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STUDENT STUDY SECTION
Review questions
Study the timeline above and then read the following quotation. The nation that political problems could more naturally be solved by violence than by debate was firmly entrenched in a country in which for a thousand years civil war has been if not exactly the norm then certainly no rarity. From Paul Preton, The Spanish Civil War: Reaction, Revolution and Revenge, 2006 1. Looking at the timeline above showing events in Spain in the 19th and early 20th centuries, what evidence is there for Preston’s argument? 2. What factors were causing tension in Spain during this time? (Economic, military, religious, political?) 3. What example of foreign intervention was there in Spain in the 29th century? STUDENT STUDY SECTION

Review questions
1. Draw a mind map or spider diagram of the key issues dividing Spain by 1931 2. Explain the events that led to the fall of Kind Alfonso in 1931. 3. Looking at the long-term issues in Spain and the political events of the 19th century, what problems was the Second Republic likely to face? Do you consider that war was inevitable by mid 1931?

STUDENT STUDY SECTION
Review questions
How did the actions of the Second republic create more tension? In what way did they, in Paul Preston’s words, ensure that Spain’s underlying conflicts ere transmitted into national politics? STUDENT STUDY SECTION

Research activity
Research the Asturian miner’ uprising of 1934. In Paris, discuss the extent to which you agree that this was an attempted revolution.
STUDENT STUDY SECTION
Review questions
1. To what extent did economic issues lead to a civil war? 2. What was the impact of international events to the growing divisions in Spain Class debate
Divide the class into three groups. Each group needs to argue one of the following: * The right wing was responsible for the Spanish Civil War * The left wing was responsible for the Spanish Civil War * Both left and right were equally responsible for the Spanish Civil War STUDENT STUDY SECTION

Review activity
Look back at the timeline on pp.235-36. Identify key points where foreign intervention plays a significant role in the fighting. STUDENT STUDY SECTION
Document analysis
What civisms does Salvodo make of the Non-intervention Committee (p.238)? Research activity
In small group, research the different countries, groups and famous individuals that went to Spain to fight in the international Brigades; for example, the Abraham Lincoln Brigade from USA.

STUDENT STUDY SECTION
Review activities
Summarize the key points made in the text in grid:
| Nationalists | Republicans |
Political strengths/weaknesses| | |
Military strengths/weaknesses| | |
Economic advantages/ Disadvantages| | |
Foreign assistance| | |
Class debate
Divide the class into two groups. One side will argue that the Nationalists’ strengths won the Spanish Civil War, the other will argue that it was due to Republican weaknesses. The motion is: The strengths of the Nationalists won the Civil War.

Each side must have a series of thematic and coherent arguments. To gain a point, they have to support arguments with clear evidence. STUDENT STUDY SECTION
Read the following sources and answer the questions:
Document A
The nationalists maintained that Guernical had been blown up by the Basques themselves, in order to discredit the blameless Nationalists. A later version said that Republican planes dropped bomb to detonate charges dynamite placed in the sewers. Twenty years later it was still a crime in Franco’s Spain to say that Guernical had been destroyed by the Nationalists.

Document B
Our consciences were uneasy about it. After living through the raid we knew only too well that the destruction had come from the air. The Reds had hardly any planes, we knew that too. Amongst our own, we’d admit the truth: our side had...
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