Date: 11-12 November 2013 Teacher: Darryl Plummer Course Name: Geography Unit: Europe Lesson: Basque Country

Total Estimated Time: Two 51 minute class periods

Overview: The Basque Country, located in North Eastern Spain and South Western France is a distinct cultural region from the surrounding countries. Although they speak their own language, have their own culture and ethnic identity, and their own history separate from both these countries, they are not a country. They have all the requisites for to be a country except that they lack recognition from Spain and France. Historically, the Basque people were conquered by Spain and the dictator Francisco Franco banned many aspects of their culture, including their language. This resulted in a significant separatist movement in the Basque Country most notably including the terrorist organization ETA. Although Spain no longer oppresses this region in the way Franco did, there is still significant separatist and nationalistic feelings there. Students will examine the case study of the Basque country and assess their ability and right to be an independent country. They will get their information from a lecture, an article on the Basque country, and what we have learned so far in this unit (most notably the separatism activity). Although the Basque country may not be relevant to students lives, the idea of separatism and nationalism is. The focus of this lesson is on the Basque country because it is a useful case study to understand the larger concept of separatism and what defines a country. This lesson attempts to explain a disunifying factor in Europe, whereas the European Union is a unifying factor.

Standards: Geography: 2. Explain and interpret geographic variables that influence the interactions of people, places, and environments.

21st Century Skills:

1. 21st Century Themes a. Global Awareness b. Civic Literacy 2. Learning and innovation skills a. Critical thinking and problem solving 3. Life and Career skills a. Social and cross-cultural skills Daily Objectives: Students will be able to (SWBAT) Explain what makes the Basque Country different than Spain Identify historical roots of the contemporary separatism movement in the Basque Country Relate the painting Guernica by Picasso to historical events Judge evidence for and against Basque independence Decide if the Basque country should be independent or not Write a persuasive paragraph to explain their position Use standard paragraph format to argue their side Use multiple sources to defend their position

Preparation: Lesson plan Articles printed out Slides

Materials: Articles Projector Slides Youtube video on separatism

Pre-Assessment: Unit Pre-Test Anticipatory Set: Anticipatory set is a warm up question that asks students to write observations on the painting Guernica by Pablo Picasso. Connection to previous learning or life:

I will remind students of the activity done the previous Friday (separatism activity). I will explain that this dynamic exists currently in some areas of the world. I will also remind students of the what defines a country? activity. I will also explain that although the Basque country contains most of the elements of a country, it is not.

Agenda for the Board: Will be written on the board: Schedule on back white board PP in the front

Instruction/Activity Day 1 1. After connection to prior learning, I will begin the PP. Students will be instructed to take notes because they will be useful for the assignment they will need to complete (argue for or against Basque independence). 2. I will highlight the benefits of EU membership. 3. I will define nationalism and ask the class what happens if the country you identify with doesnt exist? Or is part of another country? 4. Students will likely be unable to understand the question because they cannot conceive of the US not existing. I will assist if needed by asking if students would feel French if the French took over the US. How long would it take before they felt French? The answer is likely to be never. 5. We will watch a short news cast about separatism in Europe (it focuses on Scotland). We will discuss the video as a class. 6. I will introduce the Basque country and give its basic characteristics. I will highlight that they do not speak Spanish and in fact speak a language unrelated to all others. 7. I will introduce the concept that Spain was not always Spain. It was a collection of kingdoms in which the Basque country was one of many. They absorbed each other and Spanish culture predominated in most parts 8. I will demonstrate through pictures how Basque people are upset at being part of Spain. 9. I will discuss the Spanish Civil war and the injustices imposed on the Basque country by Franco. This is where I will re-tie in with the painting Guernica and explain that event. 10. I will show a video on ETA terrorism to show the effects of the oppression. NOTE: I will probably not show this video due to time constraints. Day 2 1. I will briefly review the Basque Country notes. 2. Students will read an article about the Basque country that will be provided to them.

3. Students will write a 5-8 sentence paragraph with topic sentence, 3 pieces of evidence, and a conclusion that argues for or against Basque independence. 4. I will instruct students to ensure they clearly state their position in the topic sentence. I will also instruct them to make sure their evidence supports their position. 5. I expect it will take students 20 minutes to read the article, which will leave them 20-25 minutes to write their paragraph. I will tell students that it is due tomorrow at the beginning of class (this is when we will do a peer edit). 6. If students mismanage their time, they will be left with a significant amount of work so I will strive to create a quiet working environment for them. 7. I am doing this lesson on a Monday and Tuesday in the hopes that they will be somewhat more sedated. Closure: I will conduct the majority of closure after day 1 as I want to give students the maximum amount of time to work on their paragraphs. Wednesday (the day of the peer review) is a late start and my lessons are becoming a little crammed in order to provide students with study time for the test and to have the test on the Monday and Tuesday of the following week. At the end of day 1, I will ask students what their initial impression of the Basque independence movement is. Are they justified? Do they have the ability to be their own country? Does it make sense to? This will additionally prep them to write their paragraph on day 2. Post Assessment: Post Assessment is a paragraph that students will write arguing for or against Basque independence.

Potential Modifications: 1. The video on day 1 is approximately 15 minutes long. I am keeping it in reserve in case the lecture goes faster than expected or if students are not engaged in the lecture. Normally, I would plan on showing it on day 2, but time constraints prevent this. 2. Students can write their paragraph on the differences between the Basque country and Spain rather than arguing for Basque independence. This makes the assignment easier.