It Is Only When Memory Is Filtered Through Imagination That the Films We Make Will Have Real Depth.” - Louis Malle

Randolph Township Schools Randolph High School World Language VA Curriculum

“It is only when memory is filtered through imagination that the films we make will have real depth.” - Louis Malle

Department of World Languages Paula Paredes-Corbel, supervisor

Curriculum Committee Sybil Sanchez-Gonzalez Laureen Marston Laurie Weinberg

Curriculum Developed: June 28,2019

Date of Board Approval: September 3, 2019

Randolph Township Schools Randolph High School World Language VA Curriculum

Table of Contents Section Mission Statement ...... 3 Affirmative Action Statement ...... 3 Educational Goals ...... 4 Introduction ...... 5 Curriculum Pacing Chart ...... 6 Unit I: The Influence of Language and Culture on Identity ...... 7 Unit II: Families in Different Societies ...... 12 Unit III: Influences of Beauty and Art ...... 17 Unit IV: Environmental, Political, and Societal Challenges ...... 22 Appendix A: ACTFL Proficiency Guidelines...... 226 Appendix B: National Standards in World Language Education ...... 228

Randolph Township Schools Randolph High School World Language VA Curriculum

Mission Statement

We commit to inspiring and empowering all students in Randolph schools to reach their full potential as unique, responsible and educated members of a global society.

Affirmative Action Statement Equality and Equity in Curriculum The Randolph Township School district ensures that the district’s curriculum and instruction are aligned to the state’s standards. The curriculum provides equity in instruction, educational programs and provides all students the opportunity to interact positively with others regardless of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability or socioeconomic status.

N.J.A.C. 6A:7-1.7(b): Section 504, Rehabilitation Act of 1973; N.J.S.A. 10:5; Title IX, Education Amendments of 1972

Randolph Township Schools Randolph High School World Language VA Curriculum

EDUCATIONAL GOALS VALUES IN EDUCATION

The statements represent the beliefs and values regarding our educational system. Education is the key to self-actualization, which is realized through achievement and self-respect. We believe our entire system must not only represent these values, but also demonstrate them in all that we do as a school system.

We believe: • The needs of the child come first • Mutual respect and trust are the cornerstones of a learning community • The learning community consists of students, educators, parents, administrators, educational support personnel, the community and Board of Education members • A successful learning community communicates honestly and openly in a non-threatening environment • Members of our learning community have different needs at different times. There is openness to the challenge of meeting those needs in professional and supportive ways • Assessment of professionals (i.e., educators, administrators and educational support personnel) is a dynamic process that requires review and revision based on evolving research, practices and experiences • Development of desired capabilities comes in stages and is achieved through hard work, reflection and ongoing growth

Randolph Township Schools Randolph High School World Language VA Curriculum

Introduction

“All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities” (New Jersey World Language Standards).

The study of a second language is an indispensable attribute of an educated person. The Department of World Languages offers a multifaceted, comprehensive language program. The curriculum encompasses interpersonal communication, interpretive communication, and presentational communication while emphasizing the interrelationship between the language and its respective culture. Moreover, multiple language acquisition enables the individual to reflect upon and gain insight into his/her own language and culture.

World Language VA is designed as the culmination of students’ world language studies at Randolph High School. By this point, students have learned the structures and vocabulary necessary to communicate within the intermediate range of their world language. World Language VA focuses on improving students’ ability to communicate both orally and in writing on a variety of topics while making comparisons between their native and target languages and cultures. The content of the course includes viewing and studying culturally authentic films representing the target language- speaking world. Through the study of the target language via film, students explore the history and culture of target language-speaking countries as highlighted through the symbolism and imagery presented in the films as well as are exposed to a variety of language registers (parody, slang, accents, dialects, etc.) that are reflective of the target language-speaking world. The course is also complemented and supplemented by the integration of song, soundtracks and literary short stories that align with the historical and cultural themes outlined in the films. This World Language VA course is conducted exclusively in the target language. The course provides students with an immersive experience while emphasizing the areas of speaking, comprehension, reading, writing, and understanding the culture of the people whose language is under study.

The pre-requisite for World Language VA is the successful completion of French or Spanish IVA or IV Honors.

Randolph Township Schools Randolph High School World Language VA Curriculum

Curriculum Pacing Chart

SUGGESTED TIME UNIT NUMBER CONTENT - UNIT OF STUDY ALLOTMENT 9 weeks I The Influence of Language & Culture on Identity 9 weeks II Families in Different Societies 9 weeks III Influences of Beauty and Art 9 weeks IV Environmental, Political, and Societal Challenges

Randolph Township Schools Randolph High School World Language VA Curriculum

Unit I: The Influence of Language and Culture on Identity

STANDARDS / GOALS: ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS The Intermediate-High language learner has progressed from understanding and communicating at the sentence level to understanding and communicating at the paragraph An individual’s cultural identity is expressed • How are aspects of identity level and can use connected sentences and paragraphs. through dress, language, religious affiliations expressed? and customs practiced. Interpretive: 7.1.IH.A.1 Analyze and critique information contained in Language and culture influence the groups • How do language and culture culturally authentic materials using electronic information with which one associates, and to which one influence identity? and other sources related to a variety of familiar and some relates. unfamiliar topics. Assimilation into a new culture can be a • How does one’s identity develop 7.1.IH.A.2 Demonstrate comprehension of spoken and difficult and lengthy process and is a factor over time? written language as expressed by speakers of the target which contributes to one’s identity. language in formal and informal settings, through appropriate responses. KNOWLEDGE SKILLS 7.1.IH.A.3 Compare and contrast the use of verbal and non - verbal etiquette to perform a variety of functions (such as Students will know: Students will be able to: persuading, negotiating, or offering advice) in the target There is great cultural, ethnic and racial Ask and answer questions and make culture(s) and in one’s own culture. diversity in the Spanish-speaking and French- relevant connections to demonstrate

7.1.IH.A.4 Analyze historical and political contexts that speaking worlds. understanding of a text. connect or have connected famous people, places, and events from the target culture(s) with the United States. Explain the historical foundations of modern multiculturalism in the target 7.1.IH.A.5 Synthesize information from oral and written language worlds. discourse dealing with a variety of topics.

7.1.IH.A.7 Infer the meaning of some unfamiliar words and Research and present a current event phrases in new formal and informal contexts. related to the target language worlds.

Randolph Township Schools Randolph High School World Language VA Curriculum

Unit I: The Influence of Language and Culture on Identity

7.1.IH.A.8 Analyze structures of the target language and Immigrants to a new country identify Simulate situations that illustrate the comparable linguistic structures in English. themselves using a variety of labels that add a multiple ways in which immigrants

layer of complexity to mainstream identify themselves. Interpersonal: 7.1.IH.B.1 Use digital tools to participate in extended denominations. conversations using a variety of timeframes to exchange Debate the importance of nationality. information. Immigrants from different parts of the world Discuss how language influences 7.1.IH.B.2 Give, respond to, and ask for clarification on have been a contributing factor in establishing popular culture. detailed oral and written directions, commands, and requests. personal and national identities in their adopted countries. Write a persuasive essay arguing for or 7.1.IH.B.3 Interact in a variety of familiar situations using against preserving the original mother culturally appropriate verbal and non-verbal tongue. communication strategies.

7.1.IH.B.4 Ask and respond to questions as part of a group Discuss the content of a song and share discussion of topics and situations of a personal, academic, opinions expressing agreement or or social nature. disagreement with the song’s lyric.

7.1.IH.B.5 Engage in oral and/or written discourse in a Certain historical figures represent the values Identify key historical figures and variety of timeframes on topics of personal or social interest or on topics studied in other content areas. and beliefs of their cultures. analyze the relationship between their contributions and their societies’ values 7.1.IH.B.6 Use language in a variety of settings to further and beliefs. personal and/or academic goals. Immigrant presence is growing globally. Recognize prominent figures in the Presentational: world and create vertical connections. 7.1.IH.C.1 Explain and compare how a cultural Perspective led to the development of a cultural Product or cultural practice in the target culture(s) and in one’s own culture, Compare and contrast aspects of through a multimedia-rich presentation to be shared immigrant experiences. Virtually with a target language audience.

Randolph Township Schools Randolph High School World Language VA Curriculum

Unit I: The Influence of Language and Culture on Identity

Culture is expressed through art. Describe and interpret a work of art and 7.1.IH.C.2 Create and perform stories, poems, short plays, its cultural implications. or oral reports based on personal experiences and/or that reflect cultural perspectives associated with the target culture(s). Using previous knowledge about a familiar topic Demonstrate comprehension of an will help to better understand a reading selection. article on culture by identifying the 7.1.IH.C.3 Use language creatively in writing for a variety main idea and supporting details. of purposes.

7.1.IH.C.4 Explain the structural elements and/or cultural Culture is a way of life for a group of people Explain how culture is both a unifying perspectives found in culturally authentic materials. who share similar beliefs and customs. and divisive force in human relations.

7.1.IH.C.5 Explain cultural perspectives associated with the Examine social and civic issues to target culture(s), as evidenced by the cultural products and expand their understanding of the world, cultural practices associated with the target culture(s), and compare these perspectives with those of one’s own its people, and themselves. culture. Progress is measured by cultural interpretation. Explain how progress is defined by 7.1.IH.C.6 Explain/demonstrate cross-cultural skills needed What is considered progress in one culture is not cultural interpretation. for a variety of professions a and careers within the global necessarily valued in another. workforce.

VOCABULARY: alienation, assimilation, identity, patriotism, pluriculturalism, beliefs, values, custom, heroes and historical figures

ASSESSMENT EVIDENCE: Students will show their learning by: • Identifying and synthesizing in the target language core arguments presented in films, texts and discussions and/or producing their own analysis in formal short presentations. 9

Randolph Township Schools Randolph High School World Language VA Curriculum

Unit I: The Influence of Language and Culture on Identity

• Showing a higher degree of intercultural awareness such as changing social environments and cultural and linguistic diversity in the target language speaking world. • Interpreting how popular music reflects cultural pluralism in target language societies. • Using increased knowledge of the language to follow and understand films and extended speech while summarizing complex subjects. • Interpreting and discussing themes evident in paintings, street graffiti, or other forms of art.

KEY LEARNING EVENTS AND INSTRUCTION: • In-class speaking activities • Simulated conversations • Circling question technique • Authentic readings • Group work • Class discussions • Self-assessment / peer assessment • Research and present findings • Film analysis • Poetry review • Music interpretation • Art critique

SUGGESTED TIME ALLOTMENT 9 weeks SUPPLEMENTAL UNIT RESOURCES French resources: Film: Samb et le Commissaire (1998) Olivier Sillig (D’Accord 3) Film: La journée de la jupe (2008) Jean-Paul Lilienfeld Film: Entre les murs (2008) Laurent Cantet

Randolph Township Schools Randolph High School World Language VA Curriculum

Unit I: The Influence of Language and Culture on Identity

Film: Swagger (2016) Olivier Babinet Music: À Paris Riff Cohen Music: C'est que du rap Bigflo & Oli with Soprano Black M Art: Chuuuttt!!! (2012) Jef Aérosol (Paris Street Graffiti)

Spanish resources: Film: La historia oficial (1985) Luis Puenzo (https://archive.org/details/LaHistoriaOficial) Film: Viva Cuba (2005) Juan Carlos Cremata Malberti (https://www.youtube.com/watch?v=2fFnBcPrjtM) Article: Los hispanos no se identifican con las etiquetas sociales (http://mexico.cnn.com) Article and video clips: La generación de hispanos, EEUU y la educación: la batalla de una familia de emigrantes (www.bbcmundo.com) Videos: El reto de ser joven latino en EEUU, Ser latino en U.S.A.: los jóvenes (Youtube) Music: Latinos en Estados Unidos Celia Cruz Music: Clandestino Manu Chao Music: Hoy Gloria Estefan

Randolph Township Schools Randolph High School World Language VA Curriculum

Unit II: Families in Different Societies

STANDARDS / GOALS: ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS The Intermediate-High language learner has progressed from understanding and communicating at the sentence The composition of the family structure may • What constitutes a family in level to understanding and communicating at the paragraph level and can use connected sentences and paragraphs. vary among cultures and change over time. different societies?

Interpretive: Individual family members contribute to the • How do individuals contribute to 7.1.IH.A.1 Analyze and critique information contained in family structure and are models for the larger the well-being of communities? culturally authentic materials using electronic information community outside the home. and other sources related to a variety of familiar and some unfamiliar topics.

7.1.IH.A.2 Demonstrate comprehension of spoken and KNOWLEDGE SKILLS written language as expressed by speakers of the target Students will know: Students will be able to: language in formal and informal settings, through One factor that molds a child’s character and Describe traditional behavior between appropriate responses. personality is the affection or lack of parents and children. 7.1.IH.A.3 Compare and contrast the use of verbal and non affection he/she receives at home. - verbal etiquette to perform a variety of functions (such as Discuss parents’ responsibilities and persuading, negotiating, or offering advice) in the target obligations. culture(s) and in one’s own culture. A strategy to help comprehension of a text Describe the characters in a story (e.g., 7.1.IH.A.4 Analyze historical and political contexts that connect or have connected famous people, places, and content is to scan for familiar words and their traits, motivations, or feelings) and events from the target culture(s) with the United States. infer from images. explain how their actions contribute to the plot. 7.1.IH.A.5 Synthesize information from oral and written discourse dealing with a variety of topics. Discuss different factors that influence

the lives of today’s youth.

Randolph Township Schools Randolph High School World Language VA Curriculum

Unit II: Families in Different Societies

7.1.IH.A.7 Infer the meaning of some unfamiliar words and Family structures vary across cultures and Define what constitutes a family in phrases in new formal and informal contexts. contribute to the diversity of countries. different societies. 7.1.IH.A.8 Analyze structures of the target language and comparable linguistic structures in English. Read an article and explain the changes Interpersonal: that family structure has endured in the 7.1.IH.B.1 Use digital tools to participate in extended last decade. conversations using a variety of timeframes to exchange information. Family and community structures have Analyze the challenges that changes in

7.1.IH.B.2 Give, respond to, and ask for clarification on evolved over time. family structure represent to society. detailed oral and written directions, commands, and requests. Discuss how people contribute to the well-being of a community. 7.1.IH.B.3 Interact in a variety of familiar situations using culturally appropriate verbal and non-verbal communication strategies. Different ethnic communities have different Explain the differences in the roles that family structures dictated by their needs. communities and families have in different societies in the world. 7.1.IH.B.4 Ask and respond to questions as part of a group discussion of topics and situations of a personal, academic, Discuss advantages and disadvantages of or social nature. living in a small versus a large town. 7.1.IH.B.5 Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social Describe a painting and explain family interest or on topics studied in other content areas. themes within it.

7.1.IH.B.6 Use language in a variety of settings to further The life and dignity of every person must be Compare the morals of parents in various personal and/or academic goals. respected and protected at every stage and in stories or films. Presentational: every condition. 7.1.IH.C.1 Explain and compare how a cultural Perspective Discuss what parents in stories and films led to the development of a cultural Product or cultural expect from their children and how they practice in the target culture(s) and in one’s own culture, support them by citing examples. 13

Randolph Township Schools Randolph High School World Language VA Curriculum

Unit II: Families in Different Societies through a multimedia-rich presentation to be shared Compare and contrast how short stories Virtually with a target language audience. relate to their own lives.

7.1.IH.C.2 Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that reflect cultural perspectives associated with the target VOCABULARY: culture(s). childhood and adolescence, friendship and love, social relationships, customs, 7.1.IH.C.3 Use language creatively in writing for a variety of purposes. citizenship, family, urbanism, city life, gentrification 7.1.IH.C.4 Explain the structural elements and/or cultural perspectives found in culturally authentic materials.

7.1.IH.C.5 Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural products and cultural practices associated with the target culture(s), and compare these perspectives with those of one’s own culture.

7.1.IH.C.6 Explain/demonstrate cross-cultural skills needed for a variety of professions a and careers within the global workforce.

ASSESSMENT EVIDENCE: Students will show their learning by: • Using their increased knowledge of the language to follow and understand films and extended speech while summarizing complex subjects. • Recording a simulated conversation related to families and communities. • Recording a reflection about the changes in family traditions in a French/Spanish-speaking country and in the students’ own community. • Explaining in oral discussion why sometimes what we value is not appreciated as much as when it is lost. 14

Randolph Township Schools Randolph High School World Language VA Curriculum

Unit II: Families in Different Societies

SUGGESTED TIME ALLOTMENT 9 weeks SUPPLEMENTAL UNIT RESOURCES French resources: Film: Il neige à Marrakesh (2006) Hicham Alhayat Film: L’Enfance nue (1968) Maurice Pialat Film: L’Esquive (2003) Abdelatif Kechiche Music: Frérot Black M Music: Métisse Yannick Noah Painting: Monet Family in Garden Claude Monet Painting: France Country Life Pierre Van Dijk

Randolph Township Schools Randolph High School World Language VA Curriculum

Unit II: Families in Different Societies

Spanish resources: Film: Los Malcriados (2016) Felipe Martinez Film: Nosotros los Nobles (2013) Gary Alzraki Film: El Hijo de la Novia (2002) Juan José Campanella Film: Volver (2006) Pedro Almodóvar Short film and story: “No oyes ladrar los perros” Juan Rulfo Short film and story: “El hijo” Quiroga Music: Visa para un sueño Juan Luis Guerra Paintings: La Tamalada Carmen Lomas Garza and Orgullo de Familia by Simon Silva Paintings: La Familia de Carlos IV Francisco Goya and En Familia by Fernando Botero

Randolph Township Schools Randolph High School World Language VA Curriculum

Unit III: Influences of Beauty and Art

STANDARDS / GOALS: ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS The Intermediate-High language learner has progressed from understanding and communicating at the sentence The creative expression of beauty gives us • How are perceptions of beauty level to understanding and communicating at the paragraph level and can use connected sentences and paragraphs. perspectives as to how it is defined by that impacted by artistic expression? culture. Interpretive: The arts can serve to either perpetuate or • How do the arts challenge and 7.1.IH.A.1 Analyze and critique information contained in challenge cultural perspectives by reflecting reflect cultural perspectives? culturally authentic materials using electronic information the impact on society these perspectives can and other sources related to a variety of familiar and some have. unfamiliar topics.

7.1.IH.A.2 Demonstrate comprehension of spoken and KNOWLEDGE SKILLS written language as expressed by speakers of the target Students will know: Students will be able to: language in formal and informal settings, through The ideal of beauty can vary greatly among Write their own personal definition of appropriate responses. different cultures. beauty and compare it with others. 7.1.IH.A.3 Compare and contrast the use of verbal and non - verbal etiquette to perform a variety of functions (such as Read a current event article on ideal persuading, negotiating, or offering advice) in the target beauty and discuss. culture(s) and in one’s own culture.

7.1.IH.A.4 Analyze historical and political contexts that The notion of beauty is represented in cultural Analyze the definition of beauty and connect or have connected famous people, places, and products and perspectives. explain why “beauty” cannot be events from the target culture(s) with the United States. universally defined.

7.1.IH.A.5 Synthesize information from oral and written Analyze and reflect on how two or more discourse dealing with a variety of topics. texts address similar themes or topics in 7.1.IH.A.7 Infer the meaning of some unfamiliar words and order to build knowledge or to compare phrases in new formal and informal contexts. the approaches the authors take.

Randolph Township Schools Randolph High School World Language VA Curriculum

7.1.IH.A.8 Analyze structures of the target language and A society’s notion of beauty can change over Explain how the concept of beauty has comparable linguistic structures in English. time. evolved throughout the years.

Interpersonal: 7.1.IH.B.1 Use digital tools to participate in extended Evaluate why some cultural perceptions conversations using a variety of timeframes to exchange of beauty and innovation are unique to information. that culture.

7.1.IH.B.2 Give, respond to, and ask for clarification on Discuss the notion of beauty as it is detailed oral and written directions, commands, and requests. represented in society.

7.1.IH.B.3 Interact in a variety of familiar situations using Explain what makes a cultural icon. culturally appropriate verbal and non-verbal communication strategies. Describe how and why the notion of

7.1.IH.B.4 Ask and respond to questions as part of a group beauty has changed through the discussion of topics and situations of a personal, academic, centuries. or social nature. Debate what cultural factors influence 7.1.IH.B.5 Engage in oral and/or written discourse in a social pressure to be attractive in our variety of timeframes on topics of personal or social interest society. or on topics studied in other content areas.

7.1.IH.B.6 Use language in a variety of settings to further Some paintings represent criticism or humor Compare and contrast a historical personal and/or academic goals. depending on the artwork. versus a modern painting depicting beauty. Presentational: 7.1.IH.C.1 Explain and compare how a cultural Perspective Identify and define vocabulary words led to the development of a cultural Product or cultural which are appropriate for describing practice in the target culture(s) and in one’s own culture, through a multimedia-rich presentation to be shared works of art. Virtually with a target language audience. Discuss the significance of works of art 7.1.IH.C.2 Create and perform stories, poems, short plays, and how they are representative of or oral reports based on personal experiences and/or that political and/or societal change.

Randolph Township Schools Randolph High School World Language VA Curriculum reflect cultural perspectives associated with the target culture(s). VOCABULARY:

7.1.IH.C.3 Use language creatively in writing for a variety beauty, art, impressionism, cinema, music, of purposes. street arts, fashion

7.1.IH.C.4 Explain the structural elements and/or cultural perspectives found in culturally authentic materials.

7.1.IH.C.6 Explain/demonstrate cross-cultural skills needed for a variety of professions a and careers within the global workforce.

ASSESSMENT EVIDENCE: Students will show their learning by: • Identifying and synthesizing in the target language core arguments presented in films and discussions and/or producing their own analysis in formal short presentations. • Writing an essay describing the theme of how beauty is interpreted in various cultures. • Interpreting how popular music reflects standards of beauty and aesthetics in various cultures. • Interpreting and discussing themes related to beauty and aesthetics evident in paintings. • Interpreting a poem and analyzing the author’s perspective about beauty. • Rewriting a poem using their own words. • Recording a simulated conversation related to beauty and aesthetics.

KEY LEARNING EVENTS AND INSTRUCTION: • In-class speaking activities • Simulated conversations • Circling question technique 19

Randolph Township Schools Randolph High School World Language VA Curriculum

• Authentic readings • Group work • Class discussions • Self-assessment / peer assessment • Research and present findings • Film analysis • Poetry review • Music interpretation • Art critique

SUGGESTED TIME ALLOTMENT 9 weeks SUPPLEMENTAL UNIT RESOURCES French resources: Film: Trop belle pour toi (1989) Bertrand Blier (D’Accord 3) Film: Les intouchables (2011) Olivier Nakache & Éric Toledano Film: Le dernier rôle de Jacques Serres (court metrage) (2012) François Goetghebeur & Nicolas Lebrun Film: Coco avant Chanel (2009) Anne Fontaine Painting: Portrait of the Artist Suzanne Valadon (1885) Toulouse Lautrec Painting: Marie Aux Lys Louis Treserras Poem: La Beauté, Fleurs du mal (1857) Charles Baudelaire Music Video: Poême Floanne

Spanish resources: Short story: Film: Marianela (1955) Julio Porter Short Film: Di algo (2002) Luis Deltell https://youtu.be/Yq9YsZZf0Hw Novela: Marianela (fragment) by Benito Pérez Galdós 20

Randolph Township Schools Randolph High School World Language VA Curriculum

Poem: “Tú me quieres blanca” by Alfonsina Storni Painting: Self Portrait with a Necklace (1933) Frida Kahlo Painting: “Las Meninas” (1957) Picasso “Las Meninas” (1656) Diego Velásquez

Randolph Township Schools Randolph High School World Language VA Curriculum

Unit IV: Environmental, Political, and Societal Challenges

STANDARDS / GOALS: ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS The Intermediate-High language learner has progressed from understanding and communicating at the sentence Political and economic practices have led to What are the origins of global issues? level to understanding and communicating at the paragraph level and can use connected sentences and paragraphs. unequal access to resources, human rights violations and unsustainable exploitation of Interpretive: natural resources. 7.1.IH.A.1 Analyze and critique information contained in culturally authentic materials using electronic information Globalization has brought certain tensions to What environmental, political, and and other sources related to a variety of familiar and some the forefront including terrorism, climate societal issues have impacted societies unfamiliar topics. change, struggle for democracy and throughout the world?

7.1.IH.A.2 Demonstrate comprehension of spoken and worldwide refugee crises. written language as expressed by speakers of the target language in formal and informal settings, through The increase in globalization and What responsibilities do we have as appropriate responses. interdependence of economies and cultures is global citizens to people within and evident in the impact natural disasters have on outside the borders of our country, and 7.1.IH.A.4 Analyze historical and political contexts that connect or have connected famous people, places, and the global supply chain and the desire of to the planet? events from the target culture(s) with the United States. individuals to help their fellow human beings.

7.1.IH.A.5 Synthesize information from oral and written discourse dealing with a variety of topics. KNOWLEDGE SKILLS 7.1.IH.A.7 Infer the meaning of some unfamiliar words and Students will know: Students will be able to: phrases in new formal and informal contexts. Economic crises affect children’s living Understand the economic and social 7.1.IH.A.8 Analyze structures of the target language and conditions and often spur struggle and change. conditions of children around the world. comparable linguistic structures in English.

In most cases, people immigrate to improve Scrutinize the reasons people decide to Interpersonal: their quality of life. move to another country.

Randolph Township Schools Randolph High School World Language VA Curriculum

7.1.IH.B.1 Use digital tools to participate in extended Discuss how immigration impacts target conversations using a variety of timeframes to exchange language cultures. information.

7.1.IH.B.2 Give, respond to, and ask for clarification on People do not always get what they want in Describe the economic impact of detailed oral and written directions, commands, and life, but the things they need are worth immigration on target language requests. working for. communities.

7.1.IH.B.3 Interact in a variety of familiar situations using culturally appropriate verbal and non-verbal The education of children is affected by Explain how immigration affects the communication strategies. immigrating to a new country. social emotional aspects of immigrants.

7.1.IH.B.4 Ask and respond to questions as part of a group Debate how lifestyle can be affected by discussion of topics and situations of a personal, academic, immigrating to a new country. or social nature.

7.1.IH.B.5 Engage in oral and/or written discourse in a Discuss how newcomers are viewed by variety of timeframes on topics of personal or social interest local citizens. or on topics studied in other content areas. Non-governmental organizations are Choose a current news article on an 7.1.IH.B.6 Use language in a variety of settings to further personal and/or academic goals. mobilizing to solve global challenges. environmental issue and share with classmates. Presentational: 7.1.IH.C.1 Explain and compare how a cultural Perspective Converse on environmental issues and led to the development of a cultural Product or cultural their effect on the future. practice in the target culture(s) and in one’s own culture, through a multimedia-rich presentation to be shared Discuss deforestation and its impact on Virtually with a target language audience. ecosystems. 7.1.IH.C.2 Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that Global consumption is drastically impacting Research and express opinions on reflect cultural perspectives associated with the target target language communities and countries. various diets and how each impacts the culture(s). earth.

Randolph Township Schools Randolph High School World Language VA Curriculum

7.1.IH.C.3 Use language creatively in writing for a variety of purposes. VOCABULARY:

7.1.IH.C.4 Explain the structural elements and/or cultural globalization, natural resources, sustainability, perspectives found in culturally authentic materials. economic interdependence, ecosystem, deforestation, immigration 7.1.IH.C.5 Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural products and cultural practices associated with the target culture(s), and compare these perspectives with those of one’s own culture.

7.1.IH.C.6 Explain/demonstrate cross-cultural skills needed for a variety of professions a and careers within the global workforce.

ASSESSMENT EVIDENCE: Students will show their learning by: • Listening to an authentic audio recording and answering comprehension questions. • Recording a simulated conversation related to global challenges. • Engaging in a debate on how diets impact the ecosystem. • Writing an essay comparing and contrasting life in a native country and a new country.

Randolph Township Schools Randolph High School World Language VA Curriculum

• Music interpretation • Art critique

SUGGESTED TIME ALLOTMENT 9 weeks SUPPLEMENTAL UNIT RESOURCES French resources: Film: Dheepan (2015) Jacques Audiard Film: La haine (1995) Matttieu Hassovitz Film: La terra (2015) Yann Arthus-Bertrand, Michael Pitio Poem: Tristesse (1857) Alfred de Musset Painting: Immigrant Girl with Pink Spray Paint in Paris (2017) Banksy

Spanish resources: Film: Maria, llena eres de gracia (2004) Joshua Marston Film: Un cuento chino (2011) Sebastián Borensztein Film: El norte (1983) Gregory Nava Film: Machuca (2004) Andrés Wood Article: Cambio climático, el mayor desafío de nuestro tiempo https://www.diariodexalapa.com.mx/finanzas/tecnologia/cambio-climatico-el-mayor-desafio-de- nuestro-tiempo-1842435.html Painting: Guernica (1937) Pablo Picasso Painting: Figure at a Window (1925) Salvador Dali Song: Yo soy inmigrante https://youtu.be/DB7MVcCULBw

Randolph Township Schools Randolph High School World Language VA Curriculum

APPENDIX A

ACTFL Proficiency Guidelines 2012 – Intermediate Level Learners

The ACTFL Proficiency Guidelines are descriptions of what individuals can do with language in terms of speaking, writing, listening, and reading in real-world situations in a spontaneous and non-rehearsed context. These Guidelines present the levels of proficiency as ranges, and describe what an individual can and cannot do with language at each level, regardless of where, when, or how the language was acquired. They are an instrument for the evaluation of functional language ability.

SPEAKING: Speakers at the Intermediate level are distinguished primarily by their ability to create with the language when talking about familiar topics related to their daily life. They are able to recombine learned material in order to express personal meaning. Intermediate-level speakers can ask simple questions and can handle a straightforward survival situation. They produce sentence-level language, ranging from discrete sentences to strings of sentences, typically in present time. Intermediate-level speakers are understood by interlocutors who are accustomed to dealing with non-native learners of the language.

WRITING: Writers at the Intermediate level are characterized by the ability to meet practical writing needs, such as simple messages and letters, requests for information, and notes. In addition, they can ask and respond to simple questions in writing. These writers can create with the language and communicate simple facts and ideas in a series of loosely connected sentences on topics of personal interest and social needs. They write primarily in present time. At this level, writers use basic vocabulary and structures to express meaning that is comprehensible to those accustomed to the writing of non-natives.

LISTENING: At the Intermediate level, listeners can understand information conveyed in simple, sentence-length speech on familiar or everyday topics. They are generally able to comprehend one utterance at a time while engaged in face-to-face conversations or in routine listening tasks such as understanding highly contextualized messages, straightforward announcements, or simple instructions and directions. Listeners rely heavily on redundancy, restatement, paraphrasing, and contextual clues. Intermediate-level listeners understand speech that conveys basic information. This speech is simple, minimally connected, and contains high-frequency vocabulary. Intermediate-level listeners are most accurate in their comprehension when getting meaning from simple, straightforward speech. They are able to comprehend messages found in highly familiar everyday contexts. Intermediate listeners require a controlled listening environment where they hear what they may expect to hear.

Randolph Township Schools Randolph High School World Language VA Curriculum

READING: At the Intermediate level, readers can understand information conveyed in simple, predictable, loosely connected texts. Readers rely heavily on contextual clues. They can most easily understand information if the format of the text is familiar, such as in a weather report or a social announcement. Intermediate-level readers are able to understand texts that convey basic information such as that found in announcements, notices, and online bulletin boards and forums. These texts are non-complex and have a predictable pattern of presentation. The discourse is minimally connected and primarily organized in individual sentences and strings of sentences containing predominantly high-frequency vocabulary. Intermediate-level readers are most accurate when getting meaning from simple, straightforward texts. They are able to understand messages found in highly familiar, everyday contexts. At this level, readers may not fully understand texts that are detailed or those texts in which knowledge of language structures is essential in order to understand sequencing, time frame, and chronology.

Randolph Township Schools Randolph High School World Language VA Curriculum

APPENDIX B Standards for Foreign Language Learning in the 21st Century, 1999 & Standards for Foreign Language Learning: Preparing for the 21st Century, 1996 National Standards in Foreign Language Education The 5 C's Communication, Culture, Connections, Comparisons, Communities Standards-based world languages education and the New Jersey standards reflect the themes in the Standards for Foreign Language Learning in the 21st Century (1999), known as "The Five Cs." These standards describe the "what" (content) of world languages learning and form the core of standards-based instruction in the world languages classroom.

Communication The communication standard stresses the use of language for communication in "real life" situations. It emphasizes "what students can do with language" rather than "what they know about language." Students are asked to communicate in oral and written form, interpret oral and written messages, show cultural understanding when they communicate, and present oral and written information to various audiences for a variety of purposes. Cultures Cultural understanding is an important part of world languages education. Experiencing other cultures develops a better understanding and appreciation of the relationship between languages and other cultures, as well as the student's native culture. Students become better able to understand other people's points of view, ways of life, and contributions to the world. Connections World languages instruction must be connected with other subject areas. Content from other subject areas is integrated with world language instruction through lessons that are developed around common themes. Comparisons Students are encouraged to compare and contrast languages and cultures. They discover patterns, make predictions, and analyze similarities and differences across languages and cultures. Students often come to understand their native language and culture better through such comparisons. Communities Extending learning experiences from the world language classroom to the home and multilingual and multicultural community emphasizes living in a global society. Activities may include: field trips, use of e-mail and the World Wide Web, clubs, exchange programs and cultural activities, school-to-work opportunities, and opportunities to hear speakers of other languages in the school and classroom.

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