DOCSLIB.ORG

The Second Spanish Republic and the Civil War

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Second Spanish Republic and the Civil War CONSEJERÍA DE EDUCACIÓN Dirección General de Participación e Innovación Educativa Identificación del material AICLE TÍTULO The Second Spanish Republic and the Civil War NIVEL LINGÜÍSTICO A2.1 SEGÚN MCER IDIOMA Inglés ÁREA / MATERIA Historia NÚCLEO TEMÁTICO La II República y la Guerra Civil. La secuencia no pretende un análisis exhaustivo de la evolución histórica de la II República hasta el final de la Guerra Civil, sino una aproximación crítica y empática a la complejidad de dicho momento histórico. Desde el rechazo a la guerra como estrategia para la resolución de conflictos, se pretende el acercamiento a las GUIÓN TEMÁTICO vivencias de las personas protagonistas de este período, a la vez que se inicia al alumnado en la metodología de la historia oral. Se abordan específicamente contenidos como la lucha por el voto femenino, la reforma educativa republicana o la infalibilidad/imparcialidad/credibilidad de las fuentes históricas. FORMATO Material didáctico en formato PDF CORRESPONDENCIA 4º de Educación Secundaria CURRICULAR AUTORÍA Mª Ángeles Crespo Fernández TEMPORALIZACIÓN 5 sesiones, más una propuesta de trabajo de investigación y un cuestionario de APROXIMADA autoevaluación de contenidos y destrezas. Competencia lingüística (C1): Lectura de textos diversos. Competencia cultural y artística (C3): Análisis y comentario de diversas imágenes. Competencia social y ciudadana (C4): Desarrollo de habilidades sociales para el trabajo en equipo y el rechazo de la violencia como medio para la resolución de conflictos. Competen- COMPETENCIAS cia en el tratamiento de la información (C5): Realización de una entrevista oral BÁSICAS y presentación de los resultados. Competencia para aprender a aprender (C6): Desarrollo de estrategias para organizar e integrar los conocimientos adquiridos. Competencia para la autonomía e iniciativa personal (C7): Desarrollo de iniciati- vas en la realización de debates, trabajos individuales y en grupo. La selección de actividades resulta obligatoria en esta secuencia, aún cuando este núcleo temático se impartiese íntegramente en inglés, dado que la duración de cada sesión supera una hora lectiva. Los materiales están diseñados para adaptarse a la diversidad del alumnado en cuanto a su grado de motivación y OBSERVACIONES ritmo de aprendizaje, por eso en cada sesión se incluyen actividades con distinta duración y grado de dificultad de manera que cada profesor/a seleccione las tareas o sesiones que más se adecuen a su contexto docente. Se recomienda que las actividades de interacción oral, también se fijen por escrito. Material AICLE 4º de ESO: The Second Spanish Republic and the Civil War 3 Tabla de programación AICLE - Apreciar la creación artística y comprender el lenguaje que utiliza - Identificar y localizar los procesos y acontecimientos históricos relevantes en la his- toria de España - Rechazar la violencia y valorar positivamente la resolución pacífica de los conflictos OBJETIVOS - Valorar la igualdad de derechos y oportunidades entre los sexos - Adquirir y emplear el vocabulario específico que proporcionan las Ciencias Sociales - Realizar tareas en grupo y participar en debates con una actitud constructiva, crítica y tolerante - Comprender y expresarse de manera adecuada en una lengua extranjera - Análisis de diversas imágenes CONTENIDOS - Lectura e interpretación de textos de naturaleza diversa DE - Análisis crítico de distintas fuentes CURSO / CICLO - Localización en el espacio y en el tiempo. - El Guernica: el arte como como denuncia - Desarrollo de la Segunda República y la Guerra Civil TEMA - La lucha por el voto femenino. La educación y la cultura - Historia oral. - Identificar los códigos artísticos utilizados por diversas imágenes - Formular hipótesis sobre la evolución de la Segunda República y el estallido de la Guerra Civil MODELOS - Informar sobre la situación de las mujeres en la primera mitad del siglo XX en España DISCURSIVOS - Ejemplificar los logros en el terreno de la cultura de la Segunda República y su estela en la literatura - Narrar historias de vida a partir de fuentes orales Descripción de fotografías Comentarios de texto guiado. Realización de esquemas. TAREAS Elaboración de ejes cronológicos Debates. Role-play. Realización de entrevistas. Realización de biografías. Exposición oral. FUNCIONES: ESTRUCTURAS: LÉXICO: Narrar hechos pasados Past Tense. Republic, Civil War, Passive voice. army, bombing, exile, CONTENIDOS Señalar objetos en un cuadro First, then, eventually, ... International Brigades, LINGÜÍSTICOS left/right wing parties, miliatia, freedom of speech, civil marriage... C3: Desarrolla destrezas para observar y analizar las obras de arte como resultante de un determinado contexto histórico. C5:Obtiene información de fuentes escritas, gráficas y visuales C6: Conoce los principales hechos históricos en la España del primer tercio del siglo XX. Distingue las principales etapas de la Segunda república, su evolución y realizaciones y evolución. Explica el desarrollo de la Guerra Civil, su evolución y CRITERIOS DE consecuencias EVALUACIÓN C4: Rechaza la guerra como estrategia para la resolución de conflictos. Valora la igualdad de derechos entre hombres y mujeres como una conquista histórica. Desarrolla una actitud favorable hacia la resolución de las tareas y problemas colectivos C1: Adquiere el vocabulario específico de la materia. Adquiere vocabulario básico en lengua inglesa C6: Desarrolla estrategias para organizar y recuperar la información, tales como esquemas conceptuales, listas de vocabulario en lengua inglesa… 4 Material AICLE 4º de ESO: The Second Spanish Republic and the Civil War THE SECOND SPANISH REPUBLIC AND THE CIVIL WAR CONTENTS 1. Guernica 2. The Second Republic 3. Uncovering women in History 4. The Civil War 5. Culture and education Project: Oral History “What did you do after the war, grandma?” Text yourself! Material AICLE 4º de ESO: The Second Spanish Republic and the Civil War 5 Session 1: GUERNICA 1.1 Warming up: Imagine that you have travelled to Madrid with two friends: one of them cannot see, the other cannot hear. You will be their guide for the day. You are visiting the national museum Centro de Arte Reina Sofía: WHAT CAN YOU SEE IN THIS PICTURE? Underline the things that you can find in: 6 Material AICLE 4º de ESO: The Second Spanish Republic and the Civil War 1.2. Describing a picture: Imagine that you have to explain this picture to your blind friend: What would you say to him/her? Use the words in the table. There is/are.... On the top On the bottom In the middle On the left On the right In the corner In the background In the foreground Right hand corner Above Below Next to Beside Behind On the top left 1.3 Focus on writing: Now, write your explanations: ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... .......................................................................................................................... .......................................................................................................................... Material AICLE 4º de ESO: The Second Spanish Republic and the Civil War 7 1.4 Looking at the picture: HOW DO YOU FEEL? Is it colourful? ............................................................................................................................. What do you think intention the painter’s intention in using these colours? ............................................................................................................................. Do you think it is a realistic picture? Justify your answer . ............................................................................................................................ 2.1 Listening comprehension: PART ONE WHAT DO YOU KNOW ABOUT THIS PICTURE? Have you ever seen this picture before? ............................................................................................................................ Who is the artist? ............................................................................................................................ When was it painted? ............................................................................................................................. Why was it painted? ............................................................................................................................ Let’s listen to some information and answer the questions below. You are going to listen THREE TIMES. 2.2 Listening comprehension: PART TWO
Load more

Recommended publications
  • Understanding the Paris Commune on Its 150Th Anniversary
    Understanding the Paris Commune On its 150th Anniversary The Women of Paris on the barricades at Place Blance defend the Commune. Introduction The Paris Commune of 1871 only lasted from March 18 to May 28, just 72 days, yet it is one of the most celebrated events in socialist history. It is a legend. Yet, what was it? What is it for us today? A model for socialists? A heroic failure? Negation of the state? Or the first workers’ government? Karl Marx wrote the most famous contemporary account, yet he failed to take up some of the Commune’s serious problems. Why? In Part I of this essay, below, I look at the events of the Commune as they developed, relying largely on the work of Jacques Rougerie, whom we might call a representative of the school of “history from below,” and of Carolyn J. Eichner, a historian of women in the Commune. (Where quotations have no footnote, they come from Rougerie’s books.) In Part II, which can be read online here or in print in the summer 2021 issue of New Politics, I look critically at Marx’s interpretation of the Commune to examine issues he declined to take up and the reason he neglected some important issues. Part I – The Commune as it Was The Emperor and the War War and a humiliating French defeat created the crisis that brought about the Paris Commune. On September 1, 1870 at the Battle of Sedan the French Emperor Louis Napoleon Bonaparte (Napoleon III), his government, and the French nation suffered a catastrophic defeat at the hands of the Prussian Chancellor Otto von Bismarck.
    [Show full text]
  • Fighting for France's Political Future in the Long Wake of the Commune, 1871-1880
    University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2013 Long Live the Revolutions: Fighting for France's Political Future in the Long Wake of the Commune, 1871-1880 Heather Marlene Bennett University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the European History Commons Recommended Citation Bennett, Heather Marlene, "Long Live the Revolutions: Fighting for France's Political Future in the Long Wake of the Commune, 1871-1880" (2013). Publicly Accessible Penn Dissertations. 734. https://repository.upenn.edu/edissertations/734 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/734 For more information, please contact [email protected]. Long Live the Revolutions: Fighting for France's Political Future in the Long Wake of the Commune, 1871-1880 Abstract The traumatic legacies of the Paris Commune and its harsh suppression in 1871 had a significant impact on the identities and voter outreach efforts of each of the chief political blocs of the 1870s. The political and cultural developments of this phenomenal decade, which is frequently mislabeled as calm and stable, established the Republic's longevity and set its character. Yet the Commune's legacies have never been comprehensively examined in a way that synthesizes their political and cultural effects. This dissertation offers a compelling perspective of the 1870s through qualitative and quantitative analyses of the influence of these legacies, using sources as diverse as parliamentary debates, visual media, and scribbled sedition on city walls, to explicate the decade's most important political and cultural moments, their origins, and their impact.
    [Show full text]
  • Cuban Antifascism and the Spanish Civil War: Transnational Activism, Networks, and Solidarity in the 1930S
    Cuban Antifascism and the Spanish Civil War: Transnational Activism, Networks, and Solidarity in the 1930s Ariel Mae Lambe Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2014 © 2014 Ariel Mae Lambe All rights reserved ABSTRACT Cuban Antifascism and the Spanish Civil War: Transnational Activism, Networks, and Solidarity in the 1930s Ariel Mae Lambe This dissertation shows that during the Spanish Civil War (1936–1939) diverse Cubans organized to support the Spanish Second Republic, overcoming differences to coalesce around a movement they defined as antifascism. Hundreds of Cuban volunteers—more than from any other Latin American country—traveled to Spain to fight for the Republic in both the International Brigades and the regular Republican forces, to provide medical care, and to serve in other support roles; children, women, and men back home worked together to raise substantial monetary and material aid for Spanish children during the war; and longstanding groups on the island including black associations, Freemasons, anarchists, and the Communist Party leveraged organizational and publishing resources to raise awareness, garner support, fund, and otherwise assist the cause. The dissertation studies Cuban antifascist individuals, campaigns, organizations, and networks operating transnationally to help the Spanish Republic, contextualizing these efforts in Cuba’s internal struggles of the 1930s. It argues that both transnational solidarity and domestic concerns defined Cuban antifascism. First, Cubans confronting crises of democracy at home and in Spain believed fascism threatened them directly. Citing examples in Ethiopia, China, Europe, and Latin America, Cuban antifascists—like many others—feared a worldwide menace posed by fascism’s spread.
    [Show full text]
  • Comparative Political Reactions in Spain from the 1930S to the Present
    Comparative Political Reactions in Spain from the 1930s to the Present Undergraduate Research Thesis Presented in partial fulfillment of the requirements for graduation with honors research distinction in Spanish in the undergraduate colleges of The Ohio State University by Benjamin Chiappone The Ohio State University April 2020 Project Advisor: Professor Eugenia Romero, Department of Spanish and Portuguese Co-Advisor: Professor Ignasi Gozalo-Salellas, Department of Spanish and Portuguese Table of Contents Introduction……………………………………………………………………3 1. The Franco Regime • Francoism & Fascist European Counterparts…………………………………………6 • Franco & the Coup d’état……………………………………………………10 • Memory of the Dictatorship…………………………………………………...12 2. Left-Wing Reactions • CNT & Anarchist Traditions…………………………………………14 • ETA’s Terrorism………………………………………………………………21 • The Catatonia Crisis…………………………………………………………31 • Catalonia & Protest Through the 1992 Olympic Games…………………..35 3. VOX: a Right-Wing Reaction • VOX’s Success & Politics……………………………..…………………...41 Conclusion……………………………………………………..……………..50 2 Introduction George Santayana, a 20th century philosopher once said, “Those who cannot remember the past are condemned to repeat it.” In Spain’s Pacto de Olvido, the goal was just that, to forget. The pact was initially a political decision, but was given legal legitimacy in the Ley De Amnistía. The decree prevented any accountability for the people who were killed, tortured, and exiled during the civil war. It pardoned those (even far-right military commanders) who were involved in the regime, allowed those who were exiled to return to Spain, and has prevented the nation from investigating human rights violations under the dictatorship. Further, the pact prevented any observation of the war or any commission to look into who bore responsibility for the war (Encarnación). Regardless, memory is crucial in order to understand the past of a nation and its trajectory moving forward.
    [Show full text]
  • 1. Reinado De Alfonso Xiii 5 1.1
    Ámbito Social Módulo IV Bloque 2: Historia contemporánea de España Unidad Didáctica 8: España en el siglo XX UUnniiddaadd 88 pág. 1 Bloque II: Historia contemporánea de España Unidad didáctica 8: España en el siglo XX. El siglo XX se inició con el reinado de Alfonso XIII con diversos intentos de regeneracionismo que fracasaron, la dictadura del general Miguel Primo de Rivera, el exilio de la monarquía borbónica de Alfonso XIII, la proclamación de la República, y el drama de una Guerra Civil, que enfrenta dos modos de entender España, y de la que surgirá el régimen personal del general Francisco Franco, que en sus últimos años vivirá en la contradicción entre un proceso de modernización social y económica, y una profunda parálisis de sus estructuras políticas. En el período histórico comprendido entre la muerte del general Franco y el tiempo actual, en España se han producido toda una serie de cambios que han marcado y marcarán mucho tiempo nuestro vivir, poniéndose las bases de una España democrática plenamente integrada en las instituciones europeas. Hablamos de un período histórico del que somos herederos y a la vez protagonistas. pág. 2 Índice 1. REINADO DE ALFONSO XIII 5 1.1. Crisis del bipartidismo 7 1.2. Problemas 7 1.2.1. Marruecos 7 1.2.2. Problemas regionales 7 1.2.3. Problemas sociales 7 1.3. Intentos de solución 8 1.3.1. Regeneracionismo. 8 1.3.2. Gobierno de Antonio Maura. 8 1.3.3. Gobierno de José Canalejas 8 1.4. Crisis de 1917 9 1.4.1.
    [Show full text]
  • Alicante's Cultural Guide
    Table of Contents Country Profile: Spain ..................................................................................................................................1-6 Country Overview: History, Quick Facts, Government, Educational System…………………..........................................2-4 Alicante Overview: History, Quick Facts, Economy....................................................................................................4-6 Practical Information ...................................................................................................................................6-9 Making Phone Calls .......................................................................................................................................................6 Emergency Numbers .....................................................................................................................................................7 Handling Money...........................................................................................................................................................7-8 Weather........................................................................................................................................................................8-9 Being a North American Abroad .................................................................................................................9-12 Culture Shock..................................................................................................................................................................9
    [Show full text]
  • Strikes and Rural Unrest During the Second Spanish Republic (1931–1936): a Geographic Approach
    sustainability Article Strikes and Rural Unrest during the Second Spanish Republic (1931–1936): A Geographic Approach Javier Puche 1,* and Carmen González Martínez 2 1 Faculty of Social and Human Sciences, University of Zaragoza, Ciudad Escolar s/n, 44003 Teruel, Spain 2 Faculty of Letters, University of Murcia, Campus de la Merced, 30071 Murcia, Spain; [email protected] * Correspondence: [email protected]; Tel.: +34-978-645-337 Received: 27 October 2018; Accepted: 17 December 2018; Published: 21 December 2018 Abstract: This article analyses the evolution and geographic distribution of the rural unrest that prevailed during the years of the Second Spanish Republic (1931–1936), a period characterised by political instability and social conflict. The number of provincial strikes recorded in the forestry and agricultural industries and complied by the Ministry of Labour and Social Welfare constitute the primary source of the study. Based on this information, maps of the regional and provincial distribution of the agricultural unrest have been created for the republican period. The results reveal that, contrary to the traditional belief which confines the rural unrest of this period to the geographic areas of the latifundios (large estates), Spanish agriculture, in all its diversity, was hit by collective disputes. Although the areas of the latifundios were most affected by the agricultural reform of 1932, the data show that the extension of the unrest in the Spanish countryside was also the result of the refusal of the landowners to accept and apply the new republican collective bargaining agreement. The number of strikes increased during the period 1931–1933, fell between 1934 and 1935, and increased again during the months of the Popular Front (February to July 1936).
    [Show full text]
  • La Incontinencia Verbal Y El Fracaso De La Ii República Española
    LA INCONTINENCIA VERBAL Y EL FRACASO DE LA II REPÚBLICA ESPAÑOLA. EL DISCURSO POLÍTICO IRRESPONSABLE Y SU CONTRIBUCIÓN AL ESTALLIDO DE LA GUERRA CIVIL Jiří Chalupa Katedra romanistiky, Filozofická fakulta, Univerzita Mateja Bela v Banskej Bystrici, Tajovského 40, 974 01 Banská Bystrica, Eslovaquia [email protected] VERBAL INCONTINENCE AND THE FAILURE OF THE SECOND SPANISH REPUBLIC. IRRESPONSIBLE POLITICAL DISCOURSE AND ITS CONTRIBUTION TO THE OUTBREAK OF THE CIVIL WAR IN SPAIN Abstract: The intention of this paper is to show how much the tragic failure of the Second Spanish Republic was the result not only of the economic, social, and international situation, but also the totally irresponsible behaviour of many of the main political actors in the ’thirties. Some speeches of Manuel Azaña, Francisco Largo Caballero, José María Gil Robles, and José Antonio Primo de Rivera will be analysed in order to show how much those iconic characters let themselves be seduced by their own words, speaking in a very reck- less manner without thinking of the possible consequences of such diatribes. Some of those personalities were being changed into fictional characters to a certain point, perhaps even parodic – products of their own verbiage: Largo Caballero into a “Madrid Lenin”, Gil Robles into a “Spanish Mussolini”, José Antonio into an “out‑and‑out fascist”. The power of the propaganda word, which is often underestimated and which can cause real disasters simply because the speakers, powered by the energy of an excited crowd, do not know when to stop, will be highlighted. How some terms, for example “anti‑Spain”, can carry so much explosive and destructive cargo that their widespread use can lead almost inevitably to a conflict of unexpected dimen- sions, in our case the Spanish Civil War, will be shown.
    [Show full text]
  • Fragmented Autobiographies: a Style of Writing Or Self-Perception? the Case of Pilar Primo De Rivera
    Rev9-01 26/2/03 18:54 Página 37 Inbal Ofer* ➲ Fragmented Autobiographies: a Style of Writing or Self-Perception? The Case of Pilar Primo de Rivera Summary: Recently published contributions to theories of literary criticism have revea- led the richness and distinctiveness of women’s autobiographical production, greatly advancing research by tracing apparently similar linguistic and literary phenomena which seemed to rupture the “traditional” genre of men’ autobiographical writings. But at the same time they once again simplified the complex reality which lay behind such pheno- mena by attributing them mostly to the general condition of women’s self-perception as subjects, at times losing sight of the specific historical and cultural conditions in which each process of self-representation was grounded. In the paper that follows I will examine such points of rupture and contradiction in the autobiography of Pilar Primo de Rivera, Jefe Nacional of the Feminine Section of the Spanish Falange. By locating the differing discourses of identity with which Primo de Rivera engaged, and by finding out how exactly the category of gender operated in each of them, I will try to understand the nature of such ruptures, as well as the relation betwe- en the author’s self-perceptions and her techniques of self-representation. Introduction My first encounter with the autobiography of Pilar Primo de Rivera (1983), Jefe Nacional of the Sección Femenina de la FET (henceforth SF), took place almost three years ago, when I was starting to look into the way political and gendered self-percep- tions of SF members were reflected in the rhetoric of the organization’s national leaders- hip.
    [Show full text]
  • University of Dundee MASTER of PHILOSOPHY Changing British Perceptions of Spain in Times of War and Revolution, 1808 to 1838
    University of Dundee MASTER OF PHILOSOPHY Changing British Perceptions of Spain in Times of War and Revolution, 1808 to 1838 Holsman, John Robert Award date: 2014 Link to publication General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 29. Sep. 2021 MASTER OF PHILOSOPHY Changing British Perceptions of Spain in Times of War and Revolution, 1808 to 1838 John Robert Holsman 2014 University of Dundee Conditions for Use and Duplication Copyright of this work belongs to the author unless otherwise identified in the body of the thesis. It is permitted to use and duplicate this work only for personal and non-commercial research, study or criticism/review. You must obtain prior written consent from the author for any other use. Any quotation from this thesis must be acknowledged using the normal academic conventions. It is not permitted to supply the whole or part of this thesis to any other person or to post the same on any website or other online location without the prior written consent of the author.
    [Show full text]
  • Casanova, Julían, the Spanish Republic and Civil
    This page intentionally left blank The Spanish Republic and Civil War The Spanish Civil War has gone down in history for the horrific violence that it generated. The climate of euphoria and hope that greeted the over- throw of the Spanish monarchy was utterly transformed just five years later by a cruel and destructive civil war. Here, Julián Casanova, one of Spain’s leading historians, offers a magisterial new account of this crit- ical period in Spanish history. He exposes the ways in which the Republic brought into the open simmering tensions between Catholics and hard- line anticlericalists, bosses and workers, Church and State, order and revolution. In 1936, these conflicts tipped over into the sacas, paseos and mass killings that are still passionately debated today. The book also explores the decisive role of the international instability of the 1930s in the duration and outcome of the conflict. Franco’s victory was in the end a victory for Hitler and Mussolini, and for dictatorship over democracy. julián casanova is Professor of Contemporary History at the University of Zaragoza, Spain. He is one of the leading experts on the Second Republic and the Spanish Civil War and has published widely in Spanish and in English. The Spanish Republic and Civil War Julián Casanova Translated by Martin Douch CAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo, Delhi, Dubai, Tokyo Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK Published in the United States of America by Cambridge University Press, New York www.cambridge.org Information on this title: www.cambridge.org/9780521493888 © Julián Casanova 2010 This publication is in copyright.
    [Show full text]
  • Texto Completo
    LA ALBOLAFIA: REVISTA DE HUMANIDADES Y CULTURA MIGUEL ALONSO BAQUER 2491 - EL PAPEL DE LOS MILITARES EN LA CONFIGURACIÓN DEL FRANQUISMO 2386 ISSN: Miguel Alonso Baquer Historiador y General de Brigada RESUMEN: El artículo repasa el papel de los militares en la configuración del franquismo. Toma como re- ferencia la figura de Franco y una serie de conceptos que inciden en la gestación de los pro- nunciamientos de la historia de España. ABSTRACT: This article describes the role of the army during the origin of francoism. It takes as a reference the leading figure of Franco and some of the ideas that influence in the gestation of the upris- ings in Spanish history. PALABRAS CLAVE: Jansenismo, Cristianismo, Arrianismo, pronunciamiento, franquismo. KEYWORDS: Jansenism, Christianity, Arianism, uprising, Francoism. Vi por primera vez la expresión Gene- Se estaba procediendo a la entrega del ral Franco aplicada al presunto pasajero despacho de tenientes de los miembros de un avión militar que volaba muy bajo de la primera promoción de postguerra y sobre el Paseo de las Cornisas de Tetuán a la Jura de Bandera de la quinta. Mi pa- a las seis de la tarde del 18 de Julio de dre era el Coronel Jefe de Estudios. Yo 1936. No era cierto. Aquel avión proce- tenía catorce años. dente de Sevilla lanzó una bomba que cayó exactamente a unos metros de don- No entré en su despacho de Jefe de de a mis cuatro años de edad estaba ju- Estado hasta octubre de 1965, recién gando. diplomado en Estado Mayor, siendo ca- pitán de Infantería.
    [Show full text]