Spanish I ap curriculum Guide World Languages and Cultures



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AP THEME : Global Challenges


AP SUBTHEME : Peace and War, Human Rights

How do extremist groups impact political systems?

Recommended pacing: Approximately 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.

Virginia State Foreign Language Standards of Learning for Level 5:

S2: Students will understand and interpret spoken and written language on a variety of topics.

S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics.

S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied.

S5: Students will reinforce and expand their knowledge of other areas of study through the world language.

S6: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources.

S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.

S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.



COMMUNICATION
-Interpersonal -Interpretive
-Presentational


CULTURES/ CONNECTIONS

COMPARISONS/ COMMUNITIES

ESSENTIAL KNOWLEDGE
(Facts & Skills)


  • Write an editorial on a current issue.

  • Examine and discuss socio-cultural elements represented in a text (e.g. values, attitudes and beliefs).

  • Infer a writer’s assumptions, purpose, or point of view in an editorial.

  • Apply skills of critical analysis to oral communication.

  • Write, review and edit own writing with teacher guidance.

  • Present to class information learned from research paper using technology (e.g. video, etc.).




  • Interpret meaning through knowledge of cultural factors that affect meaning (e.g. word choice, intonation, setting, etc.).

  • Describe attitudes towards money in the target culture(s).

  • Read with understanding written materials in the target language(s) (e.g. current periodicals) about social, political and economic issues pertinent to the target culture.

  • Study and analyze the cultural perspectives and practices in the films of the target culture.

  • Describe the regions of the target culture.

  • Use a map to retrace the location and involvement of terrorist cells.

  • Discuss topics from other school subjects in the target language, including political and historical concepts, worldwide health issues and environmental concerns. Observe and record information about societal issues in the target culture through a variety of authentic texts and media.

  • Compare and contrast career choices and social roles in the target cultures and their own.

  • Watch and listen to TV or radio broadcasts in the language studied.




  • Students will be able to address the essential question integrating the three modes of communication (interpersonal, presentational and interpretive).

USEFUL VOCABULARY



See vocabulary lists for Spanish V curriculum entitled history.

See vocabulary lists for Spanish V curriculum entitled human rights.


RECYCLED/ONGOING TOPICS/STRUCTURES


The subjunctive in noun clauses, object pronouns, commands


RESOURCES/ ACTIVITIES



In small groups, choose one of the focus countries, research the various extremist groups on the internet/library and make a chart comparing and contrasting the viewpoints of the groups.

Students choose one of the focus countries, construct and illustrate a timeline showing the political development from Spanish conquest OR independence to the present,with an emphasis on extremist influence.



Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange

ASSESSMENTS/ RUBRICS

NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.


Suggested Interpretive Task

Suggested Interpersonal Task

Suggested Presentational Task

Students research the viewpoints of an extremist group in one of the countries and complete a graphic organizer on the positive and negative effects of the group’s activities.


Students read a classmate’s editorial and respond in writing asking questions and commenting.

Students write an editorial for a newspaper, either supporting or criticizing one of the extremist groups they have researched.


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