Course Overview
The AP Spanish language course is equivalent to a third year college course in Advanced Spanish
language skills. This course is conducted almost exclusively in Spanish using authentic materials
from the Spanish-speaking world such as short stories, newspaper and magazine articles, audio and
video from a variety of websites, short films and excerpts from feature films and documentaries.
Students will learn to analyze a wide diversity of authentic materials drawn from many different
countries. Students develop their writing, listening, reading and speaking skills across the three
communicative modes; Interpersonal (interactive communication), Interpretive (receptive
communication), and Presentational (productive communication). Over the course of the year
students will hone their language skills as they:

express themselves in Spanish on a wide variety of topics by presenting, discussing,
inquiring, and describing with accuracy and fluency.

demonstrate understanding of authentic dialogues, lectures, newscasts, oral
presentations, and other authentic sources of spoken Spanish.

analyze viewpoints from multiple authentic sources in order to create their own original
response

write formal and informal compositions in a wide variety of formats with appropriate
grammatical structure, expanded use of vocabulary and proper register to distinguish
between audiences.

become familiar with regional variations in the Spanish language and the cultures of
Spanish-speaking countries
Summary of grading scheme:
Interpretive skills: 30% for example, reading stories and listening to podcasts
Interpersonal skills: 30% for example, discussion in class and responding to blog posts
Presentational skills: 30% for example, essays and oral presentations in class
Midterm and Final portfolios with reflection: 10%
Course materials:
The following texts are used as core materials and grammar reference.

Abriendo Paso: Gramática (Boston, MA: Pearson Prentice Hall, 2007)

Abriendo Paso: Lectura (Boston, MA: Pearson Prentice Hall, 2007)

Triángulo (Sandwich, MA: Wayside Publishing, 2006)

AP Spanish:Preparing for the Language Examination (Boston, MA: Pearson Prentice
Hall, 2007)
The following websites are used extensively inside and outside of class:

EBSCO online Referencia latina (school subscription) http://search.ebscohost.com/

Brainpop en español

Nicenet Class Blog http://nicenet.org

Veinte Mundos http://www.veintemundos.com/en/

BBC Mundo http://www.bbc.co.uk/mundo/

Aula de El Mundo http://aula2.elmundo.es/aula/laminas.html

Canal Encuentro http://www.encuentro.gov.ar/

Audio Lingua http://www.audio-lingua.eu/?lang=es

RTVE http://www.rtve.es/

Radio Canadá Internacional http://www.rcinet.ca/espagnol//

Mexicanal TV http://www.youtube.com/user/Mexicanaltv?feature=watch
http://esp.brainpop.com
Units of Study
Each unit of study lasts 2-3 weeks and is introduced with an essential question and a brainstorming
session that orients discussion. Substantial vocabulary is presented throughout the unit to develop
communicative competence in the four language skills. The vocabulary comes from the texts and
audio files used in class; all vocabulary is thoroughly contextualized. Students maintain a glossary of
terms in their notebooks which reflect their reading and listening. The vocabulary glossaries are also
a place to reflect on regionalisms and variations in register. Throughout each unit of study special
emphasis is given to recognize distinct cultural perspectives of Spanish-speaking peoples.
Each unit of study follows a predictable pattern. On the first day the essential question of the unit is
presented, followed by a brainstorming activity to orient discussion and establish previous knowledge
of the topic. Often students will have read relevant news articles over the weekend in anticipation of
the new unit and share with their peers through a jigsaw activity. Before the end of the first day
students take note of key ideas, vocabulary and structures necessary to discuss the unit. The
following five to six days are dedicated to expanding their perspectives by processing newspaper and
magazine articles, listening to podcasts, viewing short videos, documentaries and portions of feature
films, as well as reading fiction relevant to the essential question. All of these sources are processed
in and outside of class through activities such as posting to blogs, class discussions of varying
formats, completing graphic organizers, formal comprehension quizzes, role-playing activities,
language games such as taboo, and structured conversation prompts. Depending upon the time
frame available, another two to three days are then dedicated to individual research while each
student delves into one of the subthemes brought up in class. Each student explores one aspect of
the topic on their own, finding appropriate sources and using these sources to prepare an oral
presentation that is either presented in class or recorded on a website such as vocaroo. Each student
will present at least four formal oral presentations in class, while the other eleven may be recorded.
Many oral presentation topics are conceived to lead students to compare their own cultural practices
with those throughout the Spanish-speaking world. Oral presentations are evaluated according to the
relevant AP Spanish Language Rubric for speaking. Finally, on the last day of the unit, all students
respond to either an interpersonal or presentational writing prompt. Writing samples are evaluated
according to the relevant AP Spanish Language Rubric for writing.
Explicit instruction on how to synthesize sources to write a good formal essay and deliver a formal
oral presentation will be provided in class with consultation of the textbook Abriendo Paso: lectura,
referring specifically to the section “Un poco más de práctica”, Part A Formal Writing (Integrated
Skills) and Part B Formal Oral Presentation (Integrated Skills).
Sample Class Activities
Listening
The class is almost exclusively conducted in Spanish; in addition students analyze at least one (and
often more than one) audio source each class. Students listen to recorded audios of native Spanish
speakers that represent a wide diversity of accents. Sources include audio from the textbooks cited
previously as well as authentic sources found on the internet. Some audios deal with situations of
daily life that are rich in lower register, idiomatic Spanish while others are newscasts and recorded
selections from magazines that focus on the topic of the unit and tend to be of a higher register.
Students learn to separate details from main ideas while they outline the information, complete grids,
or complete graphic organizers. Students are then evaluated for their comprehension. Popular
music from Spanish-speaking countries is also incorporated into the class on a regular basis.
Outside of class students interpret and respond to podcasts and authentic newscasts on a weekly
basis. Students have some flexibility choosing the out of class listening activities (choosing from a list
of related topics and sources that I provide); audio sources relate to the unit of study and are one of
the sources students use to develop their formal oral presentations.
Speaking
Students speak Spanish during the entire class period. Emphasis is placed on interpersonal
speaking; in class students work in pairs, in small groups and participate in large group discussions.
Students are routinely recorded in order to reflect on their speaking, to develop good pronunciation,
and to track progress and recurring errors. Informal speaking opportunities are abundant and include
think-pair-share activities, small group response circles (reacting to a text or audio), problem-solving
conversations, various language games such as taboo, paired conversations on a topic under study,
role-playing situations, structured conversation prompts, and free discussion in a large group format.
Throughout the year students complete various presentational speaking assessments directed at
their peers including “how to” presentations, semi-impromptu interviews, short presentations on
cultural topics and opinion pieces.
In addition to in-class activities students are required to use the Spanish language in the community
through various assignments such as interviewing a native Spanish speaker. On weeks in the middle
of a unit students record an informal oral reaction to a podcast through the vocaroo website and send
it to my email address. On the last week of the unit students present their formal oral presentation; at
least four of the presentations must be presented in class while the other eleven may be recorded
and sent to me through email.
Reading
Students read authentic texts that develop their reading ability from a wide diversity of sources: short
stories, poetry and portions of novels, magazine and newspaper articles, navigating websites for a
variety of purposes and the writing on realia that I have collected over the years (pamphlets, ticket
stubs, etcetera). Students demonstrate understanding through activities such as graphic organizers,
spoken response circles (often preceded by independent journaling), formal presentations and written
responses.
Students read regularly outside of class. Each unit includes a packet of assigned readings that relate
to the theme of the unit. Students also maintain a reading journal to track their independent reading,
which is a self-selected novel in Spanish. Independent readings are chosen according to student
interest and ability, but are all authentic literature originally published for Spanish native speakers.
Examples of acceptable novels range from difficult texts such as La ciudad de las bestias by Isabel
Allende to easier texts, such as the novel Senderos fronterizos by Francisco Jimenez. Every other
Wednesday students participate in a modified literature circle activity to discuss their novels.
Writing
Students write regularly in class for a variety of purposes. Examples of presentational writing, beyond
the formal essays described below in the “integrated skills” section, include responses to a question
or situation found in a text, film reviews and opinion pieces refering to a topic under study. Examples
of interpersonal writing tasks include thank you letters and a weekly blog that responds to an article
that they have read or a podcast that they have heard, which is shared with a student partner in class
and then the student partner writes a response. Every week students also post a comment on a class
online discussion board (nicenet.org) and respond to at least two of their classmates comments.
Formal compositions are timed according to AP Exam guidelines. Compositions are marked without
being graded and returned to students so that they can make corrections. AP students write either an
interpersonal timed writing response (ten minutes) or a formal in-class essay (integrated
presentational writing approximately 50 minutes) for each unit. They receive feedback at the
beginning of the following week and submit their corrected compositions on Wednesdays. Common
mistakes observed on the writing tasks prompt brief, explicit grammar reviews in class; thus grammar
taught in class is chosen to maximize communicative competence.
Integrated skills
Students will complete seven presentational writing assignments (four in the first semester and three
in the second semester) which will be evaluated according to the AP Spanish Language Rubric for
writing. This is a formal writing style that requires students to analyze a variety of authentic sources
and synthesize the information. Each composition will be written in class within a time limit of 30 to 50
minutes to simulate the conditions of the presentational writing section on the AP exam. Students will
deliver one formal oral presentation per unit (total of fifteen) based on readings, podcasts, videos and
discussions that have taken place inside and outside of class. Explicit instruction on how to
synthesize sources to write a good formal essay and deliver a formal oral presentation will be
provided in class with consultation of the textbook Abriendo Paso: lectura, referring specifically to the
section “Un poco más de práctica”, Part A Formal Writing (Integrated Skills) and Part B Formal Oral
Presentation (Integrated Skills).
Real-Life Language and Culture
Students are required to engage in real-life activities outside the classroom to enrich their Spanish
language and culture experiences. They complete entries that interest them throughout the year for
their Language and Culture Portfolio. Options include but are not limited to: attending an art exhibit,
musical show, play or La noche de película offered at the school; preparing a meal while following
recipes written in Spanish; regular correspondence through email, Skype or Face Time with native
speakers in a Spanish-speaking country; viewing of important events involving target language
speakers, such as a president’s acceptance speech or a national celebration of a country’s
independence; and hosting a student from a Spanish-speaking country. Students must provide
acceptable evidence of their cultural engagement.
Chronological list of units of study
time frame
topic –
essential question
Aug 14-Aug 23
(8 days)
Changing
technology
How do changes in
technology affect
our lives?
Effects of
technology (Science
and technology)
examples of authentic sources
(see resource list at end)
-
Aug 26-Sep 6
(9 days)
Environmental
issues
How can we protect
ourselves from
environmental
threats?
Environmental
issues (Global
Challenges)
-
article: “Los niños prefieren preguntar
a Google antes que a sus padres.”
short story: "Nosotros, no", by J.
Adolph
portions of the feature film Sleep
Dealer (Mexico)
Poster: "Evolución de la comunicación
masiva."
video: "Efecto de la tecnología en la
familia"
Newspaper article: "Cambios de los
jóvenes con la tecnología."
Newspaper article: "Los cambios
tecnológicos plantean nuevos riesgos."
Magazine article and video: Ecobici,
Veinte Mundos
video: Escuadrón Verde: Punto Verde® y
Reciclón®
-
-
-
Magazine article: "Las 10
consecuencias medioambientales más
alarmantes de la economía actual."
video: Calentamiento Global para
Niños
Magazine article: "El 95% de los
españoles cree que los gobernantes no
hacen lo suficiente para combatir el
cambio climático."
Video: Calentamiento Global para
Niños en Español
Student led debates,
discussions and
presentations
- Student led
debate: Does
technological
change lead to
an overall
improvement
in life
experience?
- Student led
discussion of
the film Sleep
Dealer
- Student
presentations:
La tecnología
más
importante
para mí
- Student led
discussion
comparing
concerns
about climate
change in
Spain and the
U.S.
- Student led
debate: Is it
okay if others
refuse to help
conserve the
environment?
- Student
-
Sep 9-Sep 20
(10 days)
Changes in
courtship
How do young
people from other
cultures express
romantic interest?
Relationships
(Contemporary
Life)
-
Sep 23-Oct 4
(10 days)
Ethnic Identities
How does ethnic
identity shape an
individual´s life
experience?
Ethnic Identities
(Personal and
Public Identities)
-
Video: Aprender a afrontar el cambio
climático (published by UNESCO)
Video: Medio Ambiente y Cambio
Climatico - Guatemala (published by
Juan Pablo Guzmán Castillo)
Video: Cambio climático en
Centroamérica
Video (news report): ¿Usted qué hace
para ahorrar agua? Excelsoir (Mexico)
Video: Nuestros mares: Turismo
responsable
portions of the Mexican telenovela Soy
tu fan
short story: "Dejar a Matilde", by A.
Moravia
article: "21 cambios que la tecnología
le ha traído a las relaciones de pareja."
a portion of the feature film Hable con
ella
Newspaper article: "Cómo se
enamoran hoy los jóvenes."
Newspaper article: “Los noviazgos
actuales están en una cultura light.”
Wikipedia article on Noviazgo
Video: Soy el peor novio del mundo
Magazine article: los Emberá
Non-fiction article: Identidad étnica,
Gustavo Herrarte
Non-fiction article: El desafío hispano,
Samuel Huntington.
Radio interview from Canadá en las
Américas about Samuel Huntington´s
thesis (Radio Canada):
presentations
on a specific
environmental
issue
-
-
-
-
-
-
Oct 7-Oct 18
(10 days)
Gender roles
How do gender
roles shape an
individual´s life
experiences?
-
Magazine article: Arriba los guantes
Fiction story: El Almohadón de plumas,
Horacio Quiroga (Uruguay)
Video (news report): Una familia en la
que los dos trabajan es lo ideal por la
-
Student led
debate: Is
there a place
for traditional
dating customs
in the modern
world?
Student led
discussion on
dating "do´s
and don´t´s
Student
presentations:
La persona
ideal para mí
Student led
discussion:
Community
versus
individual: how
much choice
do we have
over our own
identity?
Student led
debate: Is
there a desafío
hispano?
Student
presentations:
Mi identidad
étnica
Student led
discussion
analyzing the
role of gender
in Quiroga´s
Family Structure
(Families and
Communities)
-
Oct 21-Nov 1
(10 days)
Architecture and
monuments
How do
architecture and
monuments reflect
the history and
culture of a people?
Architecture
(Beauty and
Aesthetics)
-
Nov 4-Nov 22
(14 days)
Celebrations
How do different
cultures recognize
major rites of
passage?
Customs and
Values (Families
and Communities)
-
mayoría de los españoles. (RTVE)
Fiction story: Las medias rojas by
Emilia Pardo Bazan (Spain)
Video: Hechas en México – Buzo –
Sofía Ponce
Magazine article: Las nanas
Portions of the feature film Hable con
ella
portions of the feature film Macario
Photo: Machu Picchu
Powerpoint: Islamic influence in
Southern Spain
Photo: La Sagrada Familia
Photo: Teatro Nacional Mexico City
Photo: Pyramid-like government
building in Costa Rica
Magazine article: Narquitectura: Los
palacios fortificados de los capos del
narcotráfico en México
Short story: Chac Mool (Carlos
Fuentes)
Painting: La Tamalada by Carmen
Lomas Garza
Magazine article: las piñatas
Magazine article: La fiesta de San
Fermín, Carmen Roman
portions of news coverage of San
Fermín, broadcast by RTVE in 2010
video: Comida de navidad por el
mundo (RTVE)
-
-
-
-
-
-
story
Student led
debate: Are
traditional
gender roles
useful?
Student
presentations:
El papel de
género en mi
familia
Student
presentations
on a historical
building or
monument
Discussions
comparing
architecture
from various
countries
Student led
discussion:
How do
celebrations
make us feel
more
connected to a
community?
Student
presentations:
Una
celebración de
un país
hispanohablante
Dec 2-Dec 17
(12 days)
Migrant
farmworkers
What are our
responsibilities
towards the wellbeing of those born
into poverty?
Economic Issues
(Global Challenges)
-
"Cajas de cartón", short story by F.
Jimenez
La Cosecha (documentary film)
La Cosecha de Vergüenza
(documentary film)
Skype interview in class with a Spanishspeaking lawyer who specializes in
labor law-migrant farmworkers
-
-
Student led
debate: Do we
have
responsibilities
towards the
well-being of
those born
into poverty?
Student led
discussion:
What can we
do?
Jan 14-Jan 24
(9 days)
Jan 27-Feb 7
(10 days)
Feb 10-Feb 21
(8 days)
Feb 24-Mar 7
(10 days)
Health Care
How does culture
influence health
care?
Health Care and
Medecine (Science
and Technology)
-
Social Networking
and Teenagers
Should access to
social networking
be limited for
adolescents?
Social Networking
(Families and
communities)
-
Defining Beauty
How do we know
what is beautiful?
Defining Beauty
(Beauty and
Aesthetics)
Heroes
What makes
someone a hero?
Heroes and
historical figures
(Personal and
Public Identities)
winter break
Magazine article: Medecina indígena
Video (news report) Sobrepeso de los
niños (RTVE)
-
Student
presentation:
Si yo pudiera
cambiar el
mundo…
-
Student led
debate: Is
access to
health care a
right?
Student
presentations:
A problem, a
solution
Student led
debate: Does
social
networking
improve the
lives of young
people?
Student
presentations:
Explain a social
network site to
your greatgrandparents
Student led
discussion:
What is
beauty?
Student
presentations
on a work of
beauty
-
-
Newspaper article: "Hace 5 años
ningún adolescente hablaba de
Facebook."
News report video: La adolescencia
nos hizo humanos. (RTVE)
Public service pamphlet published by
Argentine government: "Los
adolescentes y las redes sociales."
tatuaje
- "El Boom de las cirugías estéticas",
Veinte Mundos
- Documentary video: Hechas en México
– Tatuadora Cynthia Cuevas
- Magazine article: Música de la basura,
Veinte Mundos.
- Short documentary video: Música de la
basura
- Fiction (story): La prodigiosa tarde de
Baltazar (Gabriel García Márquez)
-
Mural: Sueño de una tarde dominical
en la Avenida Central (Rivera)
Article: Analisis de Sueño de una tarde
dominical en la Avenida Central
portions of the feature film Diario de
motocicleta
Magazine article: Entrevista con
Franklin Chang
-
-
-
-
-
-
Student led
debate: What
are the most
important
characteristics
of a hero?
Student
presentations:
-
Mar 10-Mar 21
(10 days)
Mar 31-Apr 11
(10 days)
Apr 14-Apr 25
(10 days)
Endangered
Species
How do our actions
put species in
danger of
extinction?
Environmental
issues (Global
Challenges)
-
Making sense of
war
How does war
impact innocent
civilians?
(Global Challenges)
-
Regionalisms
How does language
define group
identity?
(Families and
Communities)
-
Apr 28-May 9
(10 days)
-
portions of the feature film El Camino
de San Diego (Argentina)
Fiction (story): Espuma y nada más by
Hernán Tellez (Colombia)
Video: En su propria trampa (Chile)
Non-fiction magazine article: El Axolotl
Mexicano
Video (Mexicanal): El Axolotl
Video: Aprender a Proteger la
Biodiversidad (published by UNESCO)
Video: El libro rojo - Especies
amenazadas - Cocodrilo, centinela de
los ríos
Mural: Guernica (Picasso)
portions of the feature film Voces
inocentes
portions of the feature film El laberinto
del fauna
-
-
-
-
-
Song: Qué difícil es hablar el español
Video: Stefanny Nuñez - Palabras nacas
Magazine article: El Guaraní en
Paraguay, Veinte Mundos
Magazine article: Lenguajes en España,
Veinte Mundos
state testing window
Resource list (this is a partial list)
Topic 1: Changing technology How do changes in technology affect our lives?
-
-
Una persona
que no
conozco
personalmente
pero la admiro.
Student led
debate: Should
we be
concerned
with the fate
of endangered
species?
Student
presentations:
Una especie en
peligro de
extincción
Student led
debate: Is war
a necessary
part of human
culture?
Student
presentations:
An example of
courage
without
violence
Student led
debate: Are
regional
dialects good?
Student
presentations:
Why I am
proud of the
Spanish that I
speak
Adolph, José B. “Nosotros, No” in Abriendo Paso: Lectura, edited by Stephen Collins,
José Díaz, and María Nadel, 114–133. Upper Saddle River, NJ: Pearson Prentice Hall, 2007.
“Los niños prefieren preguntar a Google antes que a sus padres.” La Gaceta Online.
March 19, 2012. http://www.lagaceta.com.ar/nota/481970/Tecnologia/Los-ninosprefieren-preguntar-aGoogle-antes-que-a-sus-padres.htm
¿Qué son las TIC? YouTube video, 1:39. Uploaded April 3, 2009.
http://www.youtube.com/watch?v=BzPqCCRYYvI
Efecto de la tecnología en la familia Youtube video, 1:10 http://www.youtube.com/watch?v=fY9y5b10B3U
"Los cambios tecnológicos plantean nuevos riesgos." Clarín.com. May 27, 2013.
http://www.clarin.com/sociedad/cambios-tecnologicos-plantean-nuevos-riesgos_0_926907412.html
"Cambios de los jóvenes con la tecnología." eluniversal.com.cr December 16, 2011
http://www.eluniversal.com.co/cartagena/vida-sana/cambios-de-los-jovenes-con-la-tecnologia-57663
"Un cambio climático propició los avances tecnológicos del Homo Sapiens." EFEfuturo.com. June 14, 2013
http://www.efefuturo.com/noticia/un-cambio-climatico-propicio-los-avances-tecnologicos-del-homo-sapiens/
"21 cambios que la tecnología le ha traído a las relaciones de pareja." Karen Langebeck. accessed June 18, 2013.
http://karenlangebeck.com/terapia-de-pareja/tecnologia-y-relaciones-de-pareja.html
"Evolución de la comunicación masiva." Poster, unknown source.
http://4.bp.blogspot.com/_OCuALvTTdro/THdHafbVFsI/AAAAAAAAAAM/n6shlnxEpPk/s1600/linea+del+tiempo.jpg
Topic 2: Environmental Issues How do we protect ourselves from environmental threats?
Magazine article: "Las 10 consecuencias medioambientales más alarmantes de la economía actual."
Compromiso RSE. March 19, 2012.
http://www.compromisorse.com/rse/2012/03/19/las-10-consecuencias-medioambientales-mas-alarmantesde-la-economia-actual/
Magazine article: "El 95% de los españoles cree que los gobernantes no hacen lo suficiente para combatir el
cambio climático." Compromiso RSE. May 14, 2013
http://www.compromisorse.com/acciones-rse/2013/05/14/el-95-de-los-espanoles-cree-que-los-gobernantes-no-hacenlo-suficiente-para-combatir-el-cambio-climatico/
"30 cosas que puedes hacer para proteger el medio ambiente." comment by Manabrasil published on Univision website.
June 11, 2007. http://foro.univision.com/t5/Selva-Negra/30-cosas-que-puedes-hacer-para-proteger-el-medioambiente/td-p/253199199
Video: Escuadrón Verde: Punto Verde® y Reciclón® http://www.youtube.com/watch?v=Eete-R14_a8
Video: Calentamiento Global para Niños en Español http://www.youtube.com/watch?v=3lBy-5D_8RY
Video: Aprender a afrontar el cambio climático (published by UNESCO)
http://www.youtube.com/watch?v=wCzbBfIUMi4
Video: Medio Ambiente y Cambio Climatico - Guatemala (published by Juan Pablo Guzmán Castillo)
http://www.youtube.com/watch?v=RMGszV2NhkI
Video: Cambio climático en Centroamérica http://www.youtube.com/watch?v=vsQTpDvupIY
Video (news report): ¿Usted qué hace para ahorrar agua? Excelsoir (Mexico)
Video: Nuestros mares: Turismo responsable
Topic 3: Changes in courtship How do young people from other cultures express romantic interest?
Newspaper article: "Cómo se enamoran hoy los jóvenes." lanacion.com published August 18, 2002.
http://www.lanacion.com.ar/423522-como-se-enamoran-hoy-los-jovenes
Newspaper article: “Los noviazgos actuales están en una cultura light.” Milenio.com published February 14, 2012.
http://www.milenio.com/cdb/doc/impreso/9112393
Wikipedia article: http://es.wikipedia.org/wiki/Noviazgo
Video: Soy el peor novio del mundo http://www.youtube.com/watch?v=q0V8SsKoI4s
Portions of the feature film Hable con ella
Topic 4: Ethnic Identities How does ethnic identity shape an individual´s life experience?
Magazine article: los Emberá http://www.veintemundos.com/magazines/19-en/
Non-fiction article: Identidad étnica, Gustavo Herrarte http://www.uvg.edu.gt/revista/numero16/REV%2016%20pp%20111-127%20Identidad%20etnica.pdf
Non-fiction article: El desafío hispano, Samuel Huntington.
http://letraslibres.com/sites/default/files/pdfs_articulos/pdf_art_9492_7368.pdf
Radio interview from Canadá en las Américas about Samuel Huntington´s thesis (Radio Canada):
http://www.mrpeto.com/audio/huntington/STARTHERE.html
Topic 5: Gender roles How do gender roles shape an individual´s life experiences?
Magazine article: Arriba los guantes http://www.veintemundos.com/magazines/10-en/reportaje/
Fiction story: El Almohadón de plumas, Horacio Quiroga (Uruguay)
portions of the feature film Macario (Mexico)
Video (news report): Una familia en la que los dos trabajan es lo ideal por la mayoría de los españoles. RTVE
Fiction story: Las medias rojas by Emilia Pardo Bazan (Spain)
Video: Hechas en México – Buzo – Sofía Ponce
Magazine article: Las nanas
Topic 6: Architecture How does architecture reflect the history and culture of a people?
http://es.wikipedia.org/wiki/Arquitectura_de_M%C3%A9xico
Narquitectura: Los palacios fortificados de los capos del narcotráfico en México
http://marcianosmx.com/narquitectura-los-palacios-fortificados-de-los-capos-del-narcotrafico-en-mexico/
Short story: Chac Mool by Carlos Fuentes
Topic 7: Celebrations How do different cultures recognize major rites of passage?
Magazine article: Las piñatas: http://www.veintemundos.com/magazines/55-en/
Magazine article: La fiesta de San Fermín, Carmen Roman. Abriendo paso: Lectura.
Portions of news coverage of San Fermín celebrations, broadcast by RTVE in 2010.
Magazine article: Año nuevo: http://www.veintemundos.com/magazines/62-en/
Video: Comida de navidad por el mundo, RTVE.
Topic 8: Migrant farmworkers What are our responsibilities towards the well-being of those born into poverty?
Documentary film: La cosecha
Fiction (short story) Cajas de cartón by Francisco Jimenez.
Documentary film: La cosecha de vergüenza
Topic 9: Health Care How has technology changed the way we take care of ourselves?
Magazine article: Medecina indígena http://www.veintemundos.com/magazines/17-en/emprendedores/
Video (news report) Sobrepeso de los niños (RTVE)
Topic 10: Social Networking and Teenagers Should access to social networking be limited for adolescents?
"Hace 5 años ningún adolescente hablaba de Facebook." Clarín.com, published May 23, 2013.
http://www.revistaenie.clarin.com/ideas/tecnologia-comunicacion/Roxana-Morduchowicz_0_924507867.html
La adolescencia nos hizo humanos. RTVE, published December 12, 2012.
http://www.rtve.es/television/20121212/adolescencia-hizo-humanos/586206.shtml
"Los adolescentes y las redes sociales." Published by Ministerio de educación (Argentina), September 2010.
http://www.me.gov.ar/escuelaymedios/material/redes.pdf
Topic 11: Defining Beauty How do we know what is beautiful?
Magazine article: El boom de las cirugías estéticas http://www.veintemundos.com/magazines/16-en/reportaje/
Documentary video: Hechas en México – Tatuadora Cynthia Cuevas
Magazine article: Música de la basura, Veinte Mundos.
Short documentary video: Música de la basura
Topic 12: Heroes What makes someone a hero?
Mural: Sueño de una tarde dominical en la Avenida Central (Diego Rivera)
Article: Analisis de Sueño de una tarde dominical en la Avenida Central
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&ved=0CD0QFjAE&url=http%3A%2F
%2Ffaculty.xavierhs.org%2Fsalvadori%2FSue%25C3%25B1ode.doc&ei=FTwUePnBKmxiwKMi4GQCQ&usg=AFQjCNHTJvIk0fMCWebtPvQkzanHSB89XA&sig2=3Gej683QsrWh1etNzIDim
A
Magazine article: Entrevista con Franklin Chang
portions of the feature film El Camino de San Diego (Argentina)
portions of the feature film Motorcycle Diaries
Fiction (story): Espuma y nada más by Hernán Tellez (Colombia)
Video: En su propria trampa (Chilean television program)
Topic 13: Endangered Species How do our actions put species in danger of extinction?
Video: El libro rojo - Especies amenazadas - Cocodrilo, centinela de los ríos
http://www.youtube.com/watch?v=YHllJGEHiWI
Non-fiction magazine article: El Axolotl Mexicano
Video: El Axolotl
Video: Aprender a Proteger la Biodiversidad (published by UNESCO) http://www.youtube.com/watch?v=RVnkkJaCuRo
Topic 14: Making sense of war How does war impact innocent civilians?
Mural: Guernica
portions of feature film Voces inocentes
portions of the feature film El laberinto del fauno
Topic 15: Regionalisms How does language define group identity?
"Stefanny Nuñez: Palabras nacas" http://www.youtube.com/watch?v=CEbXlhTQefw
Song: Qué difícil es hablar el español
Magazine article: El Guaraní en Paraguay, Veinte Mundos
Magazine article: Lenguajes en España, Veinte Mundos