All levels of students taking the unit will learn about the geography of Spain through the use of map outlines which they will fill in, label, and embellish as they wish. I also think it would be important for them to know where Spain is located in relation to the rest of Europe (and Africa), and
why
it is and has been important (trade, occupations, and the conquering and settling of lands in foreign areas).
It is necessary to discuss at least briefly the life of Miguel Cervantes, in order to gain a perspective on the era being reflected upon in the actual story. Cervantes’ life was not quite typical of his time as his father was a surgeon and the family was wealthier than most (the main occupation of the inhabitants of Spain at the time was farming). Cervantes’ name is one that I would like the students to associate with Spain and its progress at the time.
At the time that Cervantes was writing the book, Spain was well into expanding into the New World. Students have been given a pretty broad background in these conquests in their earliest exposures to World History in the third and fourth grades. They know of Queen Isabela, King Ferdinand, Christopher Columbus, and the year 1492, but the jumble of facts which extend beyond are not brought forth in a way that may be relevant and conducive to foreign language learning.
Talking informally in class about the absurd behavior of Cervantes’ ”hero” leads easily into a discussion of satire—its importance, significance and justification. Cervantes is commenting critically and comparatively on the current events of his own times, contrasted with the medieval times—a well-known era in European history, that of the knight errant. This era existed about two hundred years prior to the times of Cervantes. It was a time of manners and courtly love, the essence of propriety.
There is a whole “science” dedicated to the “art of courtly love”.
The Adventures of Don Quixote
is presented in such a way as to expound upon the absolute folly of an entire era. Cervantes brings to light his opinion of the spoken and unspoken, written and unwritten, rules of chivalry. The absurdity becomes apparent in the very first chapter of the book as Don Quixote is preparing to get his act together for the start of his new life as a knight errant; as though all of his research has affected him so as to render him “crazy”. He spends his time for days and weeks on end contemplating his riding apparel, his title (his “real” name is Don Quixana) and his horse’s name. This deep contemplation is brought out in such a way as to really exaggerate the whole essence of knighthood and chivalry and reveal it as being pure absurdity, or, is it perhaps asking the question, tearfully, “is chivalry dead?”. The absurdity is brought into view in not so very subtle manners, accentuating Cervantes’ attitude toward Don Quixote as being pathetic, impressionable, insane, but intelligent nonetheless.
I am interested in pointing out such relevant items as Spanish names given to American states and cities, e.g. Florida (flowery), Nevada (snowy), Colorado (colored), Los Angeles (the angels), San Francisco (St. Francis), etc. I am hoping to get students to see that places and things that exist around us everyday have names that are adopted from foreign languages. Some of these things are: patio, veranda, studio, rodeo, lasso, bronco, alimentation, peon, etc.
In conclusion, I feel that the work unit I have planned will be a great asset to the school system for many reasons. The introduction of
Don Quixote
would serve the purpose of giving the students something tangible to learn and, almost inadvertently, expose them to one of the greatest literary works ever published.
They will gain insight into literally a different side of the explorations of Spain in the early 1500’s, familiarizing themselves with a writer who existed at the time all these fantastic conquests were occurring.
The lower achieving students will discover a facet of language learning where they can achieve a satisfaction of sorts—grammar and heavy memorization will be allayed and they can listen to a story. Middle achievers can do the same thing; high achievers will learn biography, satire, courtly love and will feel enriched and enlightened.
I would stress that this study be kept informal; I will use it as a background supplement to the drudgery of the curriculum as it now exists.