate.

• You may wish to give them an example that maybe teaches about the american civil war because they have some background but some concrete examples need to be shown and demonstrated.

Art: Students who are interested in art should research Spanish paintings that are related to the war.

Music: Students who are interested in music should research Spanish music written between 1931 and 1939.

Drama: Students who are interested in theater should research Spanish stars of the 30s and 40s.

Literature: Students who are interested in literature should research authors and poets of the 30s and 40s.

Finance: Students who are interested in accounting/business should research the financial situation in Spain between 1873 and 1930.

Geography: Students who are interested in geography should research the geography of Spain and France.

Politics: Students who are interested in politics should research the republican and nationalist parties.

Fashion: Students who are interested in fashion should research the uniforms of the two armies and the style of civilian clothing in the 1930s in Spain.

Transportation: Students who are interested in cars should research modes of transportation available in Spain in the 1930s.

Education: Students who are interested in teaching/education should research the influence of education in Spain in the 1930s.

History: Students who are interested in history should research the major events in Spain between 1873 and 1981.

Nutrition: Students who are interested in food and nutrition should research staples in the Spanish diet.

Yo Puedo:

• Read authentic materials and those compiled by spanish language learners to understand Pablo Picasso 
• Read authentic materials and those compiled by spanish language learners to understand Pablo Picasso's Guernica
• Analyze a painting for details and symbols
• Compare a modern song dedicated to a recent terrorist attack with a historical event and painting

The students will be going to the first link to see the work of art by Pablo Picasso. This will be their first time seeing the painting. Have them write in Spanish what they see and can identify. 

The teachers role in this section is very valuable as you guide the students through self discovery and critical thinking. They need to discover symbols in a painting that represent war, peace, love, modernism, history, and then hopefully some on their own. This iconic painting has been remade by various artists and has traveled the world. It is vital to lead them through how to analyze a painting from different cultural perspectives. In their previous class they have used their 5 senses to analyze paintings and this is a chance to recylce that knowledge.

The students need to read through and analyze the infographs for information. The comment for the week is their reaction to the painting and how they are feeling.

The homework for them to do is a paragraph to compare Guernica by Picasso with one of Ron English's version of Guernica and then to also compare the painting to the song Jueves by Oreja de Van Gogh. 

Yo Puedo:

• read for information to understand better the impact on the different people in Spain. 
• watch a video for details on the different classes of society from modern times
• write a caption to describe a picture and connect the war and its impact on the person in the photo

The students will be doing an investigation into the impact the war had on various groups and classes of people. They will individually investigate and find a group or an individual they would like to learn more about and share with the class. For this section, they will be working mainly with a photo taken during the war. We want them to notice, also the different types of media used during this war to share the messages and impact. They will not be doing any work on the impact specifically through the media but as the mediator in the class you will be leading a commentary on this to get them interested in the individual photos and how they will soon look into posters used and they have already analyzed one form through the painting of Guernica.

• What do they think, feel, see, believe after viewing the 1980s video of the people that lived during the war?
• Their homework or update is to bring to class is a picture with a caption. They should tell about the picture and how the war impacted the individual or the group. They will present this to the small group and have small commentaries within the small group on the differences and similarities in their choices.

Yo Puedo:

• understand authentic media used during war time
• identify the different sides of the was based no the posters
• create a similar poster to demonstrate my understanding

The final aspect of media used during the war ,as propaganda, were posters. The students will be visiting various websites to view posters that were hung during the civil war time. They will also be watching a video to see many more and to see how the propaganda was utilized during the war and to spread the message. During class time, lead the students through a class dicussion on their impressions and their comments on how effective the posters were in their opinion. Do they notice the slogans and symbolism? What were the strongest parts and were they successful?

Their homework is to create an "instagram like" post to create a poster that might be used during this time with a caption and a few creative hashtags.

Yo Puedo:

• identify main details from an article about human rights during the war
• compare the concentration camps in Germany to those in Spain
• read authentic infographs for information

The students are working with some sensitive information in this section. It would be a good idea to send home a letter to the parents/guardians to inform them of the type of study this section will include and to inform them that some of the pictures they may happen upon could be graphic to  view. The idea is to look for information and analyze the horrors of war through an infograph to shed light on them. The students have studied concentration camps in their junior high classes and will again in high school, but this sensitive subject should always be shared with them with a serious note and an understanding of the difficulty.

The commentary is to pull out one area from the article and describe it in their own words to the class. The major assignment it so create a small infograph that compares the two concentration camps in Germany and Spain.

Yo Puedo:

• Understand authentic video and readings about a historical figure
• Form questions to further my knowledge about Franco
• Participate in a conversation about Franco and compare him to a past President/o future president of the US.

In this section, the students will be watching a video that shares the speech given by Franco after winning the Civil War. Make sure to lead them through it a couple of times. They should take notes on words they understand since it is an authentic video, they may experience difficulties and the teacher needs to be ready to aid in comprehension without translating or giving the main idea. Optional: have them take notes and form groups afterward to go over key ideas and key words they have understood.

They will secondly be reading for details about Franco. This is helping to lead them into an interpersonal conversation the following day with a group or another individual where they will seek more information and then as a group compare France to a president from the United States. This will support other disciplines and help them to pull background information to support new learning to make connections. Most students taking this level 4 course are Juniors or Seniors and have a solid history of the US background.

Yo puedo:

• understand a native speaker explaining a historical event
• choose 5 important events and put them in chronological order 
• explain why events were important in a war

 The students will be culmulating their study of the civil war by creating a 5 plot time line based on events they feel are most important. They will, after watching the video, reading examples of timelines, use the webiste provided to create their own timeline to share with their classmates. This activity will help them to sort out important information that is essential to telling the Spanish Civil War story. Their level of spanish should be comprehensible to the classmates and not above their level. They will need to be able to reword or even synthesize information gathered from a video and from other timelines. The skill of synthesis is very high order and necessary for them to graduate with the level of proficiency needed to find succes at the college level. This will also prepare some of them for their continued studies in AP SPANISH where they will analyze, read and listen to various media to gather information and answer questions.