Doug Murphy
ƒ Fulbright Group Project: Morocco, summer 2008 ƒ French and Spanish Teacher (grades 7‐12)
ƒ Project Title: Le Maroc
ƒ Audience: Spanish, French and International Baccalaureate French students (ages 16‐18)
Forward
ƒ As a teacher of French and Spanish, the opportunity to travel to the bilingual nation of Morocco was simply incredible. Forward
ƒ Morocco has been the historical crossroads of culture between Africa, the Middle East and Europe since 711 when Jebel Tariq crossed the straights named for him (Gibraltar). His Arabic speaking kin and heirs would rule Southern Spain (Al Andalus) for nearly 800 years. Forward
ƒ Now, Morocco is a long ways from our country, but it has played a role in our world since the beginning of our independence when it declared itself our first ally. In fact, it’s relationship began with our nation even before we were a nation.
http://media‐2.web.britannica.com/eb‐media/31/102931‐004‐
957F33FB.jpg
Forward
ƒ “Musulmanes” (Spanish‐speaking followers of Mohammed) adopted the earthen architecture they found among the Tamazirt (formerly called Berbers) who had resided in Morocco for centuries before the Arabic speakers arrived. Spanish conquistadors made good use of what Spain adopted throughout their desert homes in the new world.
Forward
ƒ And all of this brings us to Kansas and my high school of students raised in the middle of a continent a world away from, well…the world.
Forward
ƒ In all of my classes, I have two main obligations:
1. To increase the fluency of my students in a second (or third) language
2. To bring the world into my students’ lives and convince some of them to take their lives out into the bigger world (often as exchange students).
Forward
ƒ I have created several PowerPoint presentations to use with my French and Spanish classes as well as with the French and Spanish clubs. These presentations are broken into six broad categories:
Forward
1.
2.
3.
4.
5.
6.
Foods & Stores
L’architecture
Le terrain, la faune et la flore
Ouarzazate
Ifrane & AUI
Le Roi
Forward
ƒ Within each PowerPoint presentation, there are many different topics to discuss and each presentation could easily last more than a single class! ƒ My overarching goal of giving the presentations (beyond passing on some fascinating information) is to give my students a chance to see how connected we really are to the rest of the world and to see that that even at my advanced age (in teenager years), travel is important.
Travel is fatal to prejudice, bigotry, and narrow‐mindedness, and many of our people need it sorely on these accounts.
MARK TWAIN
Forward
ƒ Finally, I have a special obligation to the students in my French IB 4 class.
Travel is fatal to prejudice, bigotry, and narrow‐mindedness, and many of our people need it sorely on these accounts.
MARK TWAIN
The IB at a glance ƒ The International Baccalaureate (IB) offers high quality programmes of international education to a worldwide community of schools.
ƒ Our programmes … help develop the intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalizing world. ƒ There are more than 656,000 IB students at 2,402 schools in 129 countries. http://www.ibo.org/who/index.cfm
Objectives:
ƒ Students studying for the IB diploma are required to become proficient in a second language of their choice and to focus on internationalism throughout the range of their required courses to satisfy the IB diploma requirements.
IB Learner graphic from: http://www.ibo.org/diploma/slideb.cfm
Objectives:
ƒ At the completion of their French IB course, students must take a comprehensive examination that is given in two parts. IB Learner graphic from: http://www.ibo.org/diploma/slideb.cfm
Objectives:
ƒ Part 1: A large reading test based on articles gleaned from various regions of the francophone world dealing with any current topics. IB Learner graphic from: http://www.ibo.org/diploma/slideb.cfm
Objectives:
ƒ Part 2: A formal presentation in French on a topic chosen by the student discussing an aspect of culture / language in the francophone world.
IB Learner graphic from: http://www.ibo.org/diploma/slideb.cfm
IB French 4
Le Maroc Module
Students in IB French 4 will:
ƒ Improve their proficiency in reading in French.
ƒ Increase their understanding of America’s relationship with a French speaking Muslim nation / ally .
ƒ Improve their proficiency in giving presentations in French
1. Sept contes du Maroc
1. After covering the six PowerPoint presentations on Morocco, students will read one of the seven stories in French in Tony Burton’s sept contes du Maroc. 2. They will then summarize the tale and point out at least three details unique to “Le Maroc.”
2. L’internet
1. Students will use the internet to research at least three articles dealing with “Le Maroc.”
2. They will read the articles and then report on the article in French to the class.
3. Recherche
1. Finally, students will use the internet to research a facet of Moroccan culture/history/politics/tourism/etc.
2. Using the digital recording program Audacity, they will develop and record a three minute presentation on their research as preparation for the IB exam.