Learning Spanish History through its Most Prominent Historical Figures: co-teaching #project

 

In our co-teaching lessons, designed by our specialist, Ana Jiménez in collaboration with our Literacy Adviser, Marina Hurtado, our students carried out an interdisciplinary project that integrates History, English language development, digital competence, and critical thinking. 

The central task was to research an assigned Spanish historical figure and present their legacy through three structured outputs: a written biography, a visual presentation, and an AI-supported interview.

This co-teaching project integrates multiple competencies:

1. Linguistic competence
2. Historical awareness
3. Digital competence
4. Critical thinking

The presentations in action

During the presentation:

• No written speech was allowed.
• Slides contained only basic information.

This requirements significantly enhanced:

1. Public speaking confidence.
2. Memorisation and internalisation of content.
3. Fluency and spontaneity in English.
4. Eye contact and audience interaction.
5. Students moved from passive reading to active historical storytelling.

This project was intentionally structured to promote autonomous research, synthesis skills, oral communication, and responsible use of artificial intelligence tools.

Students' outcomes:

FEDERICO GARCÍA LORCA

Federico García Lorca de Daniela Sánchez Rufián

MANUEL AZAÑA

FRANCISCO FRANCO, THE SPANISH DICTATOR

ALFONSO XIII

Alfonso XIII's biography de Alejandro Molina

NICETO ALCALÁ ZAMORA

NICETO ALCALÁ ZAMORA

Presentación historia y biografía de personaje importante histórico clásico beis y granate de Álvaro Galán Durán

MIGUEL PRIMO DE RIVERA

THE INTERVIEWS: The Historical Interview (AI-Supported Task)

The final stage introduced a contemporary dimension: students created an interview with their historical figure.

They were required to include two compulsory questions:

1. What would your historical figure think about current Trump’s position regarding Greenland?
2. What would your historical figure’s policy be regarding sustainability and the Sustainable Development Goals (SDGs)?

SAMPLES:

MIGUEL PRIMO DE RIVERA

ALCALÁ-ZAMORA

MARUJA MALLO

Additionally, students had to formulate at least five original questions of their own. To fully develop answers, students used AI apps following the structured prompt model provided in the guidelines. This component emphasised:

1. Critical thinking
2. Ethical AI usage
3. Historical perspective-taking
4. Connecting past ideologies with present global issues

Rather than replacing thinking, AI became a tool for expanding reflection, encouraging students to interpret how historical values might translate into modern geopolitical and environmental contexts.

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