World Language Curriculum Guide
History
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| 1
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| Identify and discuss famous people, events and dates.
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- Model target vocabulary with a variety of
prompts/materials. - Model correct pronunciation and structures. - Ask questions in the target language and then model appropriate responses using gestures to help clarify their meaning. - Provide "situations" for which students will need to act out a dialogue/skit. |
- Make up skits. - Develop accurate pronunciation through class drill. - Create flashcards. - Respond to questions using appropriate structures. - Develop dialogues in pairs or small groups. |
- Evaluate student conversation. - Evaluate verbal student responses. - Evaluate performances of students in skits, dialogues, role playing, videos. |
- Produce a multimedia presentations focusing on historical
sites. - Converse with native speakers (community members, exchange students, pen-pals, Internet). - Produce a children's book related to history of target country(s). - Write a song about significant event or person in history. - Design a cartoon, mural, etc. related to topic. |
- Posters. - Total Physical Fun - AV materials (Films, video, cassettes, CD-rom). - Puppets. - Teacher-generated materials. - Appropriate props.
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| 2
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| Identify and discuss monuments and ruins (location,
historical importance, etc.).
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- Direct student question and replies through drill and
repetition going around class to each individual student. - Use a variety of AV material (Film, CD-roms like Rosetta Stone, cassettes, etc.).
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- Research people, events, and dates &emdash; create a
class timeline, identifying notable people, events and dates. - Complete teacher-generated materials individually or in groups. |
- Evaluate oral and written presentations. - Quizzes/Tests.
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- Model, role play in pairs spontaneously in front of class. - Interactive homework (involving family or friend).
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- Flashcards. - Textbooks and supporting written material. - Appropriate Research materials (books, pamphlets, newspaper, periodicals interview, Internet, etc.).
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| 3
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| Identify and discuss inventors and their inventions. | - Provide teacher generated materials to reinforce
proficiency. - Facilitate classroom discussion by providing prompts. |
Read/research appropriate materials in preparation for
classroom discussion and creation of an invention timeline. Compare to U.S.
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Evaluate performance on teacher-generated activities/materials. | Research and report on related topics as specified by teacher. | - Same as above. - Patent information (home & abroad).
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| 4
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| Discuss the country's roots and ancestors. Compare with U.S. | - Facilitate classroom discussion incorporating advanced
grammar, vocabulary and structures. - Facilitate in-class reading and writing activities.
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As above, incorporating advanced grammar, vocabulary and structures. | Same as above evaluating advanced grammar and structures as
well as vocabulary and pronunciation.
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Same as above incorporating advanced grammar, vocabulary and
structures.
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Same as above. | |
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| 5
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| Discuss colonization, exploration, slave trade, empires and their effects on country's history; compare with U.S. | Same as above incorporating advanced grammar, vocabulary and structures. | Same as above, incorporating advanced grammar, vocabulary and structures. | Same as above evaluating advanced grammar and structures as
well as vocabulary and pronunciation.
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Same as above incorporating advanced grammar, vocabulary and structures. | Same as above. | |