Introduction

This lesson was developed as part of the WebQuest Project, through the Genesee Valley/Wayne-Finger Lakes BOCES Educational Technology Service course taught by Mary Phillips.

For years I have taught a unit in my Spanish AP class on Argentina’s "Guerra Sucia" using the movie "La Historia Oficial" as the basis.  After the release of the video, Evita, starring Madonna, I  wanted to expand this unit to include the government of Juan Perón and the Peronista movement.  Since Eva Duarte Perón is such a controversial person I wanted students to research several sources and make their own decision about her contributions to Argentina. They will use the reasoning process called "investigation" as defined by Marzano and Pickering in the Dimensions of Learning Teacher’s Manual, second edition.

Content Area

Spanish AP and Grade 11- 12

Standards

Standard #1, Checkpoint C:

1. Listening and speaking are primary communicative goals in modern language learning.  These skills are used for the purpose of socializing, providing and acquiring information, expressing personal feelings and opinions, and getting others to adopt a course of action.

Students can:

• understand standard speech delivered in most authentic settings.
• draw on a wide range of language forms, vocabulary, idioms, and structures learned in classes well as those acquired    through independent exposure to the language.
• comprehend subtler, nuanced details of meaning with some repetition and rephrasing.

Students can:

• comprehend the content of most texts of interests to native speakers.
• draw on a broad range of learned vocabulary, idioms, and structures, including the full range of time frames, as well as language acquired through independent reading.
• write multi paragraphed essays, journals, personal and business letters, and creative texts in which their thoughts are unified and presented in an organized fashion; errors in form may occur, particularly when the students are writing about complex themes or issues requiring the expression of opinions, or when the topic is outside their realm of experiences.
• use culturally appropriate learned vocabulary and structures associated with a broad range of topics, and structures such as simple and complex sentences to communicate through the full range of time frames.

1. Effective communication involves meanings that go beyond words and require an understanding of perceptions, gestures, folklore, and family and community dynamics, All of these elements can affect whether and how well a message is received.

Students can:

•   demonstrate sophisticated knowledge of cultural nuances in a target language culture.
•   model how spoken language, body language, and social interaction influence communication.
•   use appropriate registers.
•   write in the target language in a manner that articulates similarities and differences in cultural behaviors.

The unit on Evita Perón will begin with the viewing of three documentaries.  Two from the television stations A&E and Lifetime.  Each network broadcasted biographical documentaries. Although both videos cover much of the same information, each video has a different perspective.  The third one is by Simitar Entertainment.

Next, students will read parts of the script of the musical Evita in Spanish as well as listen to parts of the recording in Spanish.  These activities will be followed up with video clips from the movie Evita, starring Madonna.

These will prepare students for the WebQuest.  The first activity in the WebQuest includes doing another WebQuest on "Fact or Fiction".  This will prepare them for the rest of the research.  Students will need to use critical thinking in order to determine whether the information a source provides is true.  After they finish the Webquest on Evita Perón students will make a decision and begin work on the outline, written press release and video release.
 

Note: My classes are 85 minutes long and meet on an alternate day schedule.

Day one: Video from A&E (viewing time approximately one hour)

Day two: Video from Lifetime (viewing time approximately one hour)

Day three: Read from Evita script and listen to audio recording of musical in Spanish.

Day four: Begin Evita Perón WebQuest, begin with Fact or Fiction Activity

Day five: Continue Evita Perón WebQuest. Work in small groups to determine decision, write press release and begin work on video release.

Day six: Present individual decisions to remainder of class and participate in discussion to determine class decision.  Work on video release.

Day seven: Present video releases and hand in press releases.
 

Resources

In English:

Evita, The Story of Eva Perón, Simitar Entertainment Inc.

Biography from A&E, Intimate Portrait from Lifetime

Evita (the movie with Madonna)

Salamon, Julie, Madonna’s Moment, Vogue, October 1996, pgs. 300-313, 378-379

Madonna’s Private Diaries, Vanity Fair, November 1996, pgs. 174-188, 223-232

Parker, Alan, The Making of Evita

Dujovne Ortiz, Alicia, Eva Perón, A Biography

http://www.evitaperon.org/

http://www.emg.com/argentina/evita.html

http://www.middlebury.edu/~leparc/htm/evita.htm

http://www.abc.nl/abc/second/tjarda/witty/evita.html

http://www.auburn.edu/~jfdrake/teachers/gould/evita.html

http://www.wbr.com/evita/cmp/vf1.html

http://www.latinolink.com/eva.html
 

En Español:

Script of the musical Evita

Soundtrack of the musical Evita

http://www.way.com.ar/~evita/

http://www.netverk.com.ar/~mikyco/

http://users.startel.com.ar/tea/lamaga/maga211.htm
 

Other:

Computer Lab with Internet access

Entry Level Skills and Knowledge

Students should be familiar with the Internet and the web browser available in the computer lab.

Students should have completed Checkpoint B of the NYS LOTE Curriculum.
 

Evaluation

Students will be evaluated through three performances: a report in outline form, a written press release and a video press release. The outline and video press release will be group projects.  The written press release will be an individual evaluation.
 

Report (outline)

Students will report of their findings in an outline of their ideas in Spanish. In this report they will summarize her life and their reasons for approving or denying Evita Perón’s induction into the IAW Hall of Fame. The groups will be evaluated on their ability to synthesize the information, distinguish between fact and fiction and evaluate the nominee using the IAW criteria for induction. This report will be the basis of the group’s oral presentation. It may be necessary for them to defend their point of view during the discussion.
 

Written Press Release

The written press release should be at least 100 words in Spanish. Each student will write a press release using the outline the group created and the template for writing newspaper articles.  In the press release they will announce to the world their group’s decision. It will be necessary for the student to explain the group’s decision citing specific examples. Students should include a "catchy" headline. They will be evaluated with the writing rubric for this course.
 

Video Press Release

The video press release should be between 60 to 90 seconds in duration. This video should demonstrate to the world why the group decided to induct or not induct Evita Peron. The group’s reasons should include specific examples. You will be evaluated with a rubric.
 

Conclusion

Along with speaking, reading, writing and listening, students need to develop critical thinking skills.  They must be able to research a topic and distinguish among the sources when making a decision.  There are many resources available regarding Evita Perón.  The controversy of her legacy in Argentina allows students to find information of varying viewpoints.  They must determine the bias of each resource and take that into consideration when making their final decision.