Español 5
Unidad:Movimientos Revolucionarios
Purpose: Spanish culture and history cannot be taught without speaking to
issues of revolutionary movements. Throughout this unit, students will study
past revolutions and how their outcomes have affected the Spanish speaking
world as well as focus on the catalysts for revolutions and how they make
appearances through Hispanic literature and art.
Assessments: Assessments during this unit will be both informal and
formal. Of the informal assessments students will discuss (in Spanish) which
of the three causes of conflict that lead to revolutions (pobreza, injusticia,
desesperacion) is the most influential. Formal assessments include a writing
prompt that describes their experiences at a dentist office (follows the story
by Gabriel Garcia Marquez Un dia de estos), answer reading comprehension
questions to Un día de estos, investigate politically inspired artwork from
different cultures, and finally research in depth politically inspired Hispanic
artwork compiling the findings into a cohesive presentation for the entire
class.
Project: For final project students will research a piece of politically charged
Hispanic artwork from one of the following Mexican Revolutionary artists:
Mabel Dwight
Diego Rivera
David Alfaro Siqueiros
Francisco Goya
José Guadalupe Posada
In their research they must find: when the artwork was created, the
interpretation of the piece- how does this reflect this issues of pobreza,
injusticia, desesperacions using aspects of color, lighting, shapes, lines etc.
to support their interpreation, from what perspective is the artist creating
(someone against government, political figure heads, for human/social
rights). Afterwards students will compile their findings into a presentation
whether powerpoint or poster form and present them to the class.
Technology based activity: The internet investigation is separate from the
research students will complete for their project. In this investigation
students will search for artwork that contains political aspects from cultures
other than those in Hispanic culture. They must find artwork that represents
each of the following revolutions:
The
The
The
The
American Revolution
French Revolution
German Revolution
Russian Revolution
Media
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

Music: La Adelita by Antonio del Armenta, La Toma de Zacatecas by
Juan Ortego
Video:??
Art: Orozco, Siqueiros
Contextualization: Field Trip to Detroit Institute of Art to see some of the
artists researched and discussed during the unit.
Reading: Un día de éstos by Gabriel García Márquez
This short story tells of a alcalde (mayor) of a pueblo and the town dentist
Don Aurelio Escovar. When the alcalde comes to get a tooth fixed the dentist
takes this opportunity to get revenge for the ongoing deaths that have
happened throughout the war. It was published in 1962 as a part of
Márquez’s collection of stories in Los Funerales de la Mamá Grande. The
mood reflects the constant conflicts between liberals and conservatives in
Colombia between 1948 and 1958 ( Summary from Literatura y Arte, Lynn
Sandstedt and Ralph Kite)
Writing: Students will write a two paragraph essay in their journals about a
time where they visited the dentist. In the first paragraph they will describe
how they felt and thought as they were waiting for their turn. In the second
paragraph they will talk about the same topics as they were getting their
teeth repaired/cleaned.
3/4/2008 9:38:00 AM
3/4/2008 9:38:00 AM
3/4/2008 9:38:00 AM