Unit Plan: Spanish V

UNIT: “Los desafíos mundiales” TIME FRAME: 9 weeks

TEACHER: Jenna Turner

Unit Summary and Rationale: This unit contains subtopics that deal with: economic issues, environmental issues, philosophical thought and religion, population and demographics, social welfare, and social conscience. Students will refer back to information acquired in the previous units dealing with immigration, social/ethnic identity, family structures, technology, and contemporary life. Students will brainstorm and research about environmental challenges that affect everyone and discuss possible solutions of how to improve these problems we all face. They will be investigating things such as the effect global warming has on animals, like the penguins in Argentina, as well as various other species in Spain. They will compare these environmental problems with those occurring in the United States. Students will also learn about the effects climate changes have on the spread of illnesses, potable water, and crops around the world. They will debate whether they think global warming is a real threat to our world and back up their answers with facts found from reliable sources. Following environmental challenges we will look at various economical, political, and social issues worldwide, focusing mainly on Latin America and the United States. Lastly, students will explore the wide array of religious and philosophical ideas found throughout the world, and analyze the role these ideals play in global challenges. The main point of this unit is to realize how closely connected all of these issues are. For example, climate change affects crop growth and water availability, which directly affects the economy, the economy then affects social welfare, and social welfare plays a role in policy reform and social unrest. Depending upon the culture, religion also plays a major role in politics; just look at constant tensions in the Middle East, and the political decisions that are based off of religious morality by politicians in the United States. As global citizens students need to be aware of the issues they are currently facing and will face in the future in order to know how to approach these challenges.

*This unit can also be connected to future themes of:, La vida contemporánea, Las identidades personales y públicas, La ciencia y la tecnología, y Las familias y las comunidades

Unit Standards: Standard 1.1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

Standard 1.3: Students present information, concepts and ideas to an audience of listeners or readers on a variety of topicsStandard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Standard 5.1: Students use the language both within and beyond the school setting.Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

Unit Objectives: Students will be able to…

Define, identify, and reproduce key vocabulary terms learned within the unit. Apply previously learned vocabulary and grammatical structures when producing

oral and written communication in the target language. Interpret, summarize and translate authentic literature in the target language. Comprehend and determine the main points/concepts when listening to native

speakers discuss a variety of topics in various social situations. Identify key causes of global warming and decide what the best solutions are to

solving this problem. Compare and contrast the effects of environmental issues of other countries

with those in the United States. Find and utilize reliable sources to debate whether or not global warming is a

real threat to our world and why. Self assess what their carbon footprint is and brainstorm ways to lessen their

environmental waste. Create a brochure, poster, PPT, or public service announcement in Spanish to

offer suggestion on how to improve and preserve our environmental resources. Identify major economic problems in various countries all around the world and

explain the origin of these problems. List the major economic powers in the current global economy and explain the

impact they have on the other countries in the world. Show the relationship between economical crisis and immigration trends. Arrange the most popular religions in the world in order. Differentiate the belief symptoms between major religions in the world.

Point out the influence of religion on politics in either helping solve or worsen conflicts.

Formulate their own opinions on current global challenges and defend them using a plethora of sources throughout the unit.

Unit Connection College and Career Ready Descriptions: Teachers will select at least one of the following lenses to act as the overlay for the unit. These are the descriptors that must be included to ensure the unit is fully aligned to the CCLS and relevant to the college and career ready student.X Students will demonstrate independence. X Students will value evidence. X Students will build strong content knowledge. X Students will respond to the varying demands of audience, task, and discipline.X Students will critique as well as comprehend. X Students will use technology and digital media strategically and capably.X Students will develop an understanding of other perspectives and cultures.

Essential Questions:

What are the social, political, and environmental challenges that currently face modern society and how are they connected?

What are the origins of these challenges and what are the future implications? What are some possible solutions to these challenges?

Big Ideas:

People all over the world are currently affected by social, political, and environmental challenges. Some of these challenges are the same for everyone, and some differ depending upon social class, race, gender, or geographic location.

Global challenges at some levels have remained the same throughout history and others have changed with advances in technology.

As global citizens there is a need to work together to help improve social, political, and environmental challenges all over the world to ensure a bright future for generations to come.

Skills: Conjugate verbs (regular & irregular) in a variety of tenses and moods in spoken

and written language Understand written and spoken text by identifying key vocabulary terms and

using prior knowledge

Use language spontaneously during class discussions and in brief unplanned written correspondence

Use circumlocution when needed instead of having a breakdown in communication

Summarize key points from readings Recognize/determine cause-effect Synthesize information from multiple sources Use sources from a variety of media to support and enhance points of view or

when trying to persuade others

Vocabulary found in written text and audio: 1. Los temas del medio ambiente: el suelo, creciente, sustentable, sano(a) los alimentos, los residuos, los desechos, mediante, a través de, debido a, el hoyo, regar, crecer, las semillas, el ganado, el abono, las posturas, con cuidado, el doble del ancho, de alrededor, el retroceso, la caminata, el derretimiento, la pendiente, preocupante, la amenaza2. Los Temas económicos: los envíos, la cifra, el promedio, el decrecimiento, el incremento, el resultado, a pesar de, mientras tanto, el papel (el rol), la brecha, lograr, la sabiduría, ampararse, padecer, ordeñar, en la medida en la cual, en cuanto a, la hipoteca, los ingresos, actual, los presupuestos, clave, salir bien parado, sacarle partido, incluso3. El bienestar social: la campaña, cumplir, la pobreza, sumarse, convocar, desde…hasta, alzar la voz, depurado(a), potable, saneado(a), la disponibilidad, actual, una red, la escasez, a las claras, pese a, los avances, un informe, el desarrollo, las cifras, señalar, un asentamiento, la marginalidad, las aclaraciones, si bien, apenas, sin embargo4. La conciencia social: carecer de, incapaz, la impunidad, el desprecio, los pleitos, digno(a), un sentido, envilecer, envileciendo, las movilizaciones, la ciudadanía, a lo largo y ancho de, a causa de, además de, regir, las problemáticas, pelear, el desplazamiento, una maqueta, brindar, de repente, en conjunto con, chéveres, animar, la formación, los talleres, armar, un retorno, averiguar, el sindicato, los aportes, en gran parte, en el corto plazo 5. El pensamiento filosófico y la religión: ignorar, los ateos, resignarse, angustiar, aun, aún, arrancar, los mentecatos, en resumidas cuentas, a sabiendas de, lo más de, por lo menos, recorrer, el paisaje, el peregrino, exigir, engrandecer, degustar, acrecentar, el peregrinaje, asemejarse, tener prisa, paso a paso, hacer falta, realizar, destacarse, el paradigma, los milagros, venerar, la orden, el cumplimiento, a consecuencia de, tomar los hábitos.

Learning Progression:

*All written and spoken assessments will be evaluated using the up to date 2013-2014 AP Scoring Rubrics. The link to the website can be found at the end of the unit under “Resources”.

Opener to Unit : Lead into the main concepts that will be covered in the unit by having a large sheet of paper hung on the board and dividing it into the categories of: the environment, the economy, social welfare, social conscience, and religious/philosophical thought. (Students may need more background information on what exactly social welfare and social conscience are in order to brainstorm appropriate vocabulary for these two categories.) Students will then work together and brainstorm as many vocabulary terms that come to mind and write them under the correct category. If they don’t know a word in Spanish for the word they want to use in English, they can either look it up or use circumlocution. We will keep the list up for the remainder of the unit and add key terms as we go, while using the chart as a reference for vocabulary for written and spoken use.

Subtopic 1: The Environment: Students will be given three questions on a sheet of paper that they will be using

throughout the section on environmental issues. The questions include:-¿Cuáles son las causas del calentamiento global?

-¿Cuáles son los efectos del calentamiento global? -¿Cómo se puede combatir el calentamiento

global? Students will take notes on new vocabulary terms from this section, as well as

review previously learned vocabulary words dealing with the environment from Spanish IV on www.quizlet.com

To review the new vocabulary terms, we will write them on slips of paper with the word separate and students will review by matching the definition with the word. They can also review vocabulary by giving a clue in Spanish and having their classmates guess what word they are describing.

We will watch a short 5 minute video “Calentamiento Global – Efecto Inverdadero” found at: http://www.youtube.com/watch?v=qSdVvWtR2Co

Students will jot down main causes and effects of global warming and suggestions on how to stop it. We will discuss what we saw after. If need be, I will play it a second time for comprehension. The question we will focus on is:

-¿Crees que el calentamiento global es un peligro verdadero y urgente para tu generación? ¿ Por qué sí o no?

For homework students will read “Las cinco causas principales del calentamiento global” They will review the bolded vocabulary terms found in the article. The first time reading the article they need to write down new vocabulary terms and find their meaning. Then, they should read the article a second time to practice the new vocabulary terms in context.

In their journals students will do the following: -Escribe cinco Tuits para resumir en tus propias palabras las

causas del calentamiento global según el texto. Utiliza los # para marcar vocabulario relevante e importante.

Class discussion: Con un compañero túrnense al debatir una de las dos opciones:a. defender la necesidad de continuar los hábitos humanos que

contribuyen al calentamiento global ob. explicar las razones por qué estos hábitos están dañando a

nuestro planeta. Comenten sobre los siguientes temas: -el uso de combustibles fósiles para energía

-el uso de gasolina para transporte-la industrialización de la

agricultura (ganadera masiva) -la deforestación para el uso de Madera para papel y -el uso de fertilizantes en la agricultura

We will watch two short clips about the effects of global warming on penguins found at: http://www.youtube.com/watch?v=NhpZIFu65cQ and http://mexico.cnn.com/planetacnn/2013/01/25/de-argentina-hasta-australia-la-ruta-de-los-pinguinos-que-cautivan

Students will then read an article adapted from www.pinguinopedia.com/ entitled “Los pingüinos y el calentamiento global”. Before reading, using the information from the videos they will answer the question:

-¿Cuáles son los desafíos que se enfrentan los pingüinos a causa del calentamiento global?

While students are reading they can add to their original response in their journals. Also, either while reading or after they are done reading, students will also write a response in their journals to:

-Anota los efectos del calentamiento global en el entorno, la población y la adaptación de los pingüinos.

-¿Cuáles son los otros desafíos a los que los pingüinos se enfrentan según el texto?

-¿Cuáles son las implicaciones para otras especies de animales que viven en los mismo entornos?

-¿Cuál es nuestra responsabilidad en cuanto al calentamiento global para proteger estos entornos y a los animales que habitan a ellos?

We will listen to the recording, “Los glaciares del sur argentino están desapareciendo” and answer comprehension question 1-5 on page 15 from the text, Triangulo Aprobado.

Students will then read “¿Cuáles son los efectos del cambio climático en España?”. They will create a graphic organizer by indicating effects of climate change and at least two consequences for each effect.

For homework, students will use Audacity voice recording and decide which are the three most serious threats from the article and justify their opinion. They will also state what surprised them the most about the situation in Spain.

The following day I will ask to multiple choice questions based off of the text that are a similar format to the AP test, and we will review Spanish geography and discuss where these serious threats are taking place.

For homework, they will research the effects of global warming on the U.S. and make a comparison chart of similarities and differences between the effects on Spain and the U.S.

Students will use the computer lab and look at the graphic that illustrates the effects of climate change in Peru found at: http://intercambioclimatico.com/wp-content/uploads/INFOGRAFIA_Escenario-del-cambio-climático-en-el-Perú-SPDA_2.jpg

We will discuss the things they were able to comprehend from the illustration. Students will then research the following topics:

-las enfermedades o las condiciones médicas provocadas por la contaminación del aire y el agua.

-las enfermedades o las condiciones médicas provocadas por los desastres naturales.

They are then going to read “las doce enfermedades del cambio climático” adapted from www.elmundo.es/elmundosalud . While reading they need to fill out a graphic organizer that will provide key information about: 1) la enfermedad 2)el método de contratar la enfermedad 3)la causa ambiental debido al cambio climático 4) las posibles consecuencias de la enfermedad

We will review the differences between por vs. para with a brief activity and examples.

We will then read “Efectos de cambios climáticos a la salud” and students will have time to navigate and find information on the website www.nrdc.org/laondaverde where they can find information on issues and solutions dealing with: -calentamiento global

-energía-el aire limpio

-océanos-el agua

-lugares silvestres -Fauna

-salud y tóxicos-temas internacionales

Students will research a Spanish-speaking country of their choice other than Spain and Peru(we already learned about them in the unit) and the challenges they are being faced with due to environmental issues such as climate change. They will put the information into a PPT or Prezi to present to the class. They will

need to focus on things such as effects on the wildlife, crops, potable water, and diseases.

Once students present we will compare and contrast the challenges faced due to environmental crisis. They will then write a response on the classroom blog comparing the country they researched with another presentation and providing feedback to on another about what they found most interesting/alarming.

Prior to taking their ecological footprint quiz, students are to discuss:-¿Qué acciones ya has escuchado para combatir el

calentamiento global?-¿Qué haces tú o tu familia diariamente o

semanalmente para ayudar a proteger el medio ambiente.-¿Qué programas o

esfuerzos medioambientales hay en tu escuela o comunidad? Students will then take the quiz about their ecological footprint in Spanish found

at: http://www.myfootprint.org/es/your_carbon_footprint/ and discuss if they were surprised by their results or not.

Next, they will read “Tips para combatir el calentamiento global” (we will review command forms and pronoun placement as a mini grammar review)

They will use those tips and discuss which ones are applicable to their lives. Students will then see usted commands used while reading “Para plantar un

árbol” that was originally published in “Plantemos para el planeta: La Campaña de los mil milliones de árboles.” They will then work with a partner to retell the steps in their own words.

Next, we will listen to the audio, “Cómo plantar un árbol” that comes from Radio Araucano 27/9/2011, and answer comprehension questions 1-10 (multiple choice) pg. 14 of Triangulo Aprobado

For homework, students are to read text that deals with recycling electronic devices on page 16 of Triangulo Aprobado and annotate it. In class tomorrow we will listen to the recording “Desechos electronicos” and have a discussion on both the article and the recording by focusing on the questions:

-¿Deben los países hacer énfasis en el reciclaje de los desechos electrónicos para proteger el medio ambiente?

Before watching the video below, students will review helpful note taking skills while doing a listening activity so they will have information to refer to during the follow up discussion.

Students will watch the video “Aprender a afrontar el cambio climático” found at: http://www.youtube.com/watch?v=wCzbBfIUMi4 and compare the tips in the video with those from the reading and write a journal reflection on how they can personally improve their ecological footprint for homework.

In class, we will have a Socratic debate. First I will go over the norms of a Socratic Debate, as well as review strategies on how to express agreement or disagreement, in addition to how to respond to others. We will focus on the following questions:

-¿Qué pueden hacer juntos los jóvenes para afrontar el cambio

climático?-¿Qué opinan los diseñadores de este video acerca de lo que

pueden hacer los jóvenes cuando trabajan juntos?-¿Estás de acuerdo con el mensaje del video?

-¿Se podría realizar proyectos así en tu escuela, por qué si o no?

We will watch the video below that uses photographs, music, and written text to evoke strong emotions from the viewer about the dangers of continuing to harm our planet.

http://www.youtube.com/watch?v=-ui4Aa3EpKE (Mensaje de la Madre Tierra) After watching the video, students will write a brief journal entry about the reaction they had to the video and why.

Students will then use the link below to review the consequences of climate change to Earth.

http://www.nrdc.org/laondaverde/globalwarming/fcons.asp (Consecuencias del calentamiento global) After reading, students will once again navigate through La Onda Verde website and select one of the environmental challenges and design and write an informative brochure to distribute. The brochure will need to include:

-el desafío ambiental-el efecto que tiene en los seres vivos de nuestro planeta

-cómo se puede actuar Students will then take the same topic they selected for their brochure and

design a creative way to turn it into a public service announcement that lasts about two minutes long.

On the Triangulo Aprobado learning site, students will record their answers to a role-playing activity in a conversation with Malena, who is a friend that wants to organize an environmental club at school and needs their help.

Subtopic 2: The Economy When starting the section on economical challenges in the world students will

focus on the following questions throughout this section:-¿Son conectados los efectos del cambio climático y problemas

con la economía? ¿Cómo? -Describe el estado de la economía en los Estados Unidos.

¿Está mejorando o empeorando? Explica.-¿Qué factores contribuyen al éxito o al fracaso de la economía

en un país?-¿Existe una relación entre la inmigración y la economía de los países

hispánicos? - ¿Qué papel ha desempeñado la economía en las guerras

civiles y levantamientos militares en América Latina? Students will be given key vocabulary terms dealing with the economy and we

will create a master list on a large sheet of paper similar to what we did for the

environmental section. They will be practicing and reviewing these terms with numerous reading, listening, speaking, and writing activities.

We will read “Reducción de la pobreza” taken from the UNESCO website, http://www.unesco.org/new/es/education/themes/leading-the-international-agenda/education-for-sustainable-development/poverty-reduction/. They will explain what ODM is and if it has been successful. They will do a voice recording of whether or not they agree with the initiatives in the article.

For homework, students are to research how education can help to eradicate poverty around the world. They need to bring notes with the sources to class for discussion tomorrow.

In class we will have a discussion on the influence of education on helping to end poverty, and the ripple effect it would have on other global challenges.

Next, we will look at the poster “Levántate Alza La Voz” on page 35 of Triangulo Aprobado. They will use the information on the poster to answer six multiple-choice questions.

Then, students will listen to a recording entitled “La pobreza en América Latina” transmitted by ECUVISA TV 15/12/2010. It deals mainly with poverty in Ecuador. They will use the information from the recording to answer comprehension questions (1-5) pg. 37 from Triangulo Aprobado

Students then need to find current information on the economical problems in the United States and how it will affect their future. They also need to come up with ideas on how these economical issues could be improved.

They will then choose another Hispanic country and research its economical state with that of the United States.

We will then look at the Cuban economy by reading the adapted article, “Cuba: la economía se hunde, las remsas crecen” and look at the graphics on pages 2 and 3 of Triangulo Aprobado along with comprehension questions.

After the reading students will investigate the economic and political history of Cuba. Using reliable sources, students will create a timeline of the most important events in Cuban History.

Students will compare their timelines with their classmates to see if they included the same events.

Next, we will look specifically at Fidel Castro’s rise to power along with the role Che Guevara played in the Cuban Revolution, as well as the Exodus of Mariel.

Students will demonstrate an understanding how the economical and political situation led to mass immigration from Cuba to the United States.

Going back to the importance of Ernesto “Che” Guevara, we will focus on his life by watching the movie “Los diarios de motocicleta”

Students will learn vocabulary terms important to understanding the film, specific terms/accents used in Argentina, and cultural background information relevant to the film by utilizing information and practice activities from the textbook, Cinema For Spanish Conversation Third Edition.

After viewing the movie and completing all of the comprehension questions from the text, students will create a pretend Facebook page for Che Guevara that

would include people he would be associated with, or his “friends”, messages he would write by using important quotes, iconic photos of him, etc.

Students will also be writing a journal reflection on how the economical and political state Guevara witnessed through his journey influenced his decision to join the Cuban Revolution and his strong communist beliefs.

We will go to the computer lab to research economic and political effects on military uprising and civil wars in Central and South America. Students will be responsible for presenting the information they find to their classmates.

Next, we will be talking about the current most powerful/rich Hispanics in the world, looking specifically at Carlos Slims.

Students will read “Carta Abierta a Carlos Slim.” It looks at the political emprise of Carlos Slim and its effect on the economic life in Mexico.

They will then listen to “Carlos Slim Encabeza la lista de los más ricos” found at: http://msnlatino.telemundo.com/shows/Al_Rojo_Vivo/video/carlos-slim-encabeza-la-lista-de-los-mas-ricos/ed1cbfac-f48b-49f1-89bb-3880892a0807

Based off of the reading and the audio, students will answer questions 1-10 on pages 5 and 6 from Triangulo Aprobado.

We will then be investigating the top 10 economical powers in the world found at: http://www.top10listas.com/2013/12/top-10-paises-con-economias-mas-fuertes.html. Students will explain what makes each of these countries an economic power in the world.

They will then infer how these world economic powers influence the rest of the word. Students will discuss in a small group what a global economy is and make their own definition in Spanish. We will then look at the actual definition to see how it compares.

For homework, they are to research what happened to the global economy in 2008 and explain it in their own words in an audio recording.

Students will read a brief text from the original study “La globalización: ¿Amenaza u oportunidad?”. Students are to make a chart labeled, “Ventajas” and “Desventajas”. While they read, they need to fill in the chart.

They will then listen to the recording, “Latinoamérica enfrenta la crisis económica global” found at: http://www.youtube.com/watch?v=vX3zbDYWEI0&feature=kp

Students will use the information from the text and the audio to answer the following question in their journals:

-¿Hay más ventajas o desventajas en los efectos de la globalización internacional para las economías latinoamericanas?

Lastly, we will go back to the original questions found at the beginning of this subtopic and make sure that we have answered each question with as much information as possible covered throughout the various activities in this section.

Subtopic 3: Social Welfare

Students will revisit the definition of social welfare from the opening of the unit and we will rewrite the definition in Spanish, focusing on that it pertains to the well being of the entire society, is concerned with the quality of life that includes factors such as the environment, the level of crime, extent of drug abuse, availability of essential social services, as well as religious and spiritual aspects of life.

We will then discuss how the previous subthemes of the environment and economy play a role in social welfare.

They will get important vocabulary terms for this section and students will infer how they will apply to social welfare by creating original sentences using the terms and sharing them with the class.

Students will then read an explanation with examples about what social welfare is from the website: http://definicion.de/bienestar-social/. On the class website they are to answer the question found below and then comment on their classmates responses.

-¿Piensas que el bienestar social es el mismo para todos? ¿Por qué sí o no? Explica en tus propias palabras.

Students are to think about the following questions prior to reading and listening to the next activities.

-Se puede medir el bienestar social? -¿Se debe medir el bienestar social de un país sólo por

datos económicos? Usa información del texto y audio. Prior to completing the reading and audio, students will investigate what PIB is

by referring to websites such as: http://www.e-conomic.es/programa/glosario/definicion-pib that gives a detailed explanation, and also what OCDE is by using websites like: http://www.oecd.org/about/

They will then read a shortened text asking the important question about the measurement of social welfare that was originally published May 10, 2011 in “Consultoría en Prensa y Comunicación de México”

Students will listen to a recording dealing with “Felicidad Interna Bruta” as a measurement of social welfare. The recording is taken from the Triangulo Aprobado learning website: http://learningsite.waysidepublishing.com/mod/page/view.php?id=708575

They will then go back and reflect on the questions from above and write a persuasive essay after forming their own opinion.

For homework, students are to use the website: http://elpais.com/tag/bienestar_social/a/ to find an article of their choice dealing with social welfare. They will then do a voice recording to summarize what their article was about and include their own personal opinions.

Tying in environmental issues, we will look at the issue of potable water in the world. Students will listen to the audio based off of the blog "El Mentidero de Mielost” emitted on "Radio Araucano” in May of 2008 dealing with the shortage

of water presently and in the future. They will then answer 7 comprehension questions on page 36 from Triangulo Aprobado.

Using the website, http://www.worldbank.org/depweb/spanish/modules/environm/water/map1a.html (Acceso a Agua Potable), students will study the map and answer comprehension questions. We will then discuss the effects of not having direct access to drinkable water.

Students will then read a brief excerpt about lake Titicaca on page 37. We will then watch a video that shows the beauty and resources the lake has to offer found at: https://www.youtube.com/watch?v=6zw6YSSHRic (El Lago Titicaca Turismo)

http://www.virtualtourist.com/travel/South_America/Ecuador/TravelGuide- Ecuador.html: After reading, “EL Ecuador: Páis de una Diversa Diversidad” on page 38, we will take a virtual tour of Ecuador.

Next, we will look at the crisis of crime rate in Latin America. Students can utilize the following website to get a better understanding.

- http://www.worldbank.org/en/news/feature/2014/02/11/en-america-latina-sufre-mas-del-30-de-los-homicidios-mundiales (Latin America accounts for more than 30% of the world’s homicides.)

- http://www.insightcrime.org/news-briefs/latin-america-dominates-worlds-most-dangerous-cities-list (Latin America Dominates World’s Most Dangerous Cities List)

- http://www.nbcnews.com/news/world/organized-crime-gangs-make-latin-america-most-violent-region-n83026 (Organized Crime, Ganges Makes Latin America Most Violent Region)

We will discuss the effect that these crime rates have on the social welfare of the people in Latin America, and what factors contribute to these high rates of homicide, theft, and organized crime by looking back at information about the environmental, economical, and political state of these countries.

Students will then research the crime rate in the United States in various states, and compare the amount and types of crimes committed with those in Latin America from the sources found above. They will write what they found in their journals.

We will then have a discussion focused around the questions:- ¿Crees que la alta tasa de criminalidad en América Latina

conduce a los estereotipos y prejuicios injustos? Drug use and drug trafficking have become a huge problem worldwide. We will

investigate the war on drug trafficking and the role the U.S plays, looking at countries such as Mexico and Colombia. Students are to research, which countries produce and sell the largest amounts of drugs to the U.S. and which drugs are the most popular right now. Taking the information they find, they need to put it into a graph that best displays their findings and share it with the class.

Students will then reflect on whether or not drugs are a major issues in their own community/school, and explain why. They need to complete a voice recording stating their thoughts.

Following crime rates and drug use/trafficking and the effects they have on social welfare, students will have time in the computer lab to research the following questions: -¿Qué derechos de libre expresión tienen algunos países latinoamericanos?

-¿Qué movimientos históricos han intentado restringir la libre expresión de pensamiento en España y Latinoamérica? -¿Cuál ha sido la lucha por la libre expresión de pensamiento de las mujeres en Argentina y Chile?

Using the website: http://www.dps.gov.co/Ingreso_Social/FamiliasenAccion.aspx (Departamento para la Prosperidad Social – Familias en Acción) students will describe what “Familias en Acción” de Colombia is, what their social initiatives are, and why it has had so much success.

Students will then use the graphic on page 40 of Triangulo Aprobado that shows various factors that contribute to the quality of life. They will choose a Hispanic country and research all of the contributing factors for that country and create a way to present the information to their classmates.

After completing the project above, we will discuss these same factors in the U.S. focusing on what causes Americans stress, and how stress can play a direct role in our national problem of obesity, depression, and drug/alcohol use.

Lastly, for this section, we will use the textbook, Cinema For Spanish Conversation Third Edition before, during, and after watching María llena eres de gracia. Students will complete vocabulary activities, cultural background information/investigations, and comprehension questions. They will gain a new perspective into the motives of why people smuggle drugs across the border. Specific things they will investigate include:

-el fenómeno de las mulas en el tráfico de drogas-el Plan Colombia

-La comunidad colombiana de Nueva York-Orlando Tobón

-los narcocorridos mexicanos en Colombia

Subtopic 4: Social Conscience Using the website: http://definicion.de/conciencia-social/, students will read

about what social conscience is along with examples. They need to summarize this information in their own words and discuss it with their classmates.

They will then get key vocabulary terms from this section. As a class we will write clues for the words, or synonyms. Students can use the language learning website for the textbook or www.quizlet.com to practice the new vocabulary.

Students will then read a shortened text from “Estamos hasta la madre…” on page 42 of Triangulo Aprobado about justice for peace again violence. They will then answer the seven comprehension questions that follow the text.

Next, students will investigate the role organized crime and political corruption plays in Latin America.

We will then look at the “Fundación Conciencia Social de Colombia” by navigating the website at: http://www.fucoso.org/. We will read about who they are and their objectives.

They will then listen to an audio recording that deals with the participation of college students in a social program in Colombia. After looking at the website and listening to the audio recording from the learning website, students need to answer the 9 comprehension questions that will follow on page 44.

Next, we will read “Paz y seguridad humana” found on the UNESCO website: http://www.unesco.org/new/es/education/themes/leading-the-international-agenda/education-for-sustainable-development/peace-and-human-security/ and compare its objectives with those of “La Fundación Conciencia Social de Colombia.

Students will then answer the following question on the class website and comment on their classmates responses:

-¿Qué impacto tienen la familia y los colegios en desarrollar un sentido de conciencia social?

Our next issue deals with prejudice. Students will read the article “Dinámica cerebral inconsciente del prejuicio hacia minorías: El cerebro detecta de forma automática el rostro, la raza y su contexto emocional en 170 milesegundos” found at: http://medina-psicologia.ugr.es/cienciacognitiva/?p=283#more-283 (cienciacognitiva.org) They will learn about how the brain recognizes the race of someone and automatically associates it with a positive or negative context. After reading, students will list the most interesting facts they learned from the article and share them as a class. Students will then answer the questions:

-¿Crees que el prejuicio es un problema en tu escuela/comunidad? ¿Por qué?

-¿Piensas que el prejuicio existe en todas personas en cierta medida? Explica.

We will then investigate the issue of children that are exploited in the workforce, specifically in the Dominican Republic by reading “Explotación Laboral Infantil” found at: http://www.unicef.org/republicadominicana/protection_10455.htm. They will compare the information from the article with the table found on page 48, Fuente 2 in Triangulo Aprobado. Students will then write a brief journal entry explaining how the movies Voces Inocentes and La Misma Luna, as well as with the novel Cajas de Cartón from Spanish IV deal with child labor issues.

The last issue we will discuss before moving on to human rights is about the major problem of cyber bullying. Students will listen to “Hazle frente al ciberacoso” found at: http://www.ftc.gov/node/162391. We will then discuss how and why cyber bullying is such an issue in today’s word and how it has

directly affected them. Students will offer suggestion how to prevent/stop cyber bullying, and how to be safe online. They can present their ideas on a poster to display in the room.

Lastly, we will discuss the issue of human right violations by learning about the “La Guerra Sucia”, or the Dirty War in Argentina. Once again we will use the text, Cinema For Spanish Conversation Third Edition to learn key vocabulary, colloquial terms, historical background information, and answer important comprehension questions about the film La historia oficial. Prior to watching the movie, students will investigate the following topics:

-Isabel Perón-la Guerra de las Malvinas

-Raúl Alfonsín-la Comisión Nacional sobre la

Desaparición de Personas (CONDADEP) -lo que les pasó a los generales que estaban en el poder durante la dictadura

Subtopic 5: Philosophical Thought and Religion Students will get important vocabulary for this section, as well as brainstorm

other vocabulary terms associated with religion. Using the Azulejo text, students will read biographical information about Sor

Juana Inés de la Cruz on pages 30-31. They will then read the poem “Hombres necios que acusáis” After reading, they will answer comprehension questions on page 34 that we will go over together. Students will then have a discussion based on the following questions:

-¿Todavía son relevantes los pensamientos y las obras de Sor Juan Inés de la Cruz?

-Actualmente, ¿hay lugares en el mundo donde las mujeres no tienen las mismas oportunidades de los hombres?

-¿Hay otros prejuicios que existen en la actualidad contra las minorías que les impide recibir las mismas oportunidades a las cosas, como el de la educación?

Next, students will read biographical information about Miguel de Unamuno on page 273 of Azulejos. We will then read “Mi religión” on page 19 of Triangulo Aprobado, and students will answer comprehension questions 1-6.

Students will then research the role the Catholic Church plays in countries like Spain. We will read “Camino de Santiago, la metáfora de la vida”. Students are to take notes while reading. They will then listen to “La experiencia de Juan Andrés” found on the learning website for Triangulo Aprobado. Juan Andrés talks about how a true pilgrim takes the pilgrimage to Santiago. Students need to then answer the 11 comprehension questions dealing with the reading and the audio.

To get a better understanding of the pilgrimage to the Cathedral, students will take a virtual tour of “La Catedral de Santiago de Compestela” found at: http://www.fotopanorama.com/visita-virtual-catedral-de-santiago-de-compostela/, and also read the short cultural information about the Cathedral

on page 21 of Triangulo Aprobado. In their journals they will answer the following questions:

-¿Qué simboliza el Camino de Santiago? -¿Por qué es tan importante a la gente?

-¿Tenemos algo similar en los Estados Unidos? For homework, students are to find information about other pilgrimages taken

by religious people around the world. They can deal with any religion, not just Christianity.

Next, we will read a short biography about José Gregorio Hernández at: http://www.corazones.org/santos/jose_gregorio_hernandez.htm. They will then listen to the audio, “José Gregorio Hernández el siervo de Dios” and answer questions 1-7 on page 22.

We will then watch a three-minute video titled: “Madre Teresa-Mensaje de Vida (100 años nacimiento). Students will watch the video once and I will pause after each message. Students will jot down any unknown words and look them up for better understanding the second time through. They will also write three of their favorite sayings.

Students will read two poems from Mother Teresa and analyze them. “La vida” and “De todos modos”

We will go to the computer lab to research the major religions of the world. Students will complete a graphic organizer explaining the beliefs and practices about each religion, as well as put them in order according to the number of people worldwide that practice them. They will also answer the following questions:

- ¿Nosotros estamos mal informados sobre las religiones y personas que los practican como los musulmanes?

-¿Qué aprendiste que no sabías antes? Prior to completing the next reading and audio activity, students will think about

the question:¿Se debe permitir vestir el velo musulmán en los colegios

públicos? We will then read “EL hijab en las aulas” on page 23 and listen to “No me voy a

quitar el velo”. Students will form their own opinion to the question above using information from both activities to support their beliefs.

Afterwards, students will focus on the role religion plays in social welfare, politics, and problems that arise from religious differences.

Lastly, students will find a current event article in Spanish dealing with a religious issue. They need to summarize what their article is about in their journal, and be prepared to explain it and discuss it with their classmates.

Assessments: Listening comprehension Reading comprehension Written/Verbal summary of literature and audio activities

Written emails/essays Oral presentations Vocabulary tests Class discussions Responses to questions on the classroom blog Research projects Posters/PowerPoint/Prezi presentations Keeping language portfolio up to date

Resources / Text Selections: Triángulo Aprobado Textbook (recording, video clips, and authentic texts listed in

the learning activities are found in the textbook) Smart Board Class website and blog Audacity voice recording program http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/

3499.html (AP website) BBCmundo.com (additional current event articles & videos) Azulejos (Short stories, poems, and biographical information about the most

well-known literary figures in the Hispanic community Tejidos (Pre-AP Spanish textbook with vocabulary and activities) Cinema for Spanish Conversation Third Edition (Cultural context, vocabulary, and

comprehension questions for films viewed in class)

References:

Gatski, Barbara, and John McMullan. Trángulo Aprobado. 5th. Wayside Publishing , 2013. Print.