UPPER SCHOOL WORLD LANGUAGE CURRICULUM

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Cary Academy Administration: (919) 677-3873 Email: [email protected]

1500 N. Harrison Ave. Middle School: (919) 228-4600 Website: www.caryacademy.org Cary, NC 27511 Upper School: (919) 228-4544 Upper School Curriculum FLC 300: Intermediate-Mid Chinese

COURSE DESCRIPTION This course introduces the students to the Chinese language and immerses them in the culture of the Chinese-speaking world. The emphasis of the course is placed on students developing the four communication skills: listening, speaking, reading, and writing. Units of study are developed around practical topics in daily living, allowing the grammar to be learned in a meaningful, contextual environment. Through a variety of student-centered activities, lectures, videos, songs, Internet, and language-focused games, students learn the vocabulary, culture, and grammar of Mandarin Chinese and begin to obtain initial communicative competence in the language.

SCOPE AND SEQUENCE: UNIT NAME CONTENT ESSENTIAL QUESTIONS SKILLS Introduction to word order What does Chinese word Basic knowledge about Chinese Chinese The Chinese writing order look like? sentence structure. system, its history and How do Chinese characters Understand shape of Chinese development develop over centuries? characters and how to write them. Know basic information about the Chinese writing system

Chinese Chinese characters How do you pronounce Reading and writing Chinese characters and Stroke order for basic Chinese words? characters Basic Chinese characters What is your Chinese Be able to read and write 21 Chinese Strokes 21 strokes in Chinese name? And how do you basic strokes read and write it? Greetings Exchanging greetings What are simple greetings Conducting simple greetings in Expressing gratitude in Chinese? Chinese Saying farewell What are similarities Ask simple yes/no questions between Chinese and Answer simple yes/no questions English pronouns? Discuss other people

Family Looking at a family How to describe a family Employ basic kinship terms photo photo? Say some common professions Asking about How to ask about someone’s family someone’s profession? Dates & Time Taking someone out to How to tell and speak about Invite someone to dinner eat on his/her birthday time and dates? Arrange a dinner date Inviting someone to How to talk about dinner someone’s age and birthday Hobbies Talking about hobbies How to ask about Say and write the terms for basic Would you like to play someone’s hobbies? personal hobbies ball? How to ask friends out to Set up plans for the weekend see a movie?

Visiting Friends Visiting a friend’s home Is it common to pay a visit Be able to say appropriate words At a friend’s House to a friend’s house without when you visit a friend

advance notice? Some Chinese customs when visiting Do people bring anything friends. when visiting a friend’s home? What are some of common beverages and food offered to visitors?

Making Calling one’s teacher How to answer a phone call Set up an appointment with a teacher Appointments Calling a friend for help and initiate a phone on the phone conversation? Ask someone to return your call How to ask for favor?

Studying How did you do on the How to comment on one’s Comment on someone’s character Chinese exam? performance on an exam? writing Preparing for a Chinese How to talk about one’s Talk about one’s experience in class study habits? learning Chinese vocabulary and grammar Remark on typical scenes from one’s language class

School Life A Diary: A Typical How to describe the routine Write a simple diary entry School Day of a student’s life on Write a brief letter in the proper A Letter: Talking about campus? format Studying Chinese How to invite friends to go Express one’s modesty in terms of on an outing? one’s foreign language ability

Shopping Shopping for Clothes How to speak about the Recognize Chinese currency Exchanging Shoes color, size, and price of a Pay bills in cash or with a credit card purchase? Determine the proper change you How to ask for a different should receive size and/or color of Exchange merchandise merchandise

Upper School Curriculum FLC 400: Intermediate High Chinese

Intermediate High Chinese builds upon the skills learned in Intermediate Mid Chinese, and continues to focus on strengthening and refining the four skills. More complex grammatical forms, texts, and dialogues, as well as character writing will be taught at this level. The text book and other authentic listening, reading, and multi-media materials from various sources are used to further develop the students' interpersonal, presentational, and interpretive language skills. The class is conducted in Mandarin to the greatest degree possible to develop aural-oral competency.

SCOPE AND SEQUENCE: UNIT NAME CONTENT ESSENTIAL QUESTIONS SKILLS Transportation Going Home for the How to comment about Explain how to travel from one Winter Vacation several means of station to another An Email: Thanking transportation? Describe a traffic route Someone for a Ride How to express your Offer New Year’s wishes gratitude after receiving a personal favor? Talking About Tomorrow’s Weather Will How to ask different Employ basic terms for weather the Weather Be Even Better! weather conditions? patterns and phenomena The Weather Here Is How to describe different Describe simple weather changes Awful! weather conditions? Compare the weather of two places Talk about what you may do in nice or bad weather Present a simple weather forecast Dinning Dining Out How to ask if there are seats Order Chinese dishes Eating in a Cafeteria available in a restaurant? Tell the waiter your dietary How to ask the restaurant to preferences and restrictions recommend dishes? Ask the restaurant to recommend dishes Rush your order Pay for your meal Get the correct change after your payment Asking Where Are You Off To? How to ask for directions? Identify locations by using Directions Going to Chinatown How to give directions? landmarks as references Describe whether two places are close to or far away from one another State where you are heading and the purpose of going there Birthday Party Let’s Go to a Party! How to ask a friend to go to Suggesting things to take to get- Attending a Birthday a party with you? together Party How to thank people for Offer someone a ride and arrange a their gifts? time and place to meet Describe a duration of time Talk about the year of your birth and your Chinese Zodiac sign Give a simple description of someone’s facial features Seeing a Doctor My Stomachache Is How to describe basic Understand and repeat instructions

Killing Me! symptoms of a cold? on when and how often to take Allergies How to describe common medications symptoms of allergies? Talk about why you do or don’t want to see the doctor Urge others to see a doctor when they are not feeling well Dating Seeing a Movie How to invite someone to Describe how long one has known Turning Down an go on a date? someone Invitation How to accept a date Make the necessary arrangements to courteously? go out with friends? How to decline a date politely? How to end a phone conversation without hurting the other person’s feelings? Renting an Finding a Better Place How to describe your Name common pieces of furniture Apartment Calling about an current and ideal living State how long you have been living Apartment for Rent quarters? at your current residence How to comment briefly on Discuss and negotiate rent, utilities, why a place is or isn’t good and security deposits for someone?

Upper School Curriculum FLC 540: Studies in Chinese Language and Culture

In this course students will increase their proficiency in each of the four basic language skills. The course offers a thorough review of grammatical structures previously learned and provides the opportunity to learn more complex sentence structures. Students read about the history, culture, current events as well as short stories. Students write compositions on these topics/issues. Oral communication is stressed through class discussion and oral presentations. As much as possible the course is conducted in Chinese, and emphasis is placed on cultural awareness.

SCOPE AND SEQUENCE: UNIT NAME CONTENT ESSENTIAL QUESTIONS SKILLS Sports My Gut Keeps How to talk about your Name some popular sports Getting Bigger and exercise habits? Make a simple comparison Bigger! How to discuss your feelings between how soccer and American Watching about various sports? football are played American Football Travel Traveling to How to describe your travel Talk about your plans for summer Beijing itinerary? vacation Planning an How to ask about seat Describe what kind of city Beijing is Itinerary assignments? Ask for discounts, compare airfares How to request meal and routes, and book an airplane accommodations based on ticket your dietary restrictions or preferences? At the Airport Checking In at the How to check in at the Wish departing friends a safe Airport airport? journey and remind them to keep Arriving in Beijing How to greet guests at the in touch airport? Compliment someone on his or her language ability Ask about someone’s health Remind people to move on to the next event Begin a New Semester Explain how to write Chinese name How do people talk about the Say where you were born and grew up origins of their names? Discuss the pros and cons of living on and off campus Do students prefer on-campus or Express politely a dissenting opinion off-campus housing? What services are provided for first- year students when they arrive on campus Housing for Students Name basic pieces of furniture in a house Do student dormitories and Describe the living quarters apartments usually come furnished Comment on someone’s living quarters or unfurnished? Disagree tactfully What facilities and services do student dormitories offer Are student dormitories usually air- conditioned? Chinese Restaurant Name four principal regional Chinese cuisines Are there different regional Order food and drinks cuisines in China?

Talk about what flavors you like or dislike What seasonings/spices do cooks Make your dietary restrictions or preferences known put in their food Do people usually cook by steaming stir-frying, grilling, or baking? Shopping Name basic bedding, and bath items Can you purchase clothing and Describe the shopping preferences and criteria other necessities all in one Disagree with others tactfully shopping area? Present the arguments with rhetorical remarks Do people usually pay for their purchases in cash, with checks, or with credit cards? Is there a sales tax? Choose Courses State the major area of study/academic department When do college students declare and some required general courses you have taken a major? Talk about what you plan to do after graduating What are the most common Explore what will enhance your future job opportunities schools/colleges found in a typical Explain whether your family members have an university? influence on your choice of major and career path Approximately how many credits Share tips on how to save money for your education are needed to graduate from college? Boyfriend/Girlfriend Say if you have an upbeat personality What do people look for in a date? State if you share your interests or hobbies with others Do people introduce their dates to Inquire if everything is ok and find out what has parents? happened Is dating always intended for Describe typical behaviors of a forgetful person people to find their future life Give a simple description of what you look for a partner? boyfriend/girlfriend Tell what makes you anxious or angry Computer and Internet Find out if others are angry with you and apologize if so Do people have easy access to the Reduce potential tension in a conversation by changing internet in China? the subject What consumer habits have Let people know about the trouble you had to go changed because of the internet? through because of their thoughtlessness or What impact has the internet had carelessness on society as a whole? Name your activities on the internet and discuss how you make use of the internet Discuss the pros and cons of using the internet Part-time Jobs and Review your monthly income and spending patterns Are parents expected to provide Finance Talk about how you balance your personal budget their children with financial support Name some possible reasons to work part-time while in for college? school Do teenagers and college students Discuss the pros and cons of working part-time while in often take on part-time jobs? school Do people generally have savings Describe what you dislike or what bothers you in the bank? Is it easy to apply for student loan? Education Comment if you had a stress-free childhood Is it common for parents to enroll Name some typical classes offered in after-school their children in after-school programs program? Indicate agreement or disagreement Do many people pursue graduate Present your opinion degrees? Talk about your parents’ aspirations for their children Do children have a say in family decisions? Is it common for both parents to be equally involved in their children’s upbringing?

Chinese Geography Locate major Chinese cities, provinces, and rivers on Can you name the major rivers and the map mountain range s in your country? Give a brief introduction to geographic features of Do you know where your country’s China major cities are located, along the Compare some basic geographic aspects of China and coasts or mostly inland? the United States Can you give an account of the Describe feature that may attract you to or deter you population and geographic from visiting a tourist site location of your town/city? Plan a trip to China Do people consider your local town/city to be popular with tourist?

Upper School Curriculum FLC 540: Advanced Studies in Chinese

This course builds upon the fundamental skills of listening, speaking, reading and writing introduced in earlier courses. Students are systematically introduced to more formal expressions and an active, up-to-date vocabulary. This stage of Mandarin learning enables students to develop their communicative competence and provides them with better opportunities to gain a deeper understanding of Chinese culture.

SCOPE AND SEQUENCE: THEME OUTCOME STRUCTURES CULTURE Chinese Tea Recognize the importance of tea in Use... (/ A tea shop experience in Beijing Chinese people's lives; to indicate ongoing Chinese tea ceremony Specify different types of tea; actions. Demonstrate the art of tea preparing Use/ + to skills; express a subjective Tell what tea culture is in China; and impression. Recognize how tea has influenced Use to express the the world economy and culture. brevity of an action. The Silk Road Describe trade along the Silk Road; Use / + adj/verb to Buddhism traveled on the Silk Understand how humans have express to “let” or Road always been interdependent due to “make” someone do Uygur culture, art and exchange of ideas, culture, trade, something or making architecture food, music, etc.; someone fee a certain Recognize the trade has influenced way. culture and culture has influenced Use to from the trade throughout history; and passive voice. Recognize the diversity of the world Use to express "as and appreciate the it turns out". For interdependence of cultures and the example, "As benefits of exchange. it turns out like this". Use ... ... to bring out additional items "in addition to..., there is also..." Chinese Tell what Chinese Kungfu is; Use Verb + to Shaolin Kungfu Kungfu Describe different schools of describe completed The truth behind traditional Chinese Kungfu; actions. Chinese Kungfu Tell the significance of Chinese Use before verbs to Kungfu; and express commencing Recognize and appreciate the an activity. influence of Chinese Kungfu on the Use to say world. "besides" or "in addition" Use to say "with regard to" a topic. Traditional Recognize Traditional Chinese ... ( Chinese (five elements) Chinese medicine emphasizes on the ): have Yin Yang balance Medicine intrinsic unity and integrity of the understanding The science of Chinese human body; regarding something acupuncture Give examples of TCM treatment; Use ... ... to Legendary story of ancient

Explain what element are stressed express viewing Chinese doctors for the treatment of disease in TCM; something in and a particular way. Specify the difference between TCM and Western medicine; Confucius Tell who is Confucius; Use ... to Confucianism, Taoism, and Name Confucius's main ideology; express "have a good Buddhism Specify how Confucius influenced understanding on...". Confucius Institute Chinese education theories and Use ... to express practices; "among..." Recognize the influence of Use ... /... Confucian thoughts on the world to express that today; and something does Explain what has been set up to not matter. promote cross-cultural understanding between China and the Western world. Giant Kuafu Tell how Kuafu died; Use ... ... to express Chasing the Explain why Kuafu couldn't finish his “as soon as A, B” Sun quest; and Use ... ()... /... Explain the moral lesson behind this to say “if... then...” Chinese mythology. Use ... /... to express “although . . . however . . ." Use A B () to indicate A is the only condition necessary for B to occur. Gender Describe gender equality situation in Use to Running for class president Equality China; express "attach great Explain how Chinese see the role of importance to" women in society; Use to mean Compare and Contract women's “increasingly” role in society in the East and the Use ... () to stress West; that something will be Talk about women's contribution to the case the world; Talk about responsibilities and obligations in general; and Explain if gender equality an unrealistic dream.

Upper School Curriculum FLF 300: Intermediate-Mid French

In this course students develop their language skills using a variety of authentic materials from French language texts and multimedia sources. The more complex grammatical structures of the language and idiomatic expressions are studied and utilized in regular composition and conversational activities.

Targeted Level of Proficiency: Intermediate-Mid The Intermediate-Mid level of proficiency is characterized by:

ability to use strings of sentences to ask and answer questions and handle simple transactions related to everyday life. ability to use appropriate time frames for everyday topics both orally and in writing. ability to write short, loosely connected paragraphs related to familiar topics and personal experiences. ability to understand the main ideas in extended discussions and presentations. ability to acquire new knowledge and information from authentic texts, including short literary texts and media.

SCOPE AND SEQUENCE: THEME/CONTENT OUTCOMES STRUCTURES CULTURE (BIEN DIT 2) Chapter 6 Students are able to talk about when Students will learn how to Children’s games, comic Childhood they were children, to talk about and effectively use the two past books, children’s songs, Activities and event in the past, compare life in the tenses as well as review summer camp, Paul country life city and the country and describe life formation, placement and use Gaugin: Paysage du in both places. of adjectives and adverbs and Pont-Aven. the comparative and superlative of adjectives and adverbs. Chapter 7 Students are able to say what Students will continue to learn Camping, Nautical Camping, nature, happened, describe the the differences in the two past sports, Le Parc national animals, and circumstances, talk about what they tenses and also how to form de la Langue de outdoor activities will do and wonder what will happen. and use the future tense. Etre Barbarie, Dakar, French en train de… & courir in the world of tourisme, Fishing, the pirogue, Artist Jean Metzinger Chapter 8 Students are able to ask and tell how The students will learn the Health care, L’Awalé, Body parts, injuries they feel, describe symptoms and formation of the subjunctive being sick in France, and illnesses & give advice, complain about their mode for regular and irregular French in the medical improving one’s health and to sympathize with verbs, and its use with certain world, Foods from health someone expressions. They will also Senegal, Art: Un learn the conditional mode, souwère du Sénégal. how to use si clauses and how to make polite requests. Chapter 9 Students are able to describe a book Students learn how to use Nice, the arts, festivals Movies and books, or a movie, ask for and give relative pronouns qui, que & and holidays, television shows information about films, books, ask dont, learn the present Architecture and and music about preferences, recommend or participle and its use, the gastronomy, The TVA,

advise against something difference between C’est & Il being a translator or est, demonstrative pronouns interpreter, Art: Van Gogh Pont de Langlois Chapter 10 Students are able to ask about a Students deepen their Tourism, Nice, French Vacations and vacation, says what they would do if knowledge of object and tourism, school preparing for they could, express necessity and ask pronouns, the conditional and holidays, vacation vacation about what has been done. si clauses. They also explore schedules, Art: Femme the subjunctive in more depth sur la terrace, Henri as well as the difference in the Matisse two past tenses.

Upper School Curriculum FLF 400: Intermediate-High French

In this course students continue to develop their language skills through a series of discussions and projects related to excerpts of literary texts, as well as to current events in the French-speaking world. Students will also have the opportunity to build their vocabulary and perfect their pronunciation.

Targeted Level of Proficiency: Intermediate High The Intermediate-High level of proficiency is characterized by:

ability to use connected sentences to handle the majority of practical needs related to everyday life. ability to combine time frames for everyday topics both orally and in writing. ability to compose cohesive paragraphs about everyday events and situations. ability to understand the main ideas and significant details in extended discussions and presentations. ability to derive substantial meaning from authentic texts, including literary texts and media.

SCOPE AND SEQUENCE: THEME/CONTENT OUTCOME STRUCTURES CULTURE Personal relationships: Students are able to share Present tense regular verbs, Short film: Le Télégramme, Civil states, personalities, their emotions and feelings the imperative, spelling American Speakers of relationships, feelings through conversations and change verbs, common French and their in writing. They are also able irregular verbs, forming communities. to understand the feelings questions Le Pont Mirabeau by and emotions of others Guillaume Apollinaire expressed through film and literature. They are able to discuss and compare and contrast. In town : activities, peoples, Students are able to Reflexive and reciprocal Short film : J’attendrai le places, descriptions describe life in the city, the verbs, adjectives and suivant advantages and agreement, adverbs, France : La fête de la disadvantages. They can Nouns and articles, C’est vs musique discuss their daily lives and il est Reading : Tout bouge autour special occasions. de moi : written by a witness of the earthquake in Haiti The influences of the media: Students are able to talk / Past tense with to have, past Short film: Emilie Muller, cinema and TV, the people of write about the different tense with to be, usage of Québec, the media, the press and media they have access to. both the imperfect and the Guy Laliberté, founder of other medias They can discuss the preterit past tenses, Cirque de soleil, Marguerite changes and the influences Possessive adjectives, Duras: La télé et la mort the media has on our lives. Justice and politics : the The students understand The Pluperfect, negation, Les Antilles people, the laws and rights, how differing values can irregular –ir verbs, Reading: Haïti, soif de liberté politics, security and danger cause disagreement and demonstrative adjectives, Short story : chien maigre, conflict. They can discuss literary past tense (only for chien gras how new ideas are recognition purposes) proposed, argued and adopted in a diverse society. Changing society : Crisis, The students learn that a Partitive articles, direct and Short film : Samb et le movement, changes, society has multiple faces indirect object pronouns, commissaire, problems and solutions and is in constant change. past participle agreement L’Afrique de l’Ouest, They can discuss the Reading 1 : un demi-siècle importance of dialogue and d’indépendance

mutual comprehension. Reading 2 : Le Marché de They can debate ways to l’espoir create harmony and eliminate conflict. They can also discuss how multiculturalism can benefit and or influence one’s own culture. Family : cuisine, stages of life, The students are able to The Subjunctive: impersonal Short film: de l’autre côté, differences in generations, discuss, compare and expressions, will, opinion L’Afrique du Nord et Le family members and life in contrast the differences in and emotions, relative Liban the family, personality generations. pronouns, irregular –re Reading : verbs, disjunctive pronouns, Jour de mariage possessive pronouns Poem : Père mère (Diop) Science and technology : the Students are able to discuss The comparative and Short film, Dépendance, people, inventions, sciences, the progress that has been superlative of adjectives and Belgium, Switzerland, technology, the universe and made in the sciences and adverbs, the future, the Luxembourg, astronomy technology. They are able to subjunctive : expressions of Reading: CERN: particle discuss the positive and doubt and conjunctions, the accelerator negative influences that new past subjunctive, past Reading: short story, technologies have created. participles as adjectives, Solitude numérique expressions of time Getting away and having fun, Students learn how people Infinitives, prepositions with Short Film: Le Ballon past-times, the arts, theater, across the world spend their geographical names, the prisonnier, shopping, clothes, sports, free time. Students are able conditional, prepositions L’Océan Indien, free time to discuss their interests, with infinitives, the Reading : La Réunion, île activities and hobbies. subjunctive with indefinite intense antecedents and in Reading : superlative statements Le Football, Le Petit Nicolas Work and finance: Students will learn about Demonstrative pronouns, Central Africa The working world and its internships, interviews, Present participles and Introduction to the culture people. challenges in finding a job, irregular –oir verbs creators of central Africa starting one’s own company. Reading: Des Africaines Students will be able to entrepreneuses et discuss their goals and Profession Libérale ambitions for the future. The environment and our The students will learn about The past conditional French Indochina and the natural resources: how to efforts to save our planet The future perfect French influence in Viet- preserve our planet. and will be able to discuss Si clauses Nam, Laos and Cambodia ways to exploit resources Film: Un héros de la nature without destroying the gabonaise , by Yann Arthus- environment. Bertrand Reading: Les Richesses du Pacifique Poem: Baobab by Jean- Baptiste Tati-Loutard

Upper School Curriculum FLF 550: French Society and Culture

In this course students will discover various aspects of contemporary French culture and society. Through the exploration of several different mediums such as music, film, literature, and current events, students will gain a better understanding of the French culture while continuing to fine-tune their language skills.

SCOPE AND SEQUENCE: THEME/CONTENT LEARNING OBJECTIVES CULTURE Geography of Students will be able to: song: Ah! Que la France est Belle France identify the basic geographical features of film : Dr. Merry’s Nomad Travel France and place them on a map (mountain poem: Le Pont Mirabeau de Guillaume ranges, rivers, big cities, etc…) Apollinaire identify the different regions of France and excerpt : Le Château de ma Mère de compare each one in terms of its’ culinary Pagnol specialties, geography, and attractions Daily Life in France Students will be able to: film: Entre les murs compare the French education system and the poetry by Jacques Prévert American one fable : La Cigale et la Fourmi explain the issue of unemployment in France and discuss the job market discuss leisure activities in France list and explain the basics of popular French sports explain the French perception of vacation and compare school calendars in France and the US Personal Identity Students will be able to: film: La Haine describe and explain what it means to be song: La Marseillaise (National anthem) French identify the values of the French translate slang into more widely-recognized language Paraphrase and recall certain French proverbs identify meaning behind gestures commonly used in French conversation (non-verbal language) Family and the Students will be able to: film: Intouchables Community discuss the modern French family and even celebrate various French holidays compare it to the stereotypical modern throughout the year: fête des rois, la Amercian family Chandeleur, Mardi Gras, 14 juillet…. restate the role of each family member experience and discuss traditions and celebrations in the French culture compare the concept of friendship in the French and American cultures Global Challenges Students will be able to: song: C’est ma terre de Christophe Maé discuss environment issues in French short story : L’homme qui plantait les discuss human rights issues in French arbes de Jean Giono discuss economical issues in French discuss health issues in French discuss nutrition issues in French

discuss issues of peace and war in French Students will be able to: poem: Hymne à la beauté de Charles Esthetics (Beauty) in classify famous examples of French architecture Baudelaire the French Culture interpret excerpts of French literature song : Victime de la mode de MC Solaar recognize various genres of French music appraise classic French films and gain an appreciation for French cinema

Upper School Curriculum FLG 300: Intermediate-Mid German

In this course students develop their language skills using a variety of authentic materials from German language texts and multimedia sources. The more complex grammatical structures of the language and idiomatic expressions are studied and utilized in regular composition and conversational activities.

TARGETED LEVEL OF PROFICIENCY: Students in this class will work toward an Intermediate-Mid level of proficiency in German, which is characterized by: ability to use strings of sentences to ask and answer questions and handle simple transactions related to everyday life. ability to use appropriate time frames for everyday topics both orally and in writing. ability to write short, loosely connected paragraphs related to familiar topics and personal experiences. ability to understand the main ideas and significant details in extended discussions and presentations. ability to acquire new knowledge and information from authentic texts, including short literary texts and media.

SCOPE AND SEQUENCE: UNIT TITLE COMMUNICATION GOALS MAJOR CULTURE STRUCTURES (3) Du bist der Students will learn to describe Comparison of Popular sports in the German-speaking Größte their sports interests and other adjectives countries, etc. hobbies. (4) Kaufen kaufen Students will be able to go Adjective endings Online shopping sites, cultural differences kaufen shopping for clothing and on shopping as a lifestyle characteristic describe outfits. Janosch: Komm, Students will be able to: past tenses Students will be introduced to a popular wir finden einen retell a story in the past children´s author and will watch videos of Schatz tense additional stories. discuss what brings happiness (5) Students will be able to: accusative, dative How do people in German-speaking Wohnträume describe their own rooms and two-way countries live differently than in the US? And describe where something prepositions why? What is different in their living spaces? is explain where to put something name pieces of furniture and items in the house (6) Students will be able to: reflexive verbs How are greetings, etiquette, and other Wie geht’s denn report and ask how things mannerisms different than in the US? so? are going talk about feelings say what someone ought to do contradict someone apologize Der Mann, der Students will read this short Imperfect tense Was ist typisch Deutsch? We will investigate nie zu spät kam story and practice retelling it in this question using online resources from the past tense. German news sites.

(7) Students will be able to: subordinated Students will receive an introduction to Wie schmeckt’s? talk about eating habits clauses, possessive European cuisine and learn what is different articles eating in various eating establishments.

say what they like and don’t like to eat understand a recipe understand texts about food order food (8) Students will be able to: Imperfect, relative Leseratten: read another detective clauses Einstein story with more ease apply the two different past tense forms appropriately give reasons and make predictions about who the thief is Das Wunder von Students will learn to Students will watch this film about the 1954 Bern understand and moderate a World Championships in Bern. We will soccer or other team sport discuss the importance and organization of game and to understand sports soccer in Germany, so that students can broadcasts. discuss these topics on the exchange trip next year.

Upper School Curriculum FLG 400: Intermediate-High German

In this course students continue to develop their language skills through a series of discussions and projects related to literary texts, cultural topics, and current events in the German-speaking world. Students at this level are narrating and describing at length when speaking and writing in German and are working toward time frame accuracy.

TARGETED LEVEL OF PROFICIENCY: Students in this class will work toward an Intermediate-High level of proficiency in German, which is characterized by:

ability to use connected sentences to handle the majority of practical needs related to everyday life. ability to combine time frames for everyday topics both orally and in writing. ability to compose cohesive paragraphs about everyday events and situations. ability to understand the main ideas and significant details in extended discussions and presentations. ability to derive substantial meaning from authentic texts, including literary texts and media.

SCOPE AND SEQUENCE: THEME/CONTENT OUTCOME STRUCTURES CULTURE Leute heute (people Students will be able to: All past tense forms: How is friendship and the topic of today) describe personalities, discuss their Perfekt, Präteritum, heroes viewed differently in Germany? dreams, examine friendship, describe and heroes. Plusquamperfekt, verbs with cases and prepositions Erlkönig Students will be able to: Johann Wolfgang von Goethe: write a poem, interpret a famous introduction to the author German poem, compare musical Goethe: Erlkönig styles of the poem set to music, Rammstein: Erlkönig rock version interpret a song text. Schubert: Erlkönig Hilary Hahn: Erlkönig Wohnwelten (living Students will be able to: Subjunctive II case Why do Germans live differently than arrangements) describe a chart, describe how Americans? Landflucht und Germans live, discuss living Mieterhöhungen. arrangements in the German- speaking countries and how they differ from the U.S. Die Lisa Students will cover a survey of Passive voice How have the events throughout German history through the eyes of a German history shaped the issues of woman who lived from the 1880´s today? What were the events that until after reunification. shaped history in this part of the world? Endlich Urlaub! Students will be able to describe the Prepositions, Vacation destinations in German- (Vacation, finally!) type of travel and destinations which subordinating speaking countries and how to interest them, understand the cultural conjunctions negotiate a trip as a tourist. differences regarding the concept of vacation in Europe, be able to plan a detailed trip using authentic resources, and practice typical conversational situations for the exchange trip

“Jojo sucht das Students not participating in the Relative clauses, Cultural differences in Germany, Glück” exchange trip will work with an online infinitive phrases studying in college in Germany. telenovela.

German Exchange Students will review practical Relative clauses, German school system, restaurants, Preparation situations they will encounter on the infinitive phrases shopping, political system and political exchange trip. parties, giving directions.

Upper School Curriculum FLG 550: Studies in German Language and Culture

This course is designed specifically for students who have completed Intermediate-High German but wish to consolidate their language skills before taking an advanced level course. The emphasis in this class is upon the production of sustained written and oral discourse, with particular attention to increasing the level of control in the past tenses.

TARGETED LEVEL OF PROFICIENCY: Students in this class will continue to hone the skills associated with an Intermediate-High level of proficiency in German, with some movement towards Advanced level tasks. Intermediate-High proficiency is characterized by:

ability to use connected sentences to handle the majority of practical needs related to everyday life. ability to combine time frames for everyday topics both orally and in writing. ability to compose cohesive paragraphs about everyday events and situations. ability to understand the main ideas and significant details in extended discussions and presentations. ability to derive substantial meaning from authentic texts, including literary texts and media.

SCOPE AND SEQUENCE: Theme/Content Outcome Structures Culture Leute heute Students will be able to: past tense forms, How is friendship and the topic of (people today) describe personalities, discuss their including the Perfekt, heroes viewed differently in Europe? dreams, examine friendship, Präteritum, and describe heroes. Plusquamperfekt,verbs with cases, and prepositions Erlkönig Students will be able to: Infinitive phrases, Johann Wolfgang von Goethe: write a poem, interpret a famous relative clauses introduction to the author German poem, compare musical Goethe: Erlkönig styles of the poem set to music, Rammstein: Erlkönig interpret a song text Schubert: Erlkönig Wohnwelten (living Students will be able to: separable prefix verbs Why do Germans live differently than arrangements) describe a chart, describe how asking w-questions Americans? Germans live, discuss living nominative case arrangements Fritzi war dabei This story is about German Subjunctive case This content serves as background reunification through the eyes of a knowledge for the side trip to Berlin child in East Germany. during the exchange trip. Das Stenogramm Students will be able to: adjective endings Das Stenogramm: Max von der Grün read a famous short story and interpret the meaning German Exchange Students will review practical grammar review Berlin Prep situations they will encounter on the exchange trip, including preparation for visiting Berlin. Mini-unit: Fußball Students will be able to understand Students will learn about the cultural (soccer) a soccer broadcast, moderate and significance of soccer in Germany. describe a soccer game, describe They will be able to discuss a game players on the national teams in with their host families in Germany. Germany (women´s and men´s team)

Upper School Curriculum Advanced German Trimester Electives

The Advanced German course offerings consist of a series of trimester electives in which students develop their language proficiency in the context of key themes related to German history and culture. Juniors must take three trimester courses in order to fulfill their graduation requirement, while seniors could take fewer. However, any student planning to take the German Language and Culture AP Exam in May must take three trimester courses with the T3 course including intensive AP preparation. The elective topics will be different every year so that juniors and seniors may take new courses throughout their final two years at Cary Academy.

Targeted Level of Proficiency: Advanced The Advanced level of proficiency is characterized by:

ability to narrate and describe with detail in all major time frames. ability to express thoughts clearly using a range of vocabulary and incorporating some idiomatic expressions. ability to write cohesive texts up to several paragraphs in length with good control of syntactic structures. ability to understand extended discussions and presentations with ease. ability to derive significant meaning from a variety of authentic texts, including longer literary texts and film.

FLG 601: Capitalism with a Human Face This trimester will revolve around a reading of Friedrich Dürrenmatt´s Besuch der alten Dame, a Swiss tragicomedy play. This mainstay of German literature, often taught in college courses, is simultaneously humorous and tragic and is a strong social commentary on capitalism. The reading will dovetail with a unit on consumerism in Germany, which highlights how Germany developed a social market economy that can be contrasted with the free market economy of the U.S. Do crucial differences exist and will they remain? Where do humanity and justice intersect regarding money matters? What role do money and capitalism play in our society today?

SCOPE AND SEQUENCE: T1: CAPITALISM WITH A HUMAN OUTCOME STRUCTURES CULTURE FACE Students will discuss cultural differences meaning of What impact does shopping have on the Shopping, related to consumption prefixes and environment? How do shopping options and Consumption in Europe vs. the U.S. prepositions, habits affect lifestyle? and consider their own subjunctive II case consumption habits. Students will be able to comprehend humor in German literature and will What is the role of money and capitalism in society relative clauses, Besuch der alten Dame engage on the topic of today? This unit includes a made-for-TV movie passive voice justice and humanity in based on this Swiss play. this tragic comedy based upon capitalistic ideals. Students will learn about the differences in Social Market vs. Free economic systems in Per student This unit will focus on current events, social policy, Market Economy the US and the request and daily lifestyle choices. German-speaking countries of Europe.

FLG 602: CIVIL COURAGE This trimester course will explore how Germany has dealt with the aftermath of WWII from a social policy perspective. We will begin with a unit on civil disobedience during WWII (focusing on the resistance group "The White Rose") and civil courage as it exists today, then move on to the topic of “Vergangenheitsbewältigung”, the uniquely German form of denazification and “coming to terms” with this period in their history. How did the denazification process shape future social policy and generations of Germans to come, and has it been effective?

SCOPE AND SEQUENCE: T2: CIVIL COURAGE OUTCOMES STRUCTURES CULTURE Students are Short film about our reaction to racism and Der Schwarzfahrer introduced to the topic Preposition cases intolerance of civil courage. Students will read a Das Stenogramm short story about civil Adjective endings courage in daily life. Familienrevier Short film Students will become familiar with resistance Da-wo Exercepts from both the book and the recent Die weiße Rose groups during WWII in compounds movie: “The White Rose” Germany. Students will become familiar with the German denazification The process and outcomes of denazification Denazification in post- By student process and how it efforts in Germany. Current examples of civil WWII Germany request affects public policy courage from the news will also be explored. and public discourse today.

FLG 603: GERMAN MODERNISM This trimester will combine a unit of Modernist art in German-speaking Europe with AP preparation. We will begin with the Jugendstil art nouveau movement of Vienna at the turn of the 20th century, which included visual art, music, and architecture threads. Then we will explore German Expressionism, centering on the art movements “Die Brücke” and “Der blaue Reiter”. At the same time, students choosing to take the German Language and Culture AP Exam will hone their proficiency skills and learn how to speak and write effectively on the exam. This course will be partially taught in a Blended Learning format, where students not taking the AP exam will take part in the art units three days a week and complete other coursework outside of class, while AP students will attend class in the traditional format with one class day per week dedicated to AP exam preparation.

SCOPE AND SEQUENCE: TOPIC OUTCOMES STRUCTURES CULTURE T3: Modernism Students will be able to describe and interpret artwork in German. They will be able to Adjective Klimt, Schiele, Kokoschka, Wagner, Blaue Brücke, German Art: Jugendstil explain their endings, student etc. Students may choose either a visual art, in Vienna, German preferences involving choice grammar architecture, or music focus. Exerpts from the film Expressionismus artists of the Jugendstil review "Lady in Gold." and German Expressionist movements. Students will complete Formal “Sie” form AP intensive preparation and other AP- Supplemental listening and reading, practice exam Preparation/Modernist for the AP German specific grammar practice. Art Projects Exam. needs.

Note that three new trimester courses will be offered each year, so that both juniors and seniors have new curriculum for four years of world language study in German. Students wishing to perform very well on the AP German Language and Culture Exam are encouraged to take the exam at the end of senior year following three trimesters of German courses in that year.

Upper School Curriculum FLS 100: Novice Spanish

Emphasis in this course is on the acquisition of the four language skills: listening, speaking, reading and writing. Students develop a base vocabulary and learn simple grammatical constructions needed for essential communication. They are also introduced to important aspects of the history and culture of the Spanish-speaking countries.

TARGETED LEVEL OF PROFICIENCY: NOVICE The Novice level of proficiency is characterized by:

ability to use memorized words and phrases to talk about familiar topics related to school, home and the community. ability to understand the target language when it is spoken in short, simple phrases and sentences. ability to read brief texts with comprehension, especially texts containing cognates and/or supported by visual cues. ability to write sentences in present time frame.

SCOPE AND SEQUENCE: THEMES/CONTENT COMMUNICATION GOALS STRUCTURES CULTURE (OUTCOME) STUDENTS WILL BE ABLE TO: Alphabet Spell and pronounce Pronunciation and Greetings and Classroom items Spanish words correct spelling of introductions Days of the week Greet and make Spanish words Saying goodbye and Months introductions Ask questions common courtesies. Useful expressions in Say goodbye and to use Tell time Geography of all Spanish- the classroom certain courtesy phrases Verbs used with speaking countries, Holidays Describe items related weather customs and traditions in Weather expressions to the classroom general. School subjects Express common Seasons of the year classroom phrases Ask questions Express days, dates, and certain holidays

People Introduce oneself and Personal pronouns Mexican geography Family others formally and The verbs Ser Formal vs. informal Physical characteristics informally Descriptive adjectives, introductions Personality traits Identify oneself and gender and number Frida Kahlo: life and art Temporary states and others agreement Multigenerational families conditions Describe people The verbs tener and Comparison between Reading of short stories physical and estar families in the US and personalities Ser + de Mexico Describe family Form questions Diversity in the Mexican members population Express temporary The importance of soccer states, sensations, and in Mexico conditions La quinceanera Formulate questions Los voladores de Papantla Ask and tell one’s origin Teotihuacan Express one’s age and others Parts of a house Identify people and Identify nouns, The composition of the Furniture things gender, number and streets in Old San Juan Household items Describe one’s house articles Units of measure used in Household chores and Describe in detail Express existence Puerto Rico actions Express existence and using the verb haber Design and rationale of Leisure activities location Express location or roofs in Puerto Rican Useful expressions Describe one’s place buildings Reading of short stories classroom Conjugate present Symbols of Puerto Rico Identify the location of tense verbs (-ar,-er,-ir) Famous Puerto Rican objects Express obligation monuments Express common with “tener que” and activities “hay que” Express obligation or Specify frequency necessity using adverbs Stores in a shopping Talk about shopping Express actions in the Cultural information about center and schedules present through Guatemala: el quetzal, Clothing Express movement and irregular verbs: e-> ie, Tikal, Rigoberta Menchu Footwear to ask and state where o-> ue and la marimba Characterictis of someone is going Express where Antigua clothing and footwear Express what someone someone is going The market in Useful expressions when wishes to purchase with the verb “ir” Chichicastenango shopping Ask and state when Express likes and Muñecos quitapenas Two functions of the someone is going to a dislikes The role of jade in ancient word “mayor” location Express location with culture Reading of short stories Express likes and demonstrative Clothing and textiles dislikes adjectives Currency in Guatemala Describe and compare Make comparisons clothing and footwear Compare prices of items

Upper School Curriculum FLS 200: Intermediate-Low Spanish

In this course students continue to develop vocabulary while expanding their knowledge of Spanish sentence structure. They also begin reading simple texts on a variety of subjects from the Spanish-speaking world and practice their composition and conversation skills.

TARGETED LEVEL OF PROFICIENCY: INTERMEDIATE-LOW The Intermediate-Low level of proficiency is characterized by:

ability to use simple sentences to ask and answer questions and handle simple transactions related to everyday life. ability to create with the target language by combining and recombining learned phrases and words. ability to express thoughts in a single time frame. ability to understand the main ideas when listening to conversations dealing with familiar topics. ability to write simple messages and read authentic texts dealing with familiar topics.

SCOPE AND SEQUENCE: THEMES/CONTENT STRUCTURES CULTURE OUTCOME General review of Ser vs estar The Spanish-speaking Describe and identify previous vocabulary Adjectives world Express likes and (school, home, clothes, Articles Differences in habitual actions past times, routine) Gustar terminology Express place and Adverbs The use of tú and Usted existence Regular present tense verbs Reflexive verbs Present tense stem change verbs Irregular yo verbs in the present tense Ir Personal and family Possessives Geography of Central Describe family and relationships Adjectives and nouns America family members Physical characteristics Comparisons and Fernando Botero Ask questions and personality traits superlatives “Me Voy”, song by regarding families Emotional states and Interrogatives Julieta Venegas Spontaneously describe feelings Ser vs estar How last names are various people Personal information formed Discuss daily routines Daily routines Household chores The present Geography of Las Describe their house Furniture and objects in progressive Antillas and its contents a house Direct object pronouns Cultural comparisons Understand description Electrical appliances Indirect object with houses of houses and rooms The neighborhood – pronouns Arabic and Spanish Talk about household places and services Demonstratives “Me Enamora”, song by chores Prepositions of location Juanes Talk about general layout of towns in the Spanish-speaking world

Clothing and The preterite tense of Geography of South Talk about, in detail, accessories regular -ar verbs America their clothing and the Describing clothes The preterite tense of “Corazón en la Maleta”, clothing of others Stores and regular -er and -ir verbs song by Luis Fonsi Discuss what they did establishments The preterite tense of and when it happened Shopping the verbs: ser, ir, dar, Create endings of ver, tener, estar, hacer, stories in the past decir Foods Expressing amount Cultural aspects of meal Place an order at a Buying food Singular affirmative tú times restaurant and buy a In the kitchen commands Most popular foods in variety of foods in the In the restaurant Argentina grocery store Traditional Hispanic Talk about how to dishes prepare the food, and how to set the table Give instructions on how to prepare food

Upper School Curriculum FLS 300: Intermediate-Mid Spanish

In this course students continue to develop vocabulary while expanding their knowledge of Spanish sentence structure. They also begin reading simple texts on a variety of subjects from the Spanish-speaking world and practice In this course students develop their language skills using a variety of authentic materials from Spanish language texts and multimedia sources. The more complex grammatical structures of the language and idiomatic expressions are studied and utilized in regular composition and conversational activities.

TARGETED LEVEL OF PROFICIENCY: INTERMEDIATE-MID The Intermediate-Mid level of proficiency is characterized by: ability to use strings of sentences to ask and answer questions and handle simple transactions related to everyday life. ability to use appropriate time frames for everyday topics both orally and in writing. ability to write short, loosely connected paragraphs related to familiar topics and personal experiences. ability to understand the main ideas in extended discussions and presentations. ability to acquire new knowledge and information from authentic texts, including short literary texts and media.

SCOPE AND SEQUENCE: Students’ reading, writing, listening and speaking skills will be developed in the context of the following:

THEMES STRUCTURES CULTURE COMMUNICATION GOALS (STUDENTS WILL BE ABLE TO:)

Physical characteristics Ser and estar Mafalda by the strip Describe and compare and personality traits Comparatives and cartoonist Quino. people. Family relationships superlatives Comic strips in Hispanic Talk about customary Biographies The imperfect and the culture. and ongoing actions in Reading of short stories past progressive Spanish court painters: the past. Expressing possession Diego Velázquez and Express possession. The preterit and the Francisco de Goya. Talk about the cycle of imperfect tenses Estereotipos familiares. life. Time expressions for Fiestas familiares. Tell a story in the past. narration Traditional Hispanic Talk about famous legends. Hispanic cartoon Esmeralda Santiago characters, describe Cuando era some famous portraits puertorriqueña. by Hispanic painters, Leyendas de and familiarize Guatemala. themselves with some A legend of the origin of legends from around the Inca Empire. the Hispanic world. Latin American population. Personal relationships Direct and indirect La leyenda de san Jordi. Express feelings. Introductions, object pronouns Social networks. Talk about personal and expressions to invite Reflexive and reciprocal Gustavo Adolfo social relationships. accept, and reject an verbs Bécquer. Make introductions and invitation Expressing wishes, likes, El juego de pelota. invitations. Reading of short stories and preferences Physical contact among Express wishes and Hispanics. likes.

Non- reflexive verbs El pueblo mixteco. Express needs and used with pronouns Juegos precolombinos. obligations. Expressing need and El baile en el mundo Make future plans. obligation latino. Talk about some Speaking about the El lenguaje SMS. holidays, sports, and future Juan Luis Guerra: A dances of the Spanish- singer from the speaking world. Domican Republic. Traditional Latin American and Spanish festivities. Clothing The past participle Traditional and regional Discuss clothes. Describing objects The present perfect Latin American Talk about recent Household chores and tense costumes. actions. professions Indefinites Latin American fashion Describe objects. Reading of short stories Impersonal and style. Describe past constructions and the Recycling with clothing. experiences. pronoun se Cultural symbols: The Talk about chores. Demonstratives wiphala. Talk about some El Mercado de Otavalo regional costumes and (Ecuador). symbols from the Colonial farms in Latin Spanish-speaking world, America. haciendas in Latin Hotels and tourism in America, and flamenco Latin American dance and music. countries. Flamenco dance and music. Superstitions. The Andalusian patio in Cordoba, Spain. Colonial architecture and cities in Latin America.

Foods Commands Traditional Latin dishes Talk about food Healthy habits Verbs that express (La ropa vieja). nutrition. The human body change Agriculture and staple Give commands and Reading of short stories Para and por foods used in Hispanic orders. Making value countries (La quinua). Express change. statements Traditional Latin Talk about healthy The conditional tense American recipes and habits. Giving advice and food preparation. Make value statements. recommendations Tourist sites and resorts Talk about the human in Latin American body. countries. Give recommendations Cities and geographic and advice. locations in Latin Talk about different America (Punta del dishes. Este). Medicinal and therapeutic practices in Hispanic countries. El hospital de Jesús El marcapasos.

The Aztec legend about the origin of corn. Jobs and professions The gender of nouns César Chávez and other Talk about professions Work and technology Expressing feelings Hispanic civil rights and job titles. Reading of short stories leaders. Talk about work and El Día del Trabajo. technology. Astronautas hispanos. Provide details and talk Mass communication about unknown things used in communities: El or people. Diario La Prensa and Talk about influential televevision in Spanish. Hispanic civic rights Successful Hispanic leader and some well- professionals. known Hispanic Organizations and professionals, as well as individuals that assist some of the media and people in Hispanic NGOs of the Spanish- communities. Speaking countries. Sustainable tourism. Human rights and environmental concerns in Hispanic communities: Frente de Defensa de la Amazonía. Universities in Hispanic Countries.

Historical figures, The passive voice History and culture of Talk about historic facts events, civilizations The past tenses (review) the Mayan civilization. and events. Politics and government Referring to the stages Mayan archaeological Talk about how things Society of an action treasures. have been done and by Reading of short stories Uses of the indicative UNESCO World whom. (review) Heritage Sites. Talk about politics and Articles (review) La Organización de los ideologies. Estados Americanos Express the different (OEA). stages of an action. The meaning of national Talk about important flags. times in the history of Women political leaders Latin America and in Hispanic countries. Spain, familiarize La Orquesta Sinfónica themselves with current Juvenil de las Américas. politics, and talk about Multicultural social and cultural populations and events. celebrations. El Museo del Barrio (New York). A poem by Nicolás Guillén (Cuba). Una ciudad con historia: Barcelona History of Hispanic cities and countries.

Upper School Curriculum FLS 400: Intermediate-High Spanish

Students continue to develop their language skills through communicative tasks, discussions and projects related to cultural aspects, current events in the Spanish-speaking world and lengthier literary texts. Students will also have the opportunity to build their vocabulary and perfect their pronunciation.

TARGETED LEVEL OF PROFICIENCY: INTERMEDIATE-HIGH The Intermediate-High level of proficiency is characterized by:

ability to use connected sentences to handle the majority of practical needs related to everyday life. ability to combine time frames for everyday topics both orally and in writing. ability to compose cohesive paragraphs about everyday events and situations. ability to understand the main ideas and significant details in extended discussions and presentations. ability to derive substantial meaning from authentic texts, including literary texts and media.

SCOPE AND SEQUENCE: THEME/CONTENT STRUCTURES CULTURE OUTCOME Cuéntame de tus memorias Preterite tense (regulars “Tu Falta de Querer,” Narrate about favorite favoritas. and irregulars) song by Mon Laferte memories in the past Imperfect tense “Creando un Compare experiences (regulars and irregulars) monstruo,” podcast Future from Radio Ambulante Conditional Agreement Object pronouns Demonstratives Comparisons

En la ciudad Formal commands Understand sarcasm via Give and understand (affirmative and a guide to survive in directions negative; singular and Mexico City Discuss advantages and plural) Discuss significant disadvantages of city Review of present tense points of interest in living Review prepositions of Buenos Aires Provide location recommendations and Present subjunctive with suggestions recommendations Convince someone to move to the area

Los estudios y los trabajos Present subjunctive with Public vs private Discuss pros and cons of wishes and impersonal education in the USA public & private expressions Educational process to education Present subjunctive with get into the Universidad Explain and compare cuando de Buenos Aires (UBA) the university processes The passive voice Understand different for UBA and the USA Past participles attitudes towards

education in Argentina Review and describe and the USA personal accounts of Argentinian students Breve historia de la Past participles as Discuss migration in the Have a deeper Argentina adjectives 1800’s understanding of the Present perfect Understand the military country and people of dictatorship Argentina Present day problems Individualized research about a cultural or historical topic in Argentina

Crimen y violencia Review passive voice Increase knowledge of Research different Present subjunctive with organized crime groups and how they emotion came to exist Discuss their effect on culture and society

Upper School Curriculum FLS 550: Intermediate-High Spanish

In thi+s course students will explore various historical events and cultural aspects of Latin America and Spain through films. The emphasis in this class is upon the production of sustained written and oral discourse in Spanish.

SCOPE AND SEQUENCE: THEME/CONTENT COMMUNICATIVE/ STRUCTURES CULTURE FILMS FUNCTIONAL GOAL Class/race Class/race in Verbs like “gustar” 1970’s Mexico Roma relations in México High level present City Academy Award Mexico. The dynamic of a tense Bourgeois Winner—Best Useful poor domestic Present families in Mexico Director, Best expressions worker in an subjunctive City—Who raises Cinematography Family upper- middle Direct/indirect the children? and Best Foreign relationships. class family’s object pronouns Roma Language Film, Politics in 1970s home. Narration using The Copus Christi 2019. Mexico. Motherhood preterit and Massacre Symbiotic imperfect. Alfonso Cuarón relationship Demonstrative Machismo between an adjectives Indigenous employer and Ordinal vs. people in Mexico household Cardinal numbers and other Latin servant. American Loneliness countries. Abandonment Mixteza—Cleo's Why was it filmed native language. in black and Indigenous white? languages and The role of men in people. the movie Symbolism (The car, the dog excrement, the water) Modismos The effects of the Direct object and Francisco Franco Idiomatic Spanish Civil War indirect pronouns Mussolini— El Laberinto de expressions. Fantasy vs. War Verbs with National Fascist Fauna Fantasy and fairy Life and death in prepositions Party tales. the context of war The passive voice Hitler’s influence Marriage and Importance of The verbs ser and on Franco divorce in Spain “Decision” estar The genre of Family dynamics Obedience vs. magical realism Free will The Generation of 1898 Salvador Dali and Joan Miro Propaganda in fascist Spain

Ernest Hemingway’s fascination with the Spanish culture and the Spanish Civil War. The absence of the Spanish Royal family during the dictatorship of Franco. Don Juan Carlos’ reinstatement as King of Spain. Establishment of a democratic monarchy. Parliament vs. Congress/Senate here in the US. The role of a prime minister vs. a president History Body image The past Ramón Sampedro Politics and Death and dying participle The role of the El Mar Adentro government Role of caregivers Present and past Catholic Church (Government vs. Social and Disability perfect on Spain’s personal rights) environmental Empathy Future perfect government. Academy Award issues Euthanasia tense Law and medicine Winner—Best Physical Human worth Express condition in Spain. Foreign Film, conditions and Assisted suicide Farmacias 2005. moods Narrate the major Hospitals in Academy Award Life cycle events in the Spain—socialized best actor Healthcare – movie medicine nominee: Javier illness, symptoms, Love in the Time Bardem. and medical of Cholera specialists Frida Kahlo’s spinal injuries. Galicia, Spain Division of Spanish regions Popularity of cliff diving in Europe. Leisure time and Explore and Use of ”vos” Use of "che" Cautiva entertainments explain the (voceato) European (Argentinian Dirty Travel reasons that lead Express frequency influence War) accommodations to the Dirty War in Review Soccer Argentina from subjunctive Cuban traditional 1976-1983. trova music and Discuss the the nueva trova, violation of or New Cuban human rights that Song took place during Traditional games this period along and toys among with the short and Spanish-speaking

long term populations consequences for Extreme sports in Argentina. Nicaragua Compare and The Ecuadorian Contrast Trans-Andean Argentina’s Railway and the human rights Nariz del Diablo situation with that Train of other countries El AVE –Spain in the region. La Red Espanola Explore how de Albergues music has been Juvelines used as a way of La Organizacion protest and call Mundial del for action. Turismo Lake Titicaca The Colombian writer Gabriel Garcia Márquez Tourist attractions in Latin America Useful Discuss the Descriptive USCIS – La Misma Luna expressions reasons that lead adjectives naturalization (Illegal Means of families to Reflexive and exam Immigration and communication migrate to the US reciprocal verbs USCIS - legal families) Physical and and how it affects Likes/dislikes procedures personality traits the family unit. using several Comparison of Family Discuss the verbs like "gustar" different relationships dangers that Express quantity protocols for illegal immigrants indefinite different countries face in the desert. adjectives or Families in and Compare & pronouns, out of the US contrast the lives adverbs of Hispanic of children quantity, and immigration in the abandoned by other expressions US one of their The Mexican parents due to tradition of illegal piñatas immigration. Emotive language Describe the in Hispanic working countries conditions of Mariachi music illegal immigrants Las mañanitas in the US and The Peruvian express your chasquis feelings about it. La carta de los Reyes Magos The Gomeran whistle ¿Prensa digital o prensa en papel? Social Networks in Spanish Julio Cortázar Art and paintings Investigate what Comparisons Tourism Diarios de

Architecture and led to the Cuban Diminutives Freedom of Motocicleta sculpture revolution? Give advice and Speech El Che 1 Shapes Who placed an make Singers El Che 2 Colors embargo against recommendations Music Viva Cuba Materials Cuba and why? Dominoes (Cuban Literature genre Why did the Calle 8 Revolution and Cuban Revolution Communism U.S. Embargo) have powerful The Mexican domestic and Muralist international movement and repercussions? muralist painters Why Castro's Diego Rivera, government David Alfaro began a program Siqueiros, and of nationalization Jose Clemente and political Orozco consolidation that The Colombian transformed artist Fernando Cuba's economy Botero and civil society? El arte en la calle How the Cuban The Spanish revolution also architect Rafael heralded an era of Moneo Cuban La Ciudad intervention in Universitaria de foreign military Caracas conflicts, The Spanish including sculptor Eduardo the Angolan Civil Chillida War and The Argentinian the Nicaraguan writer Jorge Luis Revolution? Borges and his short story EL Sur Premios literarios The Chilean writer Isabel Allende Latina American literary boom in the 1960s.

Research of Research award Reinforced Research of Research award Spanish Films of winning movies or grammar Spanish Films of winning movies or student’s interest documentaries in structures student’s interest documentaries in the Spanish- reviewed and the Spanish- speaking world learned speaking world Become throughout the Become familiarized with course familiarized with actors, actresses, actors, actresses, directors directors Discuss films of Discuss films of interest interest Evaluate the Evaluate the content of the film content of the film Compare and Compare and contrast these contrast these Spanish films with Spanish films with other non- other non- American films American films Create a film Create a film critique essay critique essay

Upper School Curriculum FLS 600: Advanced Studies in Spanish Language

In this course students continue to fine-tune the Spanish language skills acquired in previous years of Spanish study. Most students in this course choose to sit for the Advanced Placement (AP) examination in Spanish Language. Accordingly, there is an intense emphasis on the finer points of grammar and composition, as well as on the development of listening and impromptu speaking skills.

Targeted Level of Proficiency: Advanced The Advanced level of proficiency is characterized by: ability to narrate and describe with detail in all major time frames. ability to express thoughts clearly using a range of vocabulary and incorporating some idiomatic expressions. ability to write cohesive texts up to several paragraphs in length with good control of syntactic structures. ability to understand extended discussions and presentations with ease. ability to derive significant meaning from a variety of authentic texts, including longer literary texts and film.

SCOPE AND SEQUENCE: TRIMESTER 1 TRIMESTER 2 TRIMESTER 3 Readings: Readings: Readings: Mythology(Neso/Hércules) Códices precolombinos Mythology (Neso/Hércules) Chichén Itzá La medicina Azteca Chichén Itzá La leyenda de Canek y Sac-nicté La Peste Negra en España La leyenda de Canek y Sac-nicté Un día en Córdoba Los Andes Un día en Córdoba Diversidad Cultural El proyecto de los Reyes Católicos Diversidad Cultural Las Jarchas Fray Bartolomé de las Casas Las Jarchas La rama seca El renacimiento de España La rama seca Los chicos El Imperio decadente Los chicos Bernardino La América colonial Bernardino Los Aymaras, Primeros habitantes de Crecimiento y desarrollo en Los Aymaras, Primeros habitantes de Tiahuanaco Hispanoamérica Tiahuanaco El Popol Vuh La ilustración de España El Popol Vuh El Camino de Santiago Intervención e independencia El Camino de Santiago El rastro de tu sangre en la nieve Other readings from newspapers and El rastro de tu sangre en la nieve El Camino de Santiago magazines and anthologies (current El Camino de Santiago La empresa cultural de Alfonso X el events) La empresa cultural de Alfonso X el Sabio Leyes de los acentos Sabio Other readings from newspapers and Nature and animal preservation Other readings from newspapers magazines and anthologies (current Ebola and Nipah Virus and magazines and anthologies events) Other Infectious diseases (current events) La rama seca Mitología griega Grammar: Grammar: Lecturas de temas sociales Formal and Informal Imperatives Haber, ser, estar Present Perfect Subject and verb agreement Grammar: Relative Pronouns Present Tense and its uses in Haber, ser, estar Speaking in Future Tense different contexts Subject and verb agreement Impersonal statements Preterit and Imperfect tenses Present Tense and its uses in different Continue review of the Subjunctive Direct and indirect object pronouns contexts Review of the Subjunctive

Preterit and Imperfect tenses Direct and indirect object pronouns Outcomes: Outcomes: Review of the Subjunctive Students will be able to discuss topics Students will be able to express their that will take place in the future. ideas and opinions about events that Outcomes: Students will be able to verbalize take place in both present and past Students will be able to express their personal opinion about hypothetical with focus on social issues. ideas and opinions about events that situations that could take place in the Students will be able to narrate short take place in both present and past future. stories about events that took place with focus on social issues. Students will be able to solicit once or several times in the past. Students will be able to narrate short information in formal and informal Students will be able to talk about stories about events that took place social situations. hypothetical events that took place once or several times in the past. Students will be able to articulate in the past or that could have taken Students will be able to talk about events that have just taken place. place in the past. hypothetical events that took place in Students will be able to apply accent Students will be able to explain why the past or that could have taken marks to their writing skills by poverty can become a vicious circle place in the past. learning all the accent rules in in some societies and how the Students will be able to explain why detail. environment where you live can poverty can become a vicious circle in Students will become experts on determine your future. some societies and how the specific animals and topics related to environment where you live can nature. Then, they will be able to determine your future. verbalize their opinion and discuss in written form what needs to be done to preserve the environment for a better future.

Upper School Curriculum FLS 700: Advanced Studies in Spanish Literature

In this course students read and discuss major works of Spanish literature. The authors studied vary from year to year. Most students in this course choose to sit for the Advanced Placement (AP) examination in Spanish literature.

GENERAL COURSE OBJECTIVES: 1. To analyze the social, historic and cultural context of each literary work 2. To write well organized and developed essays at a sophisticated level of language proficiency 3. To do a thorough reading of literary texts of all genres in Spanish 4. To interpret and analyze critically the form and content of literary works 5. To analyze and interpret the following topics represented in different works: Diversity, classism, imperialism, chauvinism, social relations, the patriarchal system, sexuality, traditions, carpe diem, memento mori, the individual and his surroundings, nature and the environment, relation of time and space, lineal and circular time, family relations, construction of reality, public and private image, introspection, the creative process, etc.

SCOPE AND SEQUENCE: TRIMESTER 1 TRIMESTER 2 TRIMESTER 3 Middle Ages: Continue with El boom Latino Continue with Poetry: El Conde Lucanor Americano: Romancero Gitano Golden Age: Chac Mool Balada de los dos abuelos Don Quijote de la Mancha Un día de estos Sensemayá Naufragios El ahogado más hermoso del mundo Oda a la alcachofa El Burlador de Sevilla La prodigiosa tarde de Baltazar Walking around Romanticismo: Un señor muy viejo con unas alas Me gustas cuando callas porque El alacrán de fray Gomez enormes estás como ausente Modernismo y Posmodernismo: La viuda de Montiel A Julia Burgos El Hijo La siesta del martes Autorretrato Realismo-Naturalismo: Poetry: Las medias rojas Romance de la pérdida de Alhama Generación del 98: Romance del Conde Lucanor San Manuel Bueno, mártir Sonetos de Luis de Góngora y Argote La casa de Bernarda Alba Sonetos de Garcilaso de la Vega Vanguardia: Rimas de Gustavo Aldolfo Bécquer El Sur Canción del pirata No oyes ladrar los perros En una tempestad Latinos en los Estados Unidos: Cantos de vida y esperanza Mi caballo mago Dos patrias tengo yo: Cuba y la noche El boom Latino americano: Yo soy un hombre sincero Dos palabras Peso ancestral La noche boca arriba Tú me quieres blanca Continuidad de los parques Science and Biology themes Spanish and Latin American Art Current and Global themes connected to Literature