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    - QUARTER 1-

    Unit 1: Hispanics in the United States

    AP Themes: Personal and Public Identities, Contemporary Life

    AP Subthemes: Personal Interest, National and Ethnic Identities, Personal Beliefs, Alienation and Assimilation, Social Customs and Values, Lifestyles

    Time Suggested: 4 weeks 

    Essential Questions:

    • How do interpersonal relationships affect (and how are they affected by) one’s quality of life?
    • What quality-of-life aspects do people want to change when they migrate to a different region or country?
    • In what ways do personal relationships shape one’s character?

    Language Structures: present tense, ser vs. estar, gustar and similar verbs, nouns and articles

    Recommended Region of Study: United States and Spain

    RESOURCES/ ACTIVITIES

    • Imagina Lesson 1 and 10: Imagina pages 200, 346, 364 and 366
    • Triángulo page 60.
    • Movie: Al otro lado

    USEFUL VOCABULARY

    Imagina pages 39 and 373


    Suggested Interpretive Task

    The students will read (as a class led by the teacher) Poema 20 from Imagina page 20.  Have students find symbols and roles and discuss, analyze.  This could be in oral or written production form.

    Suggested Interpersonal Task

    Students will create a skit or dialogue that demonstrates knowledge of regionalism in Spain.

    Suggested Presentational Task

    Students research and give a ppt. presentation of different cultural aspects of Spain.  Examples:  Festivals (La Tomatina, La fiesta de San Fermín, las Fallas, La Feria, San Isidro, Semana Santa, Corpus Christi, Los Castillos, Santiago de Compostela), holidays, regions, etc.











    Unit 2: Indigenous Culture

    AP THEMES: Global Challenges, Contemporary Life, Personal and Public Identities  

    AP SUBTHEMES: Economic Issues, Population and Demographics, Social Conscience, Social Customs and Values, National and Ethnic Identities, Alienation and Assimilation 

    Time Suggested: 4 weeks 

    Essential Questions: 

      • How can indigenous cultures influence the development of identity?
    • How do people negotiate a balance between their country’s historic heritage and the challenges of contemporary city life?

    Language Structures: Preterit tense, imperfect tense, the preterit vs. imperfect, progressive forms, telling time.

    Recommended Region of Study: Mexico, Guatemala, Honduras

    RESOURCES/ ACTIVITIES

    • Imagina Lesson 2; Imagina pages 149 and 152.
    • Triángulo pages 26 and 42.
    • Movie: A Better Life / Cartas a Elena
    • See SCHOOLOGY for resources on Guatemala, Honduras and Mexico.

    USEFUL VOCABULARY

    Imagina page 77



    Suggested Interpretive Task

    Students use online Spanish language newspapers to find a current event related to migration in Mexico, Guatemala and Honduras.  They write an editorial in response to the event. Students later edit their writing with teacher guidance.

    Suggested Interpersonal Task

    The students debate the advantages and disadvantages of immigration based on the information they have researched.

    Suggested Presentational Task

    The students watch the movie A Better Life (or similar resource: movie, song, etc.) and speak for 2-3 minutes from the perspective of an immigrant or a family member who has been left behind. They should include in their speech what two countries are represented and the struggles and obstacles they have to overcome in their situation.



Last Modified on August 22, 2021