Spanish I ap curriculum Guide World Languages and Cultures



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AP THEME : Families and Communities


AP SUBTHEME : Citizenship, Family Structures, Age and Class

How are families and communities affected by political oppression?

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:

S1: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions.

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.

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)


  • Defend position on given social topic.

  • Debate the value of specific cultural traditions.

  • Continue to obtain information on another’s thoughts and opinions (e.g. current social, political or environmental issues).

  • Write and present an original story.

  • Proofread and peer-edit writing.

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




  • Continue to identify roles and responsibilities of men, women and children in the target culture(s).

  • Self-monitor and self-evaluate language use according to audience.

  • Observe and record information about societal issues in the target culture through a variety of authentic texts and media.

  • Read literary texts and relate them to the historical period about which or in which they were written.




  • Compare and contrast male and female heroes from both cultures and how people celebrate their heroes (e.g. equestrian statues, legends, pictures, etc.).

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

  • Analyze the relationship between cultural stereotyping and its implications in different cultures.

  • Prepare article for school newspaper in target language about cultural aspects of target countries.

  • Establish and maintain communication with peers in the target culture.

  • 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 human rights.

See vocabulary lists for Spanish V curriculum entitled history.


RECYCLED/ONGOING TOPICS/STRUCTURES

subjunctive in adverbial clauses, comparatives and superlatives, adverbs, diminutives and augmentatives


RESOURCES/ ACTIVITIES



In pairs, students write a dialogue between a member of a past totalitarian government and a victim of torture or a child of “desaparecidos”. Present the dialogues in class.

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 IPAs.


Suggested Interpretive Task

Suggested Interpersonal Task

Suggested Presentational Task

Students watch movie Cautiva or La historia oficial and explain in writing how government policies affected the main characters.


OR

Students research in articles and on internet to determine how countries (e.g., Argentina, Chile, Uruguay) are responding in the present to atrocities from the past. Write a summary for one country.


Students will work in pairs to create an interview of a grandparent of a “desaparecido” or one of the military officers.

Students choose one of the “desaparecidos” from the website (http://www.desaparecidos.org/arg/victimas/muro2.html) or from the article on Vision that has enough information to give an oral presentation of the background of the person they’ve chosen.


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