TEACHER'S GUIDE
a ik n r e g f o g in b The bom Gernika Peace Museum
FundaciónMuseoDeLaPazDeGernika
Acknowledgements: To all the colleagues from the Gernika Peace Museum who have contributed to the creation and improvement of the work.
Foru Plaza, 1 48300 Gernika-Lumo (Bizkaia) Tel.: +34 94 627 0213 www.museodelapaz.org E-mail: hezkuntza.museoa@gernika-lumo.net Gernika-Lumo, 2021
© Documentation Centre on the bombing of Gernika
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index I NTRODUCTI ON
EVALUATI ON
OBJ ECTI V ES
R ES OU RCES
M ETHOD OLO GY
TH E EN D
P RO CES S STEPS TI M I NG
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INTRODUCTION
ABOUT THE SUBJECT
Duration 10 h Modality Online Language Spanish Euskara English
Gernika Peace Museum
Link Research-game
https://view.genial.ly/6041ea94bfab4f4 4fdb6142d
This project on the Bombing of Gernika (Spanish Civil War) is aimed at students in the baccalaureate and 4th year of ESO, although it can be perfectly adapted to other levels. It is a project that can be worked on in different areas at the same time (Information and Communication Technologies, Ethics, Geography and History, Arts, Visual and Audiovisual Education,
Languages...)
in
order
to
create
an
interdisciplinary project. While it is not essential, it is advisable to introduce students to the subject of the Spanish Civil War.
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OBJETIV ES
REFLECTION The knowledge they gain will help them to understand and appreciate the absurdity of war and warlike actions. This will help them to develop critical thinking about situations such as the bombing which, unfortunately, are still being repeated today (war in Iraq, Afghanistan, forgotten wars on the African continent, Syria, Yemen, etc.).
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Gernika Peace Museum
OBJETIV ES 01
OVERALL OBJECTIVES
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SPECIFIC OBJECTIVES
Identify the processes and mechanisms that govern social phenomena and the interrelationships between political, economic and cultural events.
Delve deeper into the causes behind the bombing of Gernika.
Identify and locate in time and space the most relevant
Understanding how historical facts are manipulated.
historical processes and events in order to acquire a global perspective.
To understand how this bombing in uenced the bombing of open cities and the civilian population.
Valuing cultural diversity as a right of peoples and individuals to their identity.
To empathise with the people who suffered the bombing of Gernika.
To learn about the bombing of Gernika as a signi cant
Be aware of the manipulation of information.
milestone in our history. To re ect on Human Rights.
Being able to use information and communication technologies.
Encourage positive thinking to be able to manage negative situations.
Respect and consideration of the contributions of others in teamwork.
ideas
and
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METHODOLOGY
The methodology selected to carry out the activity is known as Jigsaw II or Puzzle (Slavin).
This method allows the contributions of all learners, including those learners most in need of help, to be equally valued because they are necessary to achieve the objectives.
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METHODOLOGY J I GSAW OR PUZZLE M ETHOD OLO G Y It requires two types of groupings: the core or regular team (heterogeneous)
and
the
specialist
or
expert
group
(homogeneous).
Divide
the
in one section) is responsible for explaining to the rest of the team the part he/she has prepared, while at the same time learning the material to be taught by the other members of the team.
The steps are as follows: 1.
3. Return to the original or base teams. Each student (expert
class
into
teams
(cooperative
and
heterogeneous). The material under study is divided into as many parts as there are team members. 2. Preparation in a group of "experts". Each team member meets with other team members who have the same area of knowledge (or piece of the puzzle) and does activities to become "experts" in that topic. Once they have completed these activities, they prepare how they will explain what they have learned to their teammates.
4. Learning activity or assessment that requires all the information. The assessment can be done as a group or individually, but with a group mark. This method allows the contributions of all learners, including those learners most in need of help, to be equally valued because they are necessary to achieve the objectives.
+ information https://grupsderecerca.uab.cat/grai/es/content/m%C3%A9todos-de-aprendizaje-cooperativo
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P ROCES S
I NTRODUCTI ON AN D ROLE CHOI CE group work
I M M ERS I ON individual work
R ES EARCH
PO OLI NG W I TH TH E I N I TI AL G ROU P
individual work
PO OLI NG OF EXP ERTS group work
group work
C OM POS I TI ON OF SU P P LEM ENT group work
OUTPUT
Individual work
P R ES ENTATI ON OF SU P P LEM ENT group work
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STEPS The steps for carrying out the task are as follows: 1) Introduction to the activity. 2) Divide the class into groups of three; each person then chooses a role: survivor's relative, journalist or cartoonist.
3) Immersion in the subject (Spanish Civil War and the bombing of Gernika). Various role-based materials are provided for each student to study and research.
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STEPS 4) Online research to answer a series of suggested questions. Some terms (clues) to look for during your research are provided, as well as some web pages, to facilitate the correct answer. This is an individual task.
6) Each member of the group must then make a speci c product: writing testimony as a survivor's family member. write a historical research paper on the bombing of Gernika. draw the cover of the supplement with the aesthetics of the time.
5) Then, people with the same role or character should group together and pool their research. In this way, specialists for each role or character will be formed.
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STEPS 7) The next step will be to put the 3 products together to compose a special magazine supplement (on paper or digitally).
A wide selection of common material is offered to help them in their work.
8) Finally, they will present the supplement to their classmates.
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TIMING
Introduction and role ...
Immersion
Research
Pooling
Output
Composition of supp...
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Presentation of supp...
0.0
1.0 Hours
2.0
3.0
EVALUATION
EVALUATION Self-assessment and peer-assessment The evaluation of this project can be done using the rubrics provided below. 1. In the rst, self-assessment is proposed, i.e. each student assesses his or her own work with a total score of 10 points. 2. The second is to assess cohesion and group work through peer assessment, which will also be worth a total of 10 points. 3. A third option would be teacher-led assessment.
The nal mark for each person will be the sum of the marks obtained by that person in each section and then divided by two; if we insert the teacher's evaluation it will be divided by three. Students should be made aware of how to evaluate this project from the outset. Through this method, we aim to make the students aware of their learning, their level of knowledge, their teamwork and their involvement and commitment in the tasks to be carried out. Cedec's rubric bank: https://cedec.intef.es/cedec-lanza-unnuevo-banco-de-rubricas-y-otrosdocumentos-asociados-al-proyecto-edia/
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RUBR IC
Evaluation indicators
Knowledge gained
Working with others
Research
The nal activity "Creating a supplement": my essay or drawing Spelling and syntax correction. Drafting and design
Excellent
2
Good
1'5
Satisfactory
1
SELF-AS SES SMENT
Unsatisfactory
0
Points
miembros sethe reunieron y in I Los understood subject comentaron depth andregularmente. presented my Todos los estudiantes information forcefully and contribuyeron a la discusión y convincingly. escucharon respetuosamente. Todos contribuyeron Iequitativamente almost always listen to, share al trabajo. and support the e orts of others. I try to keep members together by working as a group.
I understood Los miembros these subject reunieroniny comentaron regularmente.its La depth and presented mayoríawith contribuyeron a la information ease. discusión y casi todos escucharon respetuosamente. La mayoría contribuyeron equitativamente trabajo. I frequently listen to,alshare and support the e orts of others. I do not cause "problems" in the group
Sólo tuvieron lugar algunas I seemed to understand the I did not demonstrate an Nounderstanding hubo reuniones del the equipo. Algunos mainreuniones points of topic and adequate of de the equipo. Algunos los miembros contribuyeron a la presented them with ease subject. miembros del equipo no discusión y escucharon contribuyeron respetuosamente. Algunos contribuyeron equitativamente al equitativamente al trabajo. ASometimes trabajo. I listen, share and I rarely listen to, share and support the e orts of others, but support the e orts of others. I sometimes I am not a good am often not a good group member of the group. member.
I conducted a very thorough investigation. The research included key facts and dates. The supplement clearly identi es the importance of the topic. The information used is rigorous. Originality in its creation. Personal and critically argued nal conclusions.
I conducted a fairly thorough investigation. The research included key facts and dates. The supplement presented good information on the subject.
I did some research but did not present it in an organised way. The supplement lacks key facts and/or dates to identify the importance of the issue.
I did little or no research for my assignment.
Rigorous content. Not much originality. The nal conclusions are not too critically argued
Content not very rigorous. Not much originality. Poorly argued and content-poor nal conclusions.
EThe content of the nal work is not rigorous at all. There is no originality in the exercise. There are no argued conclusions as a nal result.
?
Excellent use of spelling and language in writing. Very elaborate design.
Good use of spelling and language in writing. Elaborate design
Regular usoe of spelling and language in writing. Poor design.
Poor use of spelling and language in writing. Very poor design.
?
? ? ? 14
RUBRIC
Excellent
P EER-AS SES SMENT
Good
Satisfactory
Los miembros gathered se reunieron yand Members comentaron discussed onregularmente. a regular basis. All Todos los estudiantes students contributed to the contribuyeron aand la discusión y discussion listened escucharon respetuosamente. respectfully. All contributed Todos contribuyeron equally to the work. equitativamente al trabajo.
Los miembros se reunieronand y Members gathered comentaron regularmente. La discussed on a regular basis. The mayoríacontributed contribuyerontoa la the majority discusión y casi todos discussion and almost all listened escucharon respetuosamente. respectfully. Almost all La mayoría contribuyeron contributed fairly to the work. equitativamente al trabajo.
tuvieron algunas OnlySólo a few team lugar meetings took There were no team meetings. hubo reuniones reuniones del equipo. Algunos Some No team members diddenot place. Some members equipo. Algunos los miembros contribuyeron a la contribute equally to the work. contributed to the discussion and miembros del equipo no discusión y escucharonSome listened respectfully. contribuyeron respetuosamente. Algunos contributed equally to the work. contribuyeron equitativamente al equitativamente al trabajo. trabajo.
Engagement (Individual)
The students gave excellent input, presented their work well and were fully involved.
Students worked well in the group, provided input and presented quality information.
Students gave some information, but were not clear in the information presented.
Students provided very little information throughout the project.
General project (magazine supplement)
The students have produced a supplement meeting the highest quality standards and their presentation is exemplary
The supplement was presented with key facts but was not presented in a convincing tone.
The supplement contains some of the required information but was not e ectively presented.
The requirements were not met, very little information was presented, the supplement was poor and minimal details were given.
?
Creativity
Very original and creative work.
Fairly creative work.
Not very creative.
Not creative at all It makes use of ready-made ideas.
?
Evaluation indicators Engagement (Group)
2'5
1'75
1'25
Unsatisfactory
0
Points
? ? 15
TEACHING R ES OURCES AND MATER IALS
BIBLIOG RAP H Y https://www.museodelapaz.org/docu_buscador.php
ICT TOOLS
http://jjfrias.com/recursos-educativos-tic-para-docentes
G ER NIKA P EACE MUSEUM
https://www.museodelapaz.org/index.php
ANNEXES https://view.genial.ly/604a1e c783070d7ac5a1a6
16 OTHER LINKS https://oroimenarenharra.koldomitxelena.net/
T H E D O C U M E N TAT I O N C E N T R E O N T H E BOMBING OF GERNIKA https://www.museodelapaz.org/docu_historia.php
THANK YOU
W E HOPE YOU W ILL PUT IT INTO PRACTICE SOON If you have any questions or comments, we would be pleased to hear from you, as it will help us to improve our materials. We would also love to feature your experience on our social media! hezkuntza.museoa@gernika-lumo.net
T h an k y ou
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