AP Spanish Language and Culture Syllabus

Las expectaciones

Pruebas-30%
Exmenes y Proyectos-40%
Participacin-30%

Course Overview

The AP Spanish Language and Culture course is a rigorous language acquisition course designed to provide students with the
necessary skills and intercultural understanding to enable them to communicate successfully in an environment where Spanish is
spoken and as such, is an immersion experience requiring almost exclusive use of Spanish, a requirement which class participation
grades reflect. The course focuses on developing the student's command of the Spanish language by integrating the three modes of
communication: Interpretive, Interpersonal, and Presentational. An additional key focus of the course is the integration of authentic
resources including online print, audio, and audiovisual resources, as well as traditional print resources that include novels, short
stories, essays, and magazine and newspaper articles with the goal of providing a rich, diverse learning experience.

Organization

The course is divided into six thematic themes which are further based on recommended contexts and guided by essential questions.
Corresponding cultural elements are integrated into the study of the units, and activities are directed with those cultural connections in
mind. Discussion of the topics exclusively in Spanish is a requirement for this course. At this point in the students exposure to
Spanish, they already have experience in advanced language structures; however, review of the mechanics is done within the
contextual framework of each unit as needed.
AP Themes to be covered include:

Las identidades personales y pblicas

La vida contempornea
Las familias y las comunidades
La belleza y la esttica
La ciencia y la tecnologa
Los desafos mundiales

Learning Tools within each Unit of Study

La discusin de la semana-At various times throughout the year (twice per quarter), students are responsible for posting a link to a
news article, video, or podcast to the class website, and creating a discussion question for all students in the class to participate in the
online discussion.

Los martes-Each Tuesday throughout the year one student will give a 2 minute presentation on a previously agreed upon topic. This
activity will help prepare students for the formal presentation of the AP Spanish Language and Culture Exam. Topics include, but are
not limited to: If I could change one law what would it be and why? If I could donate a million dollars to one organization what
would it be and why? If I could give thanks to only one person who would it be and why? etc.

Los jueves-Every Thursday students will practice recording a simulated conversation and a cultural comparison. All samples are
assessed using the AP scoring guidelines for these assignments. Both the teacher and students will have opportunities to assess and
evaluate the recordings. This is extremely beneficial for students to constructively critique their peers as well as familiarize
themselves with the scoring guidelines.

Writing-During every unit of study, students will have 2-4 opportunities to write a formal, well-organized, synthesized, analytical or
persuasive essay on an appropriate topic that will be in reaction to a text or a class discussion. The essay is evaluated for its content,
organization, cultural relevancy, range and appropriateness of vocabulary, and grammatical accuracy.
Free-writing-At various times throughout each unit students will write: emails (formal and informal), poems, creative entries, letters,
journal entries, responses to articles they have read, reviews for movies and/or songs, and personal reflections.

Las llamadas telefnicas-Once a month, the teacher will call her students and hold a discussion in Spanish on one of a possible 50
topics. This phone conversation will last no more than 10 minutes and will resemble the simulated conversation of the AP Spanish
Language and Culture exam.

La cena del semestre-Once every quarter a group of students will prepare an authentic dinner for their classmates and teacher. The
food will be from a predetermined Spanish speaking country. The students must explain to their classmates and teacher how they
prepared the meal, what ingredients they used, and the cultural significance of the food they have chosen. All conversation will be
held in Spanish. This will prepare students to use the target language in real-life settings.

Noche de pelcula-Once every quarter, the class will watch a movie from a Spanish-speaking country. The movie will have cultural,
thematic and /or historical relevance to the current unit of study. A discussion in Spanish will be held immediately following the film.
Possible movies include, but are not limited to: Diarios de motocicleta (Las identidades personales y pblica), La misma luna o
Machuca (Los desafos mundiales), Mi familia (Las familias y las comunidades), and Como Agua Para Chocolate (La belleza y la
esttica).

Reading-During the first half of the school year students will read the first book of La llave del tiempo series called La torre y la isla
by Ana Alonso y Javier Pelegrn. This is a novel that correlates to the following global themes: Los desafos mundiales, la ciencia y la
tecnologa, la vida contempornea, las identidades personales y pblicas, las familias y las comunidades y la belleza y la esttica.
Students will learn new vocabulary associated with each of the themes mentioned, take assessments on the content, and conduct class
discussions based on the novel.
Course Planner
The following are a sample of activities throughout the course and may be modified based on students interests and current events.
They do not describe a linear progression of all activities that are done under each theme.

Theme 1: Las identidades personales y pblicas

Context(s): La enajenacin y la asimilacin, los hroes y los personajes histricos, la identidad nacional y la identidad tnica, las
creencias personales, los intereses personales y la autoestima.
Essential Question(s):
1. How are aspects of identity expressed in various situations?
2. How do language and culture influence identity?
3. How does ones identity develop over time

Activity for Each Primary Learning Objective- Las identidades personales y pblicas
Spoken Interpersonal Written Interpersonal Audio, Visual, and Written and Print Spoken Written
Communication & Spoken Audiovisual Interpretive Presentational Presentational,
Interpersonal Interpretive & Communication Communication Written and Print
Communication Spoken Interpersonal Interpretive,
Communication Audio, Visual, &
Audiovisual
Interpretive
Communication
Los heroes y los La identidad
personajes histricos: nacional y la
Students are to think of identidad tnica:
two people they know Students will be
(personally, on communicating via
television, in the news Skype/FaceTime or
or on the Internet) that google
are considered to be chat/email/Facebook
heroes (one must be with students from
from a Argentina throughout
Spanish-speaking the school year. An
country). They must assignment that each
talk about these two group of students
people and discuss must complete is an
what qualities these email to their epal. In o-corto-forward/
two people have in this email they will
common. Mention ask each other about
what role these two their respective
heroes play in regards government. What
to their national type of government
identity. This exists, who are your
discussion will take countries leaders,
place on the phone. what are the roles of
the government
officials, what are the
political parties in
each country and
what is the general
opinion of the people
of each country with
La autoestima: La enajenacin y Las creencias Los intereses
Students will watch la asimilacin: personales: personales:
the two videos: Students will Students will have to Students will
1. Campaa contra research online two make a 2 minute read the
el acoso escolar: historical formal presentation following news
monuments or on the following article on the
http://youtu.be/Gmd UNESCO sites question: Cul es la price you have to
YtbWnqFM (Patrimonio de la actitud de las pay for graffiti in
Humanidad). They personas respecto a Spain:
2. Forward: Paso will need to find la responsabilidad http://elpais.com/
Corto: one monument del individuo en la elpais/2010/02/10
which personifies proteccin de los /actualidad/12657
http://zachary-jones.c the character of derechos humanos? 93436_850215.ht
om/zambombazo/pas their state and one ml
monument that Students will need to and they will
personifies the compare what they look at a graph
After both videos, character of a observe in their own (handout)
students will break up Spanish-speaking community to that of regarding how
into groups of 2 or 3 country/state. the Spanish-speaking much Spain
students and discuss Students will post world. They may spends on
the following two pictures on my make references to removing graffiti
questions: website, (one for personal and watch a
the monument in experiences. video explaining
Hay bullying en the USA and one the art of graffiti.
nuestra escuela? from a http://www.rtve.e
En qu forma Spanish-speaking s/alacarta/videos/
manifesta? country) and will mas-gente/mas-g
Qu hacen Ustedes also include a short ente-graffiti-roma
para eliminar el paragraph under nico-iglesia-hospi
each photo talet/1392206/
respect to their bullying en la explaining how Students need to
leaders. Once each escuela? each monument write a
student receives the Existe el represents its persuasive essay
email they are then cyberbullying en respective answering the
asked to reply to all nuestra escuela? community. question Is
of the questions Cmo podemos graffiti art or
mentioned in the combatir el acoso vandalism?
email. escolar?

After students answer

the questions we will
meet as a class and
discuss the answers.
Each student will try
to come up with one
issue regarding
bullying in our
schools today.
Students will then
need to create
anti-bullying poster
for the one issue they
came up with in
Spanish which will be
hung throughout the
school.
 Theme 2: La vida contempornea
Context(s): La educacin y las carreras profesionales, En entretenimiento y la diversin, Los viajes y el ocio, Los estilos de vida, Las
relaciones personales, Las tradiciones y los valores sociales y El trabajo voluntario.
Essential Question(s):
1. How do individuals and society define their own quality of life?
2. How is contemporary life influenced by cultural products, practices, and perspectives?
3. What are the challenges of contemporary life?

Activity for Each Primary Learning Objective- La vida contempornea

Spoken Written Audio, Visual, and Written and Print Spoken Presentational and Written
Interpersonal and Interpersonal Audiovisual Interpretive Written and Print Interpretive Presentational
Written Communication Interpretive Communication Communication Communication
Interpersonal Communication
Communication
El trabajo La educacin y las Las tradiciones y Los estilos de vida- En entretenimiento y la Los viajes y el
voluntario-Mi carreras los valores Students will visit: diversin- In small groups ocio-La siesta es el
trabajo voluntario profesionales- sociales-Students http://genteyhogaressoste students are going to yoga ibrico
ideal-Students will Students will will investigate the nibles.info/tagged/movili investigate who Cantinflas according to Camilo
choose a pretend that they importance of yerba dad/page/5 and look at (Mario Moreno) was and what Jos Cela. With
Latinamerican or are a university mate in Uruguay, the first ad on the left, cantinflear means according this phrase in mind
Carribean country student from Argentina and en ciudad First they to la Real Academia de la students are asked
in which they Bolivia and that Paraguay. Students must calculate how many Lengua Espaola. They will to think whether or
would like to they have just will watch La miles 30k is equal to. then have to choose an not the siesta is
volunteer. They received an email leyenda de la yerba Then they will need to American comedic actor that more than just a
will investigate in regarding a mate describe what type of the country knows well. They time of rest.
which areas does Fulbright http://www.tubecho message the ad is trying will need to keep in mind the Students will visit
this country need scholarship to study p.com/watch/14332 to portray. Do they think similarities and differences the following site
aid and they must in the United States. 13 its effective, why/why Cantinflas has with the and listen to a
choose one area Students will read not? Do we have a comedic actor from the USA. podcast about the
where they would the email and and read a similar ad/sign in our Students will then need to possible extinction
like to help. Once respond to it, magazine article, community? Would it be give a 2 minute Storybird of the siesta:
they have chosen a making sure to http://www.veintem wise to promote this ad in presentation http://www.notesins
specific area they provide answers to undos.com/magazin our community? If we http://storybird.com/teachers/ panish.com/2007/09
will pair up with all of the questions es/52-en/ did follow this ad in our comparing and contrasting /07/advanced-podca
one student and in asked. (Gatski, Once they have community, what effect these two actors. They will st-77-la-muerte-de-l
front of the class Tringulo listened to the first would it have on our need to include a small video a-siesta/
each student will Aprobado 104) source and read the lifestyles? Students will clip of each actor showing
interview their peer second source, pair up and ask each that they are both comedic Students will
on the country they students will then other these questions. and/or that their respective research online
have chosen. make a comparison The class will then countries deem them as such. about the
Students will have to a product in the discuss as a whole this beginnings of the
to create their own United States that topic and what they feel siesta, why it
questions for their has as much are the positive and exists, would the
partners. The significance as negative effects of having United States
audience will also yerba mate does in a sign like this. benefit from the
have an opportunity the above siesta if
to ask questions as aforementioned incorporated into
well. countries. their work
day/school day,
what is happening
today with the
siesta and what
seems to be the
future of the siesta.
If possible, students
must interview a
native
Spanish-speaker
about their views on
 the siesta. The final
product is to
incorporate this
information into an
essay that supports
their opinion of the
siesta with
information they
have collected.

Theme 3: Las familias y las comunidades

Context(s): Las tradiciones y los valores, las comunidades educativas, la estructura de la familia, la ciudadana global, la geografa
humana y las redes sociales.
Essential Question(s):
1. How do individuals contribute to the well being of communities?
2. How does one define family in different societies?
3. How do the roles that families and communities assume differ in societies around the world?

Activity for Each Primary Learning Objective- Las tradiciones y los valores
Spoken Written Audio, Visual, and Written and Print Spoken Presentational, Written
Interpersonal Interpersonal Audiovisual Interpretive and Interpretive and Spoken Written and Print Presentational
Communication Communication Written and Print Interpersonal Interpretive and Audio, Communication
Interpretive Communication Visual, and Audiovisual
Communication Interpretive
Communication
Las La ciudadana Las redes sociales- La estructura de la Las tradiciones y los La geografa
comunidades global-Students Students will read the familia- Students will valores- humana-Students
educativas- The will write an following news article: view and interpret the Students will watch the will watch the
class will be email to their http://www.pagina12.com.ar/ two images. Image 1 opening scene from the following
divided into 4 epal in diario/sociedad/3-190416-20 has a link below (with film Volver and watch documentary,
small groups and Argentina 12-03-26.html and as a class 2 figures) and Image 2, the short clip found on Nosotros y la
will be given the regarding some will answer questions based a Mafalda comic strip, the following website as basura at home
following topic of the free on the reading found on p. is below this chart. well as read the article and take notes
to discuss: Who religious, 214 in Abriendo Paso Temas They will talk with a found on this page: while they watch
is responsible political and/or y Lecturas 2014. The article partner about which eldisfraz While watching it:
for the future of economic talks only of the personal familial structure they the two videos and http://vimeo.com/2
our youth? organizations implications of social media would prefer, that of reading the article 7705800
(parents, that they have in and therefore students need Image 1 or Image 2 and students will have to and watch the
schools, the their community to discuss with each other the why. consider the following following The
community, etc.) and ask what advantage and positive Image 1: question and give a 2 Landfill Harmonic
Once students humanitarian possibilities that social media http://s3.amazonaws.c minute presentation: http://vimeo.com/5
have discussed purpose/s they can have on our world today. om/lcp/nykaa/myfiles/ How is the perspective of 2711779
their answer each have. Once They need to select an area igualdadmujer-hombr death humanized or Students will write
they will then be their epal has that we havent discussed e-3.jpg demystified in these three a persuasive essay
split up into two responded, my with much detail and sources? on the topic of
larger groups to students will mention how it can benefit These pictures will trash in Latin
prepare for a then email their our society. For homework open up a class America and what
debate on this epals in they will write on my discussion on how the should be done to
theme: Should Argentina website 2 paragraphs structure of family has better their
the future of our answers to the expressing the reasons why changed in the past 50 communities
youth be the new questions. social media is important years. Students will be supporting their
responsibility of personally and what benefits asked to interview their argument with
all of the people it brings to all of us. Each parents on what family evidence from the
of a community student will then need to life was like when they two sources.
or from one make 3 comments in total to were children. The
institution in their classmates posts. students will then make
particular? comparisons to their
They will need parents childhood to
to use specific their own and discuss
examples
and take notes in which model is better
order to prepare and why.
for the class
debate. Each
student needs to
participate in the
debate.

Image 2:

(p. 197 Tringulo Aprobado, 2013)

Theme 4: La belleza y la esttica

Context(s): La arquitectura, definiciones de la belleza, definiciones de la creatividad, la moda y el diseo, el lenguaje y la literatura
and las artes visuales y escnicas.
Essential Question(s):
1. How are the perceptions of beauty and creativity established?
2. How do the ideals of beauty and aesthetics influence everyday life?
3. How do the arts challenge and reflect cultural perspectives?
Activity for Each Primary Learning Objective- La belleza y la esttica
Spoken Written Audio, Visual, and Written and Print Spoken Written Presentational
Interpersonal Interpersonal Audiovisual and Interpretive Presentational Communication
Communication Communication Written and Print Communication Communication
Interpretive
Communication

El lenguaje y la La belleza y la La moda y el Definiciones de la Definiciones de La arquitectura-

literatura-Debat esttica-La calle diseo-Students belleza-Students la creatividad- Students will research
e-Students will be caminito is will listen to the will be working in Students will read Antonio Gaud and
placed on a situated in the following song by pairs for the the following search for photos of the
certain side of the heart of La Boca Sheepy: following project. educational architecture he
following debate neighborhood in http://zachary-jones. For each individual, article: designed. They will
regardless of their Buenos Aires, com/zambombazo/c social group, race http://www.educa start on this page:
own Argentina. It is ancion-sheepy-duen and generation, the ydisfruta.com/ma http://www.arteespana.c
position-The this street that decito/ perception of beauty gazine/educacion/ om/antoniogaudi.htm
digital invasion inspired the is unique and educacion-creativ After they have read
will destroy paper music of the After listening to different. Beauty, a/ about his life they will
copy of books. famous tango the song once they whether feminine or And think about then need to search for
One group will be Caminito by will receive the masculine, has been what the author is photos of what he
in favor of this Carlos Gardel. following handout commercialized trying to say created. Next they will
and one against. Students will to first answer the almost to the point about the arts and have to research a
A few questions need to research set of questions: of a commercial where they stand modern architect that
students can further why this http://zachary-jones. explosion. Students in importance in designed a building in
consider while street is so com/zambombazo/v need to look for relation to math, the Boston area. They
planning their important. ideo-audio/2012-07/ images in local language, and will have to write a
side could be: Students will sheepy_-_duendecit magazines, literature. They persuasive essay with
Do you believe write a poem in o_comic.pdf newspapers, or will need to regards to the following
that these new which they online and must answer the statement: Modern
means are going compare this foto After the class write 5 factors that following architecture affects a
to finally replace of La Calle discusses the publicity uses as a questions while historic neighborhood.
hardcopies of Caminito questions, they will prototype of giving an oral
books? Do you http://i200.photob then have to create a American beauty. presentation-Cre
read e-books? ucket.com/album comic strip based on Next, they will es que al autor le
Do you prefer s/aa108/kuzamam the song using the search online parece que esto es
reading e-books a/Imagen119.jpg template on the Hispanic magazines un error del
and why? Do with a street in second page of this and compare what sistema
you think your the United States link: they have written educativo?
parents/grandpare that is just as http://zachary-jones. about the perception Crees que, segn
nts feel the same important. They com/zambombazo/v of American beauty el autor, no se
as you? What do will need to ideo-audio/2012-07/ with that of puede potenciar la
you think of include a photo of sheepy_-_duendecit Hispanic beauty. creatividad en
virtual libraries? the street from o_comic.pdf matemticas,
Does our school the United States Students can visit literatura o
have one and do as well. The the use the humanidades?
the students poem can be in following magazine Crees que se
utilize it? What any style they sites: puede potenciar la
are the choose as long as http://www.peoplee creatividad en
advantages/disad they mention the nespanol.com/revist esas asignaturas?
vantages of a importance of a Cmo? They
virtual library? both streets and will need to
include the two http://www.cosmoe mention a few
pictures. nespanol.com/ concrete
Students will be examples for at
given class time http://www.hola.co least two areas of
to pool their ideas m.ar/ study.
together to create
a strong case for http://www.pronto.c
their side. All om.ar/
students must
participate in the http://www.revistap
debate. erfil.com/

Theme 5: La ciencia y la tecnologa

Context(s): El acceso a la tecnologa, los efectos de la tecnologa en el individuo y en la sociedad, el cuidado de la salud y la
medicina, las innovaciones tecnolgicas, los fenmenos naturales y la ciencia y la tica.
Essential Question(s):
1. What impact does scientific and technological development have in our lives?
2. What factors have driven the development and innovation in science and technology?
3. What role do ethics play in these scientific advances?

Activity for Each Primary Learning Objective- La ciencia y la tecnologa

Spoken Written and Spoken Audio, Visual, and Written and Print Spoken Written
Interpersonal Interpersonal Audiovisual Interpretive Interpretive Presentational Presentational
Communication Communication Communication Communication and Written and Communication
Print
Interpretive
Communication
El cuidado de El acceso a la Las innovaciones Los efectos de la La ciencia y la Los fenmenos
la salud y la tecnologa-Students tecnolgicas-Students tecnologa en el tica-After naturales-Stude
medicina-Stude and their epals will will listen to the individuo y en la reading nts are to write
nts will discuss watch the following following podcast sociedad-The question Nosotros, No an essay on how
their views on video about Conectar regarding telemedicina: students will be (http://hispanice animals in their
communicating Igualdad: http://www.rtve.es/alacar contemplating while xplorer.tripod.co community have
with their http://youtu.be/6MorO ta/audios/a-su-salud/salu looking at the following m/nosotros_no.h influenced
doctors via eW3XpQ d-telemedina-30-07-12/1 2 comic strips is: Is tm) folklore. They
email or twitter. and read the 494228/ technology today by Jos need to compare
They will share following report from affecting our personal Bernardo the physical
their thoughts on the National They will answer relationships? Students Adolph students characteristics
which mean of Education questions that they will will analyze these 2 will imagine that and the folkloric
communication Association: post on their comics: they are living in legends of the
they would http://neatoday.org/20 Successnetplus.com 1. the year 2168 condor with the
prefer and why? 12/12/06/digital-techn account to share their http://zachary-jones.co and that the national animal
What would the ology-picking-up-mo answers with me. m/zambombazo/docum injection is of the USA.
advantages/disa mentum-in-public-sch ents/tirate_a_escribir/tir available for Students can
dvantages be for ools/ ate_a_escribir_coomic- those less than begin their
each mean for Students will then be el-ciclo-de-la-muerte.p 20 years of age. research on the
you and for your asked to email their df They will bald eagle with:
doctor? epals and ask each imagine that
other about the 2. they have been http://www.bald
accessibility to http://zachary-jones.co given the eagleinfo.com/e
technology in their m/zambombazo/docum opportunity to agle/eagle-myth
communities, what ents/tirate_a_escribir/tir choose 5 adults s.html
similarities/difference ate_a_escribir_sephko_ that can receive and about the
s do they have, do las_plazas_publicas_vs the injection and Condor:
they feel that having _el_internet.pdf live forever. http://www.clem
technology in the The student is to etzoo.com/rttw/e
classroom in more After they have viewed tell the class condor/ehistory.
effective, etc. They the two comics they who they would htm
will need to answer will have to create their choose and why.
each others email and own comic using:
then they will share http://www.makebeliefs
the information with comix.com/Comix/
the rest of the class.
They must have at least
6 tiles and they must
answer the question
stated above in their
comic strip.

Theme 6: Los desafos mundiales

Context(s): Los temas econmicos, los temas del medio ambiente, el pensamiento filosfico y la religin, la poblacin y la
demografa, el bienestar social y la conciencia social.
Essential Question(s):
1. What are some of the social, political, and environmental challenges that societies from around the world are confronted with?
2. What are some of the origins of these challenges?
3. What are some possible solutions to these challenges?

Activity for Each Primary Learning Objective- Los desafos mundiales

Spoken Written Audio, Visual, Written and Print Spoken Written Presentational
Interpersonal Interpersonal and Audiovisual Interpretive Presentational and Audio, Visual, and
Communication Communication Interpretive Communication Communication Audiovisual Interpretive
Communication Communication
La poblacin y la El pensamiento El bienestar Los temas del La conciencia Los temas
demografa-Stud filosfico y la social-Are we a medio social-Students econmicos-Students will
ents will work i n religion-Students happy planet? The ambiente-To will work in small write an essay based on
pairs investigating are going to share following link begin our unit on groups creating a the following question:
the historical and their ideas with shows a graph the environment, project in which Should wealth influence
geographical each other on the based on the students will look they will try to the way in which we
reasons as to why theme of religious perception of at the Mafalda identify a local perceive people? They
Mexicans, Puerto freedom. They well-being, the comic posted organization that will need to listen to the
Ricans, and need to find out environmental below this chart needs help or aid. following three songs and
Cubans are the what they know impact of each and answer these They will need to incorporate the songs
largest Hispanic about religious country and life questions: brainstorm the messages into their essay.
groups in the freedom in the expectancy. 1. Qu ocurre en social problem
United States. USA. What does Students will look la tira? that they would Students will listen to
Then they need to the constitution at the graph and 2. Qu want to diminish Cansado by Shel Dixon
figure out the say about answer the sentimientos and a few and complete the
Hispanic religion? Do they following expresa la cara de concrete actions worksheet (below this
population in their know of someone questions: la nia a lo largo that they would chart)
town or state that has abused de la tira take to help the
whichever is this religious http://www.explor 3. De qu group they have http://zachary-jones.com/
available. Lastly, freedom recently ed.com.ec/noticia problema del chosen. They will zambombazo/video-shel-d
they will need to in their s-ecuador/ecuador medio ambiente then send an ixon-cansado/
research how their community, what -vigesimotercer-p trata esta tira? email to their
community has did they do? ais-mas-feliz-del- 4. Cul es el e-pal in Argentina
changed due to Once they have mundo-551493.ht mensaje? Te and ask the same Next they will listen to
the demographic shared their ml parece que la tira questions to them. Plstico by Rubn
changes. This answers they will lo comunica de My students will Blades:
will be presented then email their 1. En qu una manera present their http://youtu.be/rmDkOEP
in small groups. epals in Argentina continente hay efectiva? Qu project to the 2YxI
and ask them the ms pases cuyas elementos ayudan class and the
same questions poblaciones a comunicarlo? students Finally they will listen to
about religious tienen una Explica tu observing will Amor Prohibido by
freedom in their esperanza de vida respuesta. have to ask Selena:
country. superior a los 70 questions at the http://youtu.be/dvfZ95ue
aos? end of each OcQ
2. Cules son los presentation.
cuatro pases cuya
poblacin dice
disfrutar de un
bienestar ms
alto?
3. Qu pas tiene
el menor impacto
ambiental?
Cuntos pases
hispanos aparecen
entre los primeros
37 pases del
ndice? Te
sorprende el
nmero? Explica
por qu.
4. Estados Unidos
no aparece en la
lista. Qued en el
nmero 105. Por
qu crees que
ser?
5. Somos un
planeta feliz?
Text and Published Resources:

Alonso, Ana, Pelegrn, Javier. La Llave del Tiempo: Libro Primero- La torre y la isla, Anaya, 2011.

Daz, Jos, Leicher-Prieto, Margarita, Nissenberg, Gilda. AP Spanish Preparing for the Language Examination Third Edition, Pearson
Education, 2007.

Daz, Jos, M. Nadel, Mara F. Abriendo Paso Gramtica, Pearson Education, 2012.

Daz, Jos, M., Nadel, Mara F. Abriendo Paso Temas y Lecturas, Pearson Education, 2014.

Frisancho, Jorge, Redman, Mara T., Restrepo Bravo, Marta Luca. AP Spanish Language and Culture Exam Preparation, Vista
Higher Learning, 2014.

Gatski, Barbara, McMullan, John. Tringulo Aprobado Cambios Anunciados Para 2014, Wayside Publishing, 2013.

Audio, Visual and Audiovisual Resources:

Como Agua Para Chocolate. Miramax. 1992.

La Misma Luna. 20th Century Fox. 2008.
Machuca. Menemsha Films. 2004.
Diarios de motocicleta. Focus Features. 2004.
Mi familia. New Line Cinema.1994.

http://zachary-jones.com/
http://www.audiria.com/
http://www.bbc.co.uk/mundo/
http://cnnespanol.cnn.com/
http://zachary-jones.com/zambombazo/clozeline/
http://www.notesinspanish.com/
http://www.unmultimedia.org/radio/spanish/
http://www.blogdeespanol.com/
http://noticias.univision.com/
http://youtube.com
www.rtve.es/
http://www.practicaespanol.com/
http://elpais.com

Written and Print Sources:

http://www.veintemundos.com/en/
http://www.ver-taal.com/
http://www.bbc.co.uk/mundo/
http://cnnespanol.cnn.com/
http://www.unmultimedia.org/radio/spanish/
http://noticias.univision.com/
http://www.20minutos.es/