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Who Slept Here?

Thematic Unit Title:  

Who Slept Here?
Subject: Historical Sites
Goals: 2. Gain knowledge and Understanding of Other Cultures
3. Connect with Other Disciplines and Acquire Information
5. Participate in Multilingual Communities at Home and Around the World
Standards: 2.2 Students demonstrate an understanding of the relationship between the perspectives and products/contributions of the cultures studied.
5.1 Students apply language skills and cultural knowledge within and beyond the school setting.
Contexts\Outcomes: Students will acquire information through connections with the target culture, represent their understanding of the target culture, and use this representation to reinforce and further knowledge in other disciplines.
Progress Indicators Goal 1:
Progress Indicators Goal 2:  

2.2A Identify the relationship between cultural perspectives and products/contributions as represented in expressive forms of the culture studied; such as, art, literature, music, dance, etc.
Analyze the relationship between cultural perspectives and products/contributions as represented in expressive forms of the culture studied; such as, art, literature, music, dance, etc.
2.2E Recognize the contributions of the target culture.
Analyze the contributions of the target culture.
Evaluate the effects of the target culture’s contributions on other societies.
2.2D Identify objects, images and symbols of the target culture.
Explain objects, images, and symbols of the target culture.
Analyze the cultural significance of objects, images, and symbols of the target culture.
Progress Indicators Goal 3:  

3.1B Identify, through foreign language resources, information for use in other disciplines.
Analyze the information gathered through foreign language resources for use in other disciplines.
Locate foreign language resources and synthesize information for use in other disciplines.
Progress Indicators Goal 4:
Progress Indicators Goal 5:  

5.1B Locate connections with the target culture through the use of technology, media, and authentic sources.
Essential Skills\Knowledge:  

Topic specific vocabulary (including directions, passport, etc.)
Verbs – present, past, imperfect, imperative
Historical background information
Geographical background information
Cultural background information
Assessments: Quizzes:
Vocabulary
Verbs
Historical information
Written Projects:
Students will keep a journal of historical sites they have visited meeting checklist criteria.
Students create an illustrated brochure of an historical site in the target culture meeting rubric criteria.
Class Presentation:
Students role play an interview of a historically significant figure meeting rubric criteria.
Instructional Strategies:  

Individual Activities:
Students use the Internet to research historical sites and historical figures.
Students make a comparison chart of sites or persons from the target culture and sites or persons from the United Stated.
Students will keep a journal of historical sites they have visited
Pair Activities:
Students make an illustrated brochure.
Students make a menu of the region.
Group Activities:
Students role play an interview of a historically significant figure.
Students make a 3-D model of a historical site.
Students study the music of the region or time period.
Guest Speakers
Resources: Textbook
Internet
Library resources
Library research
Videotapes
Guest Speakers
Posters
Chamber of Commerce/Travel Bureau of the target country
Other Resources:
Updated December 27, 2019 7:36am