"Preguerra", "Posguerra" and everything in-between.
Description:
One of the most problematic topics in Spanish history and literature is the period of Civil War (1936-1939) and the period of the Dictatorship (1939-1975). These topic have been handled extremely carefully, to the point where the important issues that stem from these periods are completely neglected. By the reading of literary works from before and after the war, we will try to explain the implications that living in an oppressed society can cause. There will also be a discussion about censorship and freedom and the importance of politics nowadays.
Description of primary texts:
This unit will consist on works from the years before the war: Un Poeta en Nueva York by Federico Garcia Lorca, Campos de Soria by Antonio Machado. And works from the years of the dictatorship: Requiem por un campesino Español by Ramón J. Sender and the short story El Tajo by Francisco Ayala. The contrast between these works show the changes in the Spain before and after the war, and the damages that a conflict like that can have in society.
The two first works are works of poetry, the first is a Surrealist collection of poems by Lorca that deal with existentialistic topics. The second one is a collection of poems by Machado that reflect on the decadency of Spain after losing the last of the colonies in the 1998 "Disaster". However, none of them makes a direct reference or allusion to politics, they are individualistic pieces that talk about the personal experiences of the poets.
The second group of texts, however, deal directly with the war and with political issues. The first, a short novel, narrates the life of Paco "el del molino" a Republican that is ultimately executed by the Falangists. The last one, another short novel, is part of a collection called La Cabeza del Cordero, it deals with the experiences of the war of a Nationalist soldier and the guilt that he carries after killing a rebel.
Materials: Un Poeta en Nueva York by Lorca, Campos de Soria by Machado, Requiem por un Campesino Español by Sender, El Tajo by Ayala. Extra materials: Spanish Constitution, Spanish Republican Constitution, electoral programs.
Unit Plan:
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Students will read the poems by Machado and Lorca during the first two weeks of the unit. The first belongs to the '98 Generation group and the second the '27 Generation group. The first two sessions will be on the history of the period and the literary characteristics of these writers.
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After reading the poems, students will have to analyse the topics of one poem from each author. Each student will turn in a written report with style, rethoric figures used by the author and the theme of each poem.
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After this session, the professor will use two to four sessions to explain the Civil War and the Dictatorship of Franco and how these affected the life of people in Spain. This is important knowledge, not only for the unit, but also to understand the implication of current political trends at the moment.
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The students will then read Requiem por un campesino Español. The novel will be discussed in class, the students will pair up and explain the plot of the novel to their partners. They will be asked to share with the rest of the class.
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After discussing the plot, the students will have to explain what historical events take place in the time in the novel and how are they expressed.
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Finally, students will need to write a paper on why do they think that the author was so subtle with historical events and who are the "villains" in the story.
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Finally, students will read El Tajo. The short story will be discussed in class and students will have to decided the message of the novel, is it a message of guilt and a critic to the Nationals, or is it a simple depiction of the war?
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At home, students will write a paper on the point of view of the novel and they will decide what side, if any, is the author on.
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After reading the literary works, there will be a debate session, or brainstorming, in the effects of the war in Spanish society as seen in the different literary works.
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To finish the unit, students will take a look at the current political situation, they will have to read the electoral programs of at least two candidates and compare, how do they think that the ideology of the candidates is expressed through their program? Was it easy to understand?
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Final project:
Students will need to read the Republican Spanish constitution and the current Spanish Constitution. Then, they will form five groups and they will be assigned, randomly, a real present Spanish political party. They will also be assigned one of the constitutions, according to their political beliefs. They will then have to perform elections in which each group will defend their constitution and political program.
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