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PROJECT PLANNING TEMPLATE for CLIL and Content-Rich Environments


IDENTIFICATION

Project teaching sequence TITLE My Spanish Revolution 2.0

Snapshots of the Spanish Revolution through literature

AUTHOR(S) Amber Sewell

With the support of Gerard Saura

COE Level B2

Grade 2nd Batxillerat

Content areas History (Contemporary History of Spain)

Number of sessions 4-5

Teacher(s) involved Amber Sewell

Key words civil war, revolution, political parties, trade unions, collectivities, militias, brigades, committees


INTRODUCTION TO THE PROJECT TEACHING SEQUENCE

In most of the Batxillerat history books, when talking about the Spanish Civil War, we often find a good amount of information concerning war

front lines, acronyms, names of politicians and soldiers, but not much about ordinary people’s lives and just a little about the revolutionary

changes that took place at the beginning of the war. If there was or not a social revolution in the context of the Spanish Civil War is still

controversial among contemporary historians, so this is an invitation to take part in an open debate, go a bit further in the comprehension of a

decisive period in our own history, reflect about social changes in general and, why not? learn about the contribution of some foreign relevant

literary figures while creating a useful tool for other students to consult.

So, the driving question of the project research you are going to do is the following: What are the experiences in terms of economical and

social changes that we could preserve from the Civil War in order to improve our present world? Note that you will have to support your

answer to this key question with historical evidence.


GOALS HOW DO YOU KNOW STUDENTS ARE MAKING PROGRESS?

1. identify, define and compare the social

changes in daily life in the Republican area

during the first months of the Spanish Civil

War

2. reflect on which of the revolutionary

changes could still be implemented in our

current society in order to improve it

3. inquiry and learn about the foreign British

and American writers contribution and

thoughts about the war

4. create and design a collaborative blog to

show your opinions and share your findings

with other students of Batxillerat

1. describe and summarize the most important changes in daily life during the first

months of the Civil War

2. spot who were some of the most relevant anglo saxon writers that participated

in the Spanish Civil War and which was their contribution in literary terms to the

war

3. work collaboratively (making suggestions, doing research, etc.) with his/her

classmates to create a blog which can be useful for other students and which

reflects all the research that has been done and make suggestions to improve

our current society

FINAL PRODUCT

What is the final

product?

A blog of the Spanish Civil War

A blog containing information, videos and pictures about the collectivities, the revolutionary committees, the International

Brigades and the foreign writers involved in the war, together with the students comments on it, using a variety of ICT

tools.


KEY COMPETENCES

1 Linguistic communication ✓

2 Cultural awareness and expression ✓

3 Digital competence ✓

4 Mathematical

5 Learning to learn ✓

6 Sense of initiative and entrepreneurship ✓

7 Interaction with the physical world

8 Social and civic competences ✓


CONTENTS (Knowledge and Skills)

TOPIC-RELATED CONTENTS TOPIC-RELATED SKILLS

1. The first months of the war: front lines and creation of the militias,

government changes, the role of trade unions and main social changes

(collectivities) in the Republican area.

2. May 37: the creation of the Popular Army, the struggles for power in

the main cities, the role of the Communist Party

3. The role and contribution of anglo saxon writers to the description of

the war through their literary works.

1. describes and recognises the most relevant events and

the main actors regarding the first months of the

Spanish Civil War

2. identifies, compares and recognises the most

important changes in daily life during the civil war

3. spots who were some of the most relevant anglo saxon

writers that participated in the Spanish Civil War and

which were their works.

CONTENT-OBLIGATORY LANGUAGE

Republic, fascism, coup d’état, political parties, front lines, army, trade unions, collectivities, committees, brigades, militia, etc. Giving one’s opinion: I believe/think/reckon that..., In my opinion…, I agree/disagree.... / Retelling a text: The main author says that/argues about… He/She thinks/believes that… /The writer says/tells/describes/explains/narrates…. / From this passage/paragraph we can infer that… Making suggestions: Why don’t we…? What about…? Let’s… Making an oral presentation: First/Second… Here we can see… To sum up...


PERSONAL and EMOTIONAL DEVELOPMENT

1. Reinforce, broaden and organize previous knowledge by means of research, debate and creation

2. Reflect on the current society taking into account our past and taking steps to improve it

3. Contribute to a collaborative work in a creative way using ICT tools

MATERIALS and RESOURCES

Film “Land and Freedom” by Ken Loach (1995)- the students will have previously seen the film in class and discuss it

Documentary “Anarchists in the 1936 Spanish Civil War”: https://www.youtube.com/watch?v=VUig0lFHDDw

Text passages from “Homage to Catalonia” by George Orwell and “Red Spanish Notebook” by Mary Low

REFERENCES

VVAA: CRÓNICA. Història Batxillerat. Editorial Teide. Barcelona, 2010.

COMMENTS

1. Heterogeneous distribution of the groups to attend diversity and foster cooperative work 2. Role assignment when setting the groups 3. Positive feedback to foster students’ learning process 4. Teacher’s follow up of the group work

https://www.youtube.com/watch?v=VUig0lFHDDw
















UNIT OVERVIEW

Session Activities Timing Skills Interaction CMC Assessment

1

Brainstorming/Mind Map 10’ S

L

T-S Blackboard Reflect about the meaning of the word

“revolution” and participate in a debate

regarding the topic

Watch the documentary: “Anarchists in the 1936

Spanish Civil War” (8 min)

20’ L

W

S

Individual

S-S

Computer

Projector

Answer some questions about the

documentary and compare the answers

in pairs

Jigsaw Reading of 6 different passages from

“Homage to Catalonia” by George Orwell and

“Red Spanish Notebook” by Mary Low

30’ R

S

L

W

Individual

S-S

Laptops Students must take notes of the main

ideas of the passage, compare them

and share them with their classmates

2

Introduction of the project: brainstorming on the

topics, useful tools and groups

20’ S

L

W

T-S Computer

Projector

Students give their own ideas for the

blog, suggesting sections, topics and

organising work teams

Group work (organising, negotiating and

distributing roles)

40’ S/L

S-S Laptops Students give ideas, distribute and

assume roles, etc.

3 Group work on the blog 60’ S/L

W/R

S-S Laptops Students do research (relevance of the

data, accuracy)

4 Blog presentation 15’ per

group

S/L S-S Computer

Projector

Students present the blog

(fluency, accuracy, originality)


SESSION-BY-SESSION PLANNING: SESSION 1

Activity 1

Activity description Brainstorming/Mind Map on the concept of Revolution

Outcomes Speaking Students give their own opinions about the word “revolution”

Writing A student/the teacher draws a mind map on the blackboard

Input Listening and Speaking Students discuss on their previous knowledge about the concept Revolution and on the Spanish Civil War

Subject-matter CONTENT Students reflect on the following questions: What does the word “Revolution” mean to you? Give examples. What do you know about the Spanish Civil War? Have you ever heard about the social revolution in the context of the war? The first one allows them to refresh their knowledge on the revolutions they have already studied in History (French Revolution, Industrial Revolution, Russian Revolution, etc.) but also on the current ones (Sexual revolution, Technological and Social Media revolution) and reflect on the meaning of the concept of “revolution”. The second will introduce them to the topic they are going to work on, taking into account what they already know about it.

Content-Obligatory LANGUAGE I believe/think/reckon that..., In my opinion…, I agree/disagree....

Timing 10 minutes

Format of interaction

Grouping

Peer interaction Participating in a discussion/ debate

Teacher-led Interaction Conducting the class debate

Material Worksheet 1 (Activity 1)

Assessment Peer assessment: Students listen carefully to their classmates and agree/disagree with them

Teacher assessment: Teacher provides feedback



Activity 2

Activity description Watch the documentary: “Anarchists in the 1936 Spanish Civil War” (8 min)

Outcomes

Listening Students listen to the documentary twice

Writing Students take notes and answer the questions on the worksheet Conversation Students compare their answers in pairs

Input Listening Students listen to the the analysis given in the documentary

Reading Students read aloud their answers

Subject-matter CONTENT anarchists, trade unions, self-management, exchanges, collectivities, stronghold, vouchers

Content-Obligatory LANGUAGE X says/tells/describes/explains/narrates…. / I understood that….

Timing 20 minutes

Format of interaction / Grouping Individual work Listening to the documentary and answering the questions

Peer interaction Comparing the comprehension exercise on the documentary with a classmate

CMC (Computer Mediated Communication) https://www.youtube.com/watch?v=VUig0lFHDDw

Material Worksheet 1 (Activity 2)

Assessment Self-assessment: Students correct themselves while interacting in pairs

Peer assessment: Students correct and help each other in the understanding of the listening activity Teacher assessment: Teacher moves around listening to the students


















Activity 3

Activity description Jigsaw Reading of 6 different passages from Homage to Catalonia by George Orwell and Red Spanish

Notebook by Mary Low

Outcomes

Speaking Students have to retell/summarise the text they have previously read in small groups Writing Students take notes while listening to their classmates talk about the same/different passages Conversation Students discuss about what they have read and ask for their peers’ help if something is not clear

Input Listening Students have to listen to their peers analysis of the texts

Reading Students read their passages first individually and then in small groups

Subject-matter CONTENT Militia men, flags, collectivities, tips, anarchists, workers parties, shoe-shiners, prostitution, etc

Content-Obligatory LANGUAGE The writer says/tells/describes/explains/narrates…. / From this passage/paragraph we can infer that…

Clarification: I didn’t understand that word/part of the text. Could you please help me understand?

Timing 30 minutes

Format of interaction / Grouping Individual work Retelling/summarizing the main ideas in the text and taking notes of other students’ texts

Peer interaction Retelling the main ideas to the peers in the group Teacher-led interaction Teacher listens in turns to the different groups

Material 6 different passages from Homage to Catalonia by George Orwell and Red Spanish Notebook by

Mary Low and Worksheet 2 (a visual organiser to collect information and key words from the text)

Assessment Self-assessment: Peer assessment: Students correct and help each other in the understanding of the texts Teacher assessment: Teacher moves around listening to the different groups and students comments



Activity 1

Activity description Brainstorming and creation of the project groups

Outcomes

Speaking Students give ideas/make suggestions of topics and tools to work on the blog

Writing They take notes of the different ideas and list the information they need to search

Input Listening They listen carefully to their peers suggestions

Reading Reviewing their notes Viewing Others Learning about different ICT tools

Subject-matter CONTENT Committees, collectivities, International Brigades, militias...

Content-Obligatory LANGUAGE Making suggestions: Why don’t we…? What about…? Let’s...

Timing 20’

Format of interaction / Grouping Teacher-led interaction Teacher shows some ICT tools and gives his/her own ideas about possible sections/topics for the blog and helps organize the groups

CMC (Computer Mediated Communication) ICT tools as: pbworks.comtimetoast.com/dipity.com, infographics, pod casting tools

(voxopop.com/ivoox.com)

Material Worksheet 3 and Assessment Rubric 1

Assessment Self-assessment: Peer assessment: Teacher assessment: teacher takes note of how students interact (use of English, initiative, etc)



Activity 2

Activity description Creation of a blog

Outcomes

Speaking Students give ideas/make suggestions of topics and tools to work on the blog

Writing They take notes of the different ideas and list the information they need to search Conversation Students discuss about the materials they can use, the steps to follow, on how to organise themselves, etc. Non-linguistic output Negotiating and defining roles/Working collaboratively


Reading Searching information on the internet about different topics Others Learning about different ICT tools


Content-Obligatory LANGUAGE Making suggestions: Why don’t we…? What about…? Let’s...

Timing 40’

Format of interaction / Grouping Individual work They work individually or in pairs for researching information

Peer interaction They organise themselves, discuss about the contents and make suggestions Teacher-led interaction Teacher supervises the group work and helps them if necessary

CMC (Computer Mediated Communication) ICT tools as: pbworks.comtimetoast.com/dipity.com, infographics, pod casting tools

(voxopop.com/ivoox.com)


Assessment Teacher assessment: teacher takes note of how students interact (use of English, initiative, etc)



Activity 1

Activity description Creation of a blog

Outcomes

Speaking Students share ideas/record their opinions or passages from different sources using podcasts

Writing They write on the blog Conversation Students discuss about the process of creating the blog and the information they could use

Non-linguistic output Negotiating/Working collaboratively


Reading Searching information on the internet about different topics Others Learning about different ICT tools


Content-Obligatory LANGUAGE Making suggestions: I would present the information.../Why don’t we…? What about…? Let’s...

Timing 60’

Format of interaction / Grouping Individual work They work individually or in pairs for researching information

Peer interaction They organise themselves and make suggestions/Write on the blog Teacher-led interaction Teacher supervises the group work and helps them if necessary

CMC (Computer Mediated Communication) ICT tools as: pbworks.com, timetoast.com/dipity.com, infographics (visual.ly, piktocard) pod casting tools (voxopop.com/ivoox.com)


Assessment Self-assessment: students will assess themselves and their team work using a rubric

Teacher assessment: teacher takes note of how the research, progress of the blog, etc.



Activity 1

Activity description Blog presentation

Outcomes

Speaking Students present different parts of the blog in English

Writing Meanwhile their classmates assess their peers presentations Conversation Non-linguistic output Assessing other’s work

Input Listening They listen carefully to their peers presentations

Viewing They browse on the blog as their classmates present it Others

Subject-matter CONTENT Committees, collectivities, International Brigades

Content-Obligatory LANGUAGE Making a presentation: First, second… Here you can see/on the one hand/on the other hand...

Timing 60’

Format of interaction / Grouping Individual work All students will have to talk in the presentation

Peer interaction Students present parts of the blog in small groups Teacher-led interaction Teacher will ask the students if something is unclear

Material Assessment rubric 2

Assessment Self-assessment: at the end of the activity they will assess their work throughout the 4 sessions

Peer assessment: Students will assess their classmates contributions to the blog through a rubric Teacher assessment: Teacher will assess both the presentation and the blog (fluency, accuracy, contents, use of ICT tools, originality, etc.)


My Spanish Revolution 2.0


Amber Sewell, Institut Can Puig

SESSION 1

Activity 1

Timing: 10 minutes

Type of activity: Speaking/listening

Description: Brainstorming (students answer the questions aloud while one of their peers or the teacher draws a mind map on the blackboard)

1. What does the word “Revolution” mean to you? Give examples.

2. What do you know about the Spanish Civil War? Have you ever heard about the social revolution that took place in its context?

Materials: Worksheets 1 (for activities 1 and 2)


Extra activities: if there’s time or need these are two possible fillers:

https://www.youtube.com/watch?v=F0V4AOK0C8M (a 4 minute video from Vice News with young people talking about the meaning the word

revolution has to them).

Students can then discuss about the different points of view of the people interviewed.

https://www.youtube.com/watch?v=Fd7H_3aOsGo (a 1:42 minute video with posters and pictures from the Civil War with the background

song “A las Barricadas”). We can stop at each poster and picture and ask the students what does the poster relate to or where do they think

the picture was taken? And then talk about the huge amount of posters, documentaries, pictures and songs that were produced throughout

the Civil war.

Activity 2

Timing: 20 minutes

Type of activity: Listening (twice), writing and speaking

Description: Watch a short documentary: “Anarchists in the 1936 Spanish Civil War” (8 min):


The students watch the video twice in order to take notes and answer 10 questions. Then, in pairs, they compare their answers. Finally, they

read aloud the answers and a student writes them on the blackboard.

https://www.youtube.com/watch?v=F0V4AOK0C8M





















https://www.youtube.com/watch?v=Fd7H_3aOsGo



































LISTENING COMPREHENSION

1. How does Josep Costa describe the way people participated in the uprising of July 36?

2. Which were the main goals of the anarchists, what did they struggle for?

3. Who ran the Catalan economy during the first months of the war?

4. What happened to money?

5. How did shopping work?

6. What did the vouchers represent?

7. What happened to most of the luxury hotels?

8. What about the Ritz Hotel, what was it used for?

9. How many enterprises were collectivised in Catalonia?

10. What’s the meaning of “collectivise” in your opinion?


Activity 3

Timing: 30 minutes

Type of activity: Reading, writing and speaking

Description: Jigsaw Reading of 6 different passages from “Homage to Catalonia” by George Orwell and “Red Spanish Notebook” by Mary Low.

Students first gather in groups with students with the same text and after reading it individually, using online dictionaries and helping each

other understand their text, they swap group with people with different passages in order to retell them what they read and discussed with

their peers regarding their text and taking notes of their classmates texts.

Material: Worksheet 2 and 6 differents texts from Mary Low and George Orwell




WORKSHEET 1

SESSION 1

ACTIVITY 1

Brainstorming

In small groups discuss the following questions. You have 5 minutes to do so. After, we will draw a map mind with your ideas on the

blackboard.

1. What does the word “Revolution” mean to you? Give examples.

2. What do you know about the Spanish Civil War? Have you ever heard about the social revolution that took place in its context?


ACTIVITY 2

Listening

Watch the video and answer the following questions. Then, compare your answers with your partner.

1. How does Josep Costa describe the way people participated in the uprising of July 36?

2. Which were the main goals of the anarchists, what did they struggle for?

3. Who ran the Catalan economy during the first months of the war?

4. What happened to money?

5. How did shopping work?

6. What did the vouchers represent?

7. What happened to most of the luxury hotels?

8. What about the Ritz Hotel, what was it used for?

9. How many enterprises were collectivised in Catalonia?

10. What do you understand for “collectivise”?

GLOSSARY

stronghold- baluard to channel- canalitzar

vouchers-val to rally- encoratjar


WORKSHEET 2

SESSION 1

ACTIVITY 3

Jigsaw Reading

Who is the author? Where is he/she?

What’s the passage about? What does he/she describe? How do you think the author was

feeling?

Is there any

date?

TEXT 1

TEXT 2


TEXT 3

TEXT 4

TEXT 5

TEXT 6


My Spanish Revolution 2.0 TEXT 1

RED SPANISH NOTEBOOK by MARY LOW

Chapter 2. Round the town

We began to walk about the narrow streets which wind in and out between the main thoroughfares. Every now and then a big sheet of white

paper pasted over the name-plate of a shop or business made us stop and look. It said: ”Taken over by ...” and then followed the name of one

of the workers' parties. The houses were hastily scrawled with big initials in red, the names of parties to which they now belonged. It was

extraordinarily exciting. I looked about me. A feeling of new strength and activity seemed to radiate from the crowds of people in the streets.

We went back again into the Ramblas and stood looking up and down. Everything seemed to be centred here. House fronts were alive with

waving flags in a long avenue of dazzling red. Splashes of black or white cut through the colour from place to place. The air was filled with an

intense din of loud-speakers and people were gathered in groups here and there under the trees, their faces raised towards the round disk

from which the words were coming. We went from one group to the other and listened, too. It was nearly always people speaking of the

revolution and the war, sometimes a woman's voice, but mostly men's. Between the pauses, snatches of the ”International” burst out over the

crowd.


We walked about in a feeling of air and light. On a tree-trunk which we passed some flowers and ribbon had been nailed where a man fell

fighting. Militia-men and sailors passed us in bands, with their arms linked, or else went roaring down the parallel roads in lorries with their

puns held up above their heads, the sunlight darting off the barrels. The barracks had been torn down and a plain, full of white dust, lay open in

their place.




Chapter 5. A full day

Anyone could eat in Barcelona. You only had to go to a local and ask for a ticket and it was given to you. There was nothing of charity about it,

just the normal rights of everybody all free and equal. At every meal we sat down hundreds strong, with all kinds of people who were not party

members and of whom we often knew nothing. The food was plentiful but nearly always began with beans. The Germans hated beans. But

they were always much too hungry to go without them.

One day the first provision ship arrived. Everyone was excited, and we all wondered what it would bring. That ship promptly landed five

thousand kilos of beans on the quay.

When we heard this good news, a wan look overspread the German faces. They afterwards decided to form an Anti-Bean League.

At four in the afternoon we charged with our pencils again and the revolution seemed to be advancing in bounds on the backs of the

typewriting machines. We made our first broadcast one day, over a tentative post an electrician comrade had set up in a small cottage. That

was a great day. Later, when we began to take over many buildings, and participated in the Generality, and had expanded so much, we had

broadcasting stations everywhere, and gave big daily broadcasts, and it all became part of the routine. It was the beginning that was the


excitement.

When we stopped for a rest and had any money in our pockets we went to the cafés. Café life is as flourishing in Barcelona as ever, only now

one sometimes sees women there, too, instead of the eternal male heads clustered together over manzanilla. The cafés are collectivised. Over

the bars, proud notices are hung up: ”No tips accepted here.” This is true. Seeing a waiter brushing eagerly over a shining counter with his

broom, or hurrying towards you with a tray above his head like a ship under full sail, one notices with ease and delight that the old pence-

crawling and servility is dead for ever, and instead a man is going about his work, himself master of all he surveys were it not that mastery like

ownership has faded away into disuse in this new world and the words have lost their sense and vigour.

The waiter asks:

”What will you have?”

He bends over you.

You look up.

He is a young man, a young man like yourself, speaking to you with the perfect natural politeness and gravity of a human being, and you

remember that he has no boss now, that he probably sits on the committee every night, and that this café is clean and beautiful because he

wants it to be. He is working now, as you might be tapping a typewriter.

”A coffee, please, comrade.”

You both smile.


Afterwards, sitting sipping out of a glass and probably noticing that your feet are dusty, you decide to have a shoe-shine, if you are not wearing

canvas slippers. The shoe-shiners generally wear black corduroy, and you see them haunting the corners of streets and the entrances to cafés

with their shoe-rests hitched under their arms. We used to sit chatting to the shoe-shiners, who are mostly Anarchists, while they squatted at

our feet moving their black, deft fingers round our shoes or pulling a taut rag over the toe-caps with balanced, sawing gestures.

The first time my shoes had been shined, I offered a tip.

The shiner returned it to me with a flourish. ”I have my union,” he said, with great dignity. ”I do not need your charity.”

” I'm sorry, comrade,” I said. I felt prickly with shame. ”It's an old capitalist habit.” We shook hands.




Chapter 14. Women

I was riding in the tram down the Ramblas the first time I saw their poster against prostitution. It was the first time I had seen the matter

raised. I felt very pleased at this new sight.

The poster was huge and covered a whole hoarding. Everyone was looking at it.

A group of Anarchists from the militias, the young beards fresh on their faces, were standing round me on the rattling front of the tram. When

they saw it they were disturbed.

”Finish with prostitution,” read one of them. ”What do you think of that?”

They stood around uneasily, obviously annoyed, and awkward at finding themselves annoyed.

”Our women, too. They don't mind getting their hand in, do they?”

”Nothing to do with them. They're free, aren't they?”

”Well, what's a man going to do if they start really suppressing it? It's not as though they were so oncoming themselves that we could do

without it.”


At night the narrow streets in the prostitute quarter swarmed with militias back from the front.

”Well, what can you do?” people answered me with a shrug. ”You can stop it growing, or beginning again, but what can you do with those

women who are there already? How can you change them?”

”They might go to work in the factories. Or nurse. Or they might go to the front.”

”So they did go to the front at first. But being hardened by prostitution doesn't necessarily make one cool under fire. A lot of them were in the

way, and then the men were always being sent home with venereal because there was no control.”

”I don't care. Something ought to be done for them.”

”The militias would growl, and they deserve a lot of indulgence for the fight they're putting up. People don't understand things all in a rush. You

have to be patient sometimes. And above all, you have to change the mentality of the women in this country first.”In the end, the prostitutes

began to look after their own interests. A little time had elapsed before they began thinking of vindicating themselves. One day they realised

that they also could be in the revolution.

Immediately they turned out the patrons to whom the houses belonged and occupied the ”working premises.” They proclaimed their equality.

After a number of stormy debates, they formed a trade-union and presented a petition for affiliation to the C.N.T.

All profits were equally shared. Henceforth, instead of the usual former picture of the ”Sacred Heart,” a framed notice was hung up in every

brothel announcing:

”You are requested to treat the women as comrades.


”The Committee. (By order.)”

The average woman in the street continued in most respects to look the same as before the revolution—that is to say that superfluous wealth

and luxury had disappeared on the backs of the former ruling caste, but the women continued to have high heels and beautiful hair and to

follow a dress style which is only ever in vogue in Spain. There was one marked difference, though. The mantillas, with their religious

symbolism, had been torn to shreds and now everyone went bareheaded in sun and rain. The Anarchists had made a heavy campaign against

hats.



HOMAGE TO CATALONIA by GEORGE ORWELL

Chapter 1

This was in late December 1936, less than seven months ago as I write, and yet it is a period that has already receded into enormous distance.

Later events have obliterated it much more completely than they have obliterated 1935, or 1905, for that matter. I had come to Spain with

some notion of writing newspaper articles, but I had joined the militia almost immediately, because at that time and in that atmosphere it

seemed the only conceivable thing to do. The Anarchists were still in virtual control of Catalonia and the revolution was still in full swing. To

anyone who had been there since the beginning it probably seemed even in December or January that the revolutionary period was ending;

but when one came straight from England the aspect of Barcelona was something startling and overwhelming. It was the first time that I had

ever been in a town where the working class was in the saddle. Practically every building of any size had been seized by the workers and was

draped with red flags or with the red and black flag of the Anarchists; every wall was scrawled with the hammer and sickle and with the initials

of the revolutionary parties; almost every church had been gutted and its images burnt. Churches here and there were being systematically

demolished by gangs of workmen. Every shop and cafe had an inscription saying that it had been collectivized; even the bootblacks had been

collectivized and their boxes painted red and black. Waiters and shop-walkers looked you in the face and treated you as an equal. Servile and

even ceremonial forms of speech had temporarily disappeared. Nobody said 'Senior' or 'Don' or even 'Usted'; everyone called everyone else


'Comrade' and 'Thou', and said 'Salud!' instead of 'Buenos días'. Tipping was forbidden by law; almost my first experience was receiving a

lecture from a hotel manager for trying to tip a lift-boy. There were no private motor-cars, they had all been commandeered, and all the trams

and taxis and much of the other transport were painted red and black. The revolutionary posters were everywhere, flaming from the walls in

clean reds and blues that made the few remaining advertisements look like daubs of mud. Down the Ramblas, the wide central artery of the

town where crowds of people streamed constantly to and fro, the loudspeakers were bellowing revolutionary songs all day and far into the

night. And it was the aspect of the crowds that was the queerest thing of all. In outward appearance it was a town in which the wealthy classes

had practically ceased to exist. Except for a small number of women and foreigners there were no 'well-dressed' people at all.

Practically everyone wore rough working-class clothes, or blue overalls, or some variant of the militia uniform. All this was queer and moving.

There was much in it that I did not understand, in some ways I did not even like it, but I recognized it immediately as a state of affairs worth

fighting for. Also I believed that things were as they appeared, that this was really a workers' State and that the entire bourgeoisie had either

fled, been killed, or voluntarily come over to the workers' side; I did not realize that great numbers of well-to-do bourgeois were simply lying

low and disguising themselves as proletarians for the time being. Together with all this there was something of the evil atmosphere of war. The

town had a gaunt untidy look, roads and buildings were in poor repair, the streets at night were dimly lit for fear of air--raids, the shops were

mostly shabby and half-empty. Meat was scarce and milk practically unobtainable, there was a shortage of coal, sugar, and petrol, and a really

serious shortage of bread. Even at this period the bread-queues were often hundreds of yards long. Yet so far as one could judge the people

were contented and hopeful. There was no unemployment, and the price of living was still extremely low; you saw very few conspicuously


destitute people, and no beggars except the gipsies. Above all, there was a belief in the revolution and the future, a feeling of having suddenly

emerged into an era of equality and freedom. Human beings were trying to behave as human beings and not as cogs in the capitalist machine.

In the barbers' shops were Anarchist notices (the barbers were mostly Anarchists) solemnly explaining that barbers were no longer slaves. In

the streets were coloured posters appealing to prostitutes to stop being prostitutes. To anyone

from the hard-boiled, sneering civilization of the English--speaking races there was something rather pathetic in the literalness with which

these idealistic Spaniards took the hackneyed phrases of revolution. At that time revolutionary ballads of the naivest kind, all about proletarian

brotherhood and the wickedness of Mussolini, were being sold on the streets for a few centimes each. I have often seen an illiterate militiaman

buy one of these ballads, laboriously spell out the words, and then, when he had got the hang of it, begin singing it to an appropriate tune.




Chapter 9

Everyone who has made two visits, at intervals of months, to Barcelona during the war has remarked upon the extraordinary changes that took

place in it. And curiously enough, whether they went there first in August and again in January, or, like myself, first in December and again in

April, the thing they said was always the same: that the revolutionary atmosphere had vanished. No doubt to anyone who had been there in

August, when the blood was scarcely dry in the streets and militia were quartered in the smart hotels, Barcelona in December would have

seemed bourgeois; to me, fresh from England, it was liker to a workers' city than anything I had conceived possible. Now the tide had rolled

back. Once again it was an ordinary city, a little pinched and chipped by war, but with no outward sign of working-class predominance.

The change in the aspect of the crowds was startling. The militia uniform and the blue overalls had almost disappeared; everyone seemed to be

wearing the smart summer suits in which Spanish tailors specialize. Fat prosperous men, elegant women, and sleek cars were everywhere. (It

appeared that there were still no private cars; nevertheless, anyone who 'was anyone' seemed able to command a car.) The officers of the new

Popular Army, a type that had scarcely existed when I left Barcelona, swarmed in surprising numbers. The Popular Army was officered at the

rate of one officer to ten men. A certain number of these officers had served in the militia and been brought back from the front for technical


instruction, but the majority were young men who had gone to the School of War in preference to joining the militia. Their relation to their

men was not quite the same as in a bourgeois army, but there was a definite social difference, expressed by the difference of pay and uniform.

The men wore a kind of coarse brown overalls, the officers wore an elegant khaki uniform with a tight waist, like a British Army officer's

uniform, only a little more so. I do not suppose that more than one in twenty of them had yet been to the front, but all of them had automatic

pistols strapped to their belts; we, at the front, could not get pistols for love or money. As we made our way up the street I noticed that people

were staring at our dirty exteriors. Of course, like all men who have been several months in the line, we were a dreadful sight. I was conscious

of looking like a scarecrow. My leather jacket was in tatters, my woollen cap had lost its shape and slid perpetually over one eye, my boots

consisted of very little beyond splayed-out uppers. All of us were in more or less the same state, and in addition we were dirty and unshaven,

so it was no wonder that the people stared. But it dismayed me a little, and brought it home to me that some queer things had been happening

in the last three months.

During the next few days I discovered by innumerable signs that my first impression had not been wrong. A deep change had come over the

town. There were two facts that were the keynote of all else. One was that the people -the civil population- had lost much of their interest in

the war; the other was that the normal division of society into rich and poor, upper class and lower class, was reasserting itself.

The general indifference to the war was surprising and rather disgusting. It horrified people who came to Barcelona from Madrid or even from

Valencia. Partly it was due to the remoteness of Barcelona from the actual fighting; I noticed the same thing a month later in Tarragona, where

the ordinary life of a smart seaside town was continuing almost undisturbed. But it was significant that all over Spain voluntary enlistment had


dwindled from about January onwards. In Catalonia, in February, there had been a wave of enthusiasm over the first big drive for the Popular

Army, but it had not led to any great increase in recruiting. The war was only six months old or thereabouts when the Spanish Government had

to resort to conscription, which would be natural in a foreign war, but seems anomalous in a civil war. Undoubtedly it was bound up with the

disappointment of the revolutionary hopes with which the war had started. The trade union members who formed themselves into militias and

chased the Fascists back to Zaragoza in the first few weeks of war had done so largely because they believed themselves to be fighting for

working-class control; but it was becoming more and more obvious that working-class control was a lost cause, and the common people,

especially the town proletariat, who have to fill the ranks in any war, civil or foreign, could not be blamed for a certain apathy. Nobody

wanted to lose the war, but the majority were chiefly anxious for it to be over.

You noticed this wherever you went. Everywhere you met with the same perfunctory remark:' This war is terrible, isn't it? When is it going to

end?' Politically conscious people were far more aware of the internecine struggle between Anarchist and Communist than of the fight against

Franco. To the mass of the people the food shortage was the most important thing. 'The front' had come to be thought of as a mythical far-off

place to which young men disappeared and either did not return or returned after three or four months with vast sums of money in their

pockets. (A militiaman usually received his back pay when he went on leave.) Wounded men, even when they were hopping about on crutches,

did not receive any special consideration. To be in the militia was no longer fashionable. The shops, always the barometers of public taste,

showed this clearly. When I first reached Barcelona the shops, poor and shabby though they were, had specialized in militiamen's equipment.

Forage-caps, zipper jackets, Sam Browne belts, hunting-knives, water-bottles, revolver-holsters were displayed in every window. Now the


shops were markedly smarter, but the war had been thrust into the background. As I discovered later, when buying my kit

before going back to the front, certain things that one badly needed at the front were very difficult to procure.

http://www.george-orwell.org/Homage_to_Catalonia/0.html





















Chapter 9

[…] But besides all this there was the startling change in the social atmosphere --a thing difficult to conceive unless you have actually

experienced it. When I first reached Barcelona I had thought it a town where class distinctions and great differences of wealth hardly existed.

Certainly that was what it looked like. 'Smart' clothes were an abnormality, nobody cringed or took tips, waiters and flower-women and

bootblacks looked you in the eye and called you 'comrade'. I had not grasped that this was mainly a mixture of hope and camouflage. The

working class believed in a revolution that had been begun but never consolidated, and the bourgeoisie were scared and temporarily disguising

themselves as workers. In the first months of revolution there must have been many thousands of people who deliberately put on overalls and

shouted revolutionary slogans as a way of saving their skins. Now things were returning to normal. The smart restaurants and hotels were full

of rich people wolfing expensive meals, while for the working-class population food-prices had jumped enormously without any corresponding

rise in wages. Apart from the expensiveness of everything, there were recurrent shortages of this and that, which, of course, always hit the

poor rather than the rich. The restaurants and hotels seemed to have little difficulty in getting whatever they wanted, but in the working-class


quarters the queues for bread, olive oil, and other necessaries were hundreds of yards long. Previously in Barcelona I had been struck by the

absence of beggars; now there were quantities of them. Outside the delicatessen shop at the top of the Ramblas gangs of barefooted children

were always waiting to swarm round anyone who came out and clamour for scraps of food. The 'revolutionary' forms of speech were dropping

out of use. Strangers seldom addressed you as tu and camarada nowadays; it was usually señor and usted. Buenos dÍas was beginning to

replace salud. The waiters were back in their boiled shirts and the shop-walkers were cringing in the familiar manner. My wife and I went into a

hosiery shop on the Ramblas to buy some stockings. The shopman bowed and rubbed his hands as they do not do even in England nowadays,

though they used to do it twenty or thirty years ago. In a furtive indirect way the practice of tipping was coming back. The workers' patrols had

been ordered to dissolve and the pre-war police forces were back on the streets. One result of this was that the cabaret show and high-class

brothels, many of which had been closed by the workers' patrols, had promptly reopened. A small but significant instance of the way in which

everything was now orientated in favour of the wealthier classes could be seen in the tobacco shortage. For the mass of the people the

shortage of tobacco was so desperate that cigarettes filled with sliced liquorice-root were being sold in the streets. I tried some of these once.

(A lot of people tried them once.) Franco held the Canaries, where all the Spanish tobacco is grown; consequently the only stocks of tobacco

left on the Government side were those that had been in existence before the war. These were running so low that the tobacconists' shops

only opened once a week; after waiting for a couple of hours in a queue you might, if you were lucky, get a three-quarter-ounce packet of

tobacco. Theoretically the Government would not allow tobacco to be purchased from abroad, because this meant reducing the gold-reserves,

which had got to be kept for arms and other necessities. Actually there was a steady supply of smuggled foreign cigarettes of the more


expensive kinds. Lucky Strikes and so forth, which gave a grand opportunity for profiteering. You could buy the smuggled cigarettes openly in

the smart hotels and hardly less openly in the streets, provided that you could pay ten pesetas (a militiaman's daily wage) for a packet. The

smuggling was for the benefit of wealthy people, and was therefore connived at. If you had enough money there was nothing that you could

not get in any quantity, with the possible exception of bread, which was rationed fairly strictly. This open contrast of wealth and poverty would

have been impossible a few months earlier, when the working class still were or seemed to be in control. But it would not be fair to attribute it

solely to the shift of political power. Partly it was a result of the safety of life in Barcelona, where there was little to remind one of the war

except an occasional air-raid. Everyone who had been in Madrid said that it was completely different there. In Madrid the common danger

forced people of almost all kinds into some sense of comradeship. A fat man eating quails while children are begging for bread is a disgusting

sight, but you are less likely to see it when you are within sound of the guns.


http://studentsforliberty.org

http://studentsforliberty.org/








SESSION 2

Activity 1

Timing: 20 minutes

Type of activity: Speaking/listening

Description: Brainstorming and creation of the project groups. The teacher explains to the students that they are going to create a collective blog, by

working in small groups (3-4 students) about the lessons we can preserve from the Civil War for themselves and for other students and explains the steps

they are going to follow and that there will be an oral presentation at the end. Also, she gives them some frameworks, a list of useful web pages and

dictionaries and shows a wide range of ICT tools that can be used. They also have to decide which topics are worth being displayed on the blog and by which

means (ICT tools). The teacher takes notes on the blackboard while students choose the topics and organise themselves in work teams.

Materials: Worksheet 3 and Rubric 1

Activity 2

Timing: 40 minutes

Type of activity: Speaking/researching/writing

Description: Creation of the blog. The students work together in groups and the teacher goes round helping them and monitoring the activity.



SESSION 3

Timing: 60 minutes

Type of activity: Speaking/researching/writing

Description: Creation of the blog. The students work together in groups and the teacher goes round helping them and monitoring the activity.


SESSION 4

Timing: 60 minutes

Type of activity: Speaking/listening/assessing

Description: Blog presentation. The students present orally and with the help of the computer and a projector the sections they have worked on for the

collective blog. They have maximum 15 minutes to do so and both their classmates and the teacher will assess them. They all have to participate in the oral

presentation.

Materials: Rubric 2




WORKSHEET 3

SESSIONS 2-3

Throughout the following 2 sessions you will be working on the creation of a collective blog about the social revolution that took place in the

first months of the Spanish Civil War. Here are some recommended dictionaries, documentaries, ICT tools and key phrases (frameworks) to

interact easily in English and which you may find useful.

I hope you have fun and learn a lot!!!

DOCUMENTARIES ABOUT THE CIVIL WAR

“Spanish Civil War” (2 parts, 20 minutes total, very good)

https://www.youtube.com/watch?v=bbIpgGKtj5Y

https://www.youtube.com/watch?v=uzjuE5ahetA
































“Vivir la utopía” (1:30)

Surely the best one for understanding the social revolution explained by its main participants. It’s worth it.

https://www.youtube.com/watch?v=jPl_Y3Qdb7Y

WEB SITES ABOUT FOREIGN WRITERS IN THE CIVIL WAR

Mary Low: http://www.independent.co.uk/news/obituaries/mary-low-434250.html

https://www.marxists.org/archive/james-clr/works/1937/red-spanish.htm

George Orwell: https://en.wikipedia.org/wiki/George_Orwell

http://www.nytimes.com/books/99/05/16/specials/orwell-homage.html

https://en.wikipedia.org/wiki/Homage_to_Catalonia

Other writers:

http://www.dal.ca/faculty/arts/english/current-students/classes/graduate-seminars-2015-2016/5xxx-writing-the-spanish-civil-war.html

WEB SITES ABOUT THE CIVIL WAR AND THE SOCIAL REVOLUTION

http://www.historyhome.co.uk/europe/spaincw.htm

http://www.bbc.co.uk/bitesize/higher/history/roadwar/spancivil/revision/1/

https://en.wikipedia.org/wiki/Spanish_Civil_War




















http://www.independent.co.uk/news/obituaries/mary-low-434250.html



















https://en.wikipedia.org/wiki/George_Orwell


































































































https://www2.bc.edu/~heineman/maps/SpCW.html

https://en.wikipedia.org/wiki/Spanish_Revolution_of_1936

http://flag.blackened.net/revolt/spaindx.html

http://www.newdemocracyworld.org/revolution/spain.html

http://theanarchistlibrary.org/library/sam-dolgoff-editor-the-anarchist-collectives

DICTIONARIES/ENCYCLOPAEDIAS

http://www.merriam-webster.com/dictionary

http://dictionary.cambridge.org/dictionary/english

http://www.learnersdictionary.com/definition/revolution

https://en.wikipedia.org/wiki

http://global.britannica.com/topic/revolution-politics

http://www.wordreference.com/es/

ICT TOOLS

To create a blog:

https://wordpress.org/

https://www.blogger.com/

For interactive multimedia posters:

https://padlet.com/
































































































































https://padlet.com/

https://padlet.com/

https://padlet.com/

https://padlet.com/

https://padlet.com/

https://padlet.com/


http://edu.glogster.com

For timelines:

https://www.timetoast.com

http://www.dipity.com/

For infographics (combination of text and images):

http://piktochart.com/

For podcasts:

http://www.voxopop.com/

http://www.ivoox.com/

http://edu.glogster.com/







https://www.timetoast.com/






































FRAMEWORKS

REACHING A DECISION/AN AGREEMENT

What do you think about…?

Well, in my opinion…/I believe that/I think that…/I reckon/I suppose

Yes, I know what you mean, but…

On the other hand, though…

I have to disagree with you here.

I see it in a different way.

We mustn’t forget that…

We also have to consider the fact that…

So we agree that…

Do we agree on that then?

REACHING AN AGREEMENT

I agree with you/with Valeria that….

I’m not sure I agree with that.

Yes, that’s a good idea (and..)…

OK, we could do what you/Joan said…

MAKING SUGGESTIONS

I think it would be a good idea to…

I know. We could/should…

What if we… (+ infinitive/past tense)?

I suggest we …. (so that/because)

The problem with that is that….

Yes, but if we…. Then…


REACTING TO WHAT PEOPLE SAY

Really?

That’s interesting!

When/Where/Why was that?

I know what you mean, but…

I see your point, but…

I think you are right

Me too/Me neither

EXPLAINING WHAT YOU MEAN

What I’m trying to say/describe is…

Do you know what I mean?

I’m not sure how to explain this, but…

Shall I say that again?

CLARIFYING

So, let’s just check. We have to…

Did I understand you correctly? Do we have to…?

Sorry, could you repeat the instructions/say that again?

OK, so far we have decided that/to…

GIVING A PRESENTATION

How do I start?

Today I/we are going to talk about…

In this presentation, I/we would like to tell you a little bit about...

Let’s start off by looking at/talking about…

How do I organize the presentation?

First of all, firstly….

The first/key thing to say about…. is that….

The main point to say about…. is that….

Here are some key issues/statistics/pictures/articles/videos….

Here you can see…

On the one hand, there’s… but on the other hand…

Let’s turn to/move on to…

Now, let’s look at...

It might surprise/interest you to learn that…

Another interesting thing to say about… is that….

Finally, I’d like to say a few words about….

How do I finish?

So, to recap/sum up…

In conclusion…. To sum up, ....

So, there are three things to remember about...

Thanks for listening.

Does anybody have any questions?


ASSESSMENT RUBRIC 1: Student self-evaluation



4 3 2 1

PLANNING

AND

RESEARCH

I contributed actively to the

planning of the blog and

provided lots of good ideas.

I contributed to the planning of

the blog quite a bit and provided

some good ideas.

I contributed to the planning of

the blog just a little bit and

provided only a few ideas.

I didn’t contribute to the

planning of the blog at all and I

almost never provided new

ideas.

GROUP

COOPERATION

I participated, discussed and

contributed in a creative and

collaborative way to the

creation of the blog and also to

the class presentation.


contributed in a quite creative

and collaborative way to the

blog and also to the class

presentation.


contributed to some parts of the

process of recording and editing

the video and also to the class

presentation.

I didn’t participate, discuss or

contribute to the whole

process of recording and

editing the video and to the

class presentation.

ENJOYMENT I enjoyed participating in this

project the entire time and it

made me feel really excited and

committed to it.

I enjoyed participating in this

project quite a lot and it made

me feel excited and committed

to it to a certain extent.

I didn’t enjoy participating in this

project so much and sometimes it

made me feel quite embarrassed

and bored.

I didn’t enjoy participating in

this project at all and it made

me feel very uncomfortable all

the time.




4 3 2 1

OUTCOME I feel really proud of the blog. I

believe it was a great success.

I feel quite proud of the blog.

The final result was quite

successful.

There were some problems with

the blog and I’m sure the outcome

could be better.

There were lots of problems

during the project work and

the blog didn’t work at all.

USE OF

ENGLISH

I talked in English all the time

and found myself very

comfortable.

I talked in English most of the

time and only used

Catalan/Spanish for clarifying

meaning.

I talked in English quite a lot, but

sometimes I changed to

Catalan/Spanish.

I found it really hard to speak

English all the time, so I only

used it in some occasions.


ASESSMENT RUBRIC 2: Student peer-evaluation



4 3 2 1

GENERAL

OVERVIEW

A really well-organised and

clear oral presentation.

A well-organised and quite clear

oral presentation.

Not very well-organised and a

bit unclear oral presentation.

A complete mess, difficult to

follow and not clear at all.

FLUENCY

&

BODY

LANGUAGE

All the members of the group

speak fluently and use body

language in an appropriate

way.

Most of the members of the

group speak fluently and use

body language in a quite

appropriate way.

Only some members of the

group speak fluently and use

body language in an appropriate

way.

None of the members of the

group is fluent or uses body

language appropriately.

CONTENTS The contents of the blog are

relevant, very interesting and

well-presented.

The contents of the blog are

quite relevant, interesting and

well-presented.

Most of the contents of the blog

are not really relevant and their

presentation doesn’t help much.

None of the contents of the blog

are relevant and their

presentation is even worse.




4 3 2 1

USE OF ICT

TOOLS

&

CREATIVITY

The sections of the blog are

really original and creative and

they used a wide range of ICT

tools.

The sections of the blog are

quite original and creative but

they used some ICT tools.

The sections of the blog are not

very original and creative and

they only used some ICT tools.

The sections of the blog are not

original or creative at all and they

didn’t use a wide range of ICT

tools.


ASSESSMENT RUBRIC 2: Student peer-evaluation



GENERAL OVERVIEW FLUENCY & BODY LANGUAGE CONTENTS USE OF ICT TOOLS &

CREATIVITY

1-4 1-4 1-4 1-4

GROUP 1

.

GROUP 2

GROUP 3


GROUP 4

GROUP 5

GROUP 6

MY OWN

GROUP

project planning template for clil and content-rich ... · project teaching sequence title my...

Documents