CHM for parents

CHM for parents

7th & 8th grades

This page is designed for parents who wish to see what students do and what tasks are  expected in French Culture History & Media classes.

Content: 

I - A year at a glance: Course structure

II - An instructional week at a glance: daily activities and weekly due assignments checklist

III - An Evaluation week at a glance: final assessments

IV - Module content: topics and historical periods

 

I - A Year at a Glance

1 year 2 modules

Modules are tied to a historical period: scroll down for more details

1 module = 3  instructional weeks + 1 evaluation week

1 instructional week :

- Part 1: Our community

- Part 2: Francophone countries

- Part 3: France and Europe

- Part 4: Comparison

Week 4: unit evaluation (project or AP practice)

 

What does Culture mean in CHM?

Culture embodies products, practices and perspectives specific to a city, a social class, a group/collective or a community.

Products: elements that people use in a specific culture. Ex: a festival, a song, a recipe, laws, a flag...

Practices: actions, the way people use a product. Ex: How to say hello...

Perspectives: why people use a product, the way people see the world: concept of family, women's role in society...

 

II - An Instructional Week at a Glance

Highlighted parts show what assignments are due on the same day.

Part 1: Our Community

a) - KWL chart:

- students fill in 1st column (what we Know)

- students fill in 2nd column (what I Want to learn)

b) - Resource analysis (Written/Audio/Video)

- Discussion & Collaborative activities: taking notes 

c) - KWL chart:

- students fill in last column (L: what I have Learned)

d) - Quick Written Prompt:

- Describe products/practices/perspectives studied today

KWL chart = tableau SVA in French

Part 2: Francophonie

a) - KWL chart:

- students fill in 1st column (what we Know)

- students fill in 2nd column (what I Want to learn)

b) - Resource analysis (Written/Audio/Video)

- Discussion & Collaborative activities: taking notes

c) - KWL chart:

- students fill in last column (L: what I have Learned)

d) - Quick Written Prompt:

- Describe products/practices/perspectives studied today

Part 3: France & Europe 

a) - KWL chart:

- students fill in 1st column (what we Know)

- students fill in 2nd column (what I Want to learn)

b) - Resource analysis (Written/Audio/Video)

- Discussion & Collaborative activities: taking notes

c) - KWL chart:

- students fill in last column (L: what I have Learned)

d) - Quick Written Prompt:

- Describe products/practices/perspectives studied today

Part 4: Comparison

a) - Review and Reflect on KWL charts and notes 

b) - Discussion with group over products, practices and perspectives

c) - Venn Graphic Organizer completed together

d) - Personal notes: How my perspective on this theme has evolved.

 

INSTRUCTIONAL WEEK CHECKLIST

By the end of a 4-part instructional week, students are expected to show that they have completed all the following activities:

- 3 KWL tables (google doc)

- 1 Venn Graphic Organizer(google doc)

- Discussion activities : notes

- Personal notes

 

KWL charts and Venn graphic organizers are completed with partners and shared with the class.

Teacher also shows a model on the board that students can copy.

ANY MISSING MATERIAL must be redone.

 

III - An Evaluation Week at a Glance

The evaluation week comes after 3 instructional weeks. Instructional weeks and the evaluation week are tied to the same AP theme and historical period. Teacher may suggest various options among these:

- an essay

- a cultural comparison

- a presentation

- a graphic novel

- a poster

- a mind map

- an art exhibition with written explanation

- a choregraphy with written explanations

- a video

Students may suggest other ideas. We can be creative as long as we answer the essential question and follow standards.

 

IV - Units

Each unit corresponds to a AP theme.

 

The Gold Burial Mask of King Psusennes I, Egyptian Museum & Royal Mummies Hall, Cairo, Egypt.

Module A

Civilizations and Empires: the cultural legacy of societies before Christopher Columbus (2500 BC - 1492)

In this course, students will compare and contrast individual and collective perspectives about the structures that constitute a society by studying ancient and medieval civilizations (before 1491). Students will utilize all modes of communication (interpretive, interpersonal and presentational) to build skills in cultural-linguistic competencies necessary for successful communication with native speakers. Students will utilize media and authentic texts to discuss the diverse cultural products, practices and perspectives of the French-speaking world.

 

UNIT 1

AP THEME: Families and Communities/Identity

Week 1: Gender role in society before 1492

Week 2: Education and Access to Education before 1492

Week 3: Space organization and Economy before 1492

Week 4: Evaluation : What was a society and family in the past compared to today?

UNIT 2

AP THEME: Science and Technology

Week 1: Technology and society

Week 2: Medicine

Week 3: Inventions and innovations

Week 4: Evaluation: What was the importance of medicine, sciences, and technology in history?

UNIT 3

AP THEME: Beauty and Art

Week 1: Defining Beauty

Week 2: Fashion

Week 3: Art & architecture

Week 4: Evaluation: What was beauty before 1492 compared to today?

UNIT 4

AP THEME: Global Challenges

Week 1: The economy

Week 2: Politics

Week 3: Religion

Week 4: Evaluation: What role did geography, governments and religion play in development before 1492?

 

IMG_3303CA Léonard de Vinci. THE JOCONDE. THE HUMANISM. THE LIFE

Module B

Discovery, Change and Oppression: the Impact of Colonization (1492-1789)

In this course, students will compare and contrast individual and collective perspectives about discovery, change, oppression and consequences by studying the historical period of Discovery and early colonization (1492-1789). Students will utilize all modes of communication (interpretive, interpersonal and presentational) to build skills in cultural-linguistic competencies necessary for successful communication with native speakers. Students will utilize media and authentic texts to discuss the diverse cultural products, practices and perspectives of the French-speaking world.

 

UNIT 1

AP THEME: Families and Communities/Identity

Week 1: Practices and traditions

Week 2: Values and perspectives

Week 3: Cultural change

Week 4: Evaluation : How did perspectives, products and values define the past compared to today?

UNIT 2

AP THEME: Science and Technology

Week 1: Technical advances

Week 2: Medicine and disease

Week 3: Communication and transportation

Week 4: Evaluation: How do science and technology affect civilizations?

UNIT 3

AP THEME: Global Challenges

Week 1: Types of governments

Week 2: Religion

Week 3: Education

Week 4: Evaluation: How do religious and political ideas affect history?

UNIT 4

AP THEME: Identity

Week 1: Assimilation

Week 2: Alienation

Week 3: Discovery

Week 4: Evaluation: How do interacting cultures lead to the creation of new identities?

 

Links to an external site.Industrial revolution
Links to an external site.

Module C

Revolutions: Freedom and change in the French speaking world (1789-1914)

In this course, students will compare and contrast individual and collective perspectives about freedom and change by studying the effect of the French Revolution, the Industrial Revolutions, and Colonization of Africa and Indochina (1789-1914). Students will utilize all modes of communication (interpretive, interpersonal and presentational) to build skills in cultural-linguistic competencies necessary for successful communication with native speakers. Students will utilize media and authentic texts to discuss the diverse cultural products, practices and perspectives of the French-speaking world.

 

UNIT 1

AP THEME: Identity

Week 1: Identity and culture

Week 2: Identity and the economy

Week 3: Identity and racism

Week 4: Evaluation : How do interacting traditions and practices bring us together or distance ourselves from each other?

UNIT 2

AP THEME: Identity

Week 1: Masculine Heroes

Week 2: Feminine Heroes

Week 3: The Unexpected French Hero

Week 4: Evaluation : Who is your favorite hero and why?

UNIT 3

AP THEME: Families and Communities/Science and technology

Week 1: Family interactions

Week 2: Interactions with society

Week 3: Development of social change from Technology

Week 4: Evaluation : What effect does technology have on society and culture?

UNIT 4

AP THEME: Contemporary Life

Week 1: Education and access to it

Week 2: Globalization and Employment

Week 3: Social change due to transportation developments 

Week 4: Evaluation : What is the relationship between education, employment and technology?

 

 

Ariane V

Module D

L'époque contemporaine: The Impact of Wars and Globalization in the Contemporary French speaking World (1914-present)

In this course, students will compare and contrast individual and collective perspectives about globalization and conflicts by studying the contemporary French speaking world (1914-present). Students will utilize all modes of communication (interpretive, interpersonal and presentational) to build skills in cultural-linguistic competencies necessary for successful communication with native speakers. Students will utilize media and authentic texts to discuss the diverse cultural products, practices and perspectives of the French-speaking world.

 

UNIT 1

AP THEME: Global Challenges

Week 1: Global conflict

Week 2: Resistance and collaboration

Week 3: Negociations and their consequences

Week 4: Evaluation: What is the price of freedom?

UNIT 2

AP THEME: Global Challenges

Week 1: The Economy

Week 2: Challenges

Week 3: Decolonization and its consequences

Week 4: Evaluation: How to prepare oneself for independence?

UNIT 3

AP THEME: Beauty and Art

Week 1: The evolution of Beauty in the last 120 years

Week 2: The evolution of fashion in the last 120 years

Week 3: The evolution of architecture in the last 120 years

Week 4: Evaluation : How does the idea of Beauty evolve according modern society? 

UNIT 4

AP THEME: Global Challenges

Week 1: Poverty and Immigration

Week 2: Political Regimes

Week 3: Religion

Week 4: Evaluation : How do geography, governments and religion contribute to global problems and their solutions?

 

Standards

Investigate:

Proficiency Benchmark: In my own and other cultures, I can make comparisons between products and practices to help me understand perspectives.

Performance indicators: 

Products: In my own and other cultures, I can compare products related to everyday life and personal interests or studies.

Practices: In my own and other cultures, I can compare practices related to everyday life and personal interests or studies.

Interact:

Proficiency Benchmark: I can interact at a functional level in some familiar contexts.

Performance indicators:

Language: I can converse with peers from the target culture in familiar situations at school, work, or play, and show interest in basic cultural similarities and differences.

Behavior: I can recognize that significant differences in behaviors exist among cultures, use appropriate learned behaviors and avoid major social blunders.