TEACHER'S GUIDE
The bombing of gernika
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
© Documentation Centre on the bombing of Gernika
Gernika-Lumo, 2021
index
iNTRODuction
EVALUAtion
OBJEctives
Resources
methodology
the end
PROCESs
steps
Timing
INTRODUCtion
About the subject
Duration
10 h
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.
Modality
Online
Language
Link
Research-game
Gernika Peace Museum
https://view.genial.ly/6166b45727f2b50dcae15967/game-breakout-the-bombing-of-gernika-research
OBJETIVeS
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.).
Gernika Peace Museum
objetives
01
02
overall objectives
specific objectives
- Identify the processes and mechanisms that govern social phenomena and the interrelationships between political, economic and cultural events.
- Identify and locate in time and space the most relevant historical processes and events in order to acquire a global perspective.
- Valuing cultural diversity as a right of peoples and individuals to their identity.
- To learn about the bombing of Gernika as a significant milestone in our history.
- To reflect on Human Rights.
- Encourage positive thinking to be able to manage negative situations.
- Delve deeper into the causes behind the bombing of Gernika.
- Understanding how historical facts are manipulated.
- To understand how this bombing influenced the bombing of open cities and the civilian population.
- To empathise with the people who suffered the bombing of Gernika.
- Be aware of the manipulation of information.
- Being able to use information and communication technologies.
- Respect and consideration of the ideas and contributions of others in teamwork.
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.
methodology
JIGSAW OR PUZZLE METHODOLOGY
3. Return to the original or base teams. Each student (expert 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. 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.
It requires two types of groupings: the core or regular team (heterogeneous) and the specialist or expert group (homogeneous). The steps are as follows: 1. Divide the 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.
+ information
PROCESs
POOLING WITH THE INITIAL GROUP
introduction and role choice
composition of supplement
research
group work
group work
individual work
group work
presentation of supplement
immersion
POOLING OF EXPERTS
output
Individual work
individual work
group work
group work
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.
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 specific 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.
10
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.
11
TIMING
12
EVALUAtioN
The final 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.
evaluation
Self-assessment and peer-assessment
The evaluation of this project can be done using the rubrics provided below.
- In the first, self-assessment is proposed, i.e. each student assesses his or her own work with a total score of 10 points.
- The second is to assess cohesion and group work through peer assessment, which will also be worth a total of 10 points.
- A third option would be teacher-led assessment.
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.
13
Cedec's rubric bank
https://cedec.intef.es/cedec-lanza-un-nuevo-banco-de-rubricas-y-otros-documentos-asociados-al-proyecto-edia/
rUbric SELF-ASSESSMENT
Excellent
Satisfactory
Good
Unsatisfactory
Evaluation indicators
Points
1'5
Los miembros se reunieron y comentaron regularmente. Todos los estudiantes contribuyeron a la discusión y escucharon respetuosamente. Todos contribuyeron equitativamente al trabajo.
Sólo tuvieron lugar algunas reuniones del equipo. Algunos miembros contribuyeron a la discusión y escucharon respetuosamente. Algunos contribuyeron equitativamente al trabajo.
I understood the subject in depth and presented its information with ease.
Los miembros se reunieron y comentaron regularmente. La mayoría contribuyeron a la discusión y casi todos escucharon respetuosamente. La mayoría contribuyeron equitativamente al trabajo.
I did not demonstrate an adequate understanding of the subject.
I understood the subject in depth and presented my information forcefully and convincingly.
I seemed to understand the main points of the topic and presented them with ease
No hubo reuniones de equipo. Algunos los miembros del equipo no contribuyeron equitativamente al trabajo.
Knowledge gained
I almost always listen to, share and support the efforts of others. I try to keep members together by working as a group.
Sometimes I listen, share and support the efforts of others, but sometimes I am not a good member of the group.
I rarely listen to, share and support the efforts of others. I am often not a good group member.
I frequently listen to, share and support the efforts of others. I do not cause "problems" in the group
Working with others
I conducted a fairly thorough investigation. The research included key facts and dates. The supplement presented good information on the subject.
I conducted a very thorough investigation. The research included key facts and dates. The supplement clearly identifies the importance of the topic.
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.
Research
Rigorous content. Not much originality. The final conclusions are not too critically argued
The information used is rigorous. Originality in its creation. Personal and critically argued final conclusions.
Content not very rigorous. Not much originality. Poorly argued and content-poor final conclusions.
The content of the final work is not rigorous at all. There is no originality in the exercise. There are no argued conclusions as a final result.
The final activity "Creating a supplement": my essay or drawing
14
Regular usoe of spelling and language in writing. Poor design.
Poor use of spelling and language in writing. Very poor design.
Excellent use of spelling and language in writing. Very elaborate design.
Good use of spelling and language in writing. Elaborate design
Spelling and syntax correction. Drafting and design
peer-assessment
rubric
Excellent
Satisfactory
Good
Unsatisfactory
Evaluation indicators
Points
1'25
1'75
2'5
Los miembros se reunieron y comentaron regularmente. Todos los estudiantes contribuyeron a la discusión y escucharon respetuosamente. Todos contribuyeron equitativamente al trabajo.
Sólo tuvieron lugar algunas reuniones del equipo. Algunos miembros contribuyeron a la discusión y escucharon respetuosamente. Algunos contribuyeron equitativamente al trabajo.
There were no team meetings. Some team members did not contribute equally to the work.
Los miembros se reunieron y comentaron regularmente. La mayoría contribuyeron a la discusión y casi todos escucharon respetuosamente. La mayoría contribuyeron equitativamente al trabajo.
Members gathered and discussed on a regular basis. All students contributed to the discussion and listened respectfully. All contributed equally to the work.
Only a few team meetings took place. Some members contributed to the discussion and listened respectfully. Some contributed equally to the work.
Members gathered and discussed on a regular basis. The majority contributed to the discussion and almost all listened respectfully. Almost all contributed fairly to the work.
Engagement (Group)
No hubo reuniones de equipo. Algunos los miembros del equipo no contribuyeron equitativamente al trabajo.
Students provided very little information throughout the project.
Students gave some information, but were not clear in the information presented.
Students worked well in the group, provided input and presented quality information.
The students gave excellent input, presented their work well and were fully involved.
Engagement (Individual)
The supplement contains some of the required information but was not effectively presented.
The requirements were not met, very little information was presented, the supplement was poor and minimal details were given.
The supplement was presented with key facts but was not presented in a convincing tone.
The students have produced a supplement meeting the highest quality standards and their presentation is exemplary
General project (magazine supplement)
15
Not creative at all It makes use of ready-made ideas.
Not very creative.
Fairly creative work.
Very original and creative work.
Creativity
TEACHING RESOURCES AND MATERIALS
BIBLIOGRAPHY
annexes
gernika peace museum
ICT TOOLS
16
The Documentation Centre on the Bombing of Gernika
OTHER LINKS
thank you
WE HOPE YOU WILL 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
17
Thank you
The bombing of Guernica (Teaching guide)
Hezkuntza
Created on October 13, 2021
Teaching guide on the "research of the bombing of Gernika/Guernica".
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Transcript
TEACHER'S GUIDE
The bombing of gernika
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
© Documentation Centre on the bombing of Gernika
Gernika-Lumo, 2021
index
iNTRODuction
EVALUAtion
OBJEctives
Resources
methodology
the end
PROCESs
steps
Timing
INTRODUCtion
About the subject
Duration
10 h
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.
Modality
Online
Language
Link
Research-game
Gernika Peace Museum
https://view.genial.ly/6166b45727f2b50dcae15967/game-breakout-the-bombing-of-gernika-research
OBJETIVeS
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.).
Gernika Peace Museum
objetives
01
02
overall objectives
specific objectives
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.
methodology
JIGSAW OR PUZZLE METHODOLOGY
3. Return to the original or base teams. Each student (expert 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. 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.
It requires two types of groupings: the core or regular team (heterogeneous) and the specialist or expert group (homogeneous). The steps are as follows: 1. Divide the 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.
+ information
PROCESs
POOLING WITH THE INITIAL GROUP
introduction and role choice
composition of supplement
research
group work
group work
individual work
group work
presentation of supplement
immersion
POOLING OF EXPERTS
output
Individual work
individual work
group work
group work
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.
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 specific product:
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.
10
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.
11
TIMING
12
EVALUAtioN
The final 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.
evaluation
Self-assessment and peer-assessment
The evaluation of this project can be done using the rubrics provided below.
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.
13
Cedec's rubric bank
https://cedec.intef.es/cedec-lanza-un-nuevo-banco-de-rubricas-y-otros-documentos-asociados-al-proyecto-edia/
rUbric SELF-ASSESSMENT
Excellent
Satisfactory
Good
Unsatisfactory
Evaluation indicators
Points
1'5
Los miembros se reunieron y comentaron regularmente. Todos los estudiantes contribuyeron a la discusión y escucharon respetuosamente. Todos contribuyeron equitativamente al trabajo.
Sólo tuvieron lugar algunas reuniones del equipo. Algunos miembros contribuyeron a la discusión y escucharon respetuosamente. Algunos contribuyeron equitativamente al trabajo.
I understood the subject in depth and presented its information with ease.
Los miembros se reunieron y comentaron regularmente. La mayoría contribuyeron a la discusión y casi todos escucharon respetuosamente. La mayoría contribuyeron equitativamente al trabajo.
I did not demonstrate an adequate understanding of the subject.
I understood the subject in depth and presented my information forcefully and convincingly.
I seemed to understand the main points of the topic and presented them with ease
No hubo reuniones de equipo. Algunos los miembros del equipo no contribuyeron equitativamente al trabajo.
Knowledge gained
I almost always listen to, share and support the efforts of others. I try to keep members together by working as a group.
Sometimes I listen, share and support the efforts of others, but sometimes I am not a good member of the group.
I rarely listen to, share and support the efforts of others. I am often not a good group member.
I frequently listen to, share and support the efforts of others. I do not cause "problems" in the group
Working with others
I conducted a fairly thorough investigation. The research included key facts and dates. The supplement presented good information on the subject.
I conducted a very thorough investigation. The research included key facts and dates. The supplement clearly identifies the importance of the topic.
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.
Research
Rigorous content. Not much originality. The final conclusions are not too critically argued
The information used is rigorous. Originality in its creation. Personal and critically argued final conclusions.
Content not very rigorous. Not much originality. Poorly argued and content-poor final conclusions.
The content of the final work is not rigorous at all. There is no originality in the exercise. There are no argued conclusions as a final result.
The final activity "Creating a supplement": my essay or drawing
14
Regular usoe of spelling and language in writing. Poor design.
Poor use of spelling and language in writing. Very poor design.
Excellent use of spelling and language in writing. Very elaborate design.
Good use of spelling and language in writing. Elaborate design
Spelling and syntax correction. Drafting and design
peer-assessment
rubric
Excellent
Satisfactory
Good
Unsatisfactory
Evaluation indicators
Points
1'25
1'75
2'5
Los miembros se reunieron y comentaron regularmente. Todos los estudiantes contribuyeron a la discusión y escucharon respetuosamente. Todos contribuyeron equitativamente al trabajo.
Sólo tuvieron lugar algunas reuniones del equipo. Algunos miembros contribuyeron a la discusión y escucharon respetuosamente. Algunos contribuyeron equitativamente al trabajo.
There were no team meetings. Some team members did not contribute equally to the work.
Los miembros se reunieron y comentaron regularmente. La mayoría contribuyeron a la discusión y casi todos escucharon respetuosamente. La mayoría contribuyeron equitativamente al trabajo.
Members gathered and discussed on a regular basis. All students contributed to the discussion and listened respectfully. All contributed equally to the work.
Only a few team meetings took place. Some members contributed to the discussion and listened respectfully. Some contributed equally to the work.
Members gathered and discussed on a regular basis. The majority contributed to the discussion and almost all listened respectfully. Almost all contributed fairly to the work.
Engagement (Group)
No hubo reuniones de equipo. Algunos los miembros del equipo no contribuyeron equitativamente al trabajo.
Students provided very little information throughout the project.
Students gave some information, but were not clear in the information presented.
Students worked well in the group, provided input and presented quality information.
The students gave excellent input, presented their work well and were fully involved.
Engagement (Individual)
The supplement contains some of the required information but was not effectively presented.
The requirements were not met, very little information was presented, the supplement was poor and minimal details were given.
The supplement was presented with key facts but was not presented in a convincing tone.
The students have produced a supplement meeting the highest quality standards and their presentation is exemplary
General project (magazine supplement)
15
Not creative at all It makes use of ready-made ideas.
Not very creative.
Fairly creative work.
Very original and creative work.
Creativity
TEACHING RESOURCES AND MATERIALS
BIBLIOGRAPHY
annexes
gernika peace museum
ICT TOOLS
16
The Documentation Centre on the Bombing of Gernika
OTHER LINKS
thank you
WE HOPE YOU WILL 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
17
Thank you