Students in this lesson will interpret written text in the target language regarding the controversy surrounding the Valley of the Fallen, compare and contrast both sides of the argument, then develop a logical argument as to whether Franco’s remains should remain at the Valley or be moved to a different location. Students will then use debate structure and expressions to debate, in a formal setting, the future of Franco’s remains.

In this lesson, students will use an actual family tree of the Spanish Royal Family to practice family vocabulary in the target language, then construct a family tree of their own using proper pedigree symbols.

Students in this lesson will critique masterpieces from the Museo del Prado, both objectively and subjectively, using art vocabulary in the target language (Spanish), then research biographical information on the artists that created them.

In this lesson, students will compare and contrast the beliefs and practices of Christianity, Judaism and Islam using informational text in the target language. Students will also analyze the relationships and possible source of conflict between people of different belief systems, and brainstorm solutions directed toward them.

In this lesson, students will interpret Federico García Lorca’s Romance de la Guardia Civil española, critique the work using a list of guided questions, and analyze how it serves as a social commentary for both the Spain of Lorca’s time and of today.

In this lesson, students will infer relationships in history from prior knowledge about the Plaza Mayor, King Philip III, and the Islamic presence in early Spain. Students will also interpret an excerpt of Cervantes’ "El coloquio de los perros" and how it serves as a commentary on Christian views of the Moriscos in the early 17th century.

How were the Spanish able to conquer the Incas so easily? What advantages did the Spanish have over the Incas in terms of technology? Why did Atahualpa discount the threat posed by Pizarro and the Spanish? Through the investigation of primary and secondary sources, students here will identify, understand and be able to explain the details of how and why the Spanish were able to conquer the Inca Empire of Peru, why the Indians (especially Chief Atahualpa) discounted the Spanish threat until it was too late, and finally what the legacy of the conquest meant for the native population of Peru then and today.

In this lesson, students will compare and contrast the format, components and purpose of the photo essays “On the Border” by Alan Taylor and “Marisol: The American Dream” by Janet Jarman, defining what a photo essay is based on their observations of both. Students will also analyze individual photographs of Mexican-American borders using an in-depth guide, then create a photo essay expressing their views on either Mexican-American or Spanish-Moroccan borders.

In this lesson, students will identify and research the fauna and flora of the Monteverde Cloud Forest, as well as construct a life-size replica of an assigned animal, then present their findings to the class in the target language.

Through the investigation of primary and secondary sources, students here will identify, understand and be able to explain the details of how Figueres came to power in Costa Rica in 1948, what changes to Costa Rican domestic society he instituted by executive decree or supervised through overseeing the writing of a new constitution, how he positioned Costa Rica as a powerbroker in international circles, and how the legacy of Don Pepe is seen by the people of Costa Ricans today as they move forward into the twenty-first century. For American students using this lesson in Spanish classes, there will be specific primary and secondary sources in Spanish, although most of the lesson plan will be in English.

In this lesson, students will analyze a short film about the Monteverde Reserve, then present their findings in the target language. Students will then investigate answers to questions asked about their presentation.