Even if they don’t remember the language, I hope that they open their minds and look at life from another viewpoint
Tomorrow is the anniversary of the 11 de marzo bombings in Spain. I usually explain a little bit to my classes about this day. This year I used the song “Jueves” by La Oreja de Van Gogh (see Circle it post).
Here are some images I’m using tomorrow.
There are tweets coming out now under #11marzo.
I’m sorry this is a last minute post, but I thought there might be some other Sunday lesson planners out there like me. Please share if you have some sources about 11 M. It is a sensitive topic to talk about in class, but I find it creates an emotional connection to the culture.
What else can be used to teach about 11 de marzo?
A great resource to use with thesis Zachary Jones’ Clozeline activity for “Jueves” as well! My students really get into this somber lesson.
It’s good for them to realize our Sept 11 is not an isolated event.
That’s the first thing that came to my mind, too. Another connection is that other September 11 — the day of Augusto Pinochet’s military coup in Chile.
I use this song every 11 September as a comparison of our shared experience in my Spanish 4 Honors class. I use the official music video of the group and another one https://www.youtube.com/watch?v=-Ms8e-gDwnU and have students compare how they can derive meaning to the words from both. The opening school Mass at my school is always on 11 September, so it makes the atmosphere in the classroom a little more somber. I started using an article “10 años después de once de marzo” to give some background to the events that were happening in Spain at the time.
Nice comparison Susan. Any way you can share the link to the article?
http://zachary-jones.com/zambombazo/clozeline-la-oreja-de-van-gogh-jueves/
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I did a whole unit leading up 11-M, starting with teaching about Bécquer (so that the understand the ‘golondrinas’ allusion in the Jueves song), then planning virtual trips on Spain’s public transportation system. We also used this website for photos and reading about the victims. http://www.elmundo.es/documentos/2004/03/espana/atentados11m/
It was a very meaningful way to connect culture and language!
We teach a unit about train travel in Spain in November and I created a lesson inspired by what I have learned from your blog:
Una investigación – el once de marzo, 2004
A. Vaya a Google. Teclee “11M” en ‘Search’ y vea los imágenes.
Escriba 3 preguntas en inglés acerca de las fotos. (What do you want to find out based on the first few pictures you see?)
B. Vaya a You Tube y busque este video: Reportaje: Las sombras del 11-M. Vea los primeros 4 minutos del video.
Did you find any answers to your questions above? Or do you have any more questions about what happened? Add them here:
C. Visite este sitio y haga clic en COMENZAR. Haga clic en AVANZAR para ver qué pasó con los gráficos del 11 de marzo. http://www.elmundo.es/documentos/2004/03/espana/atentados11m/grafico_atentados.html
What do you learn from these graphics? Write at least three facts that you learned from flipping through these graphics.
D. Busque la canción el “Jueves 11 de marzo” de La Oreja de Van Gogh on You Tube y vea el video. Circle the words you recognize from the song before you listen!
(I posted the song lyrics here.)
E. Busque “tweets” del once de marzo. Ponga en Google “#11m”. Find at least 5 tweets dealing with el 11 de marzo and tell me what you learn from these tweets here:
F. El resumen:
What can you describe to others about the 11 de marzo and its impact on the people of Spain?
This website (el Mundo) was perfect! My level 1 and 2 students could pull information from it. Thanks for all the sharing!
This is a link to a slide show in Spanish with very good graphicshttp://www.elmundo.es/documentos/2004/03/espana/atentados11m/graficos.html
While working on a 3-2-1 exit slip, they didn’t move a muscle when the bell rang. Even after I dismissed them, They WANTED to stay and finish the questions they still had about what happened.
Awesome feedback! I have a video clip from Dateline called “Terror on the Tracks” that they did not want to stop watching to go to lunch. I’m trying to find this on the web so I can share it. This has to show that teaching language THROUGH culture is how to hook them. When students are bored and unmotivated, we need to evaluate what and how we are teaching them.
You have such great ideas! We would love to invite you to come and share them with our PLN on #langchat on Thursday nights at 8pm EST. I’m sure you would find it interesting, and we would love to hear your opinion on our language teaching/learning topics!
I love #langchat! I can’t participate live because I’m in a volleyball league that night, but I usually read and comment on them afterwards.
Thanks for putting this all together. Fabulous resource. I had my students send cards and drawings to hospitals in Madrid when this happened back in 2004. Later that spring the president of one of the hospitals sent me a personal letter of appreciation. I share the letter with my students every year.
I’m re-reading this comment feed and just want to say how awesome that project was! Thanks for sharing.