The texts that I have selected would be most appropriate for a high school Spanish class. It is intended that by the time students begin learning about Spanish history, they will already have a foundation of the Spanish language. However, it is important be conscious about the diversity within language proficiency that awaits in the classroom. The group of texts I have selected range not only in difficulty, but in content as well. Some provide basic information about the Incas that some students may already know depending on their prior knowledge and background, while other texts dive into more in-depth content about the Incan civilization. The ultimate goal of these texts, and how they all work together to achieve the goal is simply to make students aware of who the Incas were; to begin introducing them to South American history that goes beyond the Spanish language.
The list of complete citations for the texts:
- Print:
Bierhorst,
John. "The Incas." Global Trek.
10 March 2017, <http://teacher.scholastic.com/activities/globaltrek/destinations/popups/peru_history. htm>.
Discover Peru.
"Machu Picchu." Discover Peru.
13 March 2017, <http://www.discover- peru.org/machu-picchu/>.
- Multimedia:
Historyasiatv. "HISTORYASIA
- MANKIND - RISE OF THE INCAS." 5 November 2012. YouTube. 16 March 2017,
<https://youtu.be/pQPSYenhtoY>.
Historychannel.
"Francisco Pizarro: Spanish Conquistador - Fast Facts | History." 18
January 2016. 7 March 2017,<https://www.youtube.com/watch?v=zGAWnyH_BYQ&feature=youtu.be>.
- Culturally relevant
Nadenrowe. If I was an Inca: History Music Video (Parody of "Boyfriend"
by Justin Bieber). 20 October
2014. YouTube. 14 March 2017 <https://www.youtube.com/watch?v=Y_-ABbHKYKU>.
The
Emperor's New Groove. Dir.
Mark Dindal. Walt Disney Feature Animation. 2000.
Text descriptions of three of the texts listed above:
1. Print text-
Discover Peru. "Machu Picchu." Discover Peru. 13 March 2017, <http://www.discover- peru.org/machu-picchu/>.
The first text I have chosen gives an overview of what Machu Picchu is all about. It provides short summaries of the discovery, sectors, architecture, and how you can visit the wonder today. It gives enough information without being too overwhelming for students who are barely learning about Machu Picchu-the sacred land of the Incas. The article focuses on describing how the architecture of Machu Picchu greatly influenced how the Incas grew their crops. Then, goes into detail as to how they build the sacred land with that idea already in mind; the text uses Machu Picchu to connect with history, living, and religious beliefs of the Incas. To conclude, the the text provides multiple methods of how Machu Picchu can be reached today by tourists.
The quantitative and readability aspect of this particular text can be a bit challenging for my students. According to “StoryToolz” the article has an average grade level of 11.6. I agree with this measure for the simple fact that the article already assumes students have background knowledge about Machu Picchu. I think I would only use this text if I was working with high school juniors and seniors; it may be a bit overwhelming for sophomores or lower grade levels especially if they haven’t heard much about the Incas.
Although the text can be challenging there are a couple of qualitative aspects that I like about the text. The first is the organization of the text; it is divided into paragraphs based on the topic it is describing making it easier for students to follow along. Also, for each paragraph the text provides a picture of what it’s describing. I think this is great because it can help students visually understand what the text is referring to. However, the text makes several assumptions in regards to previous knowledge the reader already has; this could be problematic if the teacher doesn’t provide it before handing out the text. For example, the article states “Because of its remote location, Machu Picchu was never discovered by the Spanish conquerors.” Students might then ask themselves where this remote location is. The text has fluent transitions from one idea to the next. As previously mentioned, it is divided a brief explanation of Machu Picchu, then followed by the discovery, sectors, architecture, and present day visits. To conclude the vocabulary of the text is easy to understand with the exception that there may be a couple of words the students may need additional help with comprehending the text. The words include Urubamba, Pachacutec, Vilcabamba, terrain, polygonal granite, citadel, and equinoxes.
If I was teaching about the Incas, I would use this text to build on previous knowledge. I would definitely have to introduce the topic of Machu Picchu before hand. It would be used to supplement ideas, and to motivate students to visit the sacred city one day. I like how the article states multiple ways that people can reach Machu Picchu. This includes either by trail, bus, or by hiking doing the Inca trail. This topic could also lead to a discussion about their personal preferences making the topic more relevant to their own life.
2. Multimedia text-
Historychannel. "Francisco Pizarro: Spanish Conquistador - Fast Facts | History." 18 January 2016. 7 March 2017,<https://www.youtube.com/watch?v=zGAWnyH_BYQ&feature=youtu.be>. https://youtu.be/zGAWnyH_BYQ
Historychannel. "Francisco Pizarro: Spanish Conquistador - Fast Facts | History." 18 January 2016. 7 March 2017,<https://www.youtube.com/watch?v=zGAWnyH_BYQ&feature=youtu.be>. https://youtu.be/zGAWnyH_BYQ
This text is a documentary on a biography of Francisco Pizarro. The short three minute clip goes on to describe who Francisco Pizarro was, and why he is significant when speaking about the Incan empire. The video describes Pizarro's travels and expeditions to Peru. Also, the video includes the reasons why the Spanish conquistadors were able to conquer the Incas; Pizarro who took advantage of social and health problems the Incas had at the time. The clip concludes with the impact Pizarro had in Peru and how he founded Lima, the capital of Peru today.
According to "StoryToolz" the readability of this text has an average grade level of 11.4. The text being a short three minute clip is quite easy to understand, however. In this case I would disagree with the quantitative analysis of "StoryToolz". The text is in English, which means for most students the language wouldn't necessarily be a barrier for them considering that they would be in Spanish class. The text is easily accessible, really just to provide an overview of who the famous Spanish conquistador was and his importance to the Incan empire.
The qualitative aspects of this text are what make it stand out. To begin, the video is narrated, and then has scholars who speak to elaborate on the ideas. This increases the validity of the source by having professionals speak on their behave with proof of research that has been done. The clip is well organized by starting with Pizarro's early expeditions to ultimately what lead to his empowerment in Peru and conquest of the Incas. Visually, the video is narrated with pictures, which is great for students to follow along with the script. If the narrater or the scholars comment on an idea, and it is unclear to the students the pictures will defiantly serve their purpose to create a visual. Many students are visual learners who might take out more about the topic through a clip like then then from having a full discussion in class. As previously mentioned, the biography can be easily understood that is of course with a quick background lesson of who he was. Prior to showing the video important words that should be review with the high school students are: conquest, retaliated, Hispañola, expedition, conquistador, and New World.
In terms of the text complexity, the clip serves as a way to get students to understand how and why the Inca empire was conquered. The level of Spanish and content at the high school level should not be overly demanding. This topic should serve as an open door to spark students curiosity within Spanish. Many get the idea that Spanish is really about learning about the language and being able to efficiently communicate with others. Although the language plays a huge part teaching students about history and literature is equally important. In my classroom, I would use this text to supplement the unit of the Incas. Ideally, toward the end of the unit since the Incan empire "ended" with the arrival of the Spaniards.
3. Culturally relevant-
Nadenrowe. If I was an Inca: History Music Video (Parody of "Boyfriend" by Justin Bieber). 20 October 2014. YouTube. 14 March 2017 <https://www.youtube.com/watch?v=Y_-ABbHKYKU>.
This music video is culturally relevant because it has the parody of a Justin Bieber song. Justin Bieber being an artist most students would know, and who have listened to his music. The music video narrates the life of the Incas and overly exaggerates with the way the ideas are presented. It is done so in such a way that forces the goal to identify with its audience. Due to the fact that the video can seem forceful it can be seen as comical to high school students.
The music clip states that it was made for 6th graders learning about the Incas; however, "StoryToolz" doesn't agree with the average grade level. After typing a couple of sentences into "StoryToolz" it came up with an average grade level of 10. 4. Giving my own personal quantitative analysis I would agree with both. This video could be used with 6th graders all the way to high school seniors. However, I don't think it would be appropriate to teach 6th graders about the Incas. I think the topic is too complex, and teaching about a topic that involves going into such depth at a young age can be overwhelming.
The language of the video is what makes it culturally relevant and qualitative stand out. For example, one part of the music video saids, "Apu, chillin' with the royals up in Machu Picchu". The video uses everyday language that students communicate with or frequently hear on see in the media. Also, the content(info) of the video contribute to its qualitative qualities. The video provides "fun facts" about the Incas that many students may not know; it teaches them about their ways of living in order to survive. One example of this is when the video states, "I could eat a guinea pig if I was Incan" the incas ate guinea pigs and this continues to be part of the Peruvian culture today. Eating guinea pig is not part of our culture, so this could definitely be something to discuss after the clip. The video goes a great job using rhymes to carry out ideas, which might end up staying with the students even after the class is over.
Words students may need assistance with:
1. Chasqui
2. ravine
3. Inti
4. diplomacy
5. supremacy
6. Atahualpa
Regarding the text complexity of this specific text it would be used to finish off a class after deeply discussing what is mentioned in the video about the Incas. The text is easy to comprehend because the language used is everyday conversations, which they can easy identify with. This is a dorky video that students will end up laughing with, but will end up watching it on their own to laugh some more. Rewatching the video will re-enforce the material they learned in class, and maybe even memorize parts of the video that will ultimately help them remember the material in a fun way.
