Trinity University Masters of Arts in Teaching 2016 Understanding by Design (UbD): Interdisciplinary Unit

Unit Title Cuándo la gente se mueve: The Spanish Civil War, the Cuban Revolution, and Why People Leave Their Homes Behind

Course(s) Spanish III Pre-AP for native speakers

Designed by Josie Hammons Time Frame 5 weeks

Stage 1- Desired Results

Establish Goals American Council on the Teaching of Foreign Language COMMUNICATION- Communicate effectively in more than one language in order to function in a variety of situations and for multiple purpose

- Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.

- Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. - Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of

topics using appropriate media and adapting to various audiences of listeners, readers, or viewers. CULTURES - Interact with cultural competence and understanding

- Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied

- Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied

CONNECTIONS - Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations

- Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively

- Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures

COMPARISONS - Develop insight into the nature of language and culture in order to interact with cultural competence

- Cultural Comparisons: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.

College and Career Readiness Standards for English/Language Arts; applicable to the level of Spanish they students are capable of using. Reading:

- Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. - Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how

specific word choices shape meaning or tone. - Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or

stanza) relate to each other and the whole. - Assess how point of view or purpose shapes the content and style of a text.

Writing: - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. - Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear

relationships among claim(s), counterclaims, reasons, and evidence. - Use precise language and domain-specific vocabulary to manage the complexity of the topic. - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow

or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Texas Essential Knowledge and Skills for Advanced High level students in a language other than English (1) Communication. The student communicates in a language other than English using the skills of listening, speaking, reading, and writing. The student is expected to: (A) engage in oral and written exchanges, including providing and obtaining information, expressing feelings and preferences, and exchanging ideas and opinions; (B) interpret and demonstrate understanding of spoken and written language, including literature, on a variety of topics; and (C) present information, concepts, and ideas on a variety of topics to listeners and readers. (2) Cultures. The student gains knowledge and understanding of other cultures. The student is expected to: (B) use the language at the advanced proficiency level to demonstrate an understanding of the products (what people create) and how they are related to the perspectives (how people perceive things) of the cultures studied. (3) Connections. The student uses the language to make connections with other subject areas and to acquire information. The student is expected to: (A) use resources (that may include technology) in the language and cultures being studied at the advanced proficiency level to gain access to information; and (B) use the language at the advanced proficiency level to obtain, reinforce, or expand knowledge of other subject areas. (5) Communities. The student participates in communities at home and around the world by using languages other than English. The student is expected to: (B) show evidence of becoming a lifelong learner by using the language at the advanced proficiency level for personal enrichment and career development.

Transfer

Students will be able to independently use their learning to.... -Recognize that everyone has a story worth telling -See both sides of every story

-Recognize revolutions in many different times, forms, and places

Meaning

UNDERSTANDINGS Students will understand that...

➔ Without knowledge of past events, we cannot move forward. ➔ There are at least two sides to every story. ➔ One revolution can lead to other revolutions. ➔ Literature and art are expressions of oppression in society. ➔ Oppression is its own point of view. ➔ There are short-term and long-term consequences and effects of

having an oppressive government. ➔ Sometimes, the point of view from which history is told changes

the way history is understood. ➔ People always have reasons for leaving their homes behind.

Essential Questions Students will keep considering...

➔ What is revolution? ➔ How do literature and art help heal a society? How can they

cause pain? ➔ In what ways does political and social instability affect a society

within a country? ➔ What are the differences and similarities between events and

people of the past and those of today?

Acquisition

Students will know... ➔ The basic histories of the Spanish Civil War and the Cuban

Revolution ◆ timeline for Spanish Civil War

● 1920s - la economía de España estaba en crisis ● 1930 - el primer ministro, Miguel Primo de Rivera,

renunció. ● 1931 - el Rey Alfonso aceptó una elección

democrática;. se seleccionó el partido socialista; este partido hizo muchas reformas sociales para arreglar el crisis económico.

Students will be skilled at... ➔ Analyzing speeches and propaganda ➔ Compare and contrast different oppressive governments ➔ Identifying and analyzing different points of view ➔ Expressing themselves through speaking and writing their native

language ➔ Presenting information they have learned in an organized

manner ➔ Writing with correct grammar and spelling ➔ Understanding the importance of knowing both sides of the story

● 1933 - el partido socialista perdió su poder al partido de la derecha, que deshizo las reformas sociales

● Manuel Azaña del Frente Popular (del lado a la izquierda) ganó el poder en elección.

● No pudo controlar la economía ni la gente; los campesinos y trabajadores organizaron revueltas y huelgas para robar el control de la sociedad.

● Francisco Franco empezó a planear contra el Estado.

● 17 de julio, 1936 - fecha oficial del principio de la guerra; Franco tomó control del ejército en Marruecos, una colonia de España, en que habían revueltas militares

● agosto - voluntarios de las Brigadas Internacionales empezaron a llegar a España; venían de Inglaterra, EEUU, Rusia, Italia, Polonia, Alemania, y Francia

● Las Brigadas Internacionales peleaban al lado de los Republicanos contra los Nacionalistas.

● septiembre - Franco se hace comandante del ejército

● noviembre - Italia y Alemania reconocieron a Franco como el Jefe del Estado

● Franco empezó a atacar a Madrid, la capital. ● Mussolini mandó voluntarios para pelear con los

Nacionalistas; los Republicanos todavía ganaron esta batalla.

● Rusia comunista apoyaba a los Republicanos con recursos; el resto de Europa ignoraba los problemas de España

● abril - Hitler dejó caer una bomba sobre Guernica ● junio - la influencia de Franco se había extendido

sobretodo de España; ● julio - Franco dijo que los Republicanos debieran

rendirse sin condición

● soldados de Las Brigadas Internacionales regresaron a sus propios países

● febrero - Inglaterra y Francia reconocieron a Franco como el Jefe del Estado

1 de abril - los Republicanos se rindieron sin condición; fin de la guerra

● España perdió casi la mitad de su población por el exilio. Miles de personas huyeron como exiliados por sus creencias en la república de España.

● 1975 -- Francisco Franco se murió; el Rey Juan Carlos declaró que España sea un estado democrático.

● La era entre 1939 y 1975 se llama España Franquista o España Nacionalista.

◆ timeline for Cuban Revolution ● Fulgencio Batista era el presidente elegido de

Cuba de 1940 hasta 1944 ● Se hizo el dictador militar en 1952 ● Formó relaciones más cercanas con los EEUU ● 26 de julio de 1953 - atacó un grupo de barracas

militares en Santiago, Cuba con otros rebeldes ● Los rebeldes fueron encarcelado, incluyendo

Fidel ● octubre de 1953 - Castro, como abogado, se

defendió y denunció la dictadura. ● Sus primeras palabras famosas eran, “La historia

me absolverá.” ● Lo sentenció quince años en la cárcel ● 1955 - Se puso en libertad a los prisioneros

políticos después de solamente dos años ● prisioneros políticos - personas que están

encarceladas porque tiene opiniones en contra al gobierno

● junio de 1955, Fidel Castro y su hermano Raúl se fueron como exiliados a México para hacer planes para la Revolución

● En México, se encontraron con otros exiliados cubanos.

● También se encontraron con Ernesto “Che” Guevara, un médico argentino, quien se unió al Movimiento el 26 de Julio

○ Che queria una Suramérica unida, en que toda la gente pudiera vivir en paz, sin tanta desigualdad

○ Aprendió de esta desigualdad y la pobreza de los indígenas con quienes se encontró en los países de Latinoamérica en su camino hacia México.

● Hicieron planes para atacar a los militares en Cuba

● Sin embargo, el gobierno sabía sobre el regreso de los revolucionarios, y los atacó el ejército cuando regresaron en 1956.

● Los sobrevivientes se fueron a las montañas y el bosque para unir más partidarios y empezaron a atacar las bases militares como guerrilleros.

● Después de su primera victoria en el enero de

1957, habían muchos partidarios de Fidel. ● En el abril de 1958, Castro dijo que la gente

cubana pare de trabajar; la economía sufría mucho

● En enero de 1959, Batista huyó de la capital ● Los revolucionarios pudieron mudarse a la

capital (Habana) sin mucho pelear. ● Mataron o metieron a la carcel a los partidarios

de Batista. ● Mucha gente cubana tuvo miedo de este trato, y

por eso se fue a los EEUU ● Los revolucionarios seguían haciendo reformas

para mejorar los servicios de salud, las condiciones de vivir, y las condiciones de las escuelas.

● Los americanos se enojaban de estas reformas socialistas, entonces impusieron sanciones económicas

● También, en octubre de 1962 EEUU trató de expulsar a Fidel Castro de su posición por la Invasión de Playa Girón

● Además, Castro declaró que Cuba era un país socialista y se alió con la Unión Soviética

● También en octubre de 1962 siguió la Crisis de Misil Cubano, en que misiles Soviéticos se mandaron en Cuba

● Entre 1959 y 1980, casi 500.000 personas se fueron de Cuba a los EEUU para una vida mejor.

● Habían tres “olas” de personas cubanas ○ Durante el principio de la dictadura de

Castro, en los sesentas, la gente que vino aquí era de la clase alta o media-alta. Esas personas venían porque no querían seguir un gobierno socialista

● En el verano de 1980, Castro brevemente dejó legalmente que quienquiera pudiera irse

○ Esa gente vinieron por barco, particularmente el Mariel.

○ El Mariel también es el nombre al éxodo masivo de Cuba hacia los EEUU

● Los pobres empezaron a llegar cerca de los 1990s, pero hoy en día todavía hay gente que viene de Cuba.

● Su “apodo” es “los balseros,” porque llegaron y llegan por balsas -- piezas de madera o lo que sea, algo que flote en el mar.

➔ The difference between diaspora (the migration or dispersement of people from one country to many others)and exile (the expulsion of a person or people from their homeland by decree of said homeland’s leader)

➔ The difference between immigrant (someone who moves from one country to another)and refugee (someone who leaves their

country because of the danger that exists there, such as violence, war, or an oppressive government)

➔ Key terms, leaders/people in the Cuban Revolution and the Spanish Civil War

➔ The effects you can see in the present, even in the United States ◆ Spanish Civil War

● España perdió casi la mitad de su población por el exilio. Miles de personas huyeron como exiliados por sus creencias en la república de España.

◆ Cuban Revolution: ● reformas sociales y económicas en Cuba ● comunismo ● tensión entre los EEUU y Cuba ● inmigrantes cubanos a los EEUU

➔ What the political right and left believe traditionally ◆ Right

● more conservative side ● tends to be more religious ● tends to have people from the higher

socioeconomic class ◆ Left

● more liberal side ● tends to be more intellectual than religious ● tends to have people from the lowest and middle

socioeconomic class ➔ The purpose of propaganda, which is to convince the mass public

of a certain idea or way of thinking

Stage 2- Evidence

Code Evaluation

Criteria

M, T

-Correct grammar and spelling -Clearly expressed, original ideas -Demonstration of comprehension of multiple perspectives -Creativity of expression -Use of time

PERFORMANCE TASK(S): Students will show that they understand by evidence of... Role Audience Format Topic assessment: You will pick two activities -- one having to do with Spain and one having to do with Cuba. I want you to show me what you have learned about the Spanish Civil War and the Cuban Revolution. I tried to give you options on the kinds of tasks you can do to complete this project, but I would like to see some variety in your two choices. (For example, you may not create all four propaganda pieces -- two for Cuba and two for Spain.) I want to read your writing. in some form.

Role Audience Format Topic

Francisco Franco Spanish people during Spanish Civil

War

● Speech (500 words)

● 1 Propaganda art piece with a slogan (and a paragraph of explanation)

● Music video (at least 2 minutes)

● Write 2 Blog Posts (350 words each)

● Write a poem or song

● Letter (500 words) ● Podcast (at least

two minutes) ● Playlist of at least

8 songs with an explanation of each song

● Public service announcement (at least one minute)

Exiling the Republicans

Ejército Nacionalista

Spanish Public post Spanish Civil War

Join the Nacionalista army

Republicanos Women in Spain Why women should join the Socialist army

Exiled Republicano Why one would leave Spain after the Spanish Civil War

Fidel Castro Cuban Public during the Revolution

Why socialism is best for everyone, especially marginalized groups

Revolucionarios Cubanos

Cuban Public post-Revolution

Join the Socialist revolution

Cuban refugee United States Why you would leave Cuba and what you look forward

to in the EEUU

Che Guevara Goals for a better Cuba and results when it’s achieved

After you have created your projects, I want you to choose one to present to the class. This does not mean you only have to work hard on one of your projects. I want to see your best efforts in every way possible.

I have also listed some websites that should help you get your research started. (Many are in English, but if you use Google Chrome as an internet browser, you can easily translate the page into Spanish. I will show you how when that time comes.) You may use your timelines, vocabulary lists, and any other resources you’ve been given throughout the course of this unit. Do not copy someone else’s work. Please cite your sources.*

Entregado para: 3 de febrero, 2016 Presentado: 4 de febrero, 2016

¿Qué dirías tú?

Vas a escoger dos cosas de las siguientes columnas -- una tiene que ser con la Guerra Civil Española y la otra tiene que ser con la Revolución Cubana. Yo quiero que me muestres lo que has aprendido sobre estos conflictos. Yo traté de darte opciones de los tipos de tareas que puedes hacer para este proyecto, pero me gustaría ver alguna variedad en las decisiones. (Por ejemplo, no pueden hacer dos obras de propaganda por ambos conflictos que estudiamos.) Yo quiero leer tu escritura en alguna forma. (Ejemplo: Para la Guerra Civil Española, voy a escoger el rol de un Republicano, mi audiencia será las mujeres de España, mi formato será un playlist sobre el tópico de por qué las mujeres deben juntar al ejército Republicano. Para la Revolución Cubana, voy a escoger el rol de Che Guevara, la audiencia será la gente durante la revolución, el formato será un playlist con explicación, y voy a hablar por qué el socialismo es lo mejor para todos, especialmente los grupos marginalizados.)

Rol Audiencia Formato Topico

● Francisco Franco ● Nacionalistas ● Republicanos ● Republicano

exiliado

● La gente española durante la Guerra Civil

● La gente española después de la Guerra Civil

● Las mujeres de españa

● Discurso escrito (500 palabras)

● Una obra de propaganda con un lema (y un párrafo de explicación)

● Video de música (al menos dos minutos)

● Escribe dos aportes de un blog (350 palabras cada uno)

● Escribe una canción o un poema

● Carta (500 palabras) ● Podcast (discurso

● El exilio de los Republicanos

● Juntar al ejército Nacionalista

● Por qué las mujeres deben juntar al ejército Republicano

● Por qué dejar España

● Fidel Castro ● Revolucionarios

Cubanos ● Refugiado Cubano

● La gente cubana durante la Revolución

● La gente cubana

● Por qué el socialismo es lo mejor para todos, especialmente los

● Che Guevara cuando empezó el comunismo actual

● Los Estados Unidos

grabado de al menos dos minutos)

● Playlist de canciones (al menos 8) con explicación para cada canción

● Video de un anuncio de servicio público (al menos uno minuto y media)

grupos marginalizados

● Juntar a la Revolución Socialista

● Por qué dejar Cuba y qué buscas en los EEUU

● Metas por una Cuba mejor y los efectos cuando se logra.

Para el 28 de enero, necesito tu decisión en que roles, audiencias, formatos, y tópicos has escogido. Si los cambies después de esta fecha, va a ser más difícil para completar. Tiene que ser terminado para el final de la clase el 3 de febrero. Tienen cinco días en clase para trabajar en esto. Sí los puedes terminar. Después de crear tus proyectos, quiero que los prepares para presentar. Esta presentación no será tradicional en que hablas en frente de la clase, sino que dejas los proyectos en una mesa mientras que todos hagan lo igual. Va a ser como si fueras en un museo. La única diferencia es que las obras que mirarás serán la tuya y las de tus compañeros de clase. Recuerden: Vas a dejar ambos proyectos para que todos vean lo que has hecho. Por eso, quiero ver el trabajo mejor de ti. Echale ganas, por favor. Por favor, no copien el trabajo de otras personas.* Abajo, te he dado algunos sitios que te pueden ayudar en tu investigación. (Muchos están en inglés, pero si usas Google Chrome, puedes traducir las páginas del web a español. También pueden usar sus líneas de tiempo, listas de vocabulario, , y otros recursos te he dado durante esta unidad. ● La Guerra Civil en general → http://www.spanishwars.net/20th-century-spanish-civil-war.html ● La vida en españa con Franco → http://www.history.com/topics/francisco-franco ● Propaganda de la Guerra Civil Espanola → http://libraries.ucsd.edu/speccoll/visfront/intro.html

○ Ejemplos de esa propaganda → http://libraries.ucsd.edu/speccoll/visfront/vizindex.html ● Mujeres en la Guerra Civil Espanola → https://libcom.org/history/women-spanish-revolution-solidarity ● Exiliados Republicanos → http://www.exiliadosrepublicanos.info/en/history-exile ● Informacion sobre Fidel Castro → http://www.history.com/this-day-in-history/fidel-castro-born

○ Discursos de Castro → http://lanic.utexas.edu/la/cb/cuba/castro.html

● Propaganda Cubana → http://www.mtholyoke.edu/~laroq20c/CubaWebsite/propaganda.html ○ Más propaganda Cubana → http://www.worldnextdoor.org/magazine/may-2014/cubas-propaganda/

● Inmigracion cubana → http://immigrationtounitedstates.org/453-cuban-immigrants.html ○ Más → http://www.migrationpolicy.org/article/cuban-immigrants-united-states

● Informacion sobre Che Guevara → http://www.history.com/topics/che-guevara *Nota: Copiar el trabajo de alguien más está malo y contra de las policias de la escuela. Alguna asignatura que ha sido copiado recibirá un cero instante. El/La estudiante quien copió se referirá a la oficina a su principal asistente y su consejera. También voy a llamar los padres de este/esta estudiante inmediatamente. Para hacerlo más simple: No copies. Rubric for this project can be found here.

OTHER EVIDENCE: Students will show they have achieved Stage 1 goals by...

➔ Activity and meaning-summarizing paragraph ➔ Category list from Mystery lesson ➔ Vocabulary list ➔ Spanish Civil war timeline ➔ Music worksheet ➔ Window Notes graphic organizer ➔ Cuban Revolution timeline ➔ Chalk Talk notes ➔ Circle of Knowledge notes ➔ Diary entry ➔ Mind’s Eye graphic organizer ➔ Compare and Contrast graphic organizer ➔ Journal responses ➔ Vocabulary quiz ➔ Jigsaw presentation of poems ➔ Quiz from Jigsaw expert groups’ questions ➔ Presentation of debate arguments

Stage 3- Learning Plan

Code Learning Events Progress Monitoring

1. A, M

2. A

3. A, M

4. M, T

5. A, M

6. M, T

Student success at transfer, meaning, and acquisition depends upon...

1. Introduction to the unit a. Mystery strategy with Spanish Civil War propaganda

i. Make predictions about the purpose of the propaganda ii. Draw conclusions about what the propaganda was trying to convey

b. Introduction to unit, focusing first on the Spanish Civil War 2. Lecture on Spanish Civil War

a. introduce what happened before the conflict began b. explain why the war took place c. describe who was involved d. students organize a timeline of when which important events took place

3. Analyze music from the Spanish Civil War a. listen to Nacionalista anthem

i. ask probing questions ii. students discuss in groups

b. listen to Republicano anthem i. ask probing questions

ii. students discuss in groups c. start reviewing vocabulary from the week

4. Study of “Guernica” by Picasso a. Window Notes strategy

i. students write facts, questions, feelings, thoughts just from looking at the painting

ii. lecture on the bombing of Guernica iii. students discuss in groups and continue note-making through

Window Notes 5. Introduction to Cuban Revolution

a. introduce what happened before the conflict began b. explain why the war took place c. describe who was involved d. students organize a timeline of when which important events took place

6. Immigrant vs. Refugee a. Circle of Knowledge strategy

i. introduce immigration as a controversial topic of discussion ii. Chalk Talk - allow students to ask questions about and ponder the

topic iii. Google search immigrant vs. refugee in order to discuss as a class

differences in contexts in which those words are used

1. Predictions/Conclusions

graphic organizer (P/F)

2. Students create a timeline (F)

3. Comprehension of anthems worksheet (F)

4. Window Notes graphic organizer on “Guernica” (F)

5. Students create a timeline (F)

6. Chalk Talk notes (F), Diary entry (F)

7. M, T

8. M

9. M, T

10. M 11. M

12. A, M, T

iv. students write a diary entry about coming to the U.S. 7. “Basta de palabras!”

a. Mind’s Eye strategy i. say words aloud from Castro’s 1979 speech to the United Nations

ii. students make predictions, discuss in groups iii. give students the text to read iv. students draw conclusions based on predictions v. show students video of the speech

8. Right vs. Left a. Compare and Contrast the Spanish Civil War and Cuban Revolution

i. Chalk Talk with essential questions and understandings + discussion afterward

ii. students use their notes (vocab list, timeline, etc.) to fill out graphic organizer

iii. students write journal response to closing questions iv. check for vocabulary sheets -- make sure they are finished before

students come to class the following day! 9. Review for vocab quiz

a. Teams, Games, Tournaments strategy i. check students completed vocabulary sheet

ii. put students into groups iii. allow them to play the review game iv. award points at the end of the class

b. remind them about the vocab quiz -- students should study! 10. Vocabulary quiz 11. Life after _______ (tiered lesson)

a. Jigsaw strategy i. put students into home groups so they know who they’ll be teaching

later ii. put students into expert groups

iii. students in expert groups read given texts (with varying levels of difficulty) and learn material for themselves, using graphic organizer

iv. students in expert groups create two assessment questions v. students go back to home groups and teach each other the material

they just learned 12. Socialism vs. Fascism

a. students on left side of the room are “socialists” b. students on the right side of the room are “fascists” c. in groups of three, students discuss why socialism/fascism is better than the

other d. students will debate back and forth until all arguments have been made e. students will discuss as a class what form of government, out of all of them in

the world, which one is best

7. Predictions/Conclusions

graphic organizer (F)

8. Compare and Contrast graphic organizer (F); journal responses (F)

9. Completed vocab sheets (F)

10. Vocabulary quiz (S) 11. Two assessment questions

from expert groups (F)

12. Debate (S)

13. M, T

14. M, T

13. Performance Assessment a. introduce directions b. give students time to choose their RAFT c. allow students to research for their choice for a two days d. allow students work on project for three days

14. Gallery Walk a. students will leave out their performance assessments for whole class to see

13. Que dirias tu? - performance assessment (S)

Resources ● Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). Alexandria, VA: Association for Supervision and Curriculum

Development. ● Silver, H., & Strong, R. (2007). The strategic teacher selecting the right research-based strategy for every lesson. Alexandria, VA: Association for

Supervision and Curriculum Development. ● Wormeli, R. (2006). Fair isn't always equal assessing & grading in the differentiated classroom. Portland, ME: Stenhouse ;. ● ACTFL. (n.d.). Retrieved December 18, 2015, from http://www.actfl.org/publications/all/world-readiness-standards-learning-languages ● English Language Arts Standards. (n.d.). Retrieved December 18, 2015, from http://www.corestandards.org/ELA-Literacy/ ● 19 TAC Chapter 114. Texas Essential Knowledge and Skills for Languages Other Than English. (n.d.). Retrieved December 18, 2015, from

http://ritter.tea.state.tx.us/rules/tac/chapter114/index.html ● Protocol Alphabetical List. (n.d.). Retrieved December 18, 2015, from http://www.schoolreforminitiative.org/protocol-alphabetical-list-2 ● Jigsaw Strategy resources:

○ E-xiliados. (n.d.). Retrieved December 18, 2015, from http://www.exiliadosrepublicanos.info/es/historia-exilio ○ La Dictadura de Franco (1939 - 1975). (n.d.). Retrieved December 18, 2015, from http://guerracivil.sabanet.es/pagina4.htm ○ Historia de la Inmigración Cubana a los Estados Unidos. (n.d.). Retrieved December 18, 2015, from

http://www.immigrationunitedstates.org/pages/Cuba-Inmigracion.html ○ Como cambia la vida de los cubanos con la llegada de Fidel? (n.d.). Retrieved December 18, 2015, from

http://noticias.terra.com/eeuu/fidel-castro/como-cambio-la-vida-de-los-cubanos-con-la-llegada-de-fidel,02a48ef215b56310VgnVCM4000009bcceb0aRCRD.html

● Cuban Revolution: ○ Salles, W. (Director). (2005). Diarios de motocicleta [Motion picture on DVD]. Universal Studios. ○ Bay of Pigs Invasion. (n.d.). Retrieved December 31, 2015, from http://www.cienfuegoscity.org/cienfuegos-city-his-bay-pigs-invasion.htm ○ Cuban Revolution | 3 Minute History. (n.d.). Retrieved December 18, 2015, from https://www.youtube.com/watch?v=duk_paBBTwE ○ CUBAN TRANSITIONS. (n.d.). Retrieved December 18, 2015, from

http://pages.vassar.edu/cubantransitions/balseros-in-pursuit-of-the-american-dream/ ○ Balseros de Cojimar, Cuba. (1994, August 1). Retrieved December 18, 2015, from https://www.youtube.com/watch?v=rZsllGYUtlA ○ BALSEROS. (n.d.). Retrieved December 18, 2015, from https://www.youtube.com/watch?v=F5A3oeen_XA ○ "Don't worry, Fidel Castro will fall any minute now" (2015, January 13). Retrieved December 18, 2015, from

http://quant.asia/2015/01/rising-rates-dont-worry-fidel-castro-will-fall-minute-now-one-favorite-cartoons/ ○ Castro Speech Data Base - Latin American Network Information Center, LANIC. (n.d.). Retrieved December 18, 2015, from

http://lanic.utexas.edu/project/castro/db/1979/19791012.html

● Spanish Civil War ○ Spanish civil war propaganda - Google Search. (n.d.). Retrieved December 18, 2015, from

https://www.google.com/search?q=spanishcivilwarpropaganda&safe=strict&biw=1280&bih=905&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjfueDNj-bJAhXDWCYKHSH-DEoQ_AUIBigB

○ Spanish Civil War | 3 Minute History. (n.d.). Retrieved December 18, 2015, from https://www.youtube.com/watch?v=4DD162YpuhU ○ Guernica 3D. (n.d.). Retrieved December 18, 2015, from https://www.youtube.com/watch?v=jc1Nfx4c5LQ ○ Guerra Civil Espanola - Hinmo de Riego de la Segunda Republica. (n.d.). Retrieved December 18, 2015, from

https://youtu.be/T4xaQsaTCqQ?list=PLF8F1B3506EC0CEAD ○ CANCION DEL FLECHA. (n.d.). Retrieved December 18, 2015, from

https://www.youtube.com/watch?v=Qz829iZ26_0&index=56&list=PLF8F1B3506EC0CEAD ○ Vintage everyday. (n.d.). Retrieved December 18, 2015, from http://www.vintag.es/2014/05/black-and-white-photos-of-spanish-civil.html ○ PROTAGONISTAS. (n.d.). Retrieved December 18, 2015, from http://www.exiliorepublicano.org/galeria.html ○ 15 Fascinating Facts About Picasso's 'Guernica' (n.d.). Retrieved January 7, 2016, from

http://mentalfloss.com/article/63103/15-fascinating-facts-about-picassos-guernica

Materials: ● classroom projector and computer ● color printer ● whiteboard and markers ● LOTS of sticky notes ● butcher paper for Chalk Talks ● graphic organizers ● Chromebooks for students ● materials for projects (poster paper, markers, ability to print written work, etc.)

Mission Bay High School UbD Unit Planner is from Wiggins, Grant and McTighe, Jay. Understanding by Design Guide to Creating High-Quality Units. Alexandria, VA: Association for Supervision and Curriculum Development. 2011.