sábado, 25 de enero de 2020

Chile: Teaching Spanish through the lens of social justice


Resultado de imagen para no son 30 pesos son 30 años chile        Resultado de imagen para cacerolazo cHile
Warning ⚠️ : Long post!

In my Cultura y Civilización class (Spanish 4/5/6), we just finished our Chile: 1973 y 2019/20 unit. This unit is so rich with culture, history, and engaging authentic resources... some of this is CI, some is not.


And I definitely think that with this unit, 

These are some of the Teaching Tolerance Social Justice Domains and Standards that I think I touched on with this unit:
  • Identity Standard #3: Students will recognize that people’s multiple identities interact and create unique and complex individuals.
  • Diversity Standard #7: Students will develop language and knowledge to accurately and respectfully describe how people (including themselves) are both similar to and different from each other and others in their identity groups.
  • Diversity Standard #8: Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.
  • Justice Standard #14: Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics.
  • Justice Standard #15: Students will identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world. 
Note: This unit is for intermediate students. I will be sharing more details about an immigration unit that I did with my Spanish 1 class soon.

After recently purchasing a unit on TPT, and being a bit lost and disappointed and I couldn't figure out why. There were tons of excellent activities, really good resources, and detailed explanations of how to use everything, but when discussing with a colleague, we both realized that we were having a hard time with it because we couldn't see the big picture - Where are going in this unit!?!?

So, one thing that is very important to me when designing and implementing units is knowing where I am going! What are my Essential Questions and Enduring Understandings? What are my "I can" statements? What are my assessments? I also share all of that with my students on Day 1 of the unit and in the unit packet (I actually just added the Enduring Understandings, but they did have the EQs).

Here are the Essential Questions and Enduring Understandings:
  • ¿Cuáles son los desafíos sociales y políticos que enfrentan la sociedad en Chile en 2019/20? ¿Cuáles son los orígenes de estos desafíos?
    • Desde octubre de 2019 ha habido manifestaciones por todo el país. Empezaron cuando hubo un alza en la tarifa del metro en a inicios de octubre de 2019. Muchos jóvenes protestaron en el metro y hubo enfrentamientos entre la policía y los manifestantes. Después de eso, el gobierno estableció un toque de queda y sacó a los militares a las calles. El presidente también dijo, ""Estamos en guerra contra un enemigo poderoso". El enemigo a que se refiere es el pueblo chileno. El 25 de octubre, ocurrió "La marcha más grande de Chile" con 1,2 millones de personas que manifestaron en Santiago. La gente no solo protestaban el aumento del precio del metro, sino por la desigualdad que existe en Chile, la educación, las pensiones, la salud, y otras cosas. Muchos de los problemas por los cuales protestaron existen por la Constitución de Pinochet. Hace treinta años que Chile volvió a ser una democracia, pero con la Constitución de una dictadura.
  • ¿Por qué son los movimientos sociales importantes en una democracia?
    • Los movimientos sociales son importantes en una democracia porque a veces llegan a tener resultados. Por ejemplo, en Chile, por las manifestaciones, habrá un plebiscito (voto) en abril de 2020 en que los chilenos votarán por una nueva constitución. También, decidirán quién escribirá esa nueva constitución: los ciudadanos o los legisladores y los ciudadanos. 
      • Además de las manifestaciones, los cabildos son parte de este movimiento social en Chile. Los cabildos ha dado voces a varios grupos en Chile. En los cabildos, los ciudadanos chilenos están hablando sobre lo que quieren en una nueva constitución.
  • ¿Cómo puede ser la música una forma de protestar y/o de educar?
    • Se puede utilizar la música como una forma de protestar y educar. Dos ejemplos de esto son las canciones "La canción es protesta" por Yorka y "#Cacerolazo" por Ana Tijoux.
    • Por esas dos canciones, se puede ver muchos productos, prácticas y perspectivas culturales relacionadas con el estallido social en Chile.
  • ¿Cómo se comparan y se contrastan los movimientos sociales de Chile con unos de nuestro país?
    • Los movimientos sociales de Chile (de 1973 y 2019/20) son similares y diferentes con varios movimientos sociales de nuestro país. 
    • Se puede comparar y contrastar los movimientos sociales de Chile con varios movimientos sociales de nuestro país.
  • ¿Qué es importante para mí en la sociedad? ¿Protestaría yo contra una injusticia o por una causa? ¿Qué? ¿Cómo?
    • Para tener una sociedad justa, es importante que todos los ciudadanos participen, que les importen ciertas cosas y que se levanten y actúen cuando ven injusticias. 
Here are the "I can" statements for the unit:
  • Puedo describir algunos movimientos sociales en Chile, específicamente en el año 1973 y 2019/20.
  • Puedo explicar por qué son importantes los movimientos sociales en una democracia.
  • Puedo explicar cómo la película "Machuca" refleja la realidad de Chile en el año 1973.
  • Puedo identificar y explicar quiénes son algunas figuras importantes de Chile.
  • Puedo interpretar la canciones "La canción es protesta" y  "#Cacerolazo" y explicar el propósito y el mensaje de cada canción. 
  • Puedo comparar y contrastar los movimientos sociales de Chile con unos de nuestro país.
And here are the evaluaciones:
The unit is broken into four parts. First, we talked about "2019 = El año del manifestante callejero". Second, I gave students a very general introduction to Chile. Third, students learned about Chile in 1973 and we watched the movie Machuca. And fourth, we jumped to present day Chile, starting in October and leading up to now.

Part 1
This doc (do first) and this slideshow helped get us started on the unit. It fit perfectly because there is so much music in there -- direct relation to one of the EQs.

Part 2
I wanted students to get a little idea about Chile, so watched these videos and students did an interpretive activity with the first one (see unit packet). The second video is definitely a commercial!


Part 3
This slideshow explains, in very general terms, a bit of history of Chile in 1973. I went over the slideshow and students wrote down the information. You will see that most slides have short sentences and images to aid comprehension. We also played Quizlet Live to give them more input with the information. Students also reviewed the slideshow with a partner by saying as much as they can with just the pictures (when you present the slideshow, you will see that the text fades in on click).

We also spent some time with the song Luchín by Víctor Jara (see unit packet).

Without that historical knowledge, students would not be able to really understand and appreciate the movie Machuca. I really need to do a better job with what I did with the movie. I basically broke up the movie over 4 days and had a long list of questions that students answered (not CI at all!). Next time, I think I will do Write and Discuss and use that as the text for Machuca.

Also, without knowing about 9/11/73, students would not be able to understand where the protests of 2019/20 led to --> A vote for a new constitution in April.

After that part of the unit (5-6 days of 85 minute classes), students took this evaluación - Chile 1973 y la película "Machuca".

Part 4
We then jumped from 1973 to October of 2019. Before learning about the protests that started, we had a class discussion (see slides 3-4) related to what started the protests in Chile (a rise in the price of the metro).

Then, students did a dictation activity with some important structures related to this infografía: ¿Qué está pasando en Chile? (also on slides 9-10), which is pretty comprehensible. They did an interpretive activity  (p. 30-31 in unit packet).

This slideshow has LOTS of stuff in it. I did NOT use it all... it kinda became a filing cabinet for me.


Then, we got into the song "La canción es protesta" by Yorka. When I originally created part 2 of this unit, I had only used the song "#Cacerolazo" by Ana Tijoux, but I found "La canción es protesta" and I had to use it! Give it a listen here:
I love that my students came to understand all the cultural products, practices and perspectives in this song! See here for what we did with the song.

Then, we got into the song "#Cacerolazo" by Ana Tijoux. The video, combined with the song, is so powerful. (And here is a version without the swear at the beginning.)

Other things (not all CI) that my students did during this last part of the unit:
And, finally, they took this yesterday: Evaluación: Chile 2019/20 y las dos canciones "La canción es protesta" y #Cacerolazo


2 comentarios:

  1. Hola Kara-- This is such a great compilation of resources and activities, thank you! I was wondering, how much time did you devote to this unit?

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    Respuestas
    1. Hello! This unit took about 3 weeks with 85 minute classes everyday.

      This unit was the class favorite of the semester - we went *deep*!

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