Course Overview The AP Spanish language course is equivalent to a third year college course in Advanced Spanish

language skills. This course is conducted almost exclusively in Spanish using authentic materials

from the Spanish-speaking world such as short stories, newspaper and magazine articles, audio and

video from a variety of websites, short films and excerpts from feature films and documentaries.

Students will learn to analyze a wide diversity of authentic materials drawn from many different

countries. Students develop their writing, listening, reading and speaking skills across the three

communicative modes; Interpersonal (interactive communication), Interpretive (receptive

communication), and Presentational (productive communication). Over the course of the year

students will hone their language skills as they:

express themselves in Spanish on a wide variety of topics by presenting, discussing,

inquiring, and describing with accuracy and fluency.

demonstrate understanding of authentic dialogues, lectures, newscasts, oral

presentations, and other authentic sources of spoken Spanish.

analyze viewpoints from multiple authentic sources in order to create their own original

response

write formal and informal compositions in a wide variety of formats with appropriate

grammatical structure, expanded use of vocabulary and proper register to distinguish

between audiences.

become familiar with regional variations in the Spanish language and the cultures of

Spanish-speaking countries

Summary of grading scheme:

Interpretive skills: 30% for example, reading stories and listening to podcasts

Interpersonal skills: 30% for example, discussion in class and responding to blog posts

Presentational skills: 30% for example, essays and oral presentations in class

Midterm and Final portfolios with reflection: 10%

Course materials:

The following texts are used as core materials and grammar reference.

Abriendo Paso: Gramática (Boston, MA: Pearson Prentice Hall, 2007)

Abriendo Paso: Lectura (Boston, MA: Pearson Prentice Hall, 2007)

Triángulo (Sandwich, MA: Wayside Publishing, 2006)

AP Spanish:Preparing for the Language Examination (Boston, MA: Pearson Prentice

Hall, 2007)

The following websites are used extensively inside and outside of class:

EBSCO online Referencia latina (school subscription) http://search.ebscohost.com/

Brainpop en español http://esp.brainpop.com

Nicenet Class Blog http://nicenet.org

Veinte Mundos http://www.veintemundos.com/en/

BBC Mundo http://www.bbc.co.uk/mundo/

Aula de El Mundo http://aula2.elmundo.es/aula/laminas.html

Canal Encuentro http://www.encuentro.gov.ar/

Audio Lingua http://www.audio-lingua.eu/?lang=es

RTVE http://www.rtve.es/

Radio Canadá Internacional http://www.rcinet.ca/espagnol//

Mexicanal TV http://www.youtube.com/user/Mexicanaltv?feature=watch

Units of StudyEach unit of study lasts 2-3 weeks and is introduced with an essential question and a brainstorming

session that orients discussion. Substantial vocabulary is presented throughout the unit to develop

communicative competence in the four language skills. The vocabulary comes from the texts and

audio files used in class; all vocabulary is thoroughly contextualized. Students maintain a glossary of

terms in their notebooks which reflect their reading and listening. The vocabulary glossaries are also

a place to reflect on regionalisms and variations in register. Throughout each unit of study special

emphasis is given to recognize distinct cultural perspectives of Spanish-speaking peoples.

Each unit of study follows a predictable pattern. On the first day the essential question of the unit is

presented, followed by a brainstorming activity to orient discussion and establish previous knowledge

of the topic. Often students will have read relevant news articles over the weekend in anticipation of

the new unit and share with their peers through a jigsaw activity. Before the end of the first day

students take note of key ideas, vocabulary and structures necessary to discuss the unit. The

following five to six days are dedicated to expanding their perspectives by processing newspaper and

magazine articles, listening to podcasts, viewing short videos, documentaries and portions of feature

films, as well as reading fiction relevant to the essential question. All of these sources are processed

in and outside of class through activities such as posting to blogs, class discussions of varying

formats, completing graphic organizers, formal comprehension quizzes, role-playing activities,

language games such as taboo, and structured conversation prompts. Depending upon the time

frame available, another two to three days are then dedicated to individual research while each

student delves into one of the subthemes brought up in class. Each student explores one aspect of

the topic on their own, finding appropriate sources and using these sources to prepare an oral

presentation that is either presented in class or recorded on a website such as vocaroo. Each student

will present at least four formal oral presentations in class, while the other eleven may be recorded.

Many oral presentation topics are conceived to lead students to compare their own cultural practices

with those throughout the Spanish-speaking world. Oral presentations are evaluated according to the

relevant AP Spanish Language Rubric for speaking. Finally, on the last day of the unit, all students

respond to either an interpersonal or presentational writing prompt. Writing samples are evaluated

according to the relevant AP Spanish Language Rubric for writing.

Explicit instruction on how to synthesize sources to write a good formal essay and deliver a formal

oral presentation will be provided in class with consultation of the textbook Abriendo Paso: lectura,

referring specifically to the section “Un poco más de práctica”, Part A Formal Writing (Integrated

Skills) and Part B Formal Oral Presentation (Integrated Skills).

Sample Class Activities

ListeningThe class is almost exclusively conducted in Spanish; in addition students analyze at least one (and

often more than one) audio source each class. Students listen to recorded audios of native Spanish

speakers that represent a wide diversity of accents. Sources include audio from the textbooks cited

previously as well as authentic sources found on the internet. Some audios deal with situations of

daily life that are rich in lower register, idiomatic Spanish while others are newscasts and recorded

selections from magazines that focus on the topic of the unit and tend to be of a higher register.

Students learn to separate details from main ideas while they outline the information, complete grids,

or complete graphic organizers. Students are then evaluated for their comprehension. Popular

music from Spanish-speaking countries is also incorporated into the class on a regular basis.

Outside of class students interpret and respond to podcasts and authentic newscasts on a weekly

basis. Students have some flexibility choosing the out of class listening activities (choosing from a list

of related topics and sources that I provide); audio sources relate to the unit of study and are one of

the sources students use to develop their formal oral presentations.

SpeakingStudents speak Spanish during the entire class period. Emphasis is placed on interpersonal

speaking; in class students work in pairs, in small groups and participate in large group discussions.

Students are routinely recorded in order to reflect on their speaking, to develop good pronunciation,

and to track progress and recurring errors. Informal speaking opportunities are abundant and include

think-pair-share activities, small group response circles (reacting to a text or audio), problem-solving

conversations, various language games such as taboo, paired conversations on a topic under study,

role-playing situations, structured conversation prompts, and free discussion in a large group format.

Throughout the year students complete various presentational speaking assessments directed at

their peers including “how to” presentations, semi-impromptu interviews, short presentations on

cultural topics and opinion pieces.

In addition to in-class activities students are required to use the Spanish language in the community

through various assignments such as interviewing a native Spanish speaker. On weeks in the middle

of a unit students record an informal oral reaction to a podcast through the vocaroo website and send

it to my email address. On the last week of the unit students present their formal oral presentation; at

least four of the presentations must be presented in class while the other eleven may be recorded

and sent to me through email.

ReadingStudents read authentic texts that develop their reading ability from a wide diversity of sources: short

stories, poetry and portions of novels, magazine and newspaper articles, navigating websites for a

variety of purposes and the writing on realia that I have collected over the years (pamphlets, ticket

stubs, etcetera). Students demonstrate understanding through activities such as graphic organizers,

spoken response circles (often preceded by independent journaling), formal presentations and written

responses.

Students read regularly outside of class. Each unit includes a packet of assigned readings that relate

to the theme of the unit. Students also maintain a reading journal to track their independent reading,

which is a self-selected novel in Spanish. Independent readings are chosen according to student

interest and ability, but are all authentic literature originally published for Spanish native speakers.

Examples of acceptable novels range from difficult texts such as La ciudad de las bestias by Isabel

Allende to easier texts, such as the novel Senderos fronterizos by Francisco Jimenez. Every other

Wednesday students participate in a modified literature circle activity to discuss their novels.

WritingStudents write regularly in class for a variety of purposes. Examples of presentational writing, beyond

the formal essays described below in the “integrated skills” section, include responses to a question

or situation found in a text, film reviews and opinion pieces refering to a topic under study. Examples

of interpersonal writing tasks include thank you letters and a weekly blog that responds to an article

that they have read or a podcast that they have heard, which is shared with a student partner in class

and then the student partner writes a response. Every week students also post a comment on a class

online discussion board (nicenet.org) and respond to at least two of their classmates comments.

Formal compositions are timed according to AP Exam guidelines. Compositions are marked without

being graded and returned to students so that they can make corrections. AP students write either an

interpersonal timed writing response (ten minutes) or a formal in-class essay (integrated

presentational writing approximately 50 minutes) for each unit. They receive feedback at the

beginning of the following week and submit their corrected compositions on Wednesdays. Common

mistakes observed on the writing tasks prompt brief, explicit grammar reviews in class; thus grammar

taught in class is chosen to maximize communicative competence.

Integrated skillsStudents will complete seven presentational writing assignments (four in the first semester and three

in the second semester) which will be evaluated according to the AP Spanish Language Rubric for

writing. This is a formal writing style that requires students to analyze a variety of authentic sources

and synthesize the information. Each composition will be written in class within a time limit of 30 to 50

minutes to simulate the conditions of the presentational writing section on the AP exam. Students will

deliver one formal oral presentation per unit (total of fifteen) based on readings, podcasts, videos and

discussions that have taken place inside and outside of class. Explicit instruction on how to

synthesize sources to write a good formal essay and deliver a formal oral presentation will be

provided in class with consultation of the textbook Abriendo Paso: lectura, referring specifically to the

section “Un poco más de práctica”, Part A Formal Writing (Integrated Skills) and Part B Formal Oral

Presentation (Integrated Skills).

Real-Life Language and Culture

Students are required to engage in real-life activities outside the classroom to enrich their Spanish language and culture experiences. They complete entries that interest them throughout the year for their Language and Culture Portfolio. Options include but are not limited to: attending an art exhibit, musical show, play or La noche de película offered at the school; preparing a meal while following recipes written in Spanish; regular correspondence through email, Skype or Face Time with native speakers in a Spanish-speaking country; viewing of important events involving target language speakers, such as a president’s acceptance speech or a national celebration of a country’s independence; and hosting a student from a Spanish-speaking country. Students must provide acceptable evidence of their cultural engagement.

Chronological list of units of study

time frame topic –essential question

examples of authentic sources(see resource list at end)

Student led debates, discussions and presentations

Aug 14-Aug 23(8 days)

Changing technologyHow do changes in technology affect our lives?Effects of technology (Science and technology)

- article: “Los niños prefieren preguntar a Google antes que a sus padres.”

- short story: "Nosotros, no", by J. Adolph

- portions of the feature film Sleep Dealer (Mexico)

- Poster: "Evolución de la comunicación masiva."

- video: "Efecto de la tecnología en la familia"

- Newspaper article: "Cambios de los jóvenes con la tecnología."

- Newspaper article: "Los cambios tecnológicos plantean nuevos riesgos."

- Student led debate: Does technological change lead to an overall improvement in life experience?

- Student led discussion of the film Sleep Dealer

- Student presentations: La tecnología más importante para mí

Aug 26-Sep 6 (9 days)

Environmental issuesHow can we protect ourselves from environmental threats?Environmental issues (Global Challenges)

- Magazine article and video: Ecobici, Veinte Mundos

- video: Escuadrón Verde: Punto Verde® y Reciclón®

- Magazine article: "Las 10 consecuencias medioambientales más alarmantes de la economía actual."

- video: Calentamiento Global para Niños

- Magazine article: "El 95% de los españoles cree que los gobernantes no hacen lo suficiente para combatir el cambio climático."

- Video: Calentamiento Global para Niños en Español

- Student led discussion comparing concerns about climate change in Spain and the U.S.

- Student led debate: Is it okay if others refuse to help conserve the environment?

- Student

- Video: Aprender a afrontar el cambio climático (published by UNESCO)

- Video: Medio Ambiente y Cambio Climatico - Guatemala (published by Juan Pablo Guzmán Castillo)

- Video: Cambio climático en Centroamérica

- Video (news report): ¿Usted qué hace para ahorrar agua? Excelsoir (Mexico)

- Video: Nuestros mares: Turismo responsable

presentations on a specific environmental issue

Sep 9-Sep 20(10 days)

Changes in courtshipHow do young people from other cultures express romantic interest?Relationships (Contemporary Life)

- portions of the Mexican telenovela Soy tu fan

- short story: "Dejar a Matilde", by A. Moravia

- article: "21 cambios que la tecnología le ha traído a las relaciones de pareja."

- a portion of the feature film Hable con ella

- Newspaper article: "Cómo se enamoran hoy los jóvenes."

- Newspaper article: “Los noviazgos actuales están en una cultura light.”

- Wikipedia article on Noviazgo- Video: Soy el peor novio del mundo

- Student led debate: Is there a place for traditional dating customs in the modern world?

- Student led discussion on dating "do´s and don´t´s

- Student presentations: La persona ideal para mí

Sep 23-Oct 4(10 days)

Ethnic IdentitiesHow does ethnic identity shape an individual´s life experience?Ethnic Identities (Personal and Public Identities)

- Magazine article: los Emberá- Non-fiction article: Identidad étnica,

Gustavo Herrarte- Non-fiction article: El desafío hispano,

Samuel Huntington.- Radio interview from Canadá en las

Américas about Samuel Huntington´s thesis (Radio Canada):

- Student led discussion: Community versus individual: how much choice do we have over our own identity?

- Student led debate: Is there a desafío hispano?

- Student presentations: Mi identidad étnica

Oct 7-Oct 18(10 days)

Gender rolesHow do gender roles shape an individual´s life experiences?

- Magazine article: Arriba los guantes- Fiction story: El Almohadón de plumas,

Horacio Quiroga (Uruguay)- Video (news report): Una familia en la

que los dos trabajan es lo ideal por la

- Student led discussion analyzing the role of gender in Quiroga´s

Family Structure (Families and Communities)

mayoría de los españoles. (RTVE)- Fiction story: Las medias rojas by

Emilia Pardo Bazan (Spain)- Video: Hechas en México – Buzo –

Sofía Ponce- Magazine article: Las nanas- Portions of the feature film Hable con

ella- portions of the feature film Macario

story- Student led

debate: Are traditional gender roles useful?

- Student presentations: El papel de género en mi familia

Oct 21-Nov 1(10 days)

Architecture and monumentsHow do architecture and monuments reflect the history and culture of a people?Architecture (Beauty and Aesthetics)

- Photo: Machu Picchu- Powerpoint: Islamic influence in

Southern Spain- Photo: La Sagrada Familia- Photo: Teatro Nacional Mexico City- Photo: Pyramid-like government

building in Costa Rica- Magazine article: Narquitectura: Los

palacios fortificados de los capos del narcotráfico en México

- Short story: Chac Mool (Carlos Fuentes)

- Student presentations on a historical building or monument

- Discussions comparing architecture from various countries

Nov 4-Nov 22(14 days)

CelebrationsHow do different cultures recognize major rites of passage?Customs and Values (Families and Communities)

- Painting: La Tamalada by Carmen Lomas Garza

- Magazine article: las piñatas- Magazine article: La fiesta de San

Fermín, Carmen Roman- portions of news coverage of San

Fermín, broadcast by RTVE in 2010- video: Comida de navidad por el

mundo (RTVE)

- Student led discussion: How do celebrations make us feel more connected to a community?

- Student presentations: Una celebración de un país hispanohablante

Dec 2-Dec 17(12 days)

Migrant farmworkersWhat are our responsibilities towards the well-being of those born into poverty?Economic Issues (Global Challenges)

- "Cajas de cartón", short story by F. Jimenez

- La Cosecha (documentary film)- La Cosecha de Vergüenza

(documentary film)- Skype interview in class with a Spanish-

speaking lawyer who specializes in labor law-migrant farmworkers

- Student led debate: Do we have responsibilities towards the well-being of those born into poverty?

- Student led discussion: What can we do?

- Student presentation: Si yo pudiera cambiar el mundo…

winter breakJan 14-Jan 24(9 days)

Health CareHow does culture influence health care?Health Care and Medecine (Science and Technology)

- Magazine article: Medecina indígena- Video (news report) Sobrepeso de los

niños (RTVE)

- Student led debate: Is access to health care a right?

- Student presentations: A problem, a solution

Jan 27-Feb 7(10 days)

Social Networking and TeenagersShould access to social networking be limited for adolescents?Social Networking (Families and communities)

- Newspaper article: "Hace 5 años ningún adolescente hablaba de Facebook."

- News report video: La adolescencia nos hizo humanos. (RTVE)

- Public service pamphlet published by Argentine government: "Los adolescentes y las redes sociales."

- Student led debate: Does social networking improve the lives of young people?

- Student presentations: Explain a social network site to your great-grandparents

Feb 10-Feb 21(8 days)

Defining BeautyHow do we know what is beautiful?Defining Beauty (Beauty and Aesthetics)

tatuaje- "El Boom de las cirugías estéticas",

Veinte Mundos- Documentary video: Hechas en México

– Tatuadora Cynthia Cuevas- Magazine article: Música de la basura,

Veinte Mundos.- Short documentary video: Música de la

basura- Fiction (story): La prodigiosa tarde de

Baltazar (Gabriel García Márquez)

- Student led discussion: What is beauty?

- Student presentations on a work of beauty

Feb 24-Mar 7(10 days)

HeroesWhat makes someone a hero?Heroes and historical figures (Personal and Public Identities)

- Mural: Sueño de una tarde dominical en la Avenida Central (Rivera)

- Article: Analisis de Sueño de una tarde dominical en la Avenida Central

- portions of the feature film Diario de motocicleta

- Magazine article: Entrevista con Franklin Chang

- Student led debate: What are the most important characteristics of a hero?

- Student presentations:

- portions of the feature film El Camino de San Diego (Argentina)

- Fiction (story): Espuma y nada más by Hernán Tellez (Colombia)

- Video: En su propria trampa (Chile)

Una persona que no conozco personalmente pero la admiro.

Mar 10-Mar 21(10 days)

Endangered SpeciesHow do our actions put species in danger of extinction?Environmental issues (Global Challenges)

- Non-fiction magazine article: El Axolotl Mexicano

- Video (Mexicanal): El Axolotl- Video: Aprender a Proteger la

Biodiversidad (published by UNESCO)- Video: El libro rojo - Especies

amenazadas - Cocodrilo, centinela de los ríos

- Student led debate: Should we be concerned with the fate of endangered species?

- Student presentations: Una especie en peligro de extincción

Mar 31-Apr 11(10 days)

Making sense of warHow does war impact innocent civilians?(Global Challenges)

- Mural: Guernica (Picasso)- portions of the feature film Voces

inocentes- portions of the feature film El laberinto

del fauna

- Student led debate: Is war a necessary part of human culture?

- Student presentations: An example of courage without violence

Apr 14-Apr 25(10 days)

RegionalismsHow does language define group identity?(Families and Communities)

- Song: Qué difícil es hablar el español- Video: Stefanny Nuñez - Palabras nacas- Magazine article: El Guaraní en

Paraguay, Veinte Mundos- Magazine article: Lenguajes en España,

Veinte Mundos

- Student led debate: Are regional dialects good?

- Student presentations: Why I am proud of the Spanish that I speak

Apr 28-May 9(10 days)

state testing window

Resource list (this is a partial list)

Topic 1: Changing technology How do changes in technology affect our lives?

Adolph, José B. “Nosotros, No” in Abriendo Paso: Lectura, edited by Stephen Collins,José Díaz, and María Nadel, 114–133. Upper Saddle River, NJ: Pearson Prentice Hall, 2007.

“Los niños prefieren preguntar a Google antes que a sus padres.” La Gaceta Online.March 19, 2012. http://www.lagaceta.com.ar/nota/481970/Tecnologia/Los-ninosprefieren-preguntar-a-Google-antes-que-a-sus-padres.htm

¿Qué son las TIC? YouTube video, 1:39. Uploaded April 3, 2009.http://www.youtube.com/watch?v=BzPqCCRYYvI

Efecto de la tecnología en la familia Youtube video, 1:10 http://www.youtube.com/watch?v=fY9y5b10B3U

"Los cambios tecnológicos plantean nuevos riesgos." Clarín.com. May 27, 2013. http://www.clarin.com/sociedad/cambios-tecnologicos-plantean-nuevos-riesgos_0_926907412.html

"Cambios de los jóvenes con la tecnología." eluniversal.com.cr December 16, 2011 http://www.eluniversal.com.co/cartagena/vida-sana/cambios-de-los-jovenes-con-la-tecnologia-57663

"Un cambio climático propició los avances tecnológicos del Homo Sapiens." EFEfuturo.com. June 14, 2013 http://www.efefuturo.com/noticia/un-cambio-climatico-propicio-los-avances-tecnologicos-del-homo-sapiens/

"21 cambios que la tecnología le ha traído a las relaciones de pareja." Karen Langebeck. accessed June 18, 2013. http://karenlangebeck.com/terapia-de-pareja/tecnologia-y-relaciones-de-pareja.html

"Evolución de la comunicación masiva." Poster, unknown source. http://4.bp.blogspot.com/_OCuALvTTdro/THdHafbVFsI/AAAAAAAAAAM/n6shlnxEpPk/s1600/linea+del+tiempo.jpg

Topic 2: Environmental Issues How do we protect ourselves from environmental threats?

Magazine article: "Las 10 consecuencias medioambientales más alarmantes de la economía actual." Compromiso RSE. March 19, 2012.http://www.compromisorse.com/rse/2012/03/19/las-10-consecuencias-medioambientales-mas-alarmantes-de-la-economia-actual/

Magazine article: "El 95% de los españoles cree que los gobernantes no hacen lo suficiente para combatir el cambio climático." Compromiso RSE. May 14, 2013http://www.compromisorse.com/acciones-rse/2013/05/14/el-95-de-los-espanoles-cree-que-los-gobernantes-no-hacen-lo-suficiente-para-combatir-el-cambio-climatico/

"30 cosas que puedes hacer para proteger el medio ambiente." comment by Manabrasil published on Univision website. June 11, 2007. http://foro.univision.com/t5/Selva-Negra/30-cosas-que-puedes-hacer-para-proteger-el-medio-ambiente/td-p/253199199

Video: Escuadrón Verde: Punto Verde® y Reciclón® http://www.youtube.com/watch?v=Eete-R14_a8

Video: Calentamiento Global para Niños en Español http://www.youtube.com/watch?v=3lBy-5D_8RY

Video: Aprender a afrontar el cambio climático (published by UNESCO) http://www.youtube.com/watch?v=wCzbBfIUMi4

Video: Medio Ambiente y Cambio Climatico - Guatemala (published by Juan Pablo Guzmán Castillo) http://www.youtube.com/watch?v=RMGszV2NhkI

Video: Cambio climático en Centroamérica http://www.youtube.com/watch?v=vsQTpDvupIY

Video (news report): ¿Usted qué hace para ahorrar agua? Excelsoir (Mexico)

Video: Nuestros mares: Turismo responsable

Topic 3: Changes in courtship How do young people from other cultures express romantic interest?

Newspaper article: "Cómo se enamoran hoy los jóvenes." lanacion.com published August 18, 2002. http://www.lanacion.com.ar/423522-como-se-enamoran-hoy-los-jovenes

Newspaper article: “Los noviazgos actuales están en una cultura light.” Milenio.com published February 14, 2012. http://www.milenio.com/cdb/doc/impreso/9112393

Wikipedia article: http://es.wikipedia.org/wiki/Noviazgo

Video: Soy el peor novio del mundo http://www.youtube.com/watch?v=q0V8SsKoI4s

Portions of the feature film Hable con ella

Topic 4: Ethnic Identities How does ethnic identity shape an individual´s life experience?

Magazine article: los Emberá http://www.veintemundos.com/magazines/19-en/

Non-fiction article: Identidad étnica, Gustavo Herrarte http://www.uvg.edu.gt/revista/numero-16/REV%2016%20pp%20111-127%20Identidad%20etnica.pdf

Non-fiction article: El desafío hispano, Samuel Huntington. http://letraslibres.com/sites/default/files/pdfs_articulos/pdf_art_9492_7368.pdf

Radio interview from Canadá en las Américas about Samuel Huntington´s thesis (Radio Canada): http://www.mrpeto.com/audio/huntington/STARTHERE.html

Topic 5: Gender roles How do gender roles shape an individual´s life experiences?

Magazine article: Arriba los guantes http://www.veintemundos.com/magazines/10-en/reportaje/

Fiction story: El Almohadón de plumas, Horacio Quiroga (Uruguay)

portions of the feature film Macario (Mexico)

Video (news report): Una familia en la que los dos trabajan es lo ideal por la mayoría de los españoles. RTVE

Fiction story: Las medias rojas by Emilia Pardo Bazan (Spain)

Video: Hechas en México – Buzo – Sofía Ponce

Magazine article: Las nanas

Topic 6: Architecture How does architecture reflect the history and culture of a people?

http://es.wikipedia.org/wiki/Arquitectura_de_M%C3%A9xico

Narquitectura: Los palacios fortificados de los capos del narcotráfico en México http://marcianosmx.com/narquitectura-los-palacios-fortificados-de-los-capos-del-narcotrafico-en-mexico/

Short story: Chac Mool by Carlos Fuentes

Topic 7: Celebrations How do different cultures recognize major rites of passage?

Magazine article: Las piñatas: http://www.veintemundos.com/magazines/55-en/

Magazine article: La fiesta de San Fermín, Carmen Roman. Abriendo paso: Lectura.

Portions of news coverage of San Fermín celebrations, broadcast by RTVE in 2010.

Magazine article: Año nuevo: http://www.veintemundos.com/magazines/62-en/

Video: Comida de navidad por el mundo, RTVE.

Topic 8: Migrant farmworkers What are our responsibilities towards the well-being of those born into poverty?

Documentary film: La cosecha

Fiction (short story) Cajas de cartón by Francisco Jimenez.

Documentary film: La cosecha de vergüenza

Topic 9: Health Care How has technology changed the way we take care of ourselves?

Magazine article: Medecina indígena http://www.veintemundos.com/magazines/17-en/emprendedores/

Video (news report) Sobrepeso de los niños (RTVE)

Topic 10: Social Networking and Teenagers Should access to social networking be limited for adolescents?

"Hace 5 años ningún adolescente hablaba de Facebook." Clarín.com, published May 23, 2013. http://www.revistaenie.clarin.com/ideas/tecnologia-comunicacion/Roxana-Morduchowicz_0_924507867.html

La adolescencia nos hizo humanos. RTVE, published December 12, 2012. http://www.rtve.es/television/20121212/adolescencia-hizo-humanos/586206.shtml

"Los adolescentes y las redes sociales." Published by Ministerio de educación (Argentina), September 2010. http://www.me.gov.ar/escuelaymedios/material/redes.pdf

Topic 11: Defining Beauty How do we know what is beautiful?

Magazine article: El boom de las cirugías estéticas http://www.veintemundos.com/magazines/16-en/reportaje/

Documentary video: Hechas en México – Tatuadora Cynthia Cuevas

Magazine article: Música de la basura, Veinte Mundos.

Short documentary video: Música de la basura

Topic 12: Heroes What makes someone a hero?

Mural: Sueño de una tarde dominical en la Avenida Central (Diego Rivera)

Article: Analisis de Sueño de una tarde dominical en la Avenida Central https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&ved=0CD0QFjAE&url=http%3A%2F%2Ffaculty.xavierhs.org%2Fsalvadori%2FSue%25C3%25B1ode.doc&ei=-FTwUePnBKmxiwKMi4GQCQ&usg=AFQjCNHTJvIk0fMCWebtPvQkzanHSB89XA&sig2=3Gej683QsrWh1etNzIDimA

Magazine article: Entrevista con Franklin Chang

portions of the feature film El Camino de San Diego (Argentina)

portions of the feature film Motorcycle Diaries

Fiction (story): Espuma y nada más by Hernán Tellez (Colombia)

Video: En su propria trampa (Chilean television program)

Topic 13: Endangered Species How do our actions put species in danger of extinction?

Video: El libro rojo - Especies amenazadas - Cocodrilo, centinela de los ríos http://www.youtube.com/watch?v=YHllJGEHiWI

Non-fiction magazine article: El Axolotl Mexicano

Video: El Axolotl

Video: Aprender a Proteger la Biodiversidad (published by UNESCO) http://www.youtube.com/watch?v=RVnkkJaCuRo

Topic 14: Making sense of war How does war impact innocent civilians?

Mural: Guernica

portions of feature film Voces inocentes

portions of the feature film El laberinto del fauno

Topic 15: Regionalisms How does language define group identity?

"Stefanny Nuñez: Palabras nacas" http://www.youtube.com/watch?v=CEbXlhTQefw

Song: Qué difícil es hablar el español

Magazine article: El Guaraní en Paraguay, Veinte Mundos

Magazine article: Lenguajes en España, Veinte Mundos