A Project Critical Web Quest:

 

Presented by: Mr. D. Vargo

 

Frederick Douglass High School

New York City, NY

 

isabella.jpg (46375 bytes)

QUEEN ISABELLA

El Siglo de Oro

Connecting Lazarillo de Tormes &

the Spanish Golden Age to the Present-Day USA

 

 

Introducción

PROBLEM: Social Injustices similar to those experienced in the golden age are still happening today—Over 500 years later!

 

You’ve recently read Lazarillo de Tormes, which satirically explored societal problems in the Spanish Golden Age.  While Spain was unifying and flourishing with regard to exploration, art, literature and culture, many problems of the “everyday people” have been lost to history.  By way of Lazarillo, one can see this contrast between Spain’s external appearance during the Golden Age and its actual reality—as described through the eyes of a young boy. As Lazarillo describes his “amos,” it becomes clear that the Golden Age was not golden for many Spaniards.  This clearly parallels the present-day situation in the United States.  While in 1492, Spain was the “richest and most powerful” country in the world, that title now falls to the United States.  However, as Lazarillo discovers, this does not mean that all in society are enjoying the success equally—whether in 1492 or today.

 

With specific regard to the United States, you may wish to consider social injustices surrounding the following issues:

Ø The treatment of the poor (la madre, Lazarillo, el escudero)

Ø The treatment of Arabs (Zaide)

Ø The treatment of blacks (Zaide)

Ø The treatment/job opportunities for the blind (El ciego)

Ø The mistreatment/abuse of children (Lazarillo)

Ø Corruption within the church (El cura, El buldero)

Ø Socio-economic “wannabes” (El escudero)

Ø Excessive penalties for minor crimes (El padre)

 

Objetivo

You and your classmates will create & Present a PowerPoint Comparing Lazarillo’s observations of social injustice with those of the present-day.

 

More specifically, you and your group members are extremely concerned about a particular social problem.  Your PowerPoint will compare the social problems of 1492 in Spain to present-day social problems in the United States.  You will then create/describe some possible solutions.

 

Proceso

 

1.     You will work in groups of 5 with specific tasks assigned to each member by Mr. Vargo (see below).

2.     You will receive one grade for the completion of your own task and a group grade for the final PowerPoint/oral presentation.  All group members are therefore expected to work together in a collaborative and cooperative manner.

3.     You will use the “Public Policy Analyst” format.

4.     Your group must pick ONE specific social problem to research.

5.     Each group will complete a PowerPoint.  The PowerPoint will contain graphics, pictures, graphs, charts and reports that illustrate/display all 6 steps of the Public Policy Analyst format.

6.     Your PowerPoint must be completed using in a formal format and style. Therefore, it must be attractive, capture the attention of the viewer and be informative.  A minimum of 8 slides are necessary.

7.     Oral Presentation: Your group will give an oral presentation to the class in which you act as advocates for your researched group. The PowerPoint will be used in this presentation. The presentation must be a minimum of 8 minutes and must capture the attention of the audience.

8.     REMEMBER! Both your Power point and oral presentation must include all steps of the Public Policy Analyst. Complete all 6 worksheets in your groups as the first phase. Then use this information to construct your products.

 

 STUDENT RESPONSIBILITIES

 

Estudiante # 1: Recorder- This student will take notes on information gathered by group members and write an outline for each PowerPoint slide. These notes will also be used by each member to complete the PowerPoint & oral report. This student will be responsible for completing the Public Policy Analyst Worksheets.

Estudiante # 2: Researcher-This student will do the research, with help of other members. He/she will search the Internet and gather information that will be used to complete the PPA worksheets and to guide other group members to websites for their own research.

Estudiante # 3: Organizer- Will the group on track. He/she will assist in the research, lead & coordinate group meetings and be aware of teacher made deadlines and schedules.  This student is also responsible for turning in and justifying the group’s work at the end of each class.

Estudiante # 4: Presenter- This student will be responsible to convey the group findings to the class. He/she will be the main speaker in the Oral Presentation and create note cards, if necessary. Student #4 will assign others their subordinate roles for the oral presentation. The PowerPoint must be part of this presentation. The presenter will coordinate the oral report but all members will take part in some form.

Estudiante # 5: PowerPoint- This student will be responsible for creating the PowerPoint. He/she will get input and research from all group members.

¡OJO!:  You and your group members must do individual research whenever possible. As a group, you will complete the worksheets (steps) in the Public Policy Analyst. Click on the links below

 

Six Public Policy Analyst Worksheets

    

#1- Defining the Social Problem

           What is the problem that you plan on addressing?

          #2- Gather evidence of the problem

                 How do we know that this is a problem?

          #3- Identify the causes of the problem

                 What causes this problem that you plan on addressing?

          #4- Identify and evaluate the existing public policies

                 What policies already exist on your problem?

          #5- Developing public policy solutions

                What new public policy do you want to create?

          #6- Selecting the best policy solution

                Decide with your group the best policy to use for the social problem chosen.

 

Recursos

A Starting Point…See full size image

 

Lazarillo de Tormes (Full text)

Spanish Golden Age

Economic issues in the USA

Human Rights Watch

Catholic Church (Pope Benedict)

 

 

Tu Nota

Rubric for Evaluation

 

ORAL PRESENTATION & PowerPoint RUBRIC

CATEGORY

40 POINTS

30 POINTS

20 POINTS

10 POINTS

Graphics - Originality

(POWERPOINT)

Several of the graphics used on the PP reflect an exceptional degree of student creativity in their creation and/or display.

One or two of the graphics used on the PP reflect student creativity in their creation and/or display.

The graphics are made by the student, but are based on the designs or ideas of others.

No graphics made by the student are included.

Graphics - Relevance

(POWERPOINT)

All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.

All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.

All graphics relate to the topic. Most borrowed graphics have a source citation.

Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.

Public Policy Analysis

(POWERPOINT)

The PowerPoint includes all 6 required elements as well as additional information.

All 6 required elements are included on the PowerPoint.

All but 1 of the required elements is included on the PowerPoint.

Several required elements were missing.

Q&A

(POWERPOINT)

Student can accurately answer all questions related to facts in the PowerPoint and research.

Student can accurately answer most questions related to facts in the PowerPoint.

Student can accurately answer about 75% of questions related to facts in the PowerPoint.

Student appears to have insufficient knowledge about the facts or processes used for create PowerPoint.

Content - Accuracy

(POWERPOINT)

At least 10 accurate and current facts are displayed in the PP.

8-9 accurate and current facts are displayed in the PP.

6-7 accurate and current facts are displayed in the PP.

Less than 5 accurate and current facts are displayed in the PP.

Attractiveness/Length

(POWERPOINT)

The PP is exceptionally attractive in terms of design, layout, and neatness AND it contains 8 slides

The PP is attractive in terms of design, layout and neatness AND it contains at least 7 slides.

The PP is acceptably attractive though it may be a bit messy AND it contains at least 6 slides.

The PP is distractingly messy or very poorly designed. It is not attractive OR it contains less than 6 slides.

Enthusiasm

(ORAL)

Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.

Very little use of facial expressions or body language. Did not generate much interest in topic being presented.

Preparedness

(ORAL) 

Group is completely prepared and has obviously rehearsed.

Group seems pretty prepared but might have needed a couple more rehearsals.

Group is somewhat prepared, but it is clear that rehearsal was lacking.

Group does not seem at all prepared to present.

Stays on Topic

(ORAL) 

Stays on topic all (100%) of the time.

Stays on topic most (99-90%) of the time.

Stays on topic some (89%-75%) of the time.

It was hard to tell what the topic was.

Content

(ORAL)

Shows a full understanding of the topic.

Shows a good understanding of the topic.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

Total: 400 Points

Grading scale

360-400 = A

320-350 = B

280-310 = C

260-270 = D

250 & lower = F

 

 

Conclusión

A Final Word

 

By the end of this project, you and your group-mates should have gained a greater understanding of a contemporary social problem that affects the United States.  In doing this, you will gain greater cultural understandings and be able to draw parallels between what you’ve learned and researched in Spanish class with your other academic subjects.  In the end, you will be able to present a public policy that, if adopted, could help alleviate some of effects of your specific social problem.

 

 

National Foreign Language Standards

CULTURES
Gain Knowledge and Understanding of Other Cultures

  • Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
  • Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

CONNECTIONS (WITH GLOBAL HISTORY & World Literature!)
Connect with Other Disciplines and Acquire Information

  • Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
  • Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

COMPARISONS
Develop Insight into the Nature of Language and Culture

  • Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
  • Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.