Duration: 3-4 block periods
Objectives:
By the end of this lesson, students will be able to:
· Interpret and produce unit vocabulary
· Interpret and produce preterite conjugations of regular -ar, -er, and -ir verbs
· Evaluate the process of retrospective justice after a specific dictatorship
Materials:
Bingo Boards, Index cards, Individual marker boards, Markers, Erasers, Dictionaries, Handouts (Instructions and research on different countries if you do not have access to computers), Chart paper or chalkboard, Markers.
Activities:
Day 1- Students will play bingo to review all unit vocabulary and structures, and incorporate other travel related vocabulary and vocabulary related to the dictatorship. Students will do an index card activity to practice listening and speaking skills. Next, students will rotate through six centers: a listening center, a speaking center, a reading center, a writing center, a culture center, and a remedial center. Finally, students will use group marker boards to practice the preterite conjugations of -ar, -er, and -ir verbs. Then students will take an exit slip to demonstrate mastery of objectives.
Day 2- Students will choose groups of 4-5 students, and the country they want to research. No group may be repeated. Students will choose between Argentina, Chile, Uruguay, Paraguay, Bolivia, and Brazil (although it is a Portuguese speaking country, I will still keep it as an option). Each group will receive a packet with instructions on their project. In a written report of 2-3 pages, students will answer the following questions:
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What is justice?
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Were the perpetrators brought to justice for the crimes they committed? How? Why or why not?
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How should people be brought to justice for war crimes within a human rights context?
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Is it possible to bring people to justice for war crimes? Why or why not? How?
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What were the lasting effects of these grave human rights abuses on these societies?
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How could the perpetrators have been brought to justice? Come up with a system and describe it in detail.
In addition to the written report, they will create a poster and present their projects to the class.
Day 3- Students will continue to work in their groups on their projects.
Day 4- Students will present on their projects. Then, students will take the unit exam.
Closure:
Each day, students will take an exit slip, or a mini quiz, on the objectives from that day to demonstrate mastery of the objective. On the final day of this lesson, students will take an exam on the entire unit. Another day may be added to review.
