This document provides instructions and examples for presenting on two of four topics related to Spanish culture: culture, entertainment, history, and famous people. Students are asked to prepare a conversation and presentation with a partner about their chosen topics. The document outlines sub-topics that could be discussed for each main topic, and provides example slides presenting information and visuals about Spain's culture, including traditions like bullfighting, food, fashion, and music. Students are advised to incorporate videos and interpret all Spanish spoken and written for their project presentation.
This document discusses the variety of the Spanish language. It notes that Spanish is spoken in over 20 countries, originating from Latin. The language spread across Spain and South America following Columbus' arrival in the Americas. There are differences in vocabulary, phrases, and pronunciation between Spanish dialects in different countries and regions due to geographical isolation and colonial influences. For example, the pronunciation of "ll" and "s, c, z" differs between Spain and South America. The document also examines differences in personal pronouns such as the use of "vosotros" versus "ustedes".
This study guide provides background information, activities, and resources about the Ensemble Español Spanish Dance Theater's upcoming performance. The guide includes details about the artist, follow-up lesson plans and activities, and information about Spanish dance styles like flamenco, bolero, and sevillanas. Students are encouraged to use the guide both before and after the performance to enhance their understanding and appreciation of Spanish dance and culture.
The document discusses various literary terms and provides examples of their use. It defines terms like "mimicking" and provides an example of a character mimicking TV reporters from a story. It also defines "recurring" and gives an example from the same story about nightmares recurring. Finally, it defines "divert" and gives an example about using a switchblade as a diversion. It then discusses first-person narratives and providing examples from stories using "I". The rest of the document provides instructions and links to vocabulary games to play.
Education+ Trends+Animated+Background[1] Math & Science TrendShelly Landau
The document discusses the shortage of math and science teachers in the US, especially in minority schools, and some of the factors contributing to this shortage. These factors include better career opportunities in other fields, lower salaries for teachers, increasing student enrollments, and lack of support for teachers. The shortage negatively impacts student learning outcomes. Some solutions proposed include improving teacher preparation programs, offering scholarships and grants, increasing salaries, and creating partnerships between schools and colleges.
The document summarizes presentations made by division heads from the Lower School, Middle School, and Upper School to the LCDS Board of Trustees. Key points included collaboration across the different school divisions, areas of note and challenge for each division, and goals completed and ongoing since September 2009 such as curriculum mapping and coordinating schedules between divisions. The Lower School noted seasoned faculty and motivated teachers, while areas of challenge included the facility and use of standardized test scores. The Middle School highlighted its anti-bullying initiative. The Upper School recognized student and arts achievements as well as positive changes like a paperless system and hiring process improvements, with continuing work on support structures and budgets cited as areas of ongoing challenge.
This document discusses the variety of the Spanish language. It notes that Spanish is spoken in over 20 countries, originating from Latin. The language spread across Spain and South America following Columbus' arrival in the Americas. There are differences in vocabulary, phrases, and pronunciation between Spanish dialects in different countries and regions due to geographical isolation and colonial influences. For example, the pronunciation of "ll" and "s, c, z" differs between Spain and South America. The document also examines differences in personal pronouns such as the use of "vosotros" versus "ustedes".
This study guide provides background information, activities, and resources about the Ensemble Español Spanish Dance Theater's upcoming performance. The guide includes details about the artist, follow-up lesson plans and activities, and information about Spanish dance styles like flamenco, bolero, and sevillanas. Students are encouraged to use the guide both before and after the performance to enhance their understanding and appreciation of Spanish dance and culture.
The document discusses various literary terms and provides examples of their use. It defines terms like "mimicking" and provides an example of a character mimicking TV reporters from a story. It also defines "recurring" and gives an example from the same story about nightmares recurring. Finally, it defines "divert" and gives an example about using a switchblade as a diversion. It then discusses first-person narratives and providing examples from stories using "I". The rest of the document provides instructions and links to vocabulary games to play.
Education+ Trends+Animated+Background[1] Math & Science TrendShelly Landau
The document discusses the shortage of math and science teachers in the US, especially in minority schools, and some of the factors contributing to this shortage. These factors include better career opportunities in other fields, lower salaries for teachers, increasing student enrollments, and lack of support for teachers. The shortage negatively impacts student learning outcomes. Some solutions proposed include improving teacher preparation programs, offering scholarships and grants, increasing salaries, and creating partnerships between schools and colleges.
The document summarizes presentations made by division heads from the Lower School, Middle School, and Upper School to the LCDS Board of Trustees. Key points included collaboration across the different school divisions, areas of note and challenge for each division, and goals completed and ongoing since September 2009 such as curriculum mapping and coordinating schedules between divisions. The Lower School noted seasoned faculty and motivated teachers, while areas of challenge included the facility and use of standardized test scores. The Middle School highlighted its anti-bullying initiative. The Upper School recognized student and arts achievements as well as positive changes like a paperless system and hiring process improvements, with continuing work on support structures and budgets cited as areas of ongoing challenge.
This document provides an overview of a webquest on traditional Hispanic music and dance. The webquest includes four activities: defining key terms related to Hispanic culture; identifying traditional Spanish musical instruments; recognizing traditional Spanish dances; and researching modern Hispanic musicians. The activities utilize various online resources to teach students about the role of music in Hispanic cultures through history to modern times, covering topics like flamenco, salsa, instruments like castanets and bongos, and dances such as the flamenco, salsa, and rumba. The goal is to help students learn about and appreciate Hispanic musical traditions.
The document provides information about Argentina, including its location, culture, famous people, holidays, and places of interest. Some key details included are:
- Argentina is located in southern South America and Mendoza province is in western Argentina.
- Argentine culture includes tango, rock music, and folk music like chacarera. Famous cultural figures mentioned are Mercedes Sosa, Charly García, and Enanitos Verdes.
- Notable Argentines mentioned are Pope Francis, footballer Lionel Messi, and Queen Máxima of the Netherlands.
- Important holidays and traditions include the May Revolution celebrating independence from Spain and historical figures like San Martín.
- Mendoza has
This document discusses Afro-Latinos and their history and influence in Latin America. It provides demographic information about the Afro-Latino population in different Latin American countries. It also summarizes the African influence seen in aspects of Latin American culture like religion, art, music, dance, sports and literature. Some notable Afro-Latino figures mentioned include painters Wifredo Lam and Pancho Fierro, poets Nicolás Guillén, as well as athletes Roberto Clemente and Juan Marichal. The document concludes that Latin American culture is rich thanks to its multicultural influences over centuries, including significant contributions from Black people.
This document provides a list of topics in Spanish culture for a student to research, including dances, music, architecture, film, and theater. The student is instructed to use provided websites to find information about each topic, including where it is from, why it is important, and a 3-5 line description in English. Some of the topics listed include flamenco, mariachis, Antonio Gaudi, Pedro Almodovar, and zarzuela.
This document provides a list of 20 topics related to Spanish culture, including dances, music, architecture, film, and theater. For each topic, students are instructed to search websites like donquijote.org and espanole.org to find brief descriptions answering who/what, where from, and why it is important in 3-5 sentences in English. Topics include flamenco, la jota, la sevillana, el tango, la cumbia, mariachis y charros, mambo, Celia Cruz, Tito Puentes, tuna groups, Manuel de Falla, Juanes, Marc Anthony, la música andina, Antonio Gaudi, la Sagrada Famil
This document provides a list of 20 topics related to Spanish culture, including dances, music, architecture, film, and theater. For each topic, students are instructed to search websites like donquijote.org and espanole.org to find brief descriptions answering who/what, where from, and why it is important in 3-5 sentences in English. Topics include flamenco, la jota, la sevillana, el tango, la cumbia, mariachis y charros, mambo, Celia Cruz, Tito Puentes, tuna groups, Manuel de Falla, Juanes, Marc Anthony, la música andina, Antonio Gaudi, la Sagrada Famil
Afro-Latinos Spanish Class Activities: Class Guide for Spanish TeachersSpeaking Latino
There are 54 million Hispanics in the United States, of whom 24 percent identify as Afro-Latino. Afro-Latino is a person with Latin heritage who is also of African descent. Afro-Latinos have different hair textures, accents, and skin complexions and many people are misinformed about what an Afro-Latino looks like, how they should act, and where they come from.
Get outstanding student results with done-for-you lessons, activities and resources that can cut Spanish teachers prep time by 10 hours a week! Details here: https://www.speakinglatino.com/community-offer/
The document provides a list of 20 topics related to Spanish culture, including different dances, music genres, architectural structures, and works of cinema and theater. For each topic, students are instructed to search two websites to find brief descriptions in English of what each topic is, where it originated, and why it is important. Examples are provided for the first few dance and music topics.
This document is an assignment about Spanish culture for a high school Spanish class. It provides a brief 3-4 sentence introduction to several topics of Spanish culture, including behavioral patterns like meal times and social norms, cultural celebrations like Three Kings Day and Carnival, a short history of Spain, and aspects of contemporary Spanish life such as music, television, and soccer. The document concludes with some credits and sources for the information provided.
The document provides information about Argentina, including its location in South America and details about the provinces of Mendoza and Buenos Aires. It discusses Argentina's diverse culture, mentioning traditional music genres like tango and folk, as well as popular Argentine rock bands. Famous musicians, actors, dancers, and historical sites in Buenos Aires are named. Notable Argentine writers, painters, and cartoonists are also described. The document concludes with information about characteristic Argentine dances and music genres like chacarera.
The document provides a list of 20 topics for a student named Andrianna Anderson to research on Spanish and Latin American culture. The topics cover dances like flamenco, jota, and cumbia; musicians such as Celia Cruz, Tito Puente, and Juanes; architectural sites including La Sagrada Familia and La Alhambra; films by Pedro Almodóvar; and zarzuela theatrical performances. The student is instructed to use provided websites to search for information on each topic, including what country it is from and a brief 3-5 line description in English.
This document provides a list of topics for a student named Jake to research on Spanish culture websites. The topics include various Spanish dances, music, architecture, films, and theater. For each topic, Jake is instructed to find the country of origin, a brief description, and why it is important from the provided websites. Some of the topics listed are flamenco, mariachi bands, Antonio Gaudi, Pedro Almódovar, and la Zarzuela musical theater.
La investigación histórica y (etno)musicológica, hace unos años evidenció la gran cantidad de fenómenos musicales que envuelven a la palabra fandango. Pero desde el punto de vista conceptual y musical quedan por clarificar algunas cuestiones ¿Resulta útil proponer una definición general de fandango que envuelva a todos los fenómenos musicales conocidos bajo esa denominación? En este trabajo mantenemos que es útil proponer un significado lo más universal posible de la palabra fandango. Esta propuesta intenta asumir los diversos significados particulares que la palabra reviste en la actualidad, la cual viene iluminada con frecuencia por sus antiguos significados. Para ello, se tienen en cuenta los significados de la palabra fandango en diversas partes del mundo y en diversos momentos históricos. Posteriormente, y desde el punto de vista más estrictamente formal, los rasgos musicales más característicos de los fandangos del sur de España se comparan con los de otros fandangos a una y otra orilla del Atlántico.
The document provides a list of topics in Spanish dance, music, architecture, and film for a student to research further using provided websites. The topics include various Spanish dances like flamenco, regional dances, and styles that originated in Latin America; famous Spanish and Latin American musicians; iconic works of Spanish architecture by Gaudi and other structures; and influential Spanish film director Pedro Almodovar. The student is instructed to search for information on who, where from, and why each topic is important, and write a brief 3-5 line description in English for each one.
This document provides a list of topics for a student named Jake to research on Spanish culture websites. The topics include various Spanish dances, music, architecture, films, and theater. For each topic, Jake is instructed to find the country of origin, a brief description, and why it is important from the provided websites. Some of the topics listed are flamenco, mariachi bands, Antonio Gaudi, Pedro Almódovar, and zarzuela theater.
The document provides instructions for a student named Raul Guapo to research various topics related to Spanish culture using specified websites. It lists 20 topics across the categories of dance, music, architecture, film, and theater. For each topic, it provides a brief 1-3 sentence description in English. The topics include various Spanish dances, musicians, architectural structures, a famous Spanish film director, and a form of Spanish theater.
This document provides an overview of the corrido, a Mexican folk ballad genre that originated from Spanish ballad traditions brought over during colonization. It discusses how the corrido evolved to address specifically Mexican themes and conflicts over time, becoming distinct from its Spanish predecessor. Key points covered include the history and origins of the corrido, its traditional focus on heroic protagonists, and more recent developments like the narcocorrido genre focused on drug trade conflicts. The document serves as an introduction to the corrido for the chapters to follow on its history, heroic themes, and modern variations.
The document provides a history of Philippine literature from pre-Hispanic times through the contemporary era. It discusses the main periods and genres of literature in the Philippines, including pre-Hispanic folktales and epics, literature during the Spanish colonial period which was largely written in Spanish, and the growth of literature in English during the American colonial period when English replaced Spanish as the dominant language. The document also notes how Philippine literature has drawn from various cultural influences while developing its own unique traditions and styles over many centuries.
The document provides a history of Philippine literature from pre-Hispanic times to the contemporary period. It discusses the various genres and forms that developed during the pre-Hispanic, Spanish, American, and contemporary periods. Key developments include the introduction of Spanish and American influences on literature through colonization, as well as the growth of literature in English and regional languages in modern times. Contemporary Philippine literature grapples with balancing cosmopolitan and national influences while being impacted by new technologies.
This document provides an overview of a webquest on traditional Hispanic music and dance. The webquest includes four activities: defining key terms related to Hispanic culture; identifying traditional Spanish musical instruments; recognizing traditional Spanish dances; and researching modern Hispanic musicians. The activities utilize various online resources to teach students about the role of music in Hispanic cultures through history to modern times, covering topics like flamenco, salsa, instruments like castanets and bongos, and dances such as the flamenco, salsa, and rumba. The goal is to help students learn about and appreciate Hispanic musical traditions.
The document provides information about Argentina, including its location, culture, famous people, holidays, and places of interest. Some key details included are:
- Argentina is located in southern South America and Mendoza province is in western Argentina.
- Argentine culture includes tango, rock music, and folk music like chacarera. Famous cultural figures mentioned are Mercedes Sosa, Charly García, and Enanitos Verdes.
- Notable Argentines mentioned are Pope Francis, footballer Lionel Messi, and Queen Máxima of the Netherlands.
- Important holidays and traditions include the May Revolution celebrating independence from Spain and historical figures like San Martín.
- Mendoza has
This document discusses Afro-Latinos and their history and influence in Latin America. It provides demographic information about the Afro-Latino population in different Latin American countries. It also summarizes the African influence seen in aspects of Latin American culture like religion, art, music, dance, sports and literature. Some notable Afro-Latino figures mentioned include painters Wifredo Lam and Pancho Fierro, poets Nicolás Guillén, as well as athletes Roberto Clemente and Juan Marichal. The document concludes that Latin American culture is rich thanks to its multicultural influences over centuries, including significant contributions from Black people.
This document provides a list of topics in Spanish culture for a student to research, including dances, music, architecture, film, and theater. The student is instructed to use provided websites to find information about each topic, including where it is from, why it is important, and a 3-5 line description in English. Some of the topics listed include flamenco, mariachis, Antonio Gaudi, Pedro Almodovar, and zarzuela.
This document provides a list of 20 topics related to Spanish culture, including dances, music, architecture, film, and theater. For each topic, students are instructed to search websites like donquijote.org and espanole.org to find brief descriptions answering who/what, where from, and why it is important in 3-5 sentences in English. Topics include flamenco, la jota, la sevillana, el tango, la cumbia, mariachis y charros, mambo, Celia Cruz, Tito Puentes, tuna groups, Manuel de Falla, Juanes, Marc Anthony, la música andina, Antonio Gaudi, la Sagrada Famil
This document provides a list of 20 topics related to Spanish culture, including dances, music, architecture, film, and theater. For each topic, students are instructed to search websites like donquijote.org and espanole.org to find brief descriptions answering who/what, where from, and why it is important in 3-5 sentences in English. Topics include flamenco, la jota, la sevillana, el tango, la cumbia, mariachis y charros, mambo, Celia Cruz, Tito Puentes, tuna groups, Manuel de Falla, Juanes, Marc Anthony, la música andina, Antonio Gaudi, la Sagrada Famil
Afro-Latinos Spanish Class Activities: Class Guide for Spanish TeachersSpeaking Latino
There are 54 million Hispanics in the United States, of whom 24 percent identify as Afro-Latino. Afro-Latino is a person with Latin heritage who is also of African descent. Afro-Latinos have different hair textures, accents, and skin complexions and many people are misinformed about what an Afro-Latino looks like, how they should act, and where they come from.
Get outstanding student results with done-for-you lessons, activities and resources that can cut Spanish teachers prep time by 10 hours a week! Details here: https://www.speakinglatino.com/community-offer/
The document provides a list of 20 topics related to Spanish culture, including different dances, music genres, architectural structures, and works of cinema and theater. For each topic, students are instructed to search two websites to find brief descriptions in English of what each topic is, where it originated, and why it is important. Examples are provided for the first few dance and music topics.
This document is an assignment about Spanish culture for a high school Spanish class. It provides a brief 3-4 sentence introduction to several topics of Spanish culture, including behavioral patterns like meal times and social norms, cultural celebrations like Three Kings Day and Carnival, a short history of Spain, and aspects of contemporary Spanish life such as music, television, and soccer. The document concludes with some credits and sources for the information provided.
The document provides information about Argentina, including its location in South America and details about the provinces of Mendoza and Buenos Aires. It discusses Argentina's diverse culture, mentioning traditional music genres like tango and folk, as well as popular Argentine rock bands. Famous musicians, actors, dancers, and historical sites in Buenos Aires are named. Notable Argentine writers, painters, and cartoonists are also described. The document concludes with information about characteristic Argentine dances and music genres like chacarera.
The document provides a list of 20 topics for a student named Andrianna Anderson to research on Spanish and Latin American culture. The topics cover dances like flamenco, jota, and cumbia; musicians such as Celia Cruz, Tito Puente, and Juanes; architectural sites including La Sagrada Familia and La Alhambra; films by Pedro Almodóvar; and zarzuela theatrical performances. The student is instructed to use provided websites to search for information on each topic, including what country it is from and a brief 3-5 line description in English.
This document provides a list of topics for a student named Jake to research on Spanish culture websites. The topics include various Spanish dances, music, architecture, films, and theater. For each topic, Jake is instructed to find the country of origin, a brief description, and why it is important from the provided websites. Some of the topics listed are flamenco, mariachi bands, Antonio Gaudi, Pedro Almódovar, and la Zarzuela musical theater.
La investigación histórica y (etno)musicológica, hace unos años evidenció la gran cantidad de fenómenos musicales que envuelven a la palabra fandango. Pero desde el punto de vista conceptual y musical quedan por clarificar algunas cuestiones ¿Resulta útil proponer una definición general de fandango que envuelva a todos los fenómenos musicales conocidos bajo esa denominación? En este trabajo mantenemos que es útil proponer un significado lo más universal posible de la palabra fandango. Esta propuesta intenta asumir los diversos significados particulares que la palabra reviste en la actualidad, la cual viene iluminada con frecuencia por sus antiguos significados. Para ello, se tienen en cuenta los significados de la palabra fandango en diversas partes del mundo y en diversos momentos históricos. Posteriormente, y desde el punto de vista más estrictamente formal, los rasgos musicales más característicos de los fandangos del sur de España se comparan con los de otros fandangos a una y otra orilla del Atlántico.
The document provides a list of topics in Spanish dance, music, architecture, and film for a student to research further using provided websites. The topics include various Spanish dances like flamenco, regional dances, and styles that originated in Latin America; famous Spanish and Latin American musicians; iconic works of Spanish architecture by Gaudi and other structures; and influential Spanish film director Pedro Almodovar. The student is instructed to search for information on who, where from, and why each topic is important, and write a brief 3-5 line description in English for each one.
This document provides a list of topics for a student named Jake to research on Spanish culture websites. The topics include various Spanish dances, music, architecture, films, and theater. For each topic, Jake is instructed to find the country of origin, a brief description, and why it is important from the provided websites. Some of the topics listed are flamenco, mariachi bands, Antonio Gaudi, Pedro Almódovar, and zarzuela theater.
The document provides instructions for a student named Raul Guapo to research various topics related to Spanish culture using specified websites. It lists 20 topics across the categories of dance, music, architecture, film, and theater. For each topic, it provides a brief 1-3 sentence description in English. The topics include various Spanish dances, musicians, architectural structures, a famous Spanish film director, and a form of Spanish theater.
This document provides an overview of the corrido, a Mexican folk ballad genre that originated from Spanish ballad traditions brought over during colonization. It discusses how the corrido evolved to address specifically Mexican themes and conflicts over time, becoming distinct from its Spanish predecessor. Key points covered include the history and origins of the corrido, its traditional focus on heroic protagonists, and more recent developments like the narcocorrido genre focused on drug trade conflicts. The document serves as an introduction to the corrido for the chapters to follow on its history, heroic themes, and modern variations.
The document provides a history of Philippine literature from pre-Hispanic times through the contemporary era. It discusses the main periods and genres of literature in the Philippines, including pre-Hispanic folktales and epics, literature during the Spanish colonial period which was largely written in Spanish, and the growth of literature in English during the American colonial period when English replaced Spanish as the dominant language. The document also notes how Philippine literature has drawn from various cultural influences while developing its own unique traditions and styles over many centuries.
The document provides a history of Philippine literature from pre-Hispanic times to the contemporary period. It discusses the various genres and forms that developed during the pre-Hispanic, Spanish, American, and contemporary periods. Key developments include the introduction of Spanish and American influences on literature through colonization, as well as the growth of literature in English and regional languages in modern times. Contemporary Philippine literature grapples with balancing cosmopolitan and national influences while being impacted by new technologies.
2. ¿Que’ sabes?
What do you know?
It’s very important to understand what you are
going to be talking about.
You have a variety of topics to choose from in which
you are able to talk about
You need to prepare a conversation and poster/or
powerpoint with a partner and speak about 2 out of
the following topics:
3. Temas (Topics)
Topics: Choose from two of these four topics
1. Cultura (Culture)
2. Diversión (Entertainment)
3. La historia (History)
4. Las personas famosas (Famous people)
4. 1. La Cultura
Culture: There are many different ways you could
present this topic.
~ You could specifically talk about a Spanish
Country~
~You could talk about the general Spanish culture~
OR ~ you can talk about the differences and
similarities between the American Culture and the
Spanish.
5. 1. La cultura : Por ejemplo…
For Example…
On the next slide shown, is the country Spain. It is a
beautiful place where the culture of the Spanish is
very alive.
There are plenty of websites that you are able to
find about a particular country of interest.
Por ejemplo…
Si, Spain
6.
7. 1. La cultura
General Spanish Culture
Within various countries, there are different things
you could talk about, such as:
Tradiciones/Dias de fiestas (Traditions/ Holidays)
i.e..Bull fighting
Las Politicas (Politics)
i.e..What type of government does Spain have?
La comida (Food)
i.e..Food
Ropa (Moda) (Clothes-Fashion)
i.e…Fashion (clothes)
On the Next two slides are an example of how you could present Bullfighting into
your presentation.
8. 1. La cultura - Tradiciones
Por ejemplo…
~ Este es un photo de toreo, “Bullfighting”.
El matadoro
El toro.
~This is a photo of bullfighting.
10. 1. La cultura - La comida
There are many different types of food, in the
Spanish culture.
Next topic
Back to 1. La Cultura
Beginning of presentation
11. 2.Diversión
Entertainment! There plenty similarities between
American entertainment and Spain entertainment.
La musica (Music)
Las peliculas (Movies)
La moda – (could fall under this category too)
Los deportes (Sports)
Arte (Art)
These are some topics you can choose from to talk about
the Spanish entertainment.
12. 2. Diversión- La musica
Por ejemplo…
¿ Sabes este cantante? (Who is this singer?)
Hint: Muy popular cantante, desgraciadamente, ella
fue asesinar.
(Hint: Very popular singer, unfortunately, she was
killed.)
¿ Sabes todavia? (Do you know yet?)
La respuesta es en la próxima pagina…(Answer on
next page)
13. The song played on the previous slide
was called “Como la flor”. The song
Listen to me say the paragraph playing on this slide is “Si una vez”.
Below in spanish.
Como la flor means “Like the Flower”
Si una vez means “ If once”
La Musica
This is the singer Selena. When
she was a little girl (younger), she
sung with her brother and sister.
Selena’s father was the person
who started the band. He always
knew his daughter was such a
great singer.
14. 2.Diversión - La musica
That was an example of how you could do a piece of
your presentation if you decide to do music or
famous people (tema 4). But remember, you still
need to prepare a conversation with your partner.
You could always talk about the different music
styles there are, or compare two song artists, por
ejemplo, or any of the 4 temas you choose, with the
American entertainment.
15. 2.Diversión-Peliculas
American Spanish
Lord of the Rings – Oscar Mar adentro- Oscar Winner
winner 2004 2004
17. 3.La historia
The foundation of the Spanish country is an
important factor, to where country stands today.
In history, you can talk about certain aspects of
Spains past (or Spanish country of your choosing)
You can talk about the government, and how it was
ran, vs. how it is ran today
You can talk about different Eras in Spanish history
18. La Historia-
Politica
Por ejemplo…
This is King Juan Carlos I.
Currently he is the King of Spain.
He is the commander in chief, but
there is a parliament, so it is a
monarchy.
19. Un video como la historia
de reyes
This is a
video on
the past
Kings of
Spain from
the Catholic
Monarch
area to
today.
20. 3.La historia
You can talk about any of these eras which are apart of Spain's history,
choose from the following;
Prehistorical times
Celt-Iberian Spain
Phoenicians, Greeks, and Carthaginians
Romans and Goths (On the next 2 slides)
Moorish Epich and Reconquista
Catholic Monarchs
Habsburg and Borbon Kings
2oth Century
21. 3. La Historia- Romans
Ancient Rome, (according to wikipedia.com) was
one of the largest empires in the world. They came
from a agricultural community from Italy as early as
10th century b.c. Eventually it would dominate
western Europe.
The Romans were very innovative. They contributed
to the “development of law, war, art, literature,
architecture, technology, and language” in the
Western world. We will take a quick look at Rome
and War: Punic Wars on the next slide
22. Punic Wars
If you didn’t know, the Punic
Wars were fought from 264- 164
b.c. between Rome and
Carthage. Like many wars, the
reason the Punic wars even
started was because of
difference in government and the
want of complete control over
other empires and countries. The
Carthaginian Empire, was
basically first on the scene and
they did not like the fact that the
Roman Empire was expanding.
For more information click here.
Next topic
Back to 1. La cultura
Back to 2. Diversión
Back to 3. La historia
Beginning of presentation
23. 4. Las personas famosas
Along with the history of Spanish countries, it is
necessary to learn about the people who help
founded the country, who help make up the country,
and those who are well known for making some
type of impact on that country. We will continue to
use the country Spain, as an example.
24. 4. Personas famosas
Choose your person from the following list:
Actors, actresses, models
Artists, painters, and sculptors
Bullfighters
Musicians, singers, and dancers
Government and political figures
Writers, poets, and philosophers
25. Antonio
Banderas
Even as a well known actor in
America, Antonio is indeed,
Spanish. He is from the southern
part of Spain, born from the
1960’s.
Can you think of any of his
movies?
The next page will be a trailer for
one.
26. Antonio Banderas
If you thought of Mask of Zorro, you are a true
Antonio Banderas fan. When doing your
presentation make sure you have visual aids. Here is
a trailer for the Mask of Zorro.
27. Penelope Cruz
Penelope Cruz also, played a major role in the Oscar-
nominated movie Vicky Christina Barcelona along
with a fellow actor who is from Madrid, Spain (like
her), Javier Bardem.
Which picture is Penelope Cruz?
30. ¡ Fin!
This is the end of this presentation. Make sure you
understand and interpret written and spoken
Spanish, using 2 out of these 4 temas. Use only
Spanish when presenting and speaking.
¡ Buena suerte con este proyecto! (Good Luck with
this project.)
Back to 1. La cultura
Back to 2. Diversión
Back to 3. La historia
Back to 4. Las Personas Famosas
Beginning of presentation