Spanish 3 continues the development of listening, speaking, reading and writing skills. It strives to further vocabulary acquisition, grammatical understanding and speaking skills. It also offers further information and insights into Hispanic culture and civilization.

ESSENTIAL QUESTIONS

• What is the purpose of language?
• How is the structure of a language related to its function?
• What kinds of beauty does language create?
• How do we express our values and beliefs through language?
• How do culture and language interact?
• How does language influence who I am?
• How does language influence perception and understanding of diverse cultures?
• How does competency in language empower us in decision-making?
• How does language influence the development and interaction of civilizations?

FOCUS QUESTIONS

• How does one differentiate the different Spanish speaking areas of the world?
• How does one communicate information about past and present activities in Spanish?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• locate six different regions of the Spanish speaking world.
• identify different cultural icons of the Spanish speaking world.
• describe present activities.
• recall past activities.

DEVELOPING AN INTERPRETATION The student will . . .

• describe relationships between the Spanish communities in the world.
• make analogies between different cultures.
• distinguish between the uses of the present and preterite tenses.

MAKING CONNECTIONS The student will . . .

• make comparisons among the six different regions os the Spanish World.
• combine the present and past tenses to relate information of his/her experiences.
• contrast his/her life style with that of students in different Spanish areas of the world.

FOCUS QUESTIONS

• How has the Spanish speaking population influenced the different communities in the United States?
• How does one express personal information about events that have happened in the past?
• How does one convey a distinction between dreams and reality in Spanish?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• describe his/her experiences and accomplishments.
• predict actions in the future.
• identify feelings in a friendship.

DEVELOPING AN INTERPRETATION The student will . . .

• distinguish between admiring and critical remarks.
• interpret the cultural role of fashion.
• examine how verb tenses reveal time.

MAKING CONNECTIONS The student will . . .

• analyze how geography, climate and customs influence the choice of clothing.
• compare childhood experiences.
• examine a variety of Spanish musical instruments and their influences.

FOCUS QUESTIONS

• How does one express concern for the social and ecological conditions of mankind in Spanish?
• How does one grammatically express what should be done in Spanish?
• How does one convey feelings of emotions and doubt in Spanish?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• identify ways of requesting for and responding to help.
• infer what should be done using the conditional tense.
• determine the probability of a future event when conjunctions of time are used.

DEVELOPING AN INTERPRETATION The student will . . .

• apply the use of the subjunctive with expressions of emotion, doubt and uncertainty.
• distinguish the uses of the present and present perfect subjunctives.
• categorize different animals and their habitats in Central America.

MAKING CONNECTIONS The student will . . .

• compare the ethnic groups in Central America and in the U.S.
• take a perspective of the ecological conditions in Central America and the U.S.
• analyze advantages disadvantages of ecotourism.

FOCUS QUESTIONS

• How are traditional celebrations and historical holidays perceived and implemented in Spanish speaking Caribbean world?
• What are ways to verbally express one’s feelings and ideals in Spanish?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• demonstrate an understanding of the relationship between the practices and perspectives of the culture in the Spanish speaking countries in the Caribbean.
• identify expressions of wishes and determine when to apply the subjunctive.
• sequence wishes and events that are doubtful or uncertain to happen.

DEVELOPING AN INTERPRETATION The student will . . .

• make analogies of his/her values and his/her vision with those of the Spanish speakers in the Caribbean.
• apply the use of the past subjunctive when expressing a wish, an emotion or a doubt of an event that happened in the past.
• distinguish the uses of the present and present perfect subjunctives.

MAKING CONNECTIONS The student will . . .

• compare family festivities and historical events practiced in the Spanish speaking countries in the Caribbean.
• take a perspective of the influence that history has and has had in the arts.
• examine the uses of the past and present subjunctives. to articulate thoughts and ideals.

FOCUS QUESTIONS

• What are some of the opportunities available in the business world where the knowledge of the Spanish language can be implemented?
• How does cultural background influence what people do?
• How does one present personal information about past and present accomplishments and future speculations in Spanish?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• demonstrate an understanding of the fields of study, career availabilities and culture and in the Cone Countries.
• describe experiences, accomplishments and objectives in the past and present and future.

DEVELOPING AN INTERPRETATION The student will . . .

• correlate his/her preferences, experiences and goals.
• categorize fields of interests, careers and opportunities in the work place.
• distinguish the uses of the present and past perfect subjunctives.

MAKING CONNECTIONS The student will . . .

• analyze the impact that cultural diversity has in the market place.
• take a perspective regarding the importance of knowing another language within the field of their expertise.
• hypothesize what he/she would be able to do in the future if he/she were able to accomplish his/her dreams.

FOCUS QUESTIONS

• How have the arts evolved throughout time?
• How does one speak of the feelings or the emotions which are conveyed through the arts?
• How does one examine and classify a work of art?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• identify his/her interests and abilities and those of his/her peers.
• describe his/her field of studies now and in the future.
• show an understanding for and discuss a variety of art forms.

DEVELOPING AN INTERPRETATION The student will . . .

• describe different regions of Central and South America and the effect the region has had in the arts.
• categorize the contributions of the indigenous people of the Americas.
• interpret and discuss literary works of prominent writers of Spanish prose.

MAKING CONNECTIONS The student will . . .

• distinguish similarities between the various pre-Colombian civilizations in Central and South America.
• interpret the impact that colonization had on the indigenous people in the Americas.
• take a perspective of the development of the arts in Central and South America.

FOCUS QUESTIONS

• What effects has the television media had on the Latin American viewers?
• How has technology changed the home and work environments of Latin America?
• How does one speak of unplanned occurrences in Spanish?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• display an understanding of the choices and components of the television media in Spanish speaking countries.
• label and describe the technological growth of Latin America.

DEVELOPING AN INTERPRETATION The student will . . .

• examine the technological choices and preferences of the Latin American people.
• make analogies of the technological advancements in Spanish countries and the United States.

MAKING CONNECTIONS The student will . . .

• compare the alternatives to modern technology as sustained by a large percentage of Latin America.
• analyze the Spanish grammatical syntax to express unplanned occurrences.
• hypothesize what he/she would do in if he/she were living in an area of Latin America where technology is not the focus of their lives.