apspanishlanguageandculturesyllabus

8/16/2019 APSpanishLanguageandCultureSyllabus

1/23

AP® Spanish Language and Culture Syllabus 2016-2017

Las expectaciones

Pruebas-30%

Exámenes y Proyectos-40%

Participación-30%

Course Overview

The AP Spanish Language and Culture course is a rigorous language acquisition course designed to provide students with the

necessary skills and intercultural understanding to enable them to communicate successfully in an environment where Spanish is

spoken and as such, is an immersion experience requiring almost exclusive use of Spanish, a requirement which class participationgrades reflect. The course focuses on developing the students’ command of the Spanish language by integrating the three modes of

communication: Interpretive, Interpersonal, and Presentational. An additional key focus of the course is the integration of authentic

resources including online print, audio, and audiovisual resources, as well as traditional print resources that include novels, short

stories, essays, and magazine and newspaper articles with the goal of providing a rich, diverse learning experience.

Organization

The course is divided into six thematic themes which are further based on recommended contexts and guided by essential questions.

Corresponding cultural elements are integrated into the study of the units, and activities are directed with those cultural connections in

mind. Discussion of the topics exclusively in Spanish is a requirement for this course. At this point in the students’ exposure toSpanish, they already have experience in advanced language structures; however, review of the mechanics is done within the

contextual framework of each unit as needed.


2/23

AP Themes to be covered include:

Las identidades personales y públicas

La vida contemporáneaLas familias y las comunidades

La belleza y la estética

La ciencia y la tecnología

Los desafíos mundiales

Learning Tools within each Unit of Study

La discusión de la semana

-At various times throughout the year (twice per quarter), students are responsible for posting a link to a

news article, video, or podcast to the class website, and creating a discussion question for all students in the class to participate in the

online discussion.

Los martes -Each Tuesday throughout the year one student will give a 2 minute presentation on a previously agreed upon topic. This

activity will help prepare students for the formal presentation of the AP Spanish Language and Culture Exam. Topics include, but are

not limited to: If I could change one law what would it be and why? If I could donate a million dollars to one organization what

would it be and why? If I could give thanks to only one person who would it be and why? etc.

Los jueves-Every Thursday students will practice recording a simulated conversation and a cultural comparison. All samples are

assessed using the AP scoring guidelines for these assignments. Both the teacher and students will have opportunities to assess and

evaluate the recordings. This is extremely beneficial for students to constructively critique their peers as well as familiarizethemselves with the scoring guidelines.

Writing

-During every unit of study, students will have 2-4 opportunities to write a formal, well-organized, synthesized, analytical or

persuasive essay on an appropriate topic that will be in reaction to a text or a class discussion. The essay is evaluated for its content,

organization, cultural relevancy, range and appropriateness of vocabulary, and grammatical accuracy.


3/23

Free-writing -At various times throughout each unit students will write: emails (formal and informal), poems, creative entries, letters,

journal entries, responses to articles they have read, reviews for movies and/or songs, and personal reflections.

Las llamadas telefónicas

-Once a month, the teacher will call her students and hold a discussion in Spanish on one of a possible 50topics. This phone conversation will last no more than 10 minutes and will resemble the simulated conversation of the AP Spanish

Language and Culture exam.

La cena del semestre -Once every quarter 4 students will prepare an authentic dinner for their classmates and teacher. The food will

be from a predetermined Spanish speaking country. The students must explain to their classmates and teacher how they prepared the

meal, what ingredients they used, and the cultural significance of the food they have chosen. All conversation will be held in Spanish.

This will prepare students to use the target language in real-life settings.

Noche de película -Once every quarter, the class will watch a movie from a Spanish-speaking country. The movie will have cultural,

thematic and /or historical relevance to the current unit of study. A discussion in Spanish will be held immediately following the film.

Possible movies include, but are not limited to: Diarios de motocicleta (Las identidades personales y pública), La misma luna o

Machuca (Los desafíos mundiales), Mi familia (Las familias y las comunidades), and Como Agua Para Chocolate (La belleza y la

estética).

Reading-During the first half of the school year students will read the first book of La llave del tiempo series called La torre y la isla

by Ana Alonso y Javier Pelegrín. This is a novel that correlates to the following global themes: Los desafíos mundiales, la ciencia y la

tecnología, la vida contemporánea, las identidades personales y públicas, las familias y las comunidades y la belleza y la estética.

Students will learn new vocabulary associated with each of the themes mentioned, take assessments on the content, and conduct class

discussions based on the novel.


4/23

Course Planner

The following are a sample of activities throughout the course and may be modified based on students’ interests and current events.

They do not describe a linear progression of all activities that are done under each theme.

Theme 1: Las identidades personales y públicas

Context(s): La enajenación y la asimilación, los héroes y los personajes históricos, la identidad nacional y la identidad étnica, las

creencias personales, los intereses personales y la autoestima.

Essential Question(s):

1. How are aspects of identity expressed in various situations?

2. How do language and culture influence identity?

3. How does one’s identity develop over time

Activity for Each Primary Learning Objective- Las identidades personales y públicas

Spoken Interpersonal

Communication

Written Interpersonal

& Spoken

Interpersonal

Communication

Audio, Visual, and

Audiovisual

Interpretive &


Communication

Written and Print

Interpretive

Communication

Spoken

Presentational

Communication

Written

Presentational,

Written and Print

Interpretive,

Audio, Visual, &

Audiovisual

Interpretive

Communication


5/23

Los heroes y los

personajes históricos:

Students are to think of

two people they know(personally, on

television, in the news

or on the Internet) that

are considered to be

heroes (one must be

from a

Spanish-speaking

country). They must

talk about these two

people and discuss

what qualities these

two people have in

common. Mention

what role these two

heroes play in regards

to their national

identity. This

discussion will take

place on the phone.

La identidad

nacional y la

identidad étnica:

Students will becommunicating via

Skype/FaceTime or

google

chat/email/Facebook

with students from

Argentina throughout

the school year. An

assignment that each

group of students

must complete is an

email to their epal. In

this email they will

ask each other about

their respective

government. What

type of government

exists, who are your

countries leaders,

what are the roles ofthe government

officials, what are the

political parties in

each country and

what is the general

opinion of the people

of each country with

La autoestima:

Students will watch

the two videos:

1. “Campaña contrael acoso escolar”:

http://youtu.be/Gmd

YtbWnqFM

2. “Forward: Paso

Corto”:

http://zachary-jones.c

om/zambombazo/pas

o-corto-forward/

After both videos,

students will break up

into groups of 2 or 3

students and discuss

the following

questions:

¿Hay bullying en

nuestra escuela?

¿En qué forma

manifesta?

¿Qué hacen Ustedes

para eliminar el

La enajenación y

la asimilación :

Students will

research online twohistorical

monuments or

UNESCO sites

(Patrimonio de la

Humanidad). They

will need to find

one monument

which personifies

the character of

their state and one

monument that

personifies the

character of a

Spanish-speaking

country/state.

Students will post

two pictures on my

website, (one for

the monument inthe USA and one

from a

Spanish-speaking

country) and will

also include a short

paragraph under

each photo

Las creencias

personales:

Students will have to

make a 2 minuteformal presentation

on the following

question: ¿Cuál es la

actitud de las

personas respecto a

la responsabilidad

del individuo en la

protección de los

derechos humanos?

Students will need to

compare what they

observe in their own

community to that of

the

Spanish-speaking

world. They may

make references to

personalexperiences.

Los intereses

personales :

Students will

read thefollowing news

article on the

price you have to

pay for graffiti in

Spain:

http://elpais.com/

elpais/2010/02/1

0/actualidad/126

5793436_850215

.html

and they will

look at a graph

(handout)

regarding how

much Spain

spends on

removing graffiti

and watch a

video explainingthe art of graffiti.

http://www.rtve.e

s/alacarta/videos/

mas-gente/mas-g

ente-graffiti-rom

anico-iglesia-hos

pitalet/1392206/

http://www.rtve.es/alacarta/videos/mas-gente/mas-gente-graffiti-romanico-iglesia-hospitalet/1392206/http://www.rtve.es/alacarta/videos/mas-gente/mas-gente-graffiti-romanico-iglesia-hospitalet/1392206/http://www.rtve.es/alacarta/videos/mas-gente/mas-gente-graffiti-romanico-iglesia-hospitalet/1392206/http://www.rtve.es/alacarta/videos/mas-gente/mas-gente-graffiti-romanico-iglesia-hospitalet/1392206/http://www.rtve.es/alacarta/videos/mas-gente/mas-gente-graffiti-romanico-iglesia-hospitalet/1392206/http://www.rtve.es/alacarta/videos/mas-gente/mas-gente-graffiti-romanico-iglesia-hospitalet/1392206/http://www.rtve.es/alacarta/videos/mas-gente/mas-gente-graffiti-romanico-iglesia-hospitalet/1392206/http://elpais.com/elpais/2010/02/10/actualidad/1265793436_850215.htmlhttp://elpais.com/elpais/2010/02/10/actualidad/1265793436_850215.htmlhttp://elpais.com/elpais/2010/02/10/actualidad/1265793436_850215.htmlhttp://elpais.com/elpais/2010/02/10/actualidad/1265793436_850215.htmlhttp://elpais.com/elpais/2010/02/10/actualidad/1265793436_850215.htmlhttp://elpais.com/elpais/2010/02/10/actualidad/1265793436_850215.htmlhttp://zachary-jones.com/zambombazo/paso-corto-forward/http://zachary-jones.com/zambombazo/paso-corto-forward/http://zachary-jones.com/zambombazo/paso-corto-forward/http://zachary-jones.com/zambombazo/paso-corto-forward/http://zachary-jones.com/zambombazo/paso-corto-forward/http://youtu.be/GmdYtbWnqFMhttp://youtu.be/GmdYtbWnqFMhttp://youtu.be/GmdYtbWnqFM


6/23

respect to their

leaders. Once each

student receives the

email they are thenasked to reply to all

of the questions

mentioned in the

email.

bullying en la

escuela?

¿Existe el

cyberbullying ennuestra escuela?

¿Cómo podemos

combatir el acoso

escolar?

After students answer

the questions we will

meet as a class and

discuss the answers.

Each student will try

to come up with one

issue regarding

bullying in our

schools today.

Students will then

need to create

anti-bullying poster

for the one issue they

came up with inSpanish which will be

hung throughout the

school.

explaining how

each monument

represents its

respectivecommunity.

Students need to

write a

persuasive essay

answering thequestion “Is

graffiti art or

vandalism?”


7/23

Theme 2: La vida contemporánea

Context(s): La educación y las carreras profesionales, En entretenimiento y la diversión, Los viajes y el ocio, Los estilos de vida, Las

relaciones personales, Las tradiciones y los valores sociales y El trabajo voluntario.Essential Question(s):

1. How do individuals and society define their own quality of life?

2. How is contemporary life influenced by cultural products, practices, and perspectives?

3. What are the challenges of contemporary life?

Activity for Each Primary Learning Objective- La vida contemporánea

Spoken

Interpersonal and

Written

Interpersonal

Communication

Written

Interpersonal

Communication

Audio, Visual, and

Audiovisual

Interpretive

Communication

Written and Print

Interpretive

Communication

Spoken Presentational and

Written and Print Interpretive

Communication

Written

Presentational

Communication

El trabajo

voluntario- Mi

trabajo voluntario

ideal-Students will

choose a

Latinamerican or

Carribean country

in which theywould like to

volunteer. They

will investigate in

which areas does

this country need

aid and they must

choose one area

La educación y las

carreras

profesionales-

Students will

pretend that they

are a university

student from

Bolivia and thatthey have just

received an email

regarding a

Fulbright

scholarship to study

in the United States.

Students will read

Las tradiciones y

los valores

sociales- Students

will investigate the

importance of yerba

mate in Uruguay,

Argentina and

Paraguay. Studentswill watch La

leyenda de la yerba

mate

http://www.tubecho

p.com/watch/14332

13

Los estilos de vida-

Students will visit:

http://genteyhogaressoste

nibles.info/tagged/movili

dad/page/5

and look at

the first ad on the left,

“en ciudad…” First they

must calculate how manymiles 30k is equal to.

Then they will need to

describe what type of

message the ad is trying

to portray. Do they think

it’s effective, why/why

not? Do we have a

En entretenimiento y la

diversión- In small groups

students are going to

investigate who Cantinflas

(Mario Moreno) was and

what cantinflear means

according to la Real

Academia de la LenguaEspañola. They will then

have to choose an American

comedic actor that the country

knows well. They will need

to keep in mind the

similarities and differences

Cantinflas has with the

Los viajes y el

ocio-“La siesta es el

yoga ibérico”

according to

Camilo José Cela.

With this phrase in

mind students are

asked to thinkwhether or not the

siesta is more than

just a time of rest.

Students will visit

the following site

and listen to a

podcast about the

http://genteyhogaressostenibles.info/tagged/movilidad/page/5http://genteyhogaressostenibles.info/tagged/movilidad/page/5http://genteyhogaressostenibles.info/tagged/movilidad/page/5http://www.tubechop.com/watch/1433213http://www.tubechop.com/watch/1433213http://www.tubechop.com/watch/1433213http://www.tubechop.com/watch/1433213


8/23

where they would

like to help. Once

they have chosen a

specific area theywill pair up with

one student and in

front of the class

each student will

interview their peer

on the country they

have chosen.

Students will have

to create their own

questions for their

partners. The

audience will also

have an opportunity

to ask questions as

well.

the email and

respond to it,

making sure to

provide answers toall of the questions

asked. (Gatski,

Triángulo

Aprobado 104)

and read a

magazine article,

http://www.veintem

undos.com/magazines/52-en/

Once they have

listened to the first

source and read the

second source,

students will then

make a comparison

to a product in the

United States that

has as much

significance as

yerba mate does in

the above

aforementioned

countries.

similar ad/sign in our

community? Would it be

wise to promote this ad

in our community? If wedid follow this ad in our

community, what effect

would it have on our

lifestyles? Students will

pair up and ask each

other these questions.

The class will then

discuss as a whole this

topic and what they feel

are the positive and

negative effects of

having a sign like this.

comedic actor from the USA.

Students will then need to

give a 2 minute Storybird

presentationhttp://storybird.com/teachers/

comparing and contrasting

these two actors. They will

need to include a small video

clip of each actor showing

that they are both comedic

and/or that their respective

countries deem them as such.

possible extinction

of the ‘siesta’:

http://www.notesins

panish.com/2007/09/07/advanced-podc

ast-77-la-muerte-de

-la-siesta/

Students will

research online

about the

beginnings of the

‘siesta’, why it

exists, would the

United States

benefit from the

siesta if

incorporated into

their work

day/school day,

what is happening

today with the

siesta and whatseems to be the

future of the siesta.

If possible, students

must interview a

native

Spanish-speaker

about their views

http://www.notesinspanish.com/2007/09/07/advanced-podcast-77-la-muerte-de-la-siesta/http://www.notesinspanish.com/2007/09/07/advanced-podcast-77-la-muerte-de-la-siesta/http://www.notesinspanish.com/2007/09/07/advanced-podcast-77-la-muerte-de-la-siesta/http://www.notesinspanish.com/2007/09/07/advanced-podcast-77-la-muerte-de-la-siesta/http://www.notesinspanish.com/2007/09/07/advanced-podcast-77-la-muerte-de-la-siesta/http://www.notesinspanish.com/2007/09/07/advanced-podcast-77-la-muerte-de-la-siesta/http://www.notesinspanish.com/2007/09/07/advanced-podcast-77-la-muerte-de-la-siesta/http://storybird.com/teachers/http://storybird.com/teachers/http://www.veintemundos.com/magazines/52-en/http://www.veintemundos.com/magazines/52-en/http://www.veintemundos.com/magazines/52-en/http://www.veintemundos.com/magazines/52-en/


9/23

on the siesta. The

final product is to

incorporate this

information into anessay that supports

their opinion of the

siesta with

information they

have collected.

Theme 3: Las familias y las comunidades

Context(s): Las tradiciones y los valores, las comunidades educativas, la estructura de la familia, la ciudadanía global, la geografía

humana y las redes sociales.

Essential Question(s):

1. How do individuals contribute to the well being of communities?

2. How does one define ‘family’ in different societies?

3. How do the roles that families and communities assume differ in societies around the world?

Activity for Each Primary Learning Objective- Las tradiciones y los valores

Spoken

Interpersonal

Communication

Written

Interpersonal

Communication

Audio, Visual, and

Audiovisual Interpretive and

Written and Print

InterpretiveCommunication

Written and Print

Interpretive and


Communication

Spoken Presentational,

Written and Print

Interpretive and Audio,

Visual, and AudiovisualInterpretive

Communication

Written

Presentational

Communication

Las

comunidades

educativas- The

class will be

divided into 4

La ciudadanía

global- Students

will write an

email to their

epal in

Las redes sociales-

Students will read the

following news article:

http://www.pagina12.com.ar/

diario/sociedad/3-190416-20

La estructura de la

familia- Students will

view and interpret the

two images. Image 1

has a link below (with

Las tradiciones y los

valores-

Students will watch the

opening scene from the

film Volver

and watch

La geografía

humana-Students

will watch the

following

documentary,

http://www.pagina12.com.ar/diario/sociedad/3-190416-2012-03-26.htmlhttp://www.pagina12.com.ar/diario/sociedad/3-190416-2012-03-26.html


10/23

small groups

and will be

given the

following topicto discuss: Who

is responsible

for the future of

our youth?

(parents,

schools, the

community, etc.)

Once students

have discussed

their answer

they will then be

split up into two

larger groups to

prepare for a

debate on this

theme: Should

the future of our

youth be the

responsibility ofall of the people

of a community

or from one

institution in

particular?

They will need

Argentina

regarding some

of the free

religious, political and/or

economic

organizations

that they have in

their community

and ask what

humanitarian

purpose/s they

each have.

Once their epal

has responded,

my students will

then email their

epals in

Argentina

answers to the

new questions.

12-03-26.html and as a class

will answer questions based

on the reading found on p.

214 in Abriendo Paso Temasy Lecturas 2014. The article

talks only of the personal

implications of social media

and therefore students need

to discuss with each other

the advantage and positive

possibilities that social

media can have on our world

today. They need to select

an area that we haven’t

discussed with much detail

and mention how it can

benefit our society. For

homework they will write on

my website 2 paragraphs

expressing the reasons why

social media is important

personally and what benefits

it brings to all of us. Eachstudent will then need to

make 3 comments in total to

their classmates’ posts.

2 figures) and Image 2,

a Mafalda comic strip,

is below this chart.

They will talk with a partner about which

familial structure they

would prefer, that of

Image 1 or Image 2 and

why.

Image 1:

http://s3.amazonaws.c

om/lcp/nykaa/myfiles/

igualdadmujer-hombr

e-3.jpg

These pictures will

open up a class

discussion on how the

structure of family has

changed in the past 50

years. Students will be

asked to interview their

parents on what familylife was like when they

were children. The

students will then make

comparisons to their

parents’ childhood to

their own and discuss

the short clip found on

the following website as

well as read the article

found on this page:eldisfraz While watching

the two videos and

reading the article

students will have to

consider the following

question and give a 2

minute presentation:

How is the perspective of

death humanized or

demystified in these three

sources?

Nosotros y la

basura at home and

take notes while

they watch it:http://vimeo.com/27

705800

and watch the

following The

Landfill Harmonic

http://vimeo.com/52

711779

Students will write a

persuasive essay on

the topic of trash in

Latin America and

what should be done

to better their

communities

supporting their

argument with

evidence from the

two sources.

http://vimeo.com/52711779http://vimeo.com/52711779http://vimeo.com/52711779http://vimeo.com/27705800http://vimeo.com/27705800http://vimeo.com/27705800http://www.bbc.co.uk/mundo/noticias/2012/11/121102_disfraz_la_catrina_cada_vez_mas_popular_msd.shtmlhttp://s3.amazonaws.com/lcp/nykaa/myfiles/igualdadmujer-hombre-3.jpghttp://s3.amazonaws.com/lcp/nykaa/myfiles/igualdadmujer-hombre-3.jpghttp://s3.amazonaws.com/lcp/nykaa/myfiles/igualdadmujer-hombre-3.jpghttp://s3.amazonaws.com/lcp/nykaa/myfiles/igualdadmujer-hombre-3.jpghttp://s3.amazonaws.com/lcp/nykaa/myfiles/igualdadmujer-hombre-3.jpghttp://s3.amazonaws.com/lcp/nykaa/myfiles/igualdadmujer-hombre-3.jpghttp://www.pagina12.com.ar/diario/sociedad/3-190416-2012-03-26.html


11/23

to use specific

examples

and take notes in

order to preparefor the class

debate. Each

student needs to

participate in the

debate.

which model is better

and why.

Image 2:

(p. 197 Triángulo Aprobado, 2013)


12/23

Theme 4: La belleza y la estética

Context(s): La arquitectura, definiciones de la belleza, definiciones de la creatividad, la moda y el diseño, el lenguaje y la literatura

and las artes visuales y escénicas.

Essential Question(s): 1. How are the perceptions of beauty and creativity established?

2. How do the ideals of beauty and aesthetics influence everyday life?

3. How do the arts challenge and reflect cultural perspectives?

Activity for Each Primary Learning Objective- La belleza y la estética

Spoken

Interpersonal

Communication

Written

Interpersonal

Communication

Audio, Visual, and

Audiovisual and

Written and Print

Interpretive

Communication

Written and Print

Interpretive

Communication

Spoken

Presentational

Communication

Written Presentational

Communication

El lenguaje y la

literatura- Debat

e-Students will

be placed on a

certain side of the

following debate

regardless of

their own

position-‘Thedigital invasion

will destroy

paper copy of

books.’ One

group will be in

favor of this and

La belleza y la

estética-La calle

caminito is

situated in the

heart of La Boca

neighborhood in

Buenos Aires,

Argentina. It is

this street thatinspired the

music of the

famous tango

“Caminito” by

Carlos Gardel.

Students will

La moda y el

diseño- Students

will listen to the

following song by

Sheepy:

http://zachary-jones

.com/zambombazo/

cancion-sheepy-due

ndecito/

After listening to

the song once they

will receive the

following handout

Definiciones de la

belleza-Students

will be working in

pairs for the

following project.

For each individual,

social group, race

and generation, the

perception of beauty is unique

and different.

Beauty, whether

feminine or

masculine, has been

commercialized

Definiciones de

la creatividad-

Students will read

the following

educational

article:

http://www.educa

ydisfruta.com/ma

gazine/educacion/educacion-creativ

a/

And think about

what the author is

trying to say

about the arts and

La arquitectura-

Students will research

Antonio Gaudí and

search for photos of the

architecture he

designed. They will

start on this page:

http://www.arteespana.c

om/antoniogaudi.htm After they have read

about his life they will

then need to search for

photos of what he

created. Next they will

have to research a

http://www.arteespana.com/antoniogaudi.htmhttp://www.arteespana.com/antoniogaudi.htmhttp://www.arteespana.com/antoniogaudi.htmhttp://www.educaydisfruta.com/magazine/educacion/educacion-creativa/http://www.educaydisfruta.com/magazine/educacion/educacion-creativa/http://www.educaydisfruta.com/magazine/educacion/educacion-creativa/http://www.educaydisfruta.com/magazine/educacion/educacion-creativa/http://www.educaydisfruta.com/magazine/educacion/educacion-creativa/http://www.educaydisfruta.com/magazine/educacion/educacion-creativa/http://zachary-jones.com/zambombazo/cancion-sheepy-duendecito/http://zachary-jones.com/zambombazo/cancion-sheepy-duendecito/http://zachary-jones.com/zambombazo/cancion-sheepy-duendecito/http://zachary-jones.com/zambombazo/cancion-sheepy-duendecito/http://zachary-jones.com/zambombazo/cancion-sheepy-duendecito/http://zachary-jones.com/zambombazo/cancion-sheepy-duendecito/


13/23


14/23

Students will be

given class time

to pool theirideas together to

create a strong

case for their

side. All students

must participate

in the debate.

include the two

pictures.

http://www.cosmoe

nespanol.com/

http://www.hola.com.ar/

http://www.pronto.c

om.ar/

http://www.revistap

erfil.com/

concrete

examples for at

least two areas of

study.

http://www.revistaperfil.com/http://www.revistaperfil.com/http://www.revistaperfil.com/http://www.pronto.com.ar/http://www.pronto.com.ar/http://www.pronto.com.ar/http://www.pronto.com.ar/http://www.hola.com.ar/http://www.hola.com.ar/http://www.hola.com.ar/http://www.hola.com.ar/http://www.cosmoenespanol.com/http://www.cosmoenespanol.com/http://www.cosmoenespanol.com/http://www.cosmoenespanol.com/


15/23

Theme 5: La ciencia y la tecnología

Context(s): El acceso a la tecnología, los efectos de la tecnología en el individuo y en la sociedad, el cuidado de la salud y la

medicina, las innovaciones tecnológicas, los fenómenos naturales y la ciencia y la ética.

Essential Question(s): 1. What impact does scientific and technological development have in our lives?

2. What factors have driven the development and innovation in science and technology?

3. What role do ethics play in these scientific advances?

Activity for Each Primary Learning Objective- La ciencia y la tecnología

Spoken

Interpersonal

Communication

Written and Spoken

Interpersonal

Communication

Audio, Visual, and

Audiovisual Interpretive

Communication

Written and Print

Interpretive

Communication

Spoken

Presentational

and Written and

Print

Interpretive

Communication

Written

Presentational

Communication

El cuidado de

la salud y la

medicina- Stude

nts will discuss

their views on

communicating

with their

doctors viaemail or twitter.

They will share

their thoughts

on which mean

of

communication

they would

El acceso a la

tecnología- Students

and their epals will

watch the following

video about Conectar

Igualdad:

http://youtu.be/6Mor

OeW3XpQ and read the

following report from

the National

Education

Association:

http://neatoday.org/20

12/12/06/digital-techn

Las innovaciones

tecnológicas-Students

will listen to the

following podcast

regarding telemedicina:

http://www.rtve.es/alacar

ta/audios/a-su-salud/salu

d-telemedina-30-07-12/1494228/

They will answer

questions that they will

post on their

Successnetplus.com

Los efectos de la

tecnología en el

individuo y en la

sociedad-The question

students will be

contemplating while

looking at the

following 2 comicstrips is: Is technology

today affecting our

personal relationships?

Students will analyze

these 2 comics:

1.

La ciencia y la

ética- After

reading

Nosotros, No

(http://hispanice

xplorer.tripod.co

m/nosotros_no.h

tm

) by José

Bernardo

Adolph students

will imagine

that they are

living in the

year 2168 and

Los fenómenos

naturales-Stude

nts are to write

an essay on how

animals in their

community have

influenced

folklore. Theyneed to compare

the physical

characteristics

and the folkloric

legends of the

condor with the

national animal

http://hispanicexplorer.tripod.com/nosotros_no.htmhttp://hispanicexplorer.tripod.com/nosotros_no.htmhttp://hispanicexplorer.tripod.com/nosotros_no.htmhttp://hispanicexplorer.tripod.com/nosotros_no.htmhttp://www.rtve.es/alacarta/audios/a-su-salud/salud-telemedina-30-07-12/1494228/http://www.rtve.es/alacarta/audios/a-su-salud/salud-telemedina-30-07-12/1494228/http://www.rtve.es/alacarta/audios/a-su-salud/salud-telemedina-30-07-12/1494228/http://www.rtve.es/alacarta/audios/a-su-salud/salud-telemedina-30-07-12/1494228/http://www.rtve.es/alacarta/audios/a-su-salud/salud-telemedina-30-07-12/1494228/http://www.rtve.es/alacarta/audios/a-su-salud/salud-telemedina-30-07-12/1494228/http://neatoday.org/2012/12/06/digital-technology-picking-up-momentum-in-public-schools/http://neatoday.org/2012/12/06/digital-technology-picking-up-momentum-in-public-schools/http://youtu.be/6MorOeW3XpQhttp://youtu.be/6MorOeW3XpQhttp://youtu.be/6MorOeW3XpQ


16/23


17/23

Theme 6: Los desafíos mundiales

Context(s): Los temas económicos, los temas del medio ambiente, el pensamiento filosófico y la religión, la población y la

demografía, el bienestar social y la conciencia social.

Essential Question(s): 1. What are some of the social, political, and environmental challenges that societies from around the world are confronted with?

2. What are some of the origins of these challenges?

3. What are some possible solutions to these challenges?

Activity for Each Primary Learning Objective- Los desafíos mundiales

Spoken

Interpersonal

Communication

Written

Interpersonal

Communication

Audio, Visual,

and Audiovisual

Interpretive

Communication

Written and Print

Interpretive

Communication

Spoken

Presentational

Communication

Written Presentational

and Audio, Visual, and

Audiovisual Interpretive

Communication

La población y la

demografía- Stud

ents will work in

pairs investigating

the historical and

geographical

reasons as to why

Mexicans, Puerto

Ricans, and

Cubans are thelargest Hispanic

groups in the

United States.

Then they need to

figure out the

Hispanic

population in

El pensamiento

filosófico y la

religion- Students

are going to share

their ideas with

each other on the

theme of religious

freedom. They

need to find out

what they knowabout religious

freedom in the

USA. What does

the constitution

say about

religion? Do they

know of someone

El bienestar

social- Are we a

happy planet?

The following

link shows a

graph based on

the perception of

well-being, the

environmental

impact of eachcountry and life

expectancy.

Students will look

at the graph and

answer the

following

questions:

Los temas del

medio

ambiente- To

begin our unit on

the environment,

students will look

at the Mafalda

comic posted

below this chart

and answer thesequestions:

1. ¿Qué ocurre en

la tira?

2. ¿Qué

sentimientos

expresa la cara de

La conciencia

social-Students

will work in small

groups creating a

project in which

they will try to

identify a local

organization that

needs help or aid.

They will need to brainstorm the

social problem

that they would

want to diminish

and a few

concrete actions

that they would

Los temas

económicos-Students will

write an essay based on

the following question:

Should wealth influence

the way in which we

perceive people? They

will need to listen to the

following three songs and

incorporate the songsmessages into their essay.

Students will listen to

Cansado

by Shel Dixon

and complete the

worksheet (below this

chart)


18/23

their town or state

whichever is

available. Lastly,

they will need toresearch how

their community

has changed due

to the

demographic

changes. This

will be presented

in small groups.

that has abused

this religious

freedom recently

in theircommunity, what

did they do?

Once they have

shared their

answers they will

then email their

epals in Argentina

and ask them the

same questions

about religiousfreedom in their

country.

http://www.explor

ed.com.ec/noticia

s-ecuador/ecuador

-vigesimotercer-pais-mas-feliz-del-

mundo-551493.ht

ml

1. ¿En qué

continente hay

más países cuyas

poblaciones

tienen una

esperanza de vidasuperior a los 70

años?

2. ¿Cuáles son los

cuatro países cuya

población dice

disfrutar de un

bienestar más

alto?

3. ¿Qué país tiene

el menor impacto

ambiental?

¿Cuántos países

hispanos aparecen

entre los primeros

37 países del

índice? ¿Te

la niña a lo largo

de la tira

3. ¿De qué

problema delmedio ambiente

trata esta tira?

4. ¿Cuál es el

mensaje? ¿Te

parece que la tira

lo comunica de

una manera

efectiva? ¿Qué

elementos ayudan

a comunicarlo?Explica tu

respuesta.

take to help the

group they have

chosen. They

will then send anemail to their

e-pal in Argentina

and ask the same

questions to them.

My students will

present their

project to the

class and the

students

observing willhave to ask

questions at the

end of each

presentation.

http://zachary-jones.com/

zambombazo/video-shel-

dixon-cansado/

Next they will listen to

Plástico by Rubén

Blades:

http://youtu.be/rmDkOEP

2YxI

Finally they will listen to

Amor Prohibido by

Selena:http://youtu.be/dvfZ95ue

OcQ

http://youtu.be/dvfZ95ueOcQhttp://youtu.be/dvfZ95ueOcQhttp://youtu.be/dvfZ95ueOcQhttp://youtu.be/dvfZ95ueOcQhttp://youtu.be/rmDkOEP2YxIhttp://youtu.be/rmDkOEP2YxIhttp://youtu.be/rmDkOEP2YxIhttp://youtu.be/rmDkOEP2YxIhttp://zachary-jones.com/zambombazo/video-shel-dixon-cansado/http://zachary-jones.com/zambombazo/video-shel-dixon-cansado/http://zachary-jones.com/zambombazo/video-shel-dixon-cansado/http://zachary-jones.com/zambombazo/video-shel-dixon-cansado/http://zachary-jones.com/zambombazo/video-shel-dixon-cansado/http://zachary-jones.com/zambombazo/video-shel-dixon-cansado/http://www.explored.com.ec/noticias-ecuador/ecuador-vigesimotercer-pais-mas-feliz-del-mundo-551493.htmlhttp://www.explored.com.ec/noticias-ecuador/ecuador-vigesimotercer-pais-mas-feliz-del-mundo-551493.htmlhttp://www.explored.com.ec/noticias-ecuador/ecuador-vigesimotercer-pais-mas-feliz-del-mundo-551493.htmlhttp://www.explored.com.ec/noticias-ecuador/ecuador-vigesimotercer-pais-mas-feliz-del-mundo-551493.htmlhttp://www.explored.com.ec/noticias-ecuador/ecuador-vigesimotercer-pais-mas-feliz-del-mundo-551493.htmlhttp://www.explored.com.ec/noticias-ecuador/ecuador-vigesimotercer-pais-mas-feliz-del-mundo-551493.htmlhttp://www.explored.com.ec/noticias-ecuador/ecuador-vigesimotercer-pais-mas-feliz-del-mundo-551493.htmlhttp://www.explored.com.ec/noticias-ecuador/ecuador-vigesimotercer-pais-mas-feliz-del-mundo-551493.htmlhttp://www.explored.com.ec/noticias-ecuador/ecuador-vigesimotercer-pais-mas-feliz-del-mundo-551493.html


19/23

sorprende el

número? Explica

por qué.

4. Estados Unidosno aparece en la

lista. Quedó en el

número 105.

¿Por qué crees

que será?

5. ¿Somos un

planeta feliz?


20/23

http://youtu.be/dvfZ95ueOcQhttp://youtu.be/dvfZ95ueOcQ


21/23

http://youtu.be/dvfZ95ueOcQhttp://youtu.be/dvfZ95ueOcQhttp://youtu.be/dvfZ95ueOcQhttp://youtu.be/dvfZ95ueOcQhttp://youtu.be/dvfZ95ueOcQ


22/23

Text and Published Resources:

Alonso, Ana, Pelegrín, Javier. La Llave del Tiempo: Libro Primero- La torre y la isla, Anaya, 2011.

Díaz, José, Leicher-Prieto, Margarita, Nissenberg, Gilda. AP Spanish Preparing for the Language Examination Third Edition

, Pearson

Education, 2007.

Díaz, José, M. Nadel, María F. Abriendo Paso Gramática, Pearson Education, 2012.

Díaz, José, M., Nadel, María F. Abriendo Paso Temas y Lecturas, Pearson Education, 2014.

Frisancho, Jorge, Redman, María T., Restrepo Bravo, Marta Lucía. AP Spanish Language and Culture Exam Preparation

, Vista

Higher Learning, 2014.

Gatski, Barbara, McMullan, John. Triángulo Aprobado Cambios Anunciados Para 2014 , Wayside Publishing, 2013.

Audio, Visual and Audiovisual Resources:

Como Agua Para Chocolate. Miramax. 1992.

La Misma Luna. 20th Century Fox. 2008.

Machuca. Menemsha Films. 2004.

Diarios de motocicleta. Focus Features. 2004.

Mi familia. New Line Cinema.1994.

http://zachary-jones.com/

http://www.audiria.com/

http://www.bbc.co.uk/mundo/

http://cnnespanol.cnn.com/

http://zachary-jones.com/zambombazo/clozeline/

http://zachary-jones.com/zambombazo/clozeline/http://zachary-jones.com/zambombazo/clozeline/http://cnnespanol.cnn.com/http://cnnespanol.cnn.com/http://www.bbc.co.uk/mundo/http://www.bbc.co.uk/mundo/http://www.audiria.com/http://www.audiria.com/http://zachary-jones.com/http://zachary-jones.com/


23/23

apspanishlanguageandculturesyllabus

Documents