UNIDAD 2 INGLES_MaquetaciA3n 1 - Macpro

7/29/2019 UNIDAD 2 INGLES_MaquetaciA3n 1 - Macpro

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UNIT 2 Citizenship in society.

Coexistence and Values

Introduction

In Anger: Tiananmen Square

Contents:1. Keys to Creating our Citizenship2. Organising Citizens: Institutions and Participation

3. A Royal Family4. Out into the World, Loaded with Values

The Issue in the Press: Citizen Scout

Lets Go to the Cinema: In America

Looking Through Images: Capturing Society. Botero and Zuloaga

The World of Literature: Fuenteovejuna

Final and Summary Activities

Find Out and Take Part

Lets Work

The definition, meaning and construction of citizenship

The need to participate in social life

The values and rules that form part of social life and their uses.

The social and cultural (artistic) expressions of the citizens commitment.

1Education for Citizenship and Human Rights. Unit 2


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Introduction

In order to be aware of what is at stake when talking about citizenship, it isimportant to know the origin of this word. We use the term citizenship in order todescribe the condition of being a citizen, that is, the person who lives with other peopleand shares common spaces with them. Although its etymological origin relates thisword to civitas (city), it is not applied to the people who live in a city in order todifferentiate them from the ones who live outside of the city - in the country, or outsideof the city. We are not describing a geographical space, rather an ethical, political andcultural one, a space where rights, obligations and values are found. This is a commonspace among human beings, a very special biological species that has always beendescribed as an intermediate species between animals and gods throughout the historyof civilisation. This intermediate condition turns the human being into a vulnerable anddependent animal and that is why we can say that man is a social animal.

In order to satisfy his necessities, the human being depends on others; he is not

fulfilled by himself alone. This idea becomes even clearer if we have a look through thefirst and the last years of human life. Necessities are fulfilled through actions. Forinstance, the need to eat makes us look for food, we work in order to get it, we learnhow to prepare it in a healthy way or even organise the day according to the differentmeals.

Life in the ethical, political and cultural space that we call citizenship is not aresult of the sum of actions carried out by all the individuals who want to satisfy theirneeds. Not everyone does everything at the same time. Rather than a sum of actions,society is an interaction of actions whose aim is to fulfil common needs. This interaction

has been described using many metaphors: a mosaic, a puzzle, a net, an organism, amachine, etc. In every case there is always productive interaction between twoimportant elements: person and community, fraction and totality, individual and city. Theethical, political and cultural space is a result of that interaction. For instance, the values,rules and symbols that rule the different spaces where our daily life is developedfamily, neighbourhood, school, friends come as a result of interaction, that is, actionsfrom people who count on others. This counting on others is the basis of citizenship.

The following could be the formula for coexistence:

Coexistence = feeling + arguing + acting

From this interaction, society is born as a space where some people count onothers. However, citizenship exists when we count on others in order to coexist.Citizenship describes a project of coexistence because there is a common life plan thatis not just limited by biological survival (surviving on other species) neither by plainzoological coexistence (the coexistence of other species). There is a plan ofcoexistence where the coordination of goals, aims and means is established. In otherwords, coexistence exists when we count on others when feeling, arguing and acting.



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In Anger: Tiananmen Square

Protests took place at Tiananmen Square between the middle of April and earlyJune of 1989. The incidents consisted of a seriesof demonstrations led by the students of ThePeoples Republic of China. During thedemonstrations discontent with many sectorswas expressed: the repressive nature of thegovernment was criticised as well as economicreforms against workers. The government didnot know how to face the riots and decided toresort to force, ruling out peaceful measures anddialogue. On May 20, the government decreedmartial law and during the night of the 3rd ofJune, some tanks were sent to Tiananmen Square in order to break up thedemonstration. Estimates of casualties vary: the Chinese Red Cross estimated about

2600 deaths; the amount of injured people was estimated at between 7,000 and 10,000.After the violence, the government made many arrests in order to eliminate the oneswho had started the movement, the foreign press was expelled and news coverage bythe Chinese press was highly controlled. The cruel repression of Tiananmen Squareprovoked international condemnation of the conduct of the government of The PeoplesRepublic of China.


Un testimonioUna estudiante de psicologa Chai Ling, cuenta lo ocurrido en esas horastrgicas:

La situacin empeor entre 8 y 10 p.m. del 3 de junio y el CuartelGeneral llam a una conferencia de prensa para informar a los periodistas delos hechos que estaban teniendo lugar (...).

La tensin creca. Nos informaban que la sangre corra en la calleChangan, los soldados empleaban tanques, bayonetas y gases lacrimgenos.Disparaban a la gente. Los cuerpos estaban amontonados en la calle Chang-an con sangre sobre sus pechos. Los estudiantes comenzaron a llegar a laplaza con sangre en las manos, pechos y piernas.

Despus de las 10 p.m. del 3 de junio, el Cuartel General pidicalma (...). Los estudiantes nos sentamos en la plaza a esperar sersacrificados. En este momento, desde los altavoces de alrededor del CuartelGeneral, se oa la cancin El heredero del Dragn. (...)

La primera lnea era la ms firme y los que iban detrs pensabanmantenerse en silencio aun cuando la primera lnea de estudiantes fueraatacada y asesinada (...) Los estudiantes cantaban La Internacional y fueron

a negociar con el ejrcito pidiendo que les permitiera retirarse pacficamente,pero antes de conseguirlo los soldados se precipitaron con sus bayonetashacia el monumento empezando a disparar (...) Los estudiantes comenzarona retirarse, algunos pensaban que las tropas slo les arrestaran, pero lostanques comenzaron a pasar sobre los estudiantes que dorman en tiendas decampaa. Posteriormente, las tropas rociaban con gasolina los cuerposconvirtindolos en antorchas (...).

Los estudiantes queramos regresar a la plaza para protestar por talbrutalidad, pero los ciudadanos nos persuadieron de ello (...)

Cuando regresamos a la Universidad de Pekn supimos que a las10 p.m. del 3 de junio, el primer comunista, Li Peng, haba dado tres rdenes:1) las fuerzas armadas abriran fuego en la parte superior de la plazarpidamente; 2) las tropas deberan limpiar la plaza al alba, y 3) deberandetener a los lideres estudiantiles y matarlos sin dilacin.

Tomado de: http://www.historiasiglo20.org/TEXT/tiananmen1989.htm

ACTIVITIES:

1. Look for some

information aboutTiananmen Square andthe Chinese politicalsystem.2. Why do you think thestudents were the firstones to protest againstthe Chinese Government?3. Read the Chinesestudent's testimonycarefully. Write down theexpressions where

violence is clearly present.4. Imagine you areworking for a newspaperand you want to condemnthis massacre. Whatheadline would you use?5. Look at the pictureabove. Describe it andcomment on it briefly.6. In this situation for theChinese people, forChinese students, howwould you describe a

good citizen?

A student facing the tanks at Tian'anmenSquare


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Contents

1. Keys to Creating Our Citizenship

In the same way that none of us were born knowing what physics or chemistry were,so none of us were born knowing how to coexist. Coexistence requires a learning period andthat is why we say that citizenship requires learning. It is not a matter of learning values, rules

or symbols, but learning how to count on others within that common space. There are a coupleof key elements that could help us to build this citizenship.

Learning to differentiate between the groups we belong to and fit into. SocialPhilosophy has always differentiated between primary and secondary groups. For the firstgroup, they use the word community and for the second one they use the word association. Thetable below could help us to specify the meaning:


Citizenship cannot be built without the primary groups conviction and the secondarygroups cooperation.

Second key element:We should know the history of

values, rules and symbols. The interaction thatmakes citizenship possible is the result of acoexistence produced throughout time. Thehistory of the idea of citizenship can teach usthat there is always some tension amongnatural and artificial elements. For example,our parents nationality, the place where wewere born or the institutions we have beenintegrated into without being asked our opinion(our name, the registry, childhood habits).They are all natural elements in conflict andinteraction with our will or personal life plan. Inthat way, citizenship in the ancient worldwas more focused on citizenships naturalcondition than on consent. Meanwhile,consent, meaning peoples free will, is themost important thing in the modern world.Even if we are born in a certain country andhave the legal condition of belonging to thatcountry, we may not identify ourselves withthat country and want to change citizenshipbecause we are not convinced by its values,rules or symbols.

Primary GroupsCommunity

Secondary GroupsAssociation

Based on natural links, on shared feelings.

The relationship is spontaneous and personal,based on values

Family, Clan, Tribe, etc.

Based on interest and rational calculation

The relationship is impersonal and formal,based on rules, regulations and laws

Schools, Companies, Hospital, etc.

ACTIVITIES:

1. Search for some everyday expressions

containing the words listed below and classifythem depending on their relationship withcitizens.

Urbanity, from Latin urbanitas,-atis, it meanscourteousness, courtesy, attention and goodmanners.Civility, from Latin civilitas, -atis, it meanssociability and urbanity.Civic-mindedness, a term originating in Francethat has two meanings, (1) zeal for one'shomeland, institutions and interests, (2) respect

by the citizen of the rules of public coexistence.Manners, term with different meanings (1) Theway something is executed or occurred; (2)Someones bearing and manners, (3) Skill,ability, cunning; (4) Peoples quality or class.Legality, (1) Prescribed by law and in line with it,2. adj. Belonging or related to law. 3. adj. True,precise, loyal and straight when carrying outone's positions functions.4. adj. Loyal or formalin one's behaviour.Rough: Rude, unpolished, uncultured, withoutdoctrine or teaching.


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2. Organising Citizens: Institutions and Participation

Social Rules: From Interaction to InstitutionSocial interaction is not produced spontaneously, rather it happens in a culturally and

socially regulated way. This regulation is complex and fills the ethical, political and culturalspace with rules, regulations, symbols and values. In the same way that we need to learn thetraffic rules if we want to drive a car, we also have to learn citizenship's rules if we want to drivethrough it. Not all of the rules are the same nor are they equally important.

Rules do not appear by magic, rather they are the result of repeated interaction thathas been recognised. When this happens, interaction creates an institution. For instance, ifsomeone has a specified skill and it is recognised by others, the rest of society accepts that thatperson deals with that task and accepts him as having that function or playing that role.Sports are a good example, because there are some rules whose existence we have to acceptin order to count on others. Without those rules, sports would not have any sense or value.Through sports we check that rules constitute the activity of playing: chess, football, basketball,etc. The game is based on the players participation and skills, but also on the rules they aresubmitted to. It also happens in society: there is no game (citizenship) if there are no players(citizens); and at the same time there is no coexistence (participation) if there are no games

(social institutions).

Socialisation, Participation and RepresentationThe process through which people are integrated into a society is called socialisation.

Through the citizenship terms of social, political and cultural life, social integration is a processthrough which we learn roles or functions in which the rules of citizenship are visible. Let's usethe theatre metaphor to better understand it. Social life is like a play where there are someroles. The people playing the roles are no longer individuals, they are characters. The plotstops being a written script and becomes action. The distribution of time and the knowledgeof roles generate a series of rules that everybody has to respect for the play to be successful.If the actors do not play the role they have been assigned, they will not be integrated and the

play might fail. If the people who make up society only think about themselves while coexistingwith others, social disintegration will take place and we will find socials atoms instead ofcitizens.

Primary socialisation has its origin in the family and that is why family life is the firstcommon social space through which we access the group of social institutions. The first timecitizenship is learned happens in the family and it will be developed through other experiencesin educational, professional, religious, cultural and political institutions. For integration to becomplete, people have to learn to participate. If there is no participation, there will be nointegration. There are spaces in social life where integration is only possible thanks to directparticipation by those affected. There are also spaces where participation is carried out by

representatives.


Types anddimensions ofCitizenshipPoliticalSocial

Economical

Civic

Intercultural

Membership, participation and integration into the different spheresof human life

Political Related to political institutions such as parties, unions and proxiesRelated to social institutions such as neighbourhood, educational and healthassociations.Related to economic institutions such as companies, the stock market andconsumption.Related to civic institutions such as trade associations, maritime guilds orprofessions.Related to cultural, recreational, charitable and religious traditions.


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3. A Royal Family

There are many examples of family that we can come up with. A good example, wellknown by everyone would be the Spanish Royal Family. The Spanish Royal Family is veryimportant, but it is formed like most families: a generation, values (love, devotion, etc...),dedications, activities, etc.


ACTIVITIES:

1. Visit the webpage of the Spanish RoyalHousehold and make a table containing

all the members of the Royal Household.Describe them briefly, add someinformation and, above all, find out whatkind of work they have been assigned(their occupations).

2. Your family is another example, the oneyou have closest. Make a table the morecomplete, the better containing, as withthe Royal one, all its members. They alsodeserve a description and write downtheir occupations (what kind of work, what

they studied...)

CONSTITUCIN ESPAOLA

Artculo 56. 1. El Rey es el Jefe delEstado, smbolo de su unidad y

permanencia, arbitra y modera elfuncionamiento regular de las instituciones,asume la ms alta representacin delEstado Espaol en las relacionesinternacionales, especialmente con lasnaciones de su comunidad histrica, yejerce las funciones que le atribuyenexpresamente la Constitucin y las Leyes.

2. Su ttulo es el de Rey de Espaa y podrutilizar los dems que correspondan a la

Corona.


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4. Out into the World, Loaded with Values

As we are seeing, human life is a relationship, and human relationships are not movedjust by biological and physical forces, but also by values. A value is a thing we appreciate, animportant thing for us, the reason why we do things. Values are usually expressed with abstractwords such as solidarity, freedom, comradeship, but they are fed by concrete actions, bylittle actions that give them meaning. Values mark our relationships with others and withourselves. Carefully look at the table of values below. These values are reflected in attitudes

and actions that we all can adopt.


ACTIVITIES:

1. Here you have a list of values. You can surely think of some more. Focus on thevalues related to family, friends and neighbours. Complete the following table inyour notebook (adding some more values):

VALUESDEFINITION(dictionary)

I THINK IT ISIMPORTANTBECAUSE

AN ACTION WHERE ITIS PRESENT,and thatI can undertake IS

respect

sincerity


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This Issue in the Press:A hundred years of Scout Citizen

Haciendo gala de su pasado disciplinado y aventurero, el 1 de Agosto de 1907 elgeneral Robert Baden-Powell tuvo la feliz idea de hacer sonar su legendario cuerno kudu enla isla de Brownsea a las 8 de la maana. Con ello quedaba inaugurado el primer campamentoscout que unos das antes haba organizado en esta pequea isla situada junto al puerto dePool, al sur de Inglaterra. Se iniciaba as la historia del escultismo, toda una filosofa del tiempolibre, de la educacin informal y de la participacin ciudadana basada en la formacin integralde nios y jvenes como exploradores (scouts).

Para los grupos scouts que estn de campamentos, el 1 de Agosto ha sido un daespecial porque se han unido a la cadena de grupos que en todo el mundo ha celebrado elCentenario en una actividad llamada Amanecer Scout. Aunque ha sido propuesta por losorganizadores del XXI Campamento mundial que se celebra cada cuatro aos y recibe elnombre de Jamboree (nombre que Baden Powell dio al primer campamento internacional de1920 y que en Swahili significa Hola), todos los grupos se han sumado a esta iniciativa. Fuesencilla. Los grupos se desplazaron a una montaa o un lugar simblico donde ven nacer elda y renuevan la promesa scout.

Aunque el nmero de participantes valencianos en el Jamboree 2007 que se hacelebrado de nuevo en el Reino Unido no ha sido tan numeroso como otros aos, elcompromiso del Movimiento Scout Catlico de la Comunidad Valenciana en la conmemoracindel aniversario ha sido masivo y significativo. Desde los grupos instalados en la Valldigna,hasta los grupos perdidos en Gredos, Montes Universales o Pirineos, todos han celebrado elcentenario no slo haciendo memoria de su momento fundacional sino proyectando en eltiempo sus expectativas de futuro. ()

Los millones de jvenes que mantienen viva la promesa scout y los ms de 5000inscritos en la Federacin de escultuismo de la Comunidad Valenciana son una prueba de quese trata de una organizacin ms valiosa, plural y abierta de lo que piensan sus detractores.Mientras que los progres desprecian la cultura de milicia, la uniformidad y la centralidad de lasoraciones en los actos con los que se inicia y culmina el da, los ms reaccionarios desprecian

su proximidad con la naturaleza, el valor de la fraternidad y la voluntad permanente desuperacin y servicio.Los centenarios son ocasiones importantes para incidir en lo fundamental y prescindir

de lo accesorio. Lo fundamental sigue siendo la constelacin de valores que se promueven enel proyecto educativo del escultismo. Lo accesorio es todo aquello que han introducido quieneslo han querido instrumentalizar poltica, econmica o sectariamente.

El proyecto educativo del escultismo no pertenece al pasado, est preado deelementos que lo mantienen vivo y que sus lderes actuales deben mantener despiertos.Sabemos que hay dos amenazas importantes: las modas culturales y las presiones de losgrupos nacionalistas. La primera puede reducir el escultismo a un simple movimiento socialneoprogre similar al pacifismo, al ecologismo, al feminismo. La segunda lo puede convertir ensemillero de cuadros polticos y sindicales para conseguir a travs de parroquias o colegios

lo que no se consigue en otros espacios pblicos. () deberamos fijarnos en los hbitos deciudadana que se transmiten en la educacin no formal, es decir aquellos hbitos queadquieren nuestros hijos en la msica, la noche, la televisin o la calle. Como alternativa aellos, comprobaramos que el xito de Baden Powell al volcarse en la naturaleza, el tiempo librey la participacin como ejes de esta educacin informal no estaba slo en la confianza quetena en los jvenes y el amor a la vida como servicio, estaba en un proyecto cvico animadopor la figura del explorador. Una figura de la vida como misin, sacrificio y misterio, perotambin una elegante metfora de la aventura, la alegra y la ilusinA. DOMINGO MORATALLA, Las Provincias, domingo 5 de Agosto de 2007


ACTIVITIES:

1. Look up the words you do not understand.2. Draw up an outline of the argument: presentation, essential ideas and conclusion.3. According to the article, what are the contributions of the scout movement to citizenship?


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Lets go to the Cinema: In America

There are many films in the cinema about family and family relationships. Films canshow us the best and the worst elements of this institution. Sometimes these films stresssenseless despair and other times they display empty sentimentality. At other times films dealwith the reality of family life, and they do it well, with realism and great optimism. That is whathappens in the film In America, by J. Sheridan.


THINK- Imagine your parents have to change city, or even country. How would you react? What wouldyou think? What kind of attitude would you take? What would be the right attitude?- Which values should direct family life? Why? Do you think it usually happens that way?- How can it be possible that children or teenagers to manage to get through difficult situationsmore easily than adults? How does it happen in the film?

ORIGINAL TITLE In America

YEAR 2002

RUNTIME 103 min.COUNTRY IrelandDIRECTOR Jim SheridanWRITERS Jim Sheridan, Kirsten Sheridan, NaomiSheridan

MUSIC Gavin Friday & Maurice SeezerCINEMATOGRAPHY Declan Quinn

CAST Samantha Morton, Paddy Considine, DjimonHounsou, Sarah Bolger, Emma Bolger

PRODUCER Co production Ireland-UK; Hell's KitchenFilms

WHAT IS IT ABOUT?Johnny, a man with no money, moves to aNew York building with his wife Sarah.Some very different people live in thatbuilding. He will have to make a livelihoodin tough conditions. America is not theplace where "the American dream" or aneasy life can be achieved for theseimmigrants. Rather they think that it is aplace full of danger for them and theirdaughters. However, their daughters thinkthat it is a magical place where everything

can be solved and what could beinterpreted as a crisis can soon become areason for them to keep on believing.

IT MAKES US WONDER ABOUT:- The values that govern, direct and give

meaning to human life.

- The chance of still hoping and believing.

- The nature of the world of childhood

- Family and life in a positive tone despite the

hardships.

- Immigration, its problems and solutions.

- Friendship, the mysterious and surprisingside of human beings.

- Transcendence: going beyond daily things.


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Looking Through Images: Capturing Society

Sometimes, art and paintings not only capture the inner world, but also the externalone. They have managed to capture values, habits and attitudes easily classified as basic forradical citizenship, like a mother's devotion or the peaceful life of some citizens who arecommitted to their daily tasks. Boteros Expressionism and the reflection of local customs(known in Spanish as Costumbrismo) are a good example of this.

FERNANDO BOTERO (1932-) is a Colombian painter, sculptor and artist who is verywell known all over the world. He is considered to be one of the greatest contemporary Latin-American creators.


IGNACIO ZULOAGA (1870-1945) is one of the most important Spanish painters. Helived between the 19th and 20th centuries. His realist and local-style paintings reflect people's

daily lives through their activities, in the case of this painting through recreational activities.

Look for Some Facts- Extend Fernando Boteros biography.- Where can we find the sculpture titled Motherhood? (Internet canhelp quite a lot here)- F. Botero is a Colombian artist. Look for some other representativesof Latin American painting.

Learn to Look- Briefly describe every element in the sculpture.- How would you classify the composition?- How would you describe Boteros style of sculpture? (consideringthis image and some others you may have seen)Think About the Image

- What do you think the sculptor has wanted to express?- How is motherhood represented?

Look for Some Facts

- Who was I. Zuloaga?- What is local-style art (in Spanish, costumbrismo)?What is Realism?Learn to Look

- Briefly describe every element in the painting. Whatare the people doing? Try and give as many details aspossible.- Why can this painting be classified as reflecting localcustoms (costumbrista)?Think About the Image- What do you think the painter has wanted to express?- Can art be objective and show reality as it actually is?- Why can we say that the atmosphere representedhere is also an atmosphere that reflects citizenship?(Use the knowledge acquired in this unit to develop youranswer)

THINKING AND IMAGINING WITH IMAGES- Which image, painting or drawing would you use to represent your social life?

- If you had to organise an art exhibition based around the theme of Society, whatpainters would you use as representatives? Which paintings would you choose?

MOTHERHOOD (Sculpture,Oviedo, Plaza de LaEscandalera)

BULLFIGHT IN EIBAR (1899, Thyssen-Bornemisza Museum)


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The World of Literature: Fuenteovejuna

Fuenteovejuna is one of the most important plays in the Spanish language. It waswritten by Lope de Vega. It consists of three acts; in the first act the situation is introduced, inthe second one the situation develops and in the third the situation is solved. It was written in1612 and the plot takes place in Fuenteovejuna, a town in Crdoba, during the time of theCatholic Kings (1474-1516).

Fuenteovejuna, an appeal to citizensFuenteovejuna shows the ups and downs of a town that suffers from the injustice and

tyranny doled out by a commander. The people of the town decide to rebel against him and killhim. When they are about to be executed, they maintain that no one person has committed thecrime; rather it was the whole town. Hence the famous idiom: Fuenteovejuna did it. [the textbelow is modified version only the format. For a complete version, please go to Biblioteca Virtual Miguelde Cervantes, 2002: cf. cervantesvirtual.com]


FEELING AND THINKING WITHWORDS- Ask your Literature teacher what hap-

pened in Fuenteovejuna. Expand the in-

formation provided on this page.

- This scene describes a tragedy, but

there are some ironic, or even comical,

notes. Could you underline them?

- What does the sentence Fuenteove-

juna did it mean?

- When can a governor be sanctioned

by a town as happened in Fuenteove-juna? Explain your answer with concrete

reasons (use the knowledge acquired

in this unit).

AN INVITATION TO READ...Fuenteovejuna is a great play. Plays can

be read, as we usually do in class, or acted out on

a stage. Theatre is one of the great scenic arts and

is able to mobilise acts, feelings, imagination and

so on in order to delve into the wealth of human

life. The theatre also deals with social, political and

citizenship matters.

Try to go to the theatre. Convince your

parents, friends or teachers. It will be an

unforgettable experience. There are many great

Spanish dramatists like Lope de Vega, or someothers whose work discusses social issues like

B. Brecht o F. Drrenmatt

Voces parece que he odo,y son, si yo mal no siento,de alguno que dan tormento.Oye con atento odo.Dice dentro el JUEZ y responden

JUEZ: Decid la verdad, buen viejo.FRONDOSO: Un viejo, Laurencia ma,atormentan.LAURENCIA: Qu porfa!ESTEBAN: Djenme un poco.JUEZ: Ya os dejo. Decid: quin mat aFernando?ESTEBAN: Fuenteovejuna lo hizo.LAURENCIA: Tu nombre, padre, eternizo;[a todos vas animando].

FRONDOSO: Bravo caso!JUEZ: Ese muchacho aprieta. Perro, yo s quelo sabes. Di quin fue. Callas? Aprieta,

borracho.NIO: Fuenteovejuna, seor.JUEZ: Por vida del rey, villanos, que os ahorquecon mis manos! Quin mat al comendador?FRONDOSO: Que a un nio le den tormento yniegue de aquesta suerte!LAURENCIA: Bravo pueblo!FRONDOSO: Bravo y fuerte.JUEZ: Esa mujer al momento en ese potro tened.Dale esa mancuerda luego.LAURENCIA: Ya est de clera ciego.JUEZ: Que os he de matar, creed, en este potro,villanos. Quin mat al comendador?

PASCUALA: Fuenteovejuna, seor.JUEZ: Dale!FRONDOSO: Pensamientos vanos.LAURENCIA: Pascuala niega, Frondoso.FRONDOSO: Niegan nios. Qu te espanta?

JUEZ: Parece que los encantas. Aprieta!PASCUALA: Ay, cielo piadoso!JUEZ: Aprieta, infame! Ests sordo?PASCUALA: Fuenteovejuna lo hizo.JUEZ: Traedme aquel ms rollizo, ese desnudo,ese gordo.LAURENCIA: Pobre Mengo! l es, sin duda.FRONDOSO: Temo que ha de confesar.MENGO: Ay, ay!JUEZ: Comenza a apretar.MENGO: Ay!JUEZ: Es menester ayuda?MENGO: Ay, ay!JUEZ: Quin mat, villano, al seor

comendador?MENGO: Ay, yo lo dir, seor!JUEZ: Afloja un poco la mano.FRONDOSO: l confiesa.JUEZ: Al palo aplica la espalda.MENGO: Quedo; que yo lo dir.JUEZ: Quin lo mat?MENGO: Seor, Fuenteovejunica!JUEZ: Hay tan gran bellaquera?Del dolor se estn burlando.En quien estaba esperando,niego con mayor porfa.Dejadlos; que estoy cansado.


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Final and Summary Activities

1. Mafalda is a comic strip character designed by Quino. Her main features aretenderness and criticism. We can also be sensitive critics. Look carefully at the two strips belowand then answer the following questions:

- Describe the comic strips in your own words.- What is Mafaldas criticism addressed to? Why? What does she want to show? Is she

right? Try to give her more arguments for her criticism and if you think she is wrong, how wouldyou criticise her?

- Search for other Mafalda comic strips and comment on them in class.- Do you dare to create a short comic strip? If so: a) think about an unfair situation

(worthy of criticism), b) design some characters and make a brief dialogue (... and draw it!)

2. Here we have a superb painting by Pieter Brueghel the Elder (1525-1569), entitledNetherlandish Proverbs (1559; Staatliche Museen, Berlin). The painting describes hisneighbours and activities and it also illustrates proverbs and popular sayings. We suggest you:

1. Search for some information about this painter andtry to describe every scene in the painting (use theInternet to find some details and to learn the proverbsand sayings).2. A proverb is a saying containing peoples wisdomand experience. Make a list of proverbs. What advicedo they give us? Ask your parents, friends andneighbours.3. There are many activities in the painting. Use your

imagination and your memory and make a brief list ofactivities and professions, not only the ones fromBrueghel's time, but also from ours.

3. Fill the table below by searching for behaviour that can be described as goodmanners or bad manners in each of the daily spaces or places.


Daily interactionand politeness

At a coffee shop orrestaurant

Traffic At school andlibraries

Good manners

Bad manners

It doesnt matter


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Find Out and Take Part

El Tribunal de las Aguas (The Water Court)

- What is its history? Which functions did ordoes it have? Where is it found?

- Search for and describe some of its

symbols.- Identify some of the personalities in thephotograph.

- Is there such a Court in your town? Shouldit exist?

ASSOCIATIONISM IN DAILY LIFE

Fill in the table below by asking your friends, family and acquaintances what

association they belong to. Complement the information they give you with the followingquestions:- Why do they belong to that association?- When did they enrol and what role do they play in it?- What do its activities consist of and in which season do they practice them?- How are they organised and what are the conditions for taking part?- Who assumes the institution's expenses and its registration or maintenance fees (if

they exist)?- What would they do to make the association work better?- How are they useful to society? Are they necessary or could we do without them?


Recreationaland economic

institucions

Sports andsocial

institucions

Unions andpolitical

institucions

Charities andreligious

institucions

FRIENDS

PARENTS ANDFAMILY

OTHERACQUAINTANCES

UNIDAD 2 INGLES_MaquetaciA3n 1 - Macpro

Documents

Transcript of UNIDAD 2 INGLES_MaquetaciA3n 1 - Macpro