Department:
World Languages
Course:
French 4H
AP Theme
Global Challenges
Beauty and Aesthetics
Families and Communities
Personal and Public Identities
Contemporary Life
Science and Technology
Topic:
Conflict and Revolution
Learning
Scenario
Standards
21st Century
Skills
Common Core
Connections
Students will consider the elements that cause conflict both in their
own lives and in historical contexts. They will read accounts of conflict
and revolution from literary and historical contexts. They will role play
historical figures and retell their stories. They will consider the role that
conflict plays in their lives and will discuss and apply the steps for
conflict resolution. They will research a current conflict or revolution,
outline the issue for others and share possible solutions. Finally, they
will create an informational video calling attention to a problem and
suggesting a solution to that problem.
1.1 Interpersonal Communication (28a, 28b)
1.2 Interpretive Communication (28a, 28c)
1.3 Presentational Communication (28d)
2.1 Practices and Perspectives (29a)
2.2 Products and Perspectives (28b, 28c)
3.1 Knowledge of Other Disciplines (28d, 28e, 30a)
3.2 Distinctive Viewpoints (29a)
4.1 Nature of Language (28a, 28b, 28c)
4.2 Culture (29a)
5.1 Beyond the School Setting (30b)
5.2 Personal Enrichment (30b)
Communication
Collaboration
Critical Thinking and Problem Solving
Creativity and Innovation
R1: Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
R6: Assess how point of view or purpose shapes the content and style of a text.
R10: Read and comprehend complex literary and informational texts independently
and proficiently.
W2: Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and
analysis of content.
W9: Draw evidence from literary or informational texts to support analysis, reflection,
and research.
SL1: Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others’ ideas and expressing their
own clearly and persuasively.
SL4: Present information, findings, and supporting evidence such that listeners can
follow the line of reasoning and the organization, development, and style are
appropriate to task, purpose, and audience.
L4: Determine or clarify the meaning of unknown and multiple-meaning words and
phrases by using context clues, analyzing meaningful word parts, and consulting
general and specialized reference materials, as appropriate.
Stage 1: Desired Results
Enduring
Conflict and revolution are universal.
Understanding
Essential
What causes conflict and revolution?
Questions
How do I manage conflict?
Skills / Functions
Knowledge
what students know, understand
what students need in terms of vocabulary and
and be able to do
structures to demonstrate their knowledge
narrate and describe a past event
narrate and describe a current
conflict
introduce a historical figure
compare a historical figure to a
current leader
explain what you would do if
something happened
Grammar/Structures
Essential Vocabulary
passé composé/imparfait
liberté, égalité, fraternité
adjective agreement
comparative
if/then
conditional
Stage 2: Assessment Evidence
Performance Task Summary
(Integrated Performance Assessment)
Read and listen to current events dealing with conflict and/or revolution.
Interpretive
Identify main idea and supporting details as outline in ACTFL
Intermediate/Intermediate High Interpretive Template.
Work with a partner in an unrehearsed situation to resolve a conflict that
currently exists. Each person will ask and answer questions to ensure that
Interpersonal the situation is fully understood. Both will propose and reject solutions.
Students will use vocabulary that is appropriate for conflict management
and resolution.
Research a conflict and prepare a speech for a designated audience.,
Prepare a 1-minute speech that outlines the issue and offers possible
Presentational
solutions. Produce a video/public service announcement calling attention
to the conflict.
Formative Assessments
Explore identities in revolution and then
come together to talk over point of view.
Based on images, explain “their”
Other Major Projects/Assessments
revolution to someone else; to someone
from another conflict.
Learning Checks
Stage 3: Learning Activities
Hook
Mode of
Communication
Lady Gaga - http://www.youtube.com/watch?v=wXsZbkt0yqo
Activity
Purpose
Resources
Poem – Paul Eluard – Liberté
Beach Lloyd Publishers http://beachlloyd.com — La France Divisée, Lucie Aubrac, Paroles
d’Etoiles, Girl in the Belgian Resistance
Scenes from Les Misérables and song
Teenage Conflict Management Website
http://www.adosante.org/Sante_mentale/28.shtml
Additional resources on Elmhurst Wiki http://lterrillelmhurst.wikispaces.com