1. Unit Plan: Spanish V
UNIT: “Los desafíos mundiales” TIME FRAME: 9 weeks
TEACHER: Jenna Turner
Unit Summary and Rationale:
This unit contains subtopics that deal with: economic issues, environmental issues,
philosophical thought and religion, population and demographics, social welfare, and
social conscience. Students will refer back to information acquired in the previous units
dealing with immigration, social/ethnic identity, family structures, technology, and
contemporary life. Students will brainstorm and research about environmental
challenges that affect everyone and discuss possible solutions of how to improve these
problems we all face. They will be investigating things such as the effect global warming
has on animals, like the penguins in Argentina, as well as various other species in Spain.
They will compare these environmental problems with those occurring in the United
States. Students will also learn about the effects climate changes have on the spread of
illnesses, potable water, and crops around the world. They will debate whether they
think global warming is a real threat to our world and back up their answers with facts
found from reliable sources. Following environmental challenges we will look at various
economical, political, and social issues worldwide, focusing mainly on Latin America and
the United States. Lastly, students will explore the wide array of religious and
philosophical ideas found throughout the world, and analyze the role these ideals play
in global challenges. The main point of this unit is to realize how closely connected all of
these issues are. For example, climate change affects crop growth and water availability,
which directly affects the economy, the economy then affects social welfare, and social
welfare plays a role in policy reform and social unrest. Depending upon the culture,
religion also plays a major role in politics; just look at constant tensions in the Middle
East, and the political decisions that are based off of religious morality by politicians in
the United States. As global citizens students need to be aware of the issues they are
currently facing and will face in the future in order to know how to approach these
challenges.
*This unit can also be connected to future themes of:, La vida contemporánea, Las
identidades personales y públicas, La ciencia y la tecnología, y Las familias y las
comunidades
Unit Standards:
Standard 1.1: Students engage in conversation, provide and obtain information, express
feelings and emotions, and exchange opinions.
Standard 1.2: Students understand and interpret written and spoken language on a
variety of topics.

2. Standard 1.3: Students present information, concepts and ideas to an audience of
listeners or readers on a variety of topics
Standard 2.1: Students demonstrate an understanding of the relationship between the
practices and perspectives of the culture studied.
Standard 2.2: Students demonstrate an understanding of the relationship between the
products and perspectives of the culture studied.
Standard 3.1: Students reinforce and further their knowledge of other disciplines
through the foreign language.
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that
are only available through the foreign language and its cultures.
Standard 4.1: Students demonstrate understanding of the nature of language through
comparisons of the language studied and their own.
Standard 4.2: Students demonstrate understanding of the concept of culture through
comparisons of the cultures studied and their own.
Standard 5.1: Students use the language both within and beyond the school setting.
Standard 5.2: Students show evidence of becoming life-long learners by using the
language for personal enjoyment and enrichment.
Unit Objectives:
Students will be able to…
 Define, identify, and reproduce key vocabulary terms learned within the unit.
 Apply previously learned vocabulary and grammatical structures when producing
oral and written communication in the target language.
 Interpret, summarize and translate authentic literature in the target language.
 Comprehend and determine the main points/concepts when listening to native
speakers discuss a variety of topics in various social situations.
 Identify key causes of global warming and decide what the best solutions are to
solving this problem.
 Compare and contrast the effects of environmental issues of other countries
with those in the United States.
 Find and utilize reliable sources to debate whether or not global warming is a
real threat to our world and why.
 Self assess what their carbon footprint is and brainstorm ways to lessen their
environmental waste.
 Create a brochure, poster, PPT, or public service announcement in Spanish to
offer suggestion on how to improve and preserve our environmental resources.
 Identify major economic problems in various countries all around the world and
explain the origin of these problems.
 List the major economic powers in the current global economy and explain the
impact they have on the other countries in the world.
 Show the relationship between economical crisis and immigration trends.
 Arrange the most popular religions in the world in order.
 Differentiate the belief symptoms between major religions in the world.

3.  Point out the influence of religion on politics in either helping solve or worsen
conflicts.
 Formulate their own opinions on current global challenges and defend them
using a plethora of sources throughout the unit.
Unit ConnectionCollege andCareer Ready Descriptions: Teachers will select
at least one of the following lenses to act as the overlay for the unit. These are the
descriptors that must be included to ensure the unit is fully aligned to the CCLS and
relevant to the college and career ready student.
X Students will demonstrate independence.
X Students will value evidence.
X Students will build strong content knowledge.
X Students will respond to the varying demands of audience, task, and discipline.
X Students will critique as well as comprehend.
X Students will use technology and digital media strategically and capably.
X Students will develop an understanding of other perspectives and cultures.
Essential Questions:
 What are the social, political, and environmental challenges that currently face
modern society and how are they connected?
 What are the origins of these challenges and what are the future implications?
 What are some possible solutions to these challenges?
Big Ideas:
 People all over the world are currently affected by social, political, and
environmental challenges. Some of these challenges are the same for everyone,
and some differ depending upon social class, race, gender, or geographic
location.
 Global challenges at some levels have remained the same throughout history
and others have changed with advances in technology.
 As global citizens there is a need to work together to help improve social,
political, and environmental challenges all over the world to ensure a bright
future for generations to come.
Skills:
 Conjugate verbs (regular & irregular) in a variety of tenses and moods in spoken
and written language
 Understand written and spoken text by identifying key vocabulary terms and
using prior knowledge

4.  Use language spontaneously during class discussions and in brief unplanned
written correspondence
 Use circumlocution when needed instead of having a breakdown in
communication
 Summarize key points from readings
 Recognize/determine cause-effect
 Synthesize information from multiple sources
 Use sources from a variety of media to support and enhance points of view or
when trying to persuade others
Vocabulary found in writtentext andaudio:
1. Los temas del medio ambiente: el suelo, creciente, sustentable, sano(a) los alimentos,
los residuos, los desechos, mediante, a través de, debido a, el hoyo, regar, crecer, las
semillas, el ganado, el abono, las posturas, con cuidado, el doble del ancho, de
alrededor, el retroceso, la caminata, el derretimiento, la pendiente, preocupante, la
amenaza
2. Los Temas económicos: los envíos, la cifra, el promedio, el decrecimiento, el
incremento, el resultado, a pesar de, mientras tanto, el papel (el rol), la brecha, lograr, la
sabiduría, ampararse, padecer, ordeñar, en la medida en la cual, en cuanto a, la
hipoteca, los ingresos, actual, los presupuestos, clave, salir bien parado, sacarle partido,
incluso
3. El bienestar social: la campaña, cumplir, la pobreza, sumarse, convocar,
desde…hasta, alzar la voz, depurado(a), potable, saneado(a), la disponibilidad, actual,
una red, la escasez, a las claras, pese a, los avances, un informe, el desarrollo, las cifras,
señalar, un asentamiento, la marginalidad, las aclaraciones, si bien, apenas, sin
embargo
4. La conciencia social: carecer de, incapaz, la impunidad, el desprecio, los pleitos,
digno(a), un sentido, envilecer, envileciendo, las movilizaciones, la ciudadanía, a lo largo
y ancho de, a causa de, además de, regir, las problemáticas, pelear, el desplazamiento,
una maqueta, brindar, de repente, en conjunto con, chéveres, animar, la formación, los
talleres, armar, un retorno, averiguar, el sindicato, los aportes, en gran parte, en el corto
plazo
5. El pensamiento filosófico y la religión: ignorar, los ateos, resignarse, angustiar, aun,
aún, arrancar, los mentecatos, en resumidas cuentas, a sabiendas de, lo más de, por lo
menos, recorrer, el paisaje, el peregrino, exigir, engrandecer, degustar, acrecentar, el
peregrinaje, asemejarse, tener prisa, paso a paso, hacer falta, realizar, destacarse, el
paradigma, los milagros, venerar, la orden, el cumplimiento, a consecuencia de, tomar
los hábitos.

5. Learning Progression:
*All writtenandspokenassessments willbe evaluatedusing the upto
date 2013-2014 AP Scoring Rubrics. The link tothe website canbe found
at the end of the unit under “Resources”.
Opener to Unit : Lead into the main concepts that will be covered in the unit by having a
large sheet of paper hung on the board and dividing it into the categories of: the
environment, the economy, social welfare, social conscience, and
religious/philosophical thought. (Students may need more background information on
what exactly social welfare and social conscience are in order to brainstorm appropriate
vocabulary for these two categories.) Students will then work together and brainstorm
as many vocabulary terms that come to mind and write them under the correct
category. If they don’t know a word in Spanish for the word they want to use in English,
they can either look it up or use circumlocution. We will keep the list up for the
remainder of the unit and add key terms as we go, while using the chart as a reference
for vocabulary for written and spoken use.
Subtopic 1: The Environment:
 Students will be given three questions on a sheet of paper that they will be using
throughout the section on environmental issues. The questions include:
-¿Cuáles son las causas del calentamiento global?
-¿Cuáles son los efectos del calentamiento global?
-¿Cómo se puede combatir el calentamiento global?
 Students will take notes on new vocabulary terms from this section, as well as
review previously learned vocabulary words dealing with the environment from
Spanish IV on www.quizlet.com
 To review the new vocabulary terms, we will write them on slips of paper with
the word separate and students will review by matching the definition with the
word. They can also review vocabulary by giving a clue in Spanish and having
their classmates guess what word they are describing.
 We will watch a short 5 minute video “Calentamiento Global – Efecto
Inverdadero” found at: http://www.youtube.com/watch?v=qSdVvWtR2Co
 Students will jot down main causes and effects of global warming and
suggestions on how to stop it. We will discuss what we saw after. If need be, I
will play it a second time for comprehension. The question we will focus on is:
-¿Crees que el calentamiento global es un peligro verdadero y urgente
para tu generación? ¿ Por qué sí o no?
 For homework students will read “Las cinco causas principales del calentamiento
global” They will review the bolded vocabulary terms found in the article. The
first time reading the article they need to write down new vocabulary terms and
find their meaning. Then, they should read the article a second time to practice
the new vocabulary terms in context.

6.  In their journals students will do the following:
-Escribe cinco Tuits para resumir en tus propias palabras las causas del
calentamiento global según el texto. Utiliza los # para marcar
vocabulario relevante e importante.
 Class discussion: Con un compañero túrnense al debatir una de las dos opciones:
a. defender la necesidad de continuar los hábitos humanos que
contribuyen al calentamiento global o
b. explicar las razones por qué estos hábitos están dañando a nuestro
planeta. Comenten sobre los siguientes temas:
-el uso de combustibles fósiles para energía
-el uso de gasolina para transporte
-la industrialización de la agricultura (ganadera masiva)
-la deforestación para el uso de Madera para papel y
-el uso de fertilizantes en la agricultura
 We will watch two short clips about the effects of global warming on penguins
found at: http://www.youtube.com/watch?v=NhpZIFu65cQ and
http://mexico.cnn.com/planetacnn/2013/01/25/de-argentina-hasta-australia-la-
ruta-de-los-pinguinos-que-cautivan
 Students will then read an article adapted from www.pinguinopedia.com/
entitled “Los pingüinos y el calentamiento global”. Before reading, using the
information from the videos they will answer the question:
-¿Cuáles son los desafíos que se enfrentan los pingüinos a causa del
calentamiento global?
 While students are reading they can add to their original response in their
journals. Also, either while reading or after they are done reading, students will
also write a response in their journals to:
-Anota los efectos del calentamiento global en el entorno, la población y
la adaptación de los pingüinos.
-¿Cuáles son los otros desafíos a los que los pingüinos se enfrentan
según el texto?
-¿Cuáles son las implicaciones para otras especies de animales que
viven en los mismo entornos?
-¿Cuál es nuestra responsabilidad en cuanto al calentamiento global
para proteger estos entornos y a los animales que habitan a ellos?
 We will listen to the recording, “Los glaciares del sur argentino están
desapareciendo” and answer comprehension question 1-5 on page 15 from the
text, Triangulo Aprobado.
 Students will then read “¿Cuáles son los efectos del cambio climático en
España?”. They will create a graphic organizer by indicating effects of climate
change and at least two consequences for each effect.
 For homework, students will use Audacity voice recording and decide which are
the three most serious threats from the article and justify their opinion. They will
also state what surprised them the most about the situation in Spain.

7.  The following day I will ask to multiple choice questions based off of the text
that are a similar format to the AP test, and we will review Spanish geography
and discuss where these serious threats are taking place.
 For homework, they will research the effects of global warming on the U.S. and
make a comparison chart of similarities and differences between the effects on
Spain and the U.S.
 Students will use the computer lab and look at the graphic that illustrates the
effects of climate change in Peru found at: http://intercambioclimatico.com/wp-
content/uploads/INFOGRAFIA_Escenario-del-cambio-climático-en-el-Perú-
SPDA_2.jpg
 We will discuss the things they were able to comprehend from the illustration.
 Students will then research the following topics:
-las enfermedades o las condiciones médicas provocadas por la
contaminación del aire y el agua.
-las enfermedades o las condiciones médicas provocadas por los
desastres naturales.
 They are then going to read “las doce enfermedades del cambio climático”
adapted from www.elmundo.es/elmundosalud . While reading they need to fill
out a graphic organizer that will provide key information about: 1) la enfermedad
2)el método de contratar la enfermedad 3)la causa ambiental debido al cambio
climático 4) las posibles consecuencias de la enfermedad
 We will review the differences between por vs. para with a brief activity and
examples.
 We will then read “Efectos de cambios climáticos a la salud” and students will
have time to navigate and find information on the website
www.nrdc.org/laondaverde where they can find information on issues and
solutions dealing with: -calentamiento global
-energía
-el aire limpio
-océanos
-el agua
-lugares silvestres
-Fauna
-salud y tóxicos
-temas internacionales
 Students will research a Spanish-speaking country of their choice other than
Spain and Peru(we already learned about them in the unit) and the challenges
they are being faced with due to environmental issues such as climate change.
They will put the information into a PPT or Prezi to present to the class. They will
need to focus on things such as effects on the wildlife, crops, potable water, and
diseases.
 Once students present we will compare and contrast the challenges faced due
to environmental crisis. They will then write a response on the classroom blog

8. comparing the country they researched with another presentation and providing
feedback to on another about what they found most interesting/alarming.
 Prior to taking their ecological footprint quiz, students are to discuss:
-¿Qué acciones ya has escuchado para combatir el calentamiento
global?
-¿Qué haces tú o tu familia diariamente o semanalmente para ayudar a
proteger el medio ambiente.
-¿Qué programas o esfuerzos medioambientales hay en tu escuela o
comunidad?
 Students will then take the quiz about their ecological footprint in Spanish found
at: http://www.myfootprint.org/es/your_carbon_footprint/ and discuss if they
were surprised by their results or not.
 Next, they will read “Tips para combatir el calentamiento global” (we will review
command forms and pronoun placement as a mini grammar review)
 They will use those tips and discuss which ones are applicable to their lives.
 Students will then see usted commands used while reading “Para plantar un
árbol” that was originally published in “Plantemos para el planeta: La Campaña
de los mil milliones de árboles.” They will then work with a partner to retell the
steps in their own words.
 Next, we will listen to the audio, “Cómo plantar un árbol” that comes from Radio
Araucano 27/9/2011, and answer comprehension questions 1-10 (multiple
choice) pg. 14 of Triangulo Aprobado
 For homework, students are to read text that deals with recycling electronic
devices on page 16 of Triangulo Aprobado and annotate it. In class tomorrow we
will listen to the recording “Desechos electronicos” and have a discussion on
both the article and the recording by focusing on the questions:
-¿Deben los países hacer énfasis en el reciclaje de los desechos
electrónicos para proteger el medio ambiente?
 Before watching the video below, students will review helpful note taking skills
while doing a listening activity so they will have information to refer to during
the follow up discussion.
 Students will watch the video “Aprender a afrontar el cambio climático” found
at: http://www.youtube.com/watch?v=wCzbBfIUMi4 and compare the tips in
the video with those from the reading and write a journal reflection on how they
can personally improve their ecological footprint for homework.
 In class, we will have a Socratic debate. First I will go over the norms of a Socratic
Debate, as well as review strategies on how to express agreement or
disagreement, in addition to how to respond to others.
We will focus on the following questions:
-¿Qué pueden hacer juntos los jóvenes para afrontar el cambio
climático?
-¿Qué opinan los diseñadores de este video acerca de lo que pueden
hacer los jóvenes cuando trabajan juntos?

9. -¿Estás de acuerdo con el mensaje del video?
-¿Se podría realizar proyectos así en tu escuela, por qué si o no?
 We will watch the video below that uses photographs, music, and written text to
evoke strong emotions from the viewer about the dangers of continuing to harm
our planet.
 http://www.youtube.com/watch?v=-ui4Aa3EpKE (Mensaje de la Madre Tierra)
After watching the video, students will write a brief journal entry about the
reaction they had to the video and why.
 Students will then use the link below to review the consequences of climate
change to Earth.
 http://www.nrdc.org/laondaverde/globalwarming/fcons.asp (Consecuencias del
calentamiento global) After reading, students will once again navigate through
La Onda Verde website and select one of the environmental challenges and
design and write an informative brochure to distribute. The brochure will need
to include:
-el desafío ambiental
-el efecto que tiene en los seres vivos de nuestro planeta
-cómo se puede actuar
 Students will then take the same topic they selected for their brochure and
design a creative way to turn it into a public service announcement that lasts
about two minutes long.
 On the Triangulo Aprobado learning site, students will record their answers to a
role-playing activity in a conversation with Malena, who is a friend that wants to
organize an environmental club at school and needs their help.
Subtopic 2: The Economy
 When starting the section on economical challenges in the world students will
focus on the following questions throughout this section:
-¿Son conectados los efectos del cambio climático y problemas con la
economía? ¿Cómo?
-Describe el estado de la economía en los Estados Unidos. ¿Está
mejorando o empeorando? Explica.
-¿Qué factores contribuyen al éxito o al fracaso de la economía en un
país?
-¿Existe una relación entre la inmigración y la economía de los países
hispánicos?
- ¿Qué papel ha desempeñado la economía en las guerras civiles y
levantamientos militares en América Latina?
 Students will be given key vocabulary terms dealing with the economy and we
will create a master list on a large sheet of paper similar to what we did for the
environmental section. They will be practicing and reviewing these terms with
numerous reading, listening, speaking, and writing activities.
 We will read “Reducción de la pobreza” taken from the UNESCO website,
http://www.unesco.org/new/es/education/themes/leading-the-international-

10. agenda/education-for-sustainable-development/poverty-reduction/. They will
explain what ODM is and if it has been successful. They will do a voice recording
of whether or not they agree with the initiatives in the article.
 For homework, students are to research how education can help to eradicate
poverty around the world. They need to bring notes with the sources to class for
discussion tomorrow.
 In class we will have a discussion on the influence of education on helping to end
poverty, and the ripple effect it would have on other global challenges.
 Next, we will look at the poster “Levántate Alza La Voz” on page 35 of Triangulo
Aprobado. They will use the information on the poster to answer six multiple-
choice questions.
 Then, students will listen to a recording entitled “La pobreza en América Latina”
transmitted by ECUVISA TV 15/12/2010. It deals mainly with poverty in Ecuador.
They will use the information from the recording to answer comprehension
questions (1-5) pg. 37 from Triangulo Aprobado
 Students then need to find current information on the economical problems in
the United States and how it will affect their future. They also need to come up
with ideas on how these economical issues could be improved.
 They will then choose another Hispanic country and research its economical
state with that of the United States.
 We will then look at the Cuban economy by reading the adapted article, “Cuba:
la economía se hunde, las remsas crecen” and look at the graphics on pages 2
and 3 of Triangulo Aprobado along with comprehension questions.
 After the reading students will investigate the economic and political history of
Cuba. Using reliable sources, students will create a timeline of the most
important events in Cuban History.
 Students will compare their timelines with their classmates to see if they
included the same events.
 Next, we will look specifically at Fidel Castro’s rise to power along with the role
Che Guevara played in the Cuban Revolution, as well as the Exodus of Mariel.
 Students will demonstrate an understanding how the economical and political
situation led to mass immigration from Cuba to the United States.
 Going back to the importance of Ernesto “Che” Guevara, we will focus on his life
by watching the movie “Los diarios de motocicleta”
 Students will learn vocabulary terms important to understanding the film,
specific terms/accents used in Argentina, and cultural background information
relevant to the film by utilizing information and practice activities from the
textbook, Cinema For Spanish Conversation Third Edition.
 After viewing the movie and completing all of the comprehension questions
from the text, students will create a pretend Facebook page for Che Guevara
that would include people he would be associated with, or his “friends”,
messages he would write by using important quotes, iconic photos of him, etc.

11.  Students will also be writing a journal reflection on how the economical and
political state Guevara witnessed through his journey influenced his decision to
join the Cuban Revolution and his strong communist beliefs.
 We will go to the computer lab to research economic and political effects on
military uprising and civil wars in Central and South America. Students will be
responsible for presenting the information they find to their classmates.
 Next, we will be talking about the current most powerful/rich Hispanics in the
world, looking specifically at Carlos Slims.
 Students will read “Carta Abierta a Carlos Slim.” It looks at the political emprise
of Carlos Slim and its effect on the economic life in Mexico.
 They will then listen to “Carlos Slim Encabeza la lista de los más ricos” found at:
http://msnlatino.telemundo.com/shows/Al_Rojo_Vivo/video/carlos-slim-
encabeza-la-lista-de-los-mas-ricos/ed1cbfac-f48b-49f1-89bb-3880892a0807
 Based off of the reading and the audio, students will answer questions 1-10 on
pages 5 and 6 from Triangulo Aprobado.
 We will then be investigating the top 10 economical powers in the world found
at: http://www.top10listas.com/2013/12/top-10-paises-con-economias-mas-
fuertes.html. Students will explain what makes each of these countries an
economic power in the world.
 They will then infer how these world economic powers influence the rest of the
word. Students will discuss in a small group what a global economy is and make
their own definition in Spanish. We will then look at the actual definition to see
how it compares.
 For homework, they are to research what happened to the global economy in
2008 and explain it in their own words in an audio recording.
 Students will read a brief text from the original study “La globalización:
¿Amenaza u oportunidad?”. Students are to make a chart labeled, “Ventajas”
and “Desventajas”. While they read, they need to fill in the chart.
 They will then listen to the recording, “Latinoamérica enfrenta la crisis
económica global” found at:
http://www.youtube.com/watch?v=vX3zbDYWEI0&feature=kp
 Students will use the information from the text and the audio to answer the
following question in their journals:
-¿Hay más ventajas o desventajas en los efectos de la globalización
internacional para las economías latinoamericanas?
 Lastly, we will go back to the original questions found at the beginning of this
subtopic and make sure that we have answered each question with as much
information as possible covered throughout the various activities in this section.
Subtopic 3: Social Welfare
 Students will revisit the definition of social welfare from the opening of the unit
and we will rewrite the definition in Spanish, focusing on that it pertains to the
well being of the entire society, is concerned with the quality of life that includes

12. factors such as the environment, the level of crime, extent of drug abuse,
availability of essential social services, as well as religious and spiritual aspects of
life.
 We will then discuss how the previous subthemes of the environment and
economy play a role in social welfare.
 They will get important vocabulary terms for this section and students will infer
how they will apply to social welfare by creating original sentences using the
terms and sharing them with the class.
 Students will then read an explanation with examples about what social welfare
is from the website: http://definicion.de/bienestar-social/. On the class website
they are to answer the question found below and then comment on their
classmates responses.
-¿Piensas que el bienestar social es el mismo para todos? ¿Por qué sí o
no? Explica en tus propias palabras.
 Students are to think about the following questions prior to reading and listening
to the next activities.
-Se puede medir el bienestar social?
-¿Se debe medir el bienestar social de un país sólo por datos
económicos? Usa información del texto y audio.
 Prior to completing the reading and audio, students will investigate what PIB is
by referring to websites such as: http://www.e-
conomic.es/programa/glosario/definicion-pib that gives a detailed explanation,
and also what OCDE is by using websites like: http://www.oecd.org/about/
 They will then read a shortened text asking the important question about the
measurement of social welfare that was originally published May 10, 2011 in
“Consultoría en Prensa y Comunicación de México”
 Students will listen to a recording dealing with “Felicidad Interna Bruta” as a
measurement of social welfare. The recording is taken from the Triangulo
Aprobado learning website:
http://learningsite.waysidepublishing.com/mod/page/view.php?id=708575
 They will then go back and reflect on the questions from above and write a
persuasive essay after forming their own opinion.
 For homework, students are to use the website:
http://elpais.com/tag/bienestar_social/a/ to find an article of their choice
dealing with social welfare. They will then do a voice recording to summarize
what their article was about and include their own personal opinions.
 Tying in environmental issues, we will look at the issue of potable water in the
world. Students will listen to the audio based off of the blog "El Mentidero de
Mielost” emitted on "Radio Araucano” in May of 2008 dealing with the shortage
of water presently and in the future. They will then answer 7 comprehension
questions on page 36 from Triangulo Aprobado.
 Using the website,
http://www.worldbank.org/depweb/spanish/modules/environm/water/map1a.
html (Acceso a Agua Potable), students will study the map and answer

13. comprehension questions. We will then discuss the effects of not having direct
access to drinkable water.
 Students will then read a brief excerpt about lake Titicaca on page 37. We will
then watch a video that shows the beauty and resources the lake has to offer
found at: https://www.youtube.com/watch?v=6zw6YSSHRic (El Lago Titicaca
Turismo)
 http://www.virtualtourist.com/travel/South_America/Ecuador/TravelGuide-
Ecuador.html: After reading, “EL Ecuador: Páis de una Diversa Diversidad” on
page 38, we will take a virtual tour of Ecuador.
 Next, we will look at the crisis of crime rate in Latin America. Students can utilize
the following website to get a better understanding.
- http://www.worldbank.org/en/news/feature/2014/02/11/en-america-
latina-sufre-mas-del-30-de-los-homicidios-mundiales (Latin America accounts
for more than 30% of the world’s homicides.)
- http://www.insightcrime.org/news-briefs/latin-america-dominates-
worlds-most-dangerous-cities-list (Latin America Dominates World’s Most
Dangerous Cities List)
- http://www.nbcnews.com/news/world/organized-crime-gangs-make-
latin-america-most-violent-region-n83026 (Organized Crime, Ganges Makes Latin
America Most Violent Region)
 We will discuss the effect that these crime rates have on the social welfare of the
people in Latin America, and what factors contribute to these high rates of
homicide, theft, and organized crime by looking back at information about the
environmental, economical, and political state of these countries.
 Students will then research the crime rate in the United States in various states,
and compare the amount and types of crimes committed with those in Latin
America from the sources found above. They will write what they found in their
journals.
 We will then have a discussion focused around the questions:
- ¿Crees que la alta tasa de criminalidad en América Latina conduce a
los estereotipos y prejuicios injustos?
 Drug use and drug trafficking have become a huge problem worldwide. We will
investigate the war on drug trafficking and the role the U.S plays, looking at
countries such as Mexico and Colombia. Students are to research, which
countries produce and sell the largest amounts of drugs to the U.S. and which
drugs are the most popular right now. Taking the information they find, they
need to put it into a graph that best displays their findings and share it with the
class.
 Students will then reflect on whether or not drugs are a major issues in their
own community/school, and explain why. They need to complete a voice
recording stating their thoughts.
 Following crime rates and drug use/trafficking and the effects they have on
social welfare, students will have time in the computer lab to research the
following questions:

14. -¿Qué derechos de libre expresión tienen algunos países
latinoamericanos?
-¿Qué movimientos históricos han intentado restringir la libre expresión
de pensamiento en España y Latinoamérica?
-¿Cuál ha sido la lucha por la libre expresión de pensamiento de las
mujeres en Argentina y Chile?
 Using the website: http://www.dps.gov.co/Ingreso_Social/FamiliasenAccion.aspx
(Departamento para la Prosperidad Social – Familias en Acción) students will
describe what “Familias en Acción” de Colombia is, what their social initiatives
are, and why it has had so much success.
 Students will then use the graphic on page 40 of Triangulo Aprobado that shows
various factors that contribute to the quality of life. They will choose a Hispanic
country and research all of the contributing factors for that country and create a
way to present the information to their classmates.
 After completing the project above, we will discuss these same factors in the U.S.
focusing on what causes Americans stress, and how stress can play a direct role
in our national problem of obesity, depression, and drug/alcohol use.
 Lastly, for this section, we will use the textbook, Cinema For Spanish
Conversation Third Edition before, during, and after watching María llena eres de
gracia. Students will complete vocabulary activities, cultural background
information/investigations, and comprehension questions. They will gain a new
perspective into the motives of why people smuggle drugs across the border.
Specific things they will investigate include:
-el fenómeno de las mulas en el tráfico de drogas
-el Plan Colombia
-La comunidad colombiana de Nueva York
-Orlando Tobón
-los narcocorridos mexicanos en Colombia
Subtopic 4: Social Conscience
 Using the website: http://definicion.de/conciencia-social/, students will read
about what social conscience is along with examples. They need to summarize
this information in their own words and discuss it with their classmates.
 They will then get key vocabulary terms from this section. As a class we will write
clues for the words, or synonyms. Students can use the language learning
website for the textbook or www.quizlet.com to practice the new vocabulary.
 Students will then read a shortened text from “Estamos hasta la madre…” on
page 42 of Triangulo Aprobado about justice for peace again violence. They will
then answer the seven comprehension questions that follow the text.
 Next, students will investigate the role organized crime and political corruption
plays in Latin America.

15.  We will then look at the “Fundación Conciencia Social de Colombia” by
navigating the website at: http://www.fucoso.org/. We will read about who they
are and their objectives.
 They will then listen to an audio recording that deals with the participation of
college students in a social program in Colombia. After looking at the website
and listening to the audio recording from the learning website, students need to
answer the 9 comprehension questions that will follow on page 44.
 Next, we will read “Paz y seguridad humana” found on the UNESCO website:
http://www.unesco.org/new/es/education/themes/leading-the-international-
agenda/education-for-sustainable-development/peace-and-human-security/
and compare its objectives with those of “La Fundación Conciencia Social de
Colombia.
 Students will then answer the following question on the class website and
comment on their classmates responses:
-¿Qué impacto tienen la familia y los colegios en desarrollar un sentido
de conciencia social?
 Our next issue deals with prejudice. Students will read the article “Dinámica
cerebral inconsciente del prejuicio hacia minorías: El cerebro detecta de forma
automática el rostro, la raza y su contexto emocional en 170 milesegundos”
found at: http://medina-psicologia.ugr.es/cienciacognitiva/?p=283#more-283
(cienciacognitiva.org) They will learn about how the brain recognizes the race of
someone and automatically associates it with a positive or negative context.
After reading, students will list the most interesting facts they learned from the
article and share them as a class. Students will then answer the questions:
-¿Crees que el prejuicio es un problema en tu escuela/comunidad? ¿Por
qué?
-¿Piensas que el prejuicio existe en todas personas en cierta medida?
Explica.
 We will then investigate the issue of children that are exploited in the workforce,
specifically in the Dominican Republic by reading “Explotación Laboral Infantil”
found at: http://www.unicef.org/republicadominicana/protection_10455.htm.
They will compare the information from the article with the table found on page
48, Fuente 2 in Triangulo Aprobado. Students will then write a brief journal
entry explaining how the movies Voces Inocentes and La Misma Luna, as well as
with the novel Cajas de Cartón from Spanish IV deal with child labor issues.
 The last issue we will discuss before moving on to human rights is about the
major problem of cyber bullying. Students will listen to “Hazle frente al
ciberacoso” found at: http://www.ftc.gov/node/162391. We will then discuss
how and why cyber bullying is such an issue in today’s word and how it has
directly affected them. Students will offer suggestion how to prevent/stop cyber
bullying, and how to be safe online. They can present their ideas on a poster to
display in the room.
 Lastly, we will discuss the issue of human right violations by learning about the
“La Guerra Sucia”, or the Dirty War in Argentina. Once again we will use the text,

16. Cinema For Spanish Conversation Third Edition to learn key vocabulary, colloquial
terms, historical background information, and answer important comprehension
questions about the film La historia oficial. Prior to watching the movie, students
will investigate the following topics:
-Isabel Perón
-la Guerra de las Malvinas
-Raúl Alfonsín
-la Comisión Nacional sobre la Desaparición de Personas (CONDADEP)
-lo que les pasó a los generales que estaban en el poder durante la
dictadura
Subtopic 5: Philosophical Thought and Religion
 Students will get important vocabulary for this section, as well as brainstorm
other vocabulary terms associated with religion.
 Using the Azulejo text, students will read biographical information about Sor
Juana Inés de la Cruz on pages 30-31. They will then read the poem “Hombres
necios que acusáis” After reading, they will answer comprehension questions on
page 34 that we will go over together. Students will then have a discussion based
on the following questions:
-¿Todavía son relevantes los pensamientos y las obras de Sor Juan Inés
de la Cruz?
-Actualmente, ¿hay lugares en el mundo donde las mujeres no tienen
las mismas oportunidades de los hombres?
-¿Hay otros prejuicios que existen en la actualidad contra las minorías
que les impide recibir las mismas oportunidades a las cosas, como el de
la educación?
 Next, students will read biographical information about Miguel de Unamuno on
page 273 of Azulejos. We will then read “Mi religión” on page 19 of Triangulo
Aprobado, and students will answer comprehension questions 1-6.
 Students will then research the role the Catholic Church plays in countries like
Spain. We will read “Camino de Santiago, la metáfora de la vida”. Students are to
take notes while reading. They will then listen to “La experiencia de Juan Andrés”
found on the learning website for Triangulo Aprobado. Juan Andrés talks about
how a true pilgrim takes the pilgrimage to Santiago. Students need to then
answer the 11 comprehension questions dealing with the reading and the audio.
 To get a better understanding of the pilgrimage to the Cathedral, students will
take a virtual tour of “La Catedral de Santiago de Compestela” found at:
http://www.fotopanorama.com/visita-virtual-catedral-de-santiago-de-
compostela/, and also read the short cultural information about the Cathedral
on page 21 of Triangulo Aprobado. In their journals they will answer the
following questions:
-¿Qué simboliza el Camino de Santiago?
-¿Por qué es tan importante a la gente?
-¿Tenemos algo similar en los Estados Unidos?

17.  For homework, students are to find information about other pilgrimages taken
by religious people around the world. They can deal with any religion, not just
Christianity.
 Next, we will read a short biography about José Gregorio Hernández at:
http://www.corazones.org/santos/jose_gregorio_hernandez.htm. They will then
listen to the audio, “José Gregorio Hernández el siervo de Dios” and answer
questions 1-7 on page 22.
 We will then watch a three-minute video titled: “Madre Teresa-Mensaje de Vida
(100 años nacimiento). Students will watch the video once and I will pause after
each message. Students will jot down any unknown words and look them up for
better understanding the second time through. They will also write three of their
favorite sayings.
 Students will read two poems from Mother Teresa and analyze them. “La vida”
and “De todos modos”
 We will go to the computer lab to research the major religions of the world.
Students will complete a graphic organizer explaining the beliefs and practices
about each religion, as well as put them in order according to the number of
people worldwide that practice them. They will also answer the following
questions:
- ¿Nosotros estamos mal informados sobre las religiones y personas que
los practican como los musulmanes?
-¿Qué aprendiste que no sabías antes?
 Prior to completing the next reading and audio activity, students will think about
the question:
¿Se debe permitir vestir el velo musulmán en los colegios públicos?
 We will then read “EL hijab en las aulas” on page 23 and listen to “No me voy a
quitar el velo”. Students will form their own opinion to the question above using
information from both activities to support their beliefs.
 Afterwards, students will focus on the role religion plays in social welfare,
politics, and problems that arise from religious differences.
 Lastly, students will find a current event article in Spanish dealing with a religious
issue. They need to summarize what their article is about in their journal, and be
prepared to explain it and discuss it with their classmates.
Assessments:
 Listening comprehension
 Reading comprehension
 Written/Verbal summary of literature and audio activities
 Written emails/essays
 Oral presentations
 Vocabulary tests
 Class discussions
 Responses to questions on the classroom blog

18.  Research projects
 Posters/PowerPoint/Prezi presentations
 Keeping language portfolio up to date
Resources /Text Selections:
 Triángulo Aprobado Textbook (recording, video clips, and authentic texts listed in
the learning activities are found in the textbook)
 Smart Board
 Class website and blog
 Audacity voice recording program
 http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/3499.ht
ml (AP website)
 BBCmundo.com (additional current event articles & videos)
 Azulejos (Short stories, poems, and biographical information about the most
well-known literary figures in the Hispanic community
 Tejidos (Pre-AP Spanish textbook with vocabulary and activities)
 Cinema for Spanish Conversation Third Edition (Cultural context, vocabulary, and
comprehension questions for films viewed in class)
References:
Gatski,Barbara, and JohnMcMullan.TránguloAprobado.5th. Wayside Publishing,2013. Print.