High School AP French Curriculum · Grade 9th – 12th, 1 Credit Elective Course Prerequisite: French IV High School AP French Curriculum Course Description: The purpose is to develop

Grade 9th – 12th, 1 Credit

Elective Course

Prerequisite: French IV

High School AP French Curriculum

Course Description: The purpose is to develop proficiency in the French language. Students

have already acquired a basic knowledge of the language and culture of French speaking peoples

and have developed a reasonable proficiency in listening comprehension, speaking, reading and

writing. This course stresses vocabulary, oral skills, composition and grammar, and requires

students to use French for active communication. In order to promote language proficiency, this

class is conducted primarily in the target language. Students work toward building a larger

reading, speaking and listening vocabulary through use of materials representative of the French-

speaking culture. Extensive training in the organization and writing of compositions is an

integral part of AP French.

Board Approved: January 14, 2016 P a g e | 2

Scope and Sequence:

Timeframe Unit Instructional Topics

6 Weeks L’Esthetique Topic 1: Architecture

Topic 2: Contributions to World Artistic Heritage

Topic 3: Ideals of Beauty

Topic 4: Literature

Topic 5: Music

Topic 6: Performing Arts

Topic 7: Visual Arts

6 Weeks Les Defis Mondiaus Topic 1: Diversity Issues

Topic 2: Economic Issues

Topic 3: Environmental Issues

Topic 4: Health Issues

Topic 5: Human Rights

Topic 6: Nutrition and food Safety

Topic 7: Peace and War

6 Weeks La science et la

technologie

Topic 1: Current Research Topics

Topic 2: Discoveries and Inventions

Topic 3: Ethical Questions

Topic 4: Future Technologies

Topic 5: Intellectual Property

Topic 6: The New Media

Topic 7: Social Impact of Technology


Unit 1: L’Esthétique

Subject: AP French

Grade: 10-12

Name of Unit: L’Esthétique

Length of Unit: 6 Weeks

Overview of Unit: Students will study areas of literature, architecture, music, performing arts,

visual arts and other ideals of beauty.

Priority Standards for unit:

● Students engage in conversations, provide and obtain information, express feelings and

emotions, and exchange opinions.

○ Demonstrate competencies previously introduced.

○ Exchange and support opinions and individual perspectives on a variety of topics

dealing with contemporary and historical issues.

○ Discuss aspects of a field of study and/or employment opportunities.

● Students will demonstrate understanding of the nature of language through comparisons

of the language studied and their own.


○ Apply the various ways of expressing ideas using idiomatic expressions, dialect

and differentiated speech to indicate age, social status or gender.

○ Apply knowledge of the similarities and differences between the sound and

writing system of the target language and native language in communication.

● Students understand and interpret written and spoken language on a variety of topics.


○ Identify and interpret the main plot, subplot, characters (their descriptions, roles,

and significance to the story) in authentic literary texts in the target language.

● Students present information, concepts, and ideas to an audience of listeners or readers on

a variety of topics.


○ Prepare a written summary of the plot and characters in selected pieces of

literature (fiction or nonfiction) written in the target language.




○ Prepare a research-based analysis of a current event or issue from the perspective

of both the native and target language cultures.

Supporting Standards for unit:

● Students show evidence of becoming lifelong learners by using the target language for

personal enjoyment and enrichment.



○ Access or acquire cultural information through community sources.

○ Read, listen, or watch authentic materials or media for personal enjoyment.

● Students demonstrate understanding of the practices and perspectives of the cultures

studied.


○ Interact with culturally appropriate patterns of behavior in familiar situations.

○ Describe the historical significance of activities and celebrations in the culture

studied.

○ Investigate and explain how previous cultures influenced the modern culture

studied.

● Students demonstrate creative thinking, construct knowledge, and develop innovative

products and processes using technology (ISTE 1 - Creativity and Innovation).

○ Apply existing knowledge to generate new ideas, products, or processes.

○ Create original works as a means of personal or group expression.

● Students use digital media and environments to communicate and work collaboratively,

including at a distance, to support individual learning and contribute to the learning of

others (ISTE 2 - Communication and Collaboration).

○ Interact, collaborate, and publish with peers, experts, or others employing a

variety of digital environments and media.

○ Communicate information and ideas effectively to multiple audiences using a

variety of media and formats.

● Students apply digital tools to gather, evaluate, and use information (ISTE 3 - Research

and Information Fluency).

○ Plan strategies to guide inquiry.

○ Locate, organize, analyze, evaluate, synthesize, and ethically use information

from a variety of sources and media.

○ Evaluate and select information sources and digital tools based on the

appropriateness to specific tasks.

○ Process data and report results.


Unwrapped Concepts

(Students need to know)

Unwrapped Skills

(Students need to be able to

do)

Bloom’s Taxonomy

Levels Webb's DOK

competencies previously

introduced Demonstrate Remember 1

opinions and individual

perspectives on a variety of

topics dealing with

contemporary and historical

issues. Exchange Evaluate 3



topics dealing with


issues. Support Evaluate 3

aspects of a field of study

and/or employment

opportunities. Discuss Analyze 3


introduced. Demonstrate Remember 1

the various ways of

expressing ideas using

idiomatic expressions,

dialect and differentiated

speech to indicate age,

social status or gender. Apply Apply 2

knowledge of the

similarities and differences

between the sound and

writing system of the target

language and native

language in communication. Apply Apply 1

the main plot, subplot,

characters (their

descriptions, roles, and

significance to the story) in

authentic literary texts in the

target language. Identify Understand 1


characters (their




target language. interpret Analyze 2

a written summary of the

plot and characters in Prepare Create 2


selected pieces of literature

(fiction or nonfiction)

written in the target

language.

a research-based analysis of

a current event or issue from

the perspective of both the

native and target language

cultures. Prepare Create 3


Essential Questions:

1. How are perceptions of beauty and creativity established?

2. How do ideals of beauty and aesthetics influence daily life?

3. How do the arts both challenge and reflect cultural perspectives?

Enduring Understanding/Big Ideas:

1. Beauty is perceived by the view of the individual, what one thinks is beauty could be

different from another. Creativity can be established through many different mediums.

2. Beauty and aesthetics influence our perception in mainstream culture, music, literature,

art.

3. Because of the differences in viewpoints on what beauty is, different cultures see beauty

in different ways. Cultural practices affect what we perceive as beauty.

Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

Vocabulary related to:

● architecture

● ideals of beauty

● literature

● music

● performing arts

● visual arts

● world artistic heritage

Resources for Vocabulary Development: Authentic texts, online resources, videos, cultural

readings and texts, etc.


Topic 1: Architecture

Engaging Experience 1

Title: Modern Architecture

Suggested Length of Time: 1 Day

Standards Addressed

Priority:

● Students engage in conversations, provide and obtain information, express

feelings and emotions, and exchange opinions.


○ Exchange and support opinions and individual perspectives on a variety of

topics dealing with contemporary and historical issues.


Supporting:

● Students demonstrate understanding of the practices and perspectives of the

cultures studied.


○ Interact with culturally appropriate patterns of behavior in familiar

situations.

○ Describe the historical significance of activities and celebrations in the

culture studied.

○ Investigate and explain how previous cultures influenced the modern

culture studied.

Detailed Description/Instructions: Students will look at two types of architecture found in

France-modern and classic. (Example- Opera Bastille and Paris Garnier Opera House) and make

a compare and contrast Venn diagram on the architectural design. Students will then discuss the

similarities and differences and give their opinion on which style they prefer.

Bloom’s Levels: Analyze, Evaluate

Webb’s DOK: 3, 4

Rubric: To be created


Topic 2: Contributions to World Artistic Heritage


Title: Contribution of a Francophone Artist

Suggested Length of Time: 2-3 Days

Standards Addressed

Priority:

● Students present information, concepts, and ideas to an audience of listeners or

readers on a variety of topics.


○ Prepare a research-based analysis of a current event or issue from the

perspective of both the native and target language cultures.

Supporting:

● Students apply digital tools to gather, evaluate, and use information (ISTE 3 -

Research and Information Fluency).


○ Locate, organize, analyze, evaluate, synthesize, and ethically use

information from a variety of sources and media.




Detailed Description/Instructions: Students will research a famous Francophone artist and

present the importance and contribution of this artist to the world. Students will need to provide

samples of the artist’s work. Students will also give their opinion of one piece of artwork.

Bloom’s Levels: Understand, Evaluate

Webb’s DOK: 2, 3



Topic 3: Ideals of Beauty


Title: Stereotypes in France


Standards Addressed

Priority:







Supporting:

Detailed Description/Instructions: Students will discuss common stereotypes that Americans

think of the French. They will then read an article about these stereotypes (Example:

http://lci.tf1.fr/monde/amerique/les-10-prejuges-americains-sur-les-francais-7598291.html and

make a comparison of what is true and what is perceived.

Bloom’s Levels: Understand, Evaluate

Webb’s DOK: 2, 3


http://lci.tf1.fr/monde/amerique/les-10-prejuges-americains-sur-les-francais-7598291.html


Topic 4: Literature


Title: L’etranger by Albert Camus


Standards Addressed

Priority:

● Students understand and interpret written and spoken language on a variety of

topics.


○ Identify and interpret the main plot, subplot, characters (their descriptions,

roles, and significance to the story) in authentic literary texts in the target

language.






Supporting:

Detailed Description/Instructions: Students will read a piece of authentic French literature

(chapter of L’Etranger by Albert Camus, for example) and the students will work with a partner

on the role-play based on a hypothetical discussion related to the chapter. These role plays

provide additional opportunities for interpersonal communication, as well as help the students to

synthesize the material from the chapter.

Bloom’s Levels: Understand, Analyze

Webb’s DOK: 1, 3



Topic 5: Music


Title: Everybody loves Stromae!


Standards Addressed

Priority:


topics.




language.







● Students will demonstrate understanding of the nature of language through

comparisons of the language studied and their own.


○ Apply the various ways of expressing ideas using idiomatic expressions,

dialect and differentiated speech to indicate age, social status or gender.

○ Apply knowledge of the similarities and differences between the sound

and writing system of the target language and native language in

communication.

Supporting:

● Students show evidence of becoming lifelong learners by using the target

language for personal enjoyment and enrichment.



Detailed Description/Instructions: Students will study the newest hit in Europe, Stromae! They

will look at his history and how his struggles in life have affected him. Students will pick a song

by Stromae as a class. Begin by playing the video (found on YouTube and iTunes) so that the

students can see Stromae singing the song. As they listen, they’ll fill in a graphic organizer with

their thoughts and reactions to the song. Then pass out the lyrics and have students discuss the

vocabulary, key verses and theme of the song. Lastly, they’ll write additional verses for the

song.

Bloom’s Levels: Understand; Webb’s DOK: 1; Rubric: To be created


Topic 6: Performing Arts


Title: Re-enactment of a Story


Standards Addressed

Priority:


topics.




language.






Supporting:

● Students demonstrate creative thinking, construct knowledge, and develop

innovative products and processes using technology (ISTE 1 - Creativity and

Innovation).



● Students use digital media and environments to communicate and work

collaboratively, including at a distance, to support individual learning and

contribute to the learning of others (ISTE 2 - Communication and Collaboration).

○ Interact, collaborate, and publish with peers, experts, or others employing

a variety of digital environments and media.

○ Communicate information and ideas effectively to multiple audiences

using a variety of media and formats.

Detailed Description/Instructions: Students will research and find a story from a francophone

country (this could be a children’s story, fairytale, movie, play, etc…) and students will reenact

the main event of the story in a skit format.

Bloom’s Levels: Understand

Webb’s DOK: 1



Topic 7: Visual Arts


Title: Work of Art in a new way


Standards Addressed

Priority:






Supporting:

Detailed Description/Instructions: After studying different mediums of visual arts, students

will pick one to “recreate” in a different style, explaining the differences between the two.

Bloom’s Levels: Remember, Create

Webb’s DOK: 1, 3



Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the

following components: situation, challenge, specific roles, audience, product or performance.)

Students will create a presentation in French expressing their ideas of beauty in their lives and

what role it plays in society. They can do this through any form of presentation- a blog post, a

poem, song, or skit with a group. They will cite specific examples in their lives where this

beauty is represented.

Rubric for Engaging Scenario: To be created


Summary of Engaging Learning Experiences for Topics

Topic Engaging

Experience Title

Description Suggested

Length of

Time

1 Modern

Architecture

Students will look at two types of architecture

found in France-modern and classic.

(Example- Opera Bastille and Paris Garnier

Opera House) and make a compare and

contrast Venn Diagram on the architectural

design. Students will then discuss the

similarities and differences and give their

opinion on which style they prefer.

1 Day

2 Contribution of a

Francophone

Artist

Students will research a famous Francophone

artist and present the importance and

contribution of this artist to the world. Students

will need to provide samples of the artist’s

work. Students will also give their opinion of

one piece of artwork.

2-3 Days

3 Stereotypes in

France

Students will discuss common stereotypes that

Americans think of the French. They will then

read an article about these stereotypes

(Example: http://lci.tf1.fr/monde/amerique/les-

10-prejuges-americains-sur-les-francais-

7598291.html and make a comparison of what

is true and what is perceived.

1 Day

4 L’etranger by

Albert Camus

Students will read a piece of authentic French

literature (chapter of L’Etranger by Albert

Camus, for example) and the students will

work with a partner on the role-play based on a

hypothetical discussion related to the chapter.

These role plays provide additional

opportunities for interpersonal communication,

as well as help the students to synthesize the

material from the chapter.

2-3 Days





5 Everybody loves

Stromae!

Students will study the newest hit in Europe,

Stromae! They will look at his history and how

his struggles in life have affected him. Students

will pick a song by Stromae as a class. Begin

by playing the video (found on YouTube and

iTunes) so that the students can see Stromae

singing the song. As they listen, they’ll fill in

a graphic organizer with their thoughts and

reactions to the song. Then pass out the lyrics

and have students discuss the vocabulary, key

verses and theme of th

2-3 Days

6 Re-enactment of a

Story

Students will research and find a story from a

francophone country (this could be a children’s

story, fairytale, movie, play, etc…) and

students will reenact the main event of the

story in a skit format.

3-4 Days

7 Work of Art in a

new way

After studying different medias of visual arts,

students will pick one to “recreate” in a

different style, explaining the differences

between the two.

2-3 Days


Unit 2: Les Défis Mondiaux

Subject: AP French

Grade: 10-12

Name of Unit: Les Defis Mondiaux


Overview of Unit: Students will describe the French and American governmental systems.

Students will debate current events and controversial issues. Students will describe their own

health and others including life-threatening health issues and how it’s viewed by different

countries.





























● Students acquire information and recognize the distinctive viewpoints that are only

available through the world language and its culture.


○ Distinguish the viewpoints in print and in online newspapers, magazines, and

emails to identify perspectives of target culture.

○ Regularly use information from target language sources to communicate in oral

and written formats with target-language speakers.

● Students reinforce and further their knowledge of other disciplines through the world

language.


○ Acquire information from a variety of sources written in the target language about

topics being studied in other school subjects.

○ Compare information available on a variety of topics such as art, literature,

history, politics, economics, and contemporary global issues.


● Students demonstrate understanding of the concept of culture through comparisons of the

cultures studied and their own.


○ Identify and analyze cultural perspectives as reflected in a variety of nonfiction

and fiction texts.


studied.




studied.


studied.


Unwrapped Concepts


Unwrapped Skills


do)

Bloom’s Taxonomy

Levels Webb's DOK





topics dealing with





topics dealing with




and/or employment




the various ways of






knowledge of the




language and native



characters (their






characters (their




target language. Interpret Analyze 2


plot and characters in Prepare Create 2





language.








1. How do environmental, political and social issues pose challenges to societies throughout

the world?

2. How do we arrive at possible solutions to those challenges?


1. No person, company or country exists in isolation in the world. Our actions have an

impact on others either positively or negatively.

2. Through understanding of, tolerance for and cooperation with each other we can arrive at

possible solutions to the environmental, political and social issues in global societies.

Unit Vocabulary:



● diversity and tolerance

● economic issues

● environmental issues

● health

● human rights

● nutrition and food safety

● peace and wa




Topic 1: Diversity Issues


Title: Diversity Role Play


Standards Addressed

Priority:










Supporting:

Detailed Description/Instructions: Each student will be assigned a particular physical trait that

will place him or her in a particular group. (For example, one group of students all have long

hair while another all have green eyes.) At any given time the teacher will declare one group

superior over the other. Students will be given situations/conversations to act out, in the target

language, in which “inferior” students are treated as such until all students have experienced

some form of discrimination. Students will then discuss how that discrimination made them feel

and how those feelings could translate into potential social issues.

Bloom’s Levels: Apply

Webb’s DOK: 1



Topic 2: Economic Issues


Title: Income Inequality


Standards Addressed

Priority:







Supporting:

Detailed Description/Instructions: Students will compare and contrast incomes for various

professions in the U.S. and a francophone country as well as income inequality and analyze the

results in a class discussion.


Webb’s DOK: 1, 3



Topic 3: Environmental Issues


Title: Green Washing

Suggested Length of Time: 2 Days

Standards Addressed

Priority:














communication.


topics.







● Students acquire information and recognize the distinctive viewpoints that are

only available through the world language and its culture.

○ Distinguish the viewpoints in print and in online newspapers, magazines,

and emails to identify perspectives of target culture.

○ Regularly use information from target language sources to communicate

in oral and written formats with target-language speakers.

● Students reinforce and further their knowledge of other disciplines through the

world language.


○ Acquire information from a variety of sources written in the target

language about topics being studied in other school subjects.


○ Compare information available on a variety of topics such as art,

literature, history, politics, economics, and contemporary global issues.

Supporting:


cultures studied.



situations.


culture studied.

○ Investigate and explain how previous cultures influenced the modern

culture studied.

Detailed Description/Instructions: Students will analyze the meaning and underlying message

of music video “Green Washing” by Tryo, and discuss about consumers’ wants versus needs and

the role the advertising industry plays in confusing the two in buyers’ minds giving examples

from American society.

Bloom’s Levels: Analyze

Webb’s DOK: 3



Topic 4: Health Issues


Title: Healthy Choices


Standards Addressed

Priority:






Supporting:

Detailed Description/Instructions: Students will keep a journal in French for two weeks of

their eating and exercise habits and compare them to medical industry suggestions. They will

write a reflection essay deciding what changes, if any, they might make for a healthier lifestyle.


Webb’s DOK: 3, 4



Topic 5: Human Rights


Title: A violation of human rights.


Standards Addressed

Priority:











Supporting:

Detailed Description/Instructions: Students will imagine that they are a witness to a violation

of human rights. Students will write an editorial commenting on the incident.

Bloom’s Levels: Create

Webb’s DOK: 2



Topic 6: Nutrition and Food Safety


Title: Horsemeat


Standards Addressed

Priority:






Supporting:

Detailed Description/Instructions: Students will read an authentic article, look at a visual and

watch a short video on opposing French viewpoints about whether or not horse meat should be

consumed. Students would then give an opinion by writing a persuasive essay on the subject

referencing all three sources.

Bloom’s Levels: Understand, Analyze, Evaluate

Webb’s DOK: 2, 3



Topic 7: Peace and War


Title: Current Events


Standards Addressed

Priority:







Supporting:

● Students demonstrate understanding of the concept of culture through

comparisons of the cultures studied and their own.


○ Identify and analyze cultural perspectives as reflected in a variety of

nonfiction and fiction texts.

Detailed Description/Instructions: Students will watch a French TV news broadcast and/or

read a French newspaper about current conflict in the world and hold a class discussion.

Bloom’s Levels: Understand

Webb’s DOK: 2



Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following

components: situation, challenge, specific roles, audience, product or performance.)

Students will blog on a topic, such as US, NATO, autocratic governments, environment,

retirement, if it is appropriate to judge the personal life of a candidate or if they have

confidence in the president. The blogs will be posted and students will be assigned to comment

on one of the other topics written on in class.




Topic Engaging

Experience Title


Length of

Time

1 Diversity Role

Play

Each student will be assigned a particular

physical trait that will place him or her in a

particular group. (For example, one group of

students all have long hair while another all

have green eyes.) At any given time the

teacher will declare one group superior over

the other. Students will be given

situations/conversations to act out, in the target

language, in which “inferior” students are

treated as such until all students have

experienced some form of discrimination.

Students will then discuss how that

discrimination made them feel and how those

feelings could translate into potential social

issues.

1 Day

2 Income Inequality

Students will compare and contrast incomes

for various professions in the U.S. and a

francophone country as well as income

inequality and analyze the results in a class

discussion.

1 Day

3 Green Washing Students will analyze the meaning and

underlying message of music video “Green

Washing” by Tryo, and discuss about

consumers’ wants versus needs and the role the

advertising industry plays in confusing the two

in buyers’ minds giving examples from

American society.

2 Days

4 Healthy Choices Students will keep a journal in French for two

weeks of their eating and exercise habits and

compare them to medical industry suggestions.

They will write a reflection essay deciding

1 Day


what changes, if any, they might make for a

healthier lifestyle.

5 A violation of

human rights

Students will imagine that they are a witness to

a violation of human rights. Students will write

an editorial commenting on the incident.

1 Day

6 Horsemeat

Students will read an authentic article, look at

a visual and watch a short video on opposing

French viewpoints about whether or not horse

meat should be consumed. Students would

then give an opinion by writing a persuasive

essay on the subject referencing all three

sources.

1 Day

7 Current Events

Students will watch a French TV news

broadcast and/or read a French newspaper

about current conflict in the world and hold a

class discussion.

1 Day


Unit 3: La science et la technologie

Subject: French IV

Grade: 10-12

Name of Unit: La science et la technologie


Overview of Unit: Students will study and engage in conversations concerning the impact and

moral implications of invention, technology, and media for society.





























● Students acquire information and recognize the distinctive viewpoints that are only

available through the world language and its culture.

○ Distinguish the viewpoints in print and in online newspapers, magazines, and

emails to identify perspectives of target culture.


○ Regularly use information from target language sources to communicate in oral

and written formats with target-language speakers.

● Students reinforce and further their knowledge of other disciplines through the world

language.


○ Acquire information from a variety of sources written in the target language about

topics being studied in other school subjects.

○ Compare information available on a variety of topics such as art, literature,

history, politics, economics, and contemporary global issues.


● Students demonstrate an understanding of the relationship between the products and

perspectives of the cultures studied.


○ Connect objects, important people and symbols of other cultures to the underlying

beliefs and perspective of the people.

● Students demonstrate understanding of the concept of culture through comparisons of the

cultures studied and their own.


○ Identify and analyze cultural perspectives as reflected in a variety of nonfiction

and fiction texts.

● Students show evidence of becoming lifelong learners by using the target language for

personal enjoyment and enrichment.



○ Read, listen, or watch authentic materials or media for personal enjoyment.

● Students use the target language within and beyond the school setting.


○ Present information about the target language and culture to others.

○ Write a newsletter (class, school, etc.) for peers in country or target language.


studied.




studied.


studied.

● Students demonstrate creative thinking, construct knowledge, and develop innovative

products and processes using technology (ISTE 1 - Creativity and Innovation).




○ Use models and simulations to explore complex systems and issues.

○ Identify trends and forecast possibilities.

● Students apply digital tools to gather, evaluate, and use information (ISTE 3 - Research

and Information Fluency).


○ Locate, organize, analyze, evaluate, synthesize, and ethically use information

from a variety of sources and media.




● Students use critical thinking skills to plan and conduct research, manage projects, solve

problems, and make informed decisions using appropriate digital tools and resources

(ISTE 4 - Critical Thinking, Problem Solving, and Decision Making).

○ Identify and define authentic problems and significant questions for investigation.

○ Plan and manage activities to develop a solution or complete a project.

○ Collect and analyze data to identify solutions and/or make informed decisions.

○ Use multiple processes and diverse perspectives to explore alternative solutions.


Unwrapped Concepts


Unwrapped Skills


do)

Bloom’s Taxonomy

Levels Webb's DOK





topics dealing with





topics dealing with




and/or employment




the various ways of






knowledge of the




language and native



characters (their






characters (their




target language. Interpret Analyze 2



plot and characters in




language. Prepare Create 2






the viewpoints in print and

in online newspapers,

magazines, and emails to

identify perspectives of

target culture. Distinguish Understand 3

information from target

language sources to

communicate in oral and

written formats with target-

language speakers. Use Apply 2

information from a variety

of sources written in the

target language about topics

being studied in other

school subjects. Acquire Understand 1

information available on a

variety of topics such as art,

literature, history, politics,

economics, and

contemporary global issues. Compare Understand 2

the viewpoints in print and

in online newspapers,

magazines, and emails to

identify perspectives of

target culture. Distinguish Understand 3

information from target

language sources to

communicate in oral and

written formats with target-

language speakers. Use Apply 2



1. How do developments in science and technology affect our lives?

2. In what factors have driven innovation and discovery in the fields of science and

technology?

3. What role do ethics play in scientific advancement?


1. Changes in technology and scientific knowledge can render our lives easier yet pose

ethical problems.

2. Money, new technology, desire to improve life all contribute to innovation and discovery

in the fields of science and technology.

3. Philosophical, religious, moral viewpoints all contribute to scientific advancement.

Unit Vocabulary:



● Discoveries and Inventions

● Future Technologies

● Intellectual Property

● Social Impact of Technology

● The New Media




Topic 1: Current Research Topics


Title: Debate

Suggested Length of Time: 1 Week

Standards Addressed

Priority:













world language.







world language.






Supporting:















Detailed Description/Instructions: With a partner, students will research and debate

controversial discoveries and topics such as texting and driving, stem cell research, freedom of

speech and safety on the Internet. The class will listen to each debate and discuss their opinion

on each topic.


Webb’s DOK: 2, 3, 4



Topic 2: Discoveries and Inventions


Title: What’s the Invention?


Standards Addressed

Priority:







Supporting:

● Students demonstrate an understanding of the relationship between the products

and perspectives of the cultures studied.


○ Connect objects, important people and symbols of other cultures to the

underlying beliefs and perspective of the people.

Detailed Description/Instructions: Students describe photos of actual inventions from

Francophone countries/inventors to their partners and partners try to comprehend and guess that

invention the student is describing. They will then discuss the importance of the invention.


Webb’s DOK: 2, 3



Topic 3: Ethical Questions


Title: Stem Cell Research


Standards Addressed

Priority:












Supporting:

Detailed Description/Instructions: Students will research the topic of stem-cell research and

have a debate on the issue in the target language.


Webb’s DOK: 2, 3, 4



Topic 4: Future Technologies


Title: Innovation in a Francophone country

Suggested Length of Time: 2 Days

Standards Addressed

Priority:











Supporting:



○ Present information about the target language and culture to others.

● Students demonstrate creative thinking, construct knowledge, and develop

innovative products and processes using technology (ISTE 1 - Creativity and

Innovation).



○ Use models and simulations to explore complex systems and issues.

○ Identify trends and forecast possibilities.

Detailed Description/Instructions: Students will design and create a new technological product

(app, media, and device) and will write an Eiffel Tower elevator pitch to investors describing

how it works and what the importance and function of it is. They will “convince” the investor

(teacher and class) to invest in the new product!

Bloom’s Levels: Create

Webb’s DOK: 2



Topic 5: Intellectual Property


Title: Whose music is it anyway?


Standards Addressed

Priority:











Supporting:


cultures studied.



situations.


culture studied.






Detailed Description/Instructions: In groups of two, students will role play the following

scenario: You have been caught illegally downloading music and you will plead your case to

your partner, the judge at your trial. Include in your arguments individual rights, free access to

the internet, loss of income from stolen music, etc.


Webb’s DOK: 3, 4



Topic 6: The New Media


Title: Social Media


Standards Addressed

Priority:









a. Prepare a research-based analysis of a current event or issue from the perspective


Supporting:

Detailed Description/Instructions: The class will have a discussion on their use of social

media. Students will survey each other on what the best apps and social media is used today.

They will make a T-chart of the pros and cons of social media and discuss in class.


Webb’s DOK: 3, 4



Title: Social Media in France


Standards Addressed

Priority:



















communication.







Supporting:




cultures studied.


Detailed Description/Instructions: Students will investigate what social media is most popular

among teens in France and compare it with social media use among U.S. teens. They will

investigate what, if any, effect the social media has had on the French language including the use

of texting acronyms, English terms used in French, etc.


Webb’s DOK: 3, 4



Topic 7: Social Impact of Technology


Title: Comparison of Technology


Standards Addressed

Priority:













world language.






Supporting:









● Students use critical thinking skills to plan and conduct research, manage projects,

solve problems, and make informed decisions using appropriate digital tools and

resources (ISTE 4 - Critical Thinking, Problem Solving, and Decision Making).

○ Identify and define authentic problems and significant questions for

investigation.

○ Plan and manage activities to develop a solution or complete a project.

○ Collect and analyze data to identify solutions and/or make informed

decisions.


○ Use multiple processes and diverse perspectives to explore alternative

solutions.

Detailed Description/Instructions: Students will look at a series of satirical cartoons on and

advertisements for present and past technology. Students will create a timeline of sorts

explaining the evolution of technology. They will then write an essay explaining what changes

have occurred and what effect they have had on society.

Bloom’s Levels: Understand, Apply

Webb’s DOK: 1, 2



Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following

components: situation, challenge, specific roles, audience, product or performance.)

Students will select a topic under the realm of Science and technology. They may choose to

delve into one we already discussed or one we never have studied. They research this topic and

each student gives a presentation on his topic of no less than 15 minutes. They are asked to

make the presentation interactive by including discussion questions for the class, visual aids,

quizzes, games, and technology (Kahoot, Nearpod, Plickers, etc…)




Topic Engaging

Experience Title


Length of

Time

1 Debate

With a partner, students will research and

debate controversial discoveries and topics

such as texting and driving, stem cell research,

freedom of speech and safety on the Internet.

The class will listen to each debate and discuss

their opinion on each topic.

1 Week

2 What’s the

Invention?

Students describe photos of actual inventions

from Francophone countries/inventors to their

partners and partners try to comprehend and

guess that invention the student is describing.

They will then discuss the importance of the

invention.

1 Day

3 Stem Cell

Research

Students will research the topic of stem-cell

research and have a debate on the issue in the

target language.

2-3 Days

4 Innovation in a

Francophone

country

Students will design and create a new

technological product (app, media, and device)

and will write an Eiffel Tower elevator pitch to

investors describing how it works and what the

importance and function of it is. They will

“convince” the investor (teacher and class) to

invest in the new product!

2 Days

5 Whose music is it

anyway?

In groups of two, students will role play the

following scenario: You have been caught

illegally downloading music and you will

plead your case to your partner, the judge at

your trial. Include in your arguments

individual rights, free access to the internet,

loss of income from stolen music, etc.

1 Day

6 Social Media The class will have a discussion on their use of

social media. Students will survey each other

1 Day


on what the best apps and social media is used

today. They will make a T-chart of the pros

and cons of social media and discuss in class.

6 Social Media in

France

Students will investigate what social media is

most popular among teens in France and

compare it with social media use among U.S.

teens. They will investigate what, if any,

effect the social media has had on the French

language including the use of texting

acronyms, English terms used in French, etc.

1 Day

7 Comparison of

Technology

Students will look at a series of satirical

cartoons on and advertisements for present and

past technology. Students will create a

timeline of sorts explaining the evolution of

technology. They will then write an essay

explaining what changes have occurred and

what effect they have had on society.

1 Day


Unit of Study Terminology

Assessment Leveling Guide: A tool to use when writing assessments in order to maintain the

appropriate level of rigor that matches the standard.

Big Ideas/Enduring Understandings: Foundational understandings teachers want students to

be able to discover and state in their own words by the end of the unit of study. These are

answers to the essential questions.

Engaging Experience: Each topic is broken into a list of engaging experiences for students.

These experiences are aligned to priority and supporting standards, thus stating what students

should be able to do. An example of an engaging experience is provided in the description, but a

teacher has the autonomy to substitute one of their own that aligns to the level of rigor stated in

the standards.

Engaging Scenario: This is a culminating activity in which students are given a role, situation,

challenge, audience, and a product or performance is specified. Each unit contains an example of

an engaging scenario, but a teacher has the ability to substitute with the same intent in mind.

Essential Questions: Engaging, open-ended questions that teachers can use to engage students

in the learning.

Priority Standards: What every student should know and be able to do. These were chosen

because of their necessity for success in the next course, the state assessment, and life.

Supporting Standards: Additional standards that support the learning within the unit.

Topic: These are the main teaching points for the unit. Units can have anywhere from one topic

to many, depending on the depth of the unit.

Unit of Study: Series of learning experiences/related assessments based on designated priority

standards and related supporting standards.

Unit Vocabulary: Words students will encounter within the unit that are essential to

understanding. Academic Cross-Curricular words (also called Tier 2 words) are those that can be

found in multiple content areas, not just this one. Content/Domain Specific vocabulary words are

those found specifically within the content.

Symbols:

This symbol depicts an experience that can be used to assess a student’s 21st Century Skills

using the rubric provided by the district.

This symbol depicts an experience that integrates professional skills, the development of

professional communication, and/or the use of professional mentorships in authentic classroom

learning activities.

Documents

High School AP French Curriculum · Grade 9th – 12th, 1 Credit Elective Course Prerequisite: French IV High School AP French Curriculum Course Description: The purpose is to develop