SPring semester 2013 in granada
Span 395 Ip: History of spain (from franco to present)
Description
In this subject our aim is to offer a general view of the History of Spain. We would study the most
important political, economical, social and cultural aspects of Spanish History. We would start
analysing Prehistory and Ancient History in the Iberian Peninsula. We would continue with the
fallen of the Roman Empire, the Visigoth Kingdom, Al-Andalus, the ‘Reconquista’, the Catholic
Kings and the Habsburg dynasty, the crisis of Spanish empire and the Bourbon Reformism. We
would learn as well about late Spanish modern history: we would study the Ancient Regime Crisis,
the Liberal Revolution, the Restoration, the Primo de Rivera Dictatorship, the II Republic, the Civil
War, Francoism and, of course, the Transition to Democracy.
Evidence: Essay about Diego Hurtado de Mendoza
1. Spain: an introduction
2. Prehistoric spain and the first colonizations.
3. Roman spain. Conquest and romanization.
4. The age of invasions. Visigoths and muslims.
5. Al-andalus and the christian ‘reconquista’.
6. The catholic monarchs.
7. The age of spanish hegemony: charles v empire and philip ii monarchy.
8. The decline of spanish hegemony. Spanish golden age.
9. The bourbon monarchy reformism of the xviii century.
10. The ancient regime crisis (1789-1833).
11. The building of the liberal state (1833-1875).
12. The restoration (1875-1930) and primo de rivera dictadorship.
13. The second spanish republic (1931-1936) and the spanish civil war (1936-1939).
14. Spain under franco (1939-1975).
15. The spanish transition to democracy (1975-1982).
Reflective Narrative:
This class, like many other classes we took in Spain, had a lot to do with the dictatorship of Franco. It seemed that Spain is still so affected by the war and Franco. Franco only died in the 70's which to me seems quite recent. I believe that some older citizens of Spain still believe in the regimen of Franco, and it was so interesting to learn about that. We also learned about the Spanish youth nowadays, and how people will live with their parents until they are in their thirties. It is quite interesting to learn because there we were as students in our early twenties learning about this interesting cultural difference.
In this subject our aim is to offer a general view of the History of Spain. We would study the most
important political, economical, social and cultural aspects of Spanish History. We would start
analysing Prehistory and Ancient History in the Iberian Peninsula. We would continue with the
fallen of the Roman Empire, the Visigoth Kingdom, Al-Andalus, the ‘Reconquista’, the Catholic
Kings and the Habsburg dynasty, the crisis of Spanish empire and the Bourbon Reformism. We
would learn as well about late Spanish modern history: we would study the Ancient Regime Crisis,
the Liberal Revolution, the Restoration, the Primo de Rivera Dictatorship, the II Republic, the Civil
War, Francoism and, of course, the Transition to Democracy.
Evidence: Essay about Diego Hurtado de Mendoza
1. Spain: an introduction
2. Prehistoric spain and the first colonizations.
3. Roman spain. Conquest and romanization.
4. The age of invasions. Visigoths and muslims.
5. Al-andalus and the christian ‘reconquista’.
6. The catholic monarchs.
7. The age of spanish hegemony: charles v empire and philip ii monarchy.
8. The decline of spanish hegemony. Spanish golden age.
9. The bourbon monarchy reformism of the xviii century.
10. The ancient regime crisis (1789-1833).
11. The building of the liberal state (1833-1875).
12. The restoration (1875-1930) and primo de rivera dictadorship.
13. The second spanish republic (1931-1936) and the spanish civil war (1936-1939).
14. Spain under franco (1939-1975).
15. The spanish transition to democracy (1975-1982).
Reflective Narrative:
This class, like many other classes we took in Spain, had a lot to do with the dictatorship of Franco. It seemed that Spain is still so affected by the war and Franco. Franco only died in the 70's which to me seems quite recent. I believe that some older citizens of Spain still believe in the regimen of Franco, and it was so interesting to learn about that. We also learned about the Spanish youth nowadays, and how people will live with their parents until they are in their thirties. It is quite interesting to learn because there we were as students in our early twenties learning about this interesting cultural difference.
SPan 395 IP The image of women in spanish literature
Evidence: Literary Analysis comparing two women protagonists, Powerpoint presentation about the book La Voz Dormida and essay about Dulce Chacon the author.
*Syllabus hard copy
Reflective Narrative:
This class was one of my favorite classes that semester. It was an evening class and we reviewed literature written by Spanish women, and talked about feminist theories. At the end of the course, we watched a movie called "Trece Rosas" which was about thirteen women who lived and during the dictatorship on the republican side. They were very radical, and ended up getting caught and incarcerated. It was a true story about 13 very real women, and their fate was very tragic. By the end of the class all of the students and even the teacher were in tears, and we all left the class in silence. For the teacher to show this historical movie was very meaningful and beneficial. After all of these classes I had taken in Spain I really felt that I had been a part of Spain and understood to a certain extent the history like I was there.
*Syllabus hard copy
Reflective Narrative:
This class was one of my favorite classes that semester. It was an evening class and we reviewed literature written by Spanish women, and talked about feminist theories. At the end of the course, we watched a movie called "Trece Rosas" which was about thirteen women who lived and during the dictatorship on the republican side. They were very radical, and ended up getting caught and incarcerated. It was a true story about 13 very real women, and their fate was very tragic. By the end of the class all of the students and even the teacher were in tears, and we all left the class in silence. For the teacher to show this historical movie was very meaningful and beneficial. After all of these classes I had taken in Spain I really felt that I had been a part of Spain and understood to a certain extent the history like I was there.
SPAN 395 IP Speaking & Writing Skills II/ ProducciÓn oral y escrita nivel II
Description
The course will consist of a small number of students taught in sequences of 2 hours daily and is developed in parallel to the subject of grammar level 2. Particular attention will be given to the skills both oral and written, reading and hearing to achieve the level 2.
Evidence: Essay about the Boston Bombing (in Spanish)
1. Saludar y responder a un saludo. Dar y pedir información personal. Solicitar confirmación.
Presentaciones informales. Fórmulas de tratamiento. Interacción en el aula. Gestión del grupo
y control de la comunicación. El lenguaje básico en el aula. Repaso del abecedario. Pedir
objetos.
2. Describir a personas de tu entorno más cercano. La familia. Expresar sensaciones físicas.
Expresar estados de ánimo. Estrategias discursivas básicas de descripción y definición.
Hipocorísticos y diminutivos.
3. Expresar existencia y localización. Comparar lugares. Transporte y alojamiento. Indicar
rutas. Ciudades y barrios de España
4. Expresar gustos e intereses. Valorar. Expresar opinión. Proponer alternativas. Expresar
acuerdo y desacuerdo. Principales religiones y creencias religiosas.
5. Expresar acciones de la vida cotidiana. Expresar frecuencia. Hablar de fechas, hora y partes
del día. Redacción de textos básicos (principales normas de puntuación). Concordancia de
oraciones simples. Oraciones coordinadas. Marcadores básicos del discurso. Estereotipos
culturales.
6. Situar acciones en el tiempo. Escribir notas sencillas.
7. Describir una acción en progreso. Fiestas de cumpleaños. Usos sociales relativos a los
regalos.
8. Expresar intenciones y proyectos. Expresar deseos. Aconsejar. Pedir y dar permiso. Pedir
favores.
9. Relatar experiencias del pasado. Hablar de acciones cotidianas en pasado. Conectores
temporales básicos.
10. Diversidad cultural de España. Fiestas tradicionales. Expresar planes para el futuro que
dependen de una condición
Reflective Narrative:
This was the second part to POE 1, and it basically just furthered the teachings of the first course. We learned about Spanish phrases, the many uses for the word "huevos" and gave many presentations. The learning environment of the classroom was very comfortable and the teacher made it easy to give presentations. I remember one presentation I gave about my hometown, and I was able to make a beautiful presentation and talk about Monterey Bay to my Spanish friends in class.
The course will consist of a small number of students taught in sequences of 2 hours daily and is developed in parallel to the subject of grammar level 2. Particular attention will be given to the skills both oral and written, reading and hearing to achieve the level 2.
Evidence: Essay about the Boston Bombing (in Spanish)
1. Saludar y responder a un saludo. Dar y pedir información personal. Solicitar confirmación.
Presentaciones informales. Fórmulas de tratamiento. Interacción en el aula. Gestión del grupo
y control de la comunicación. El lenguaje básico en el aula. Repaso del abecedario. Pedir
objetos.
2. Describir a personas de tu entorno más cercano. La familia. Expresar sensaciones físicas.
Expresar estados de ánimo. Estrategias discursivas básicas de descripción y definición.
Hipocorísticos y diminutivos.
3. Expresar existencia y localización. Comparar lugares. Transporte y alojamiento. Indicar
rutas. Ciudades y barrios de España
4. Expresar gustos e intereses. Valorar. Expresar opinión. Proponer alternativas. Expresar
acuerdo y desacuerdo. Principales religiones y creencias religiosas.
5. Expresar acciones de la vida cotidiana. Expresar frecuencia. Hablar de fechas, hora y partes
del día. Redacción de textos básicos (principales normas de puntuación). Concordancia de
oraciones simples. Oraciones coordinadas. Marcadores básicos del discurso. Estereotipos
culturales.
6. Situar acciones en el tiempo. Escribir notas sencillas.
7. Describir una acción en progreso. Fiestas de cumpleaños. Usos sociales relativos a los
regalos.
8. Expresar intenciones y proyectos. Expresar deseos. Aconsejar. Pedir y dar permiso. Pedir
favores.
9. Relatar experiencias del pasado. Hablar de acciones cotidianas en pasado. Conectores
temporales básicos.
10. Diversidad cultural de España. Fiestas tradicionales. Expresar planes para el futuro que
dependen de una condición
Reflective Narrative:
This was the second part to POE 1, and it basically just furthered the teachings of the first course. We learned about Spanish phrases, the many uses for the word "huevos" and gave many presentations. The learning environment of the classroom was very comfortable and the teacher made it easy to give presentations. I remember one presentation I gave about my hometown, and I was able to make a beautiful presentation and talk about Monterey Bay to my Spanish friends in class.
395 IP History of Spanish Cinema
Evidence: Final Essay about the influence of Francisco Franco in Spanish Cinema
Reflective Narrative:
I enjoyed this class a lot. It was very relaxing late night class where we watched movies the entire time. Usually, this wouldn't be acceptable for an entire semester, but when the movies are in your second language it is definitely learning. In the beginning we watched older movies in black and white, Luis Bunuel, other movies that were from the surrealism movement. We then watched many movies that had to do with the dictatorship of Franco, and again it made me feel like I had lived through it. In the end of the semester we did a group project about a movie of our choice, a half hour long. My classmates and I did a presentation about the movie "El Orfanato" by Pedro Almodovar. It was beneficial to have to give a presentation in Spanish. By this time of the school year I didn't need to use my notes to present anymore.
Reflective Narrative:
I enjoyed this class a lot. It was very relaxing late night class where we watched movies the entire time. Usually, this wouldn't be acceptable for an entire semester, but when the movies are in your second language it is definitely learning. In the beginning we watched older movies in black and white, Luis Bunuel, other movies that were from the surrealism movement. We then watched many movies that had to do with the dictatorship of Franco, and again it made me feel like I had lived through it. In the end of the semester we did a group project about a movie of our choice, a half hour long. My classmates and I did a presentation about the movie "El Orfanato" by Pedro Almodovar. It was beneficial to have to give a presentation in Spanish. By this time of the school year I didn't need to use my notes to present anymore.