Inés Wishart/Chatham High School /AP Spanish Language and Culture
Unit 4: Embracing change “Fusión”
"Si naces con los pies plantados en tu tierra pero con la mirada en el horizonte, tienes la
posibilidad de soñar con lo que te dé la gana”
(Guillermo del Toro)
Multiculturalism
Latinos in the
news
Immigration
Unit 4
Embracing
change
Global
Citizenship
Products,
Practices and
Perspectives
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Essential questions:
How are aspects of identity expressed in various situations?
How does learning another language and culture influence identity?
How does one’s identity develop over time?
Do we need Global Citizens?
Contexts:
 Multiculturalism: person, family and society.
 Immigration
 Products, Practices and Perspectives of multiculturalism
 Global citizenship
 Latinos in the news: Guillermo del Toro, Shakira, Juanes
Thematic Vocabulary
 Arts: Movies
 Private and Public spaces
 Nationalities and ethnicities
 Immigration
Text books
 Imagina Lesson 10 (Destino y diversidad) and activities from: "Imagina
Supersite"
 Triángulo
 Triángulo Aprobado
 Pasajes Lengua
 AP Spanish Language and Culture exam Preparation
Other Sources and Resources
 Literature
o “Te seguiré callada” (Julia de Burgos)
o “Soñar en Cubano” (excerpt by Cristina Garcia)
o “Cajas de cartón” (Francisco Jiménez)
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 Movies and Shorts
o “El Laberinto del Fauno” (Guillermo del Toro)
 Radio and newspaper articles via Radio Naciones Unidas, rtve.es
cvc.cervantes.es
 Blogs: Edmondo.com
 Language Lab activities: interactive dialogues, videos, Imagina website
 Music
o “Visa para un sueño” (Juan Luis Guerra)
o “Papeles mojados” (Chambao)
 Trip
Students will visit “El Museo del Barrio” (NYC) and will take a walking
tour. Highlights include the Graffiti Wall of Fame, Julia de Burgos
Boulevard, local murals and much more.
Grammar
 Student initiated topics.
Assessments
Formative Assessments:
 Review answers to questions from Listening activities with class as a
measure of checking for understanding.
 Review answers to questions from Reading activities with class as a measure
of checking for understanding.
 Group class discussions and debates.
 Practice e-mails, blogs and essays
 “Personal Homework” assignments
 Group discussion of end of the unit “Essential questions.”
 Compare and Contrast activities.
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Summative Assessments:
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“AP- like” tests: reading, writing, speaking and listening comprehension
Formal monthly essay that uses authentic listening and reading sources.
PPT Grammar presentations.
Weekly vocabulary tests
“Attitudes toward multiculturalism” PPT project (in pairs)
Class presentations of personal/academic growth electronic portfolio.
Note:
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Please see the AP Audit for detailed and specific examples of the type and level of
activities for this unit. You will also find examples of assessments.
Refer to the AP Audit also for a more detailed and complete book and resources
reference.
This unit is aligned with the NJCCStandards- Level Advanced Low, as well as with
College Board requirements.
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