The disappeared

Transcripción

The disappeared

15
The disappeared
SPANISH
SUBJECT
TOPICS
INTERCULTURAL THEMES
Spanish (can be adapted for use in
all modern languages)
Asking/giving personal information
about a person
Some exponents used:
¿Cuántos años tiene x?
¿Cómo se llama x?
Dates
Using present and preterite
tenses of verbs
Spelling unfamiliar names
Identity and belonging
Human rights and
responsibilities
Approaches and methodologies
Information gap activity (pair work), class discussion, designing a
poster, writing the script of a radio ad.
Level
2nd year (Can also be used in 3rd year or Transition Year)
COMMENT
Instructions below are given in English so that teachers of all languages may translate these into the
appropriate target language.
RESOURCES
Photocopies of the information cards below which contain information about four different people. There
are two cards per person, each card containing incomplete information. Each student will need one card.
AIM
Students to practise an activity they are very familiar with - asking and giving personal information but with the added dimension of leading into reflecting on an issue of human rights.
Students will also practise dates and spelling unfamiliar names.
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SPANISH
STEPS
1. Introduction
Before giving students the information cards, ask a few questions around the class of the type given
below. (This will refresh students' knowledge of the type of questions and phrases they will need to
complete step 2.)
¿Cuándo naciste? (When were you born?)
To another student about the previous one: ¿Cuándo nació x? (When was x born?)
¿Dónde naciste? (Where were you born?)
To another student about the previous one: ¿Dónde nació? (Where was x born?)
¿Cómo se llama tu madre/abuela maternal/abuelo paterno? (What is your mother's/maternal
grandmother's/paternal grandfather's name? - The answer may very well be 'No lo sé.' 'I don't know.')
To another student about the previous one: ¿Cómo se llama su madre/abuela maternal/abuelo paterno?
(What is his/her mother's/maternal grandmother's/paternal grandfather's name?)
¿Tienes/tiene hijos/hermanos? (Do you/does he/does she have children/brothers and sisters?
¿Cómo se llama/n? (What is he/is she/are they called?)
¿Cómo se escribe …? (How do you write …?) ¿Puedes deletrear…? (Can you spell …?)
¿Cuál es su profesión? ¿Qué hace? (What is his/her profession? What does he/she do?)
¿Qué significa la fecha x? (What is the significance of the date x? - Choose one or two dates students
will know and at least one they will not. If you include 11 September, point out that as well as being
the date of the attack on the World Trade Centre it is the anniversary of the 1973 coup in Chile.)
2. Information gap
Give each student one of the information cards. Some information is missing, so they have to ask
another student questions in order to fill in the missing information. They may not look at the other
person's card.
The teacher may pair up students who each have the information their partner needs. Alternatively, the
cards can be mixed up and the students will have to find someone who has the information they need,
asking '¿Tienes información sobre x?' (Do you have information on x?)
Students will discover that they can fill in all the information except for the last piece, i.e. the
significance of the date given.
3. Sharing information
Write the names of the four people on the board and share the information about them with the whole
class. Don't tell them yet the significance of the date at the bottom of the card, but ask in each case
how old the person was on that date.
For example: ¿Cuántos años tenía Juana Francisca el día 25 de junio de 1976?
Tell them that the date in each case is the date on which that person disappeared.
For example: El 25 de junio de 1976 es la fecha de su desaparición. Juana Francisco desapareció el día
25 de junio de 1976 cuando tenía 22 años.
Ask for ideas as to why these people disappeared. (A military junta had taken power in Argentina and
anyone suspected of being opposed to them was at risk of 'disappearing'.)
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SPANISH
4. Class discussion
Elicit from students any knowledge or ideas they have about 'disappeared' people by asking about
issues like:
• What type of people disappear? (They may suggest politicians, union workers, etc, but the examples
they will have seen from Argentina will make clear that anyone can be at risk.)
• Who 'disappears' people? (They may suggest governments, terrorists, police, army, etc.)
• Where have people disappeared? (They may suggest places like Northern Ireland, Chile, Iraq,
China, etc.)
• Who are the 'Mothers of the Disappeared'? (The Madres de la Plaza de Mayo have held a
demonstration every Thursday in Buenos Aires since 1977 to protest at the disappearance of family
members in Argentina in the 1970s and 1980s. They are demanding information about their loved
ones and justice for those responsible.)
• Suggest at least one thing an individual can do. (Possible suggestions: become a member of an
organisation like Amnesty International, write a letter of protest to a government, boycott items
from a country where the authorities 'disappear' their citizens.)
• Suggest at least one thing a government can do. (Possible suggestions: refuse to trade with that
country, raise the issue at the UN.)
5. Possible follow-up activities
Design a poster
Design a poster for a human rights organisation which highlights the problem of the disappeared and
asks people to become members. (This may be done in collaboration with the art teacher.)
Write a radio advertisement
Working with a partner, write the script of a radio advertisement for a human rights organisation
which highlights the problem of the disappeared and asks people to become members.
USEFUL RESOURCES/WEBSITES
The information used in this activity is from Nuestros Hijos, 2ª parte
(Asociación Madres de Plaza de Mayo, 1989).
Use language specific search engines to find information on Amnesty International, the Mothers of the
Disappeared or to research information on 'the disappeared' in specific countries.
www.terra.es (Spanish search engine)
www.abacho.it (Italian search engine)
http://fr.yahoo.com/ (French search engine)
http://de.altavista.com/ (German search engine)
OTHER SUBJECTS WHERE THIS EXEMPLAR MIGHT BE USED
This exemplar could be adapted for use in any language class. The information cards (given below)
could be translated into the relevant language or new cards prepared containing information on
different individuals. In this case, Argentinian examples have been chosen as being relevant to a
Spanish language class. Also relevant to CSPE.
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SPANISH
NOMBRE: Francisco Bartolomé López Muntaner
FECHA DE NACIMIENTO: 7-09-60
LUGAR DE NACIMIENTO: La Plata, Argentina
MADRE:
PADRE: Francisco Ernesto López
ABUELA MATERNA:
ABUELO MATERNO: Miguel Muntaner
ABUELA PATERNA:
ABUELO PATERNO: Emilio Martín López
HERMANOS:
FECHA DE
: 16-09-76
NOMBRE: Francisco Bartolomé López Muntaner
FECHA DE NACIMIENTO:
LUGAR DE NACIMIENTO:
MADRE: Irma Irene Muntaner
PADRE:
ABUELA MATERNA: Natividad Gómez
ABUELO MATERNO:
ABUELA PATERNA: Margarita Enriqueta López
ABUELO PATERNO:
HERMANOS: Luis César, Miguel Ernesto, Víctor Leonardo, Emilio Fernando y Mónica Lucrecia
FECHA DE
: 16-09-76
NOMBRE: Juana Francisca Torres
MADRE: Brígida Cabrera
PADRE:
NOMBRE DEL ESPOSO: Mario Rubén López
HIJOS:
HERMANOS: Lucía Magdalena, Hilda Ramona, Susana y Pepe Eduardo
PROFESIÓN:
FECHA DE
: 25-06-76
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NOMBRE: Juana Francisca Torres
LUGAR DE NACIMIENTO: Metán, Argentina
MADRE:
PADRE: Domingo Torres
NOMBRE DEL ESPOSO:
HIJOS: Laura Margarita López
HERMANOS:
PROFESIÓN: Ama de casa
FECHA DE
SPANISH
: 25-06-76
NOMBRE: Abelino Enrique Garay
LUGAR DE NACIMIENTO: __________________________________________
MADRE: Santa Luisa Presentado
PADRE:
ABUELA MATERNA: Santa Presentado
ABUELA PATERNA:
ABUELO PATERNO: José de Calazan Garay
HERMANOS:
PROFESIÓN: Mecánico independiente
FECHA DE
: 14-09-76
NOMBRE: Abelino Enrique Garay
LUGAR DE NACIMIENTO: Buenos Aires, Argentina
MADRE:
PADRE: Isabelino Garay
ABUELA MATERNA:
ABUELA PATERNA: Agueda Senturión
ABUELO PATERNO:
HERMANOS: José Robustiano y Luis Oscar
PROFESIÓN:
FECHA DE
: 14-09-76
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SPANISH
NOMBRE: Virginia Adela Suárez
MADRE: María Hilda Haydée Moreno
PADRE:
ABUELA MATERNA: Rosa Bazán
ABUELO MATERNO:
ABUELA PATERNA: Virginia Torres
ABUELO PATERNO:
HERMANOS: Rodolfo Carlos
PROFESIÓN:
FECHA DE
: 13-05-76
NOMBRE: Virginia Adela Suárez
LUGAR DE NACIMIENTO: Mendoza, Argentina
MADRE:
PADRE: Rodolfo Isidro Suárez
ABUELA MATERNA:
ABUELO MATERNO: Faustino Moreno
ABUELA PATERNA:
ABUELO PATERNO: Rodolfo Tiburcio Suárez
HERMANOS:
PROFESIÓN: Maestra
FECHA DE :
: 13-05-76
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The disappeared

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