AP Syllabus 2017/18 Spanish Literature and Culture

Transcripción

1 AP Syllabus 2017/18 Spanish Literature and Culture Name: Carlos Tello School: Duluth HS 1

2 AP Syllabus: Curricular Requirements Page(s) CR1 The course is structured to allow students to complete the entire required 3 reading list published in the AP Spanish Literature and Culture Curriculum (Course Description/ Course Objectives) CR2 The teacher uses Spanish almost exclusively in class and encourages 5 students to do likewise. CR3a The course explicitly addresses the theme: Las sociedades en contacto. 5 CR3b The course explicitly addresses the theme: La construcción del género. 6 CR3c The course explicitly addresses the theme: El tiempo y el espacio. 7 CR3d The course explicitly addresses the theme: Las relaciones interpersonales. 8 CR3e The course explicitly addresses the theme: La dualidad del ser. 9 CR3f The course explicitly addresses the theme: La creación literaria. 9,10 CR4 The course provides opportunities for students to discuss literary texts in a 6 variety of interactive formats. CR5 The course provides opportunities for students to analyze the relevance of 5 literary texts to historical, sociocultural, and geopolitical contexts. CR6 The course provides opportunities for students to learn and apply literary 7,8 terminology to the analysis of a variety of texts representing different genres and time periods. CR7a The course provides opportunities for students to relate artistic 9 representations to the course content. CR7b The course provides opportunities for students to relate audiovisual 7 materials in Spanish to the course content. CR8a The course provides opportunities for students to write short responses in 5 Spanish. CR8b The course provides opportunities for students to write analytical essays in 5,7,8,9 Spanish. CR9 The course provides opportunities for students to analyze cultural products, 5,7,8,9 practices, or perspectives referenced in literary texts. CR10 The course provides opportunities for students to compare literary texts 6 produced in different historical contexts. CR11 The course includes activities within and beyond the classroom 6,8,9,10 setting for students to reinforce their understanding of literary texts. 2

3 Course Description The AP Literature course is a course designed to introduce students to the Spanish Literature and Culture. Understanding as Spanish Literature and Culture the literary works made by authors from Spain and Latin-America. This class will provide students a better knowledge of the most important writers and authors. It also will help students to improve their reading, comprehension, speaking and writing skills in Spanish. Additionally, students will develop their critical thinking by making connections between these works and the specific historical context. The works will be arranged in chronological order. Starting with the medieval times and finishing with the XX Latin-American Literature. This course is based on 38 works. Course Objectives - Develop critical thinking and personal opinions. - Integrate different modes of communication - Relate the readings to literary, historical, socio cultural and geopolitical contexts. - Make connections between gender and historical periods. o Remark the importance of historical context. - Learn about different authors life stories. - Make connections between authors and time periods. - Make connections among authors, period times and the six themes: o Las sociedades en contacto o La construcción del genero o El tiempo y el espacio o Las relaciones interpersonales o La dualidad del ser o La creación literaria 3

4 Required Reading List (CR1) 1. Allende, Isabel, Dos palabras 2. Anónimo, Romance de la pérdida de Alhama 3. Anónimo, Lazarillo de Tormes (Prólogo; Tratados 1, 2, 3, 7) 4. Bécquer, Gustavo Adolfo, Rima LIII ( Volverán las oscuras golondrinas ) 5. Borges, Jorge Luis, Borges y yo 6. Borges, Jorge Luis, El Sur 7. Burgos, Julia, A Julia de Burgos 8. Cervantes, Miguel de, Don Quijote (Parte I, capítulos 1-5, 8 y 9; Parte II, capítulo 74) 9. Cortázar, Julio, la noche boca arriba 10. Cortés, Hernán, Segunda carta de relación (selecciones) 11. Cruz, Sor Juana Inés de la, Hombres necios que acusáis 12. Darío, Rubén, A Roosevelt 13. Don Juan Manuel, El Conde Lucanor. Exemplo XXXV De lo que aconteció a un mozo que casó con una mujer muy fuerte y muy brava 14. Dragún, Osvaldo, El hombre que se convirtió en perro 15. Fuentes, Carlos, Chac Mool 16. García Lorca, Federico, La casa de Bernarda Alba 17. García Lorca, Federico, Prendimiento de Antoñito el Camborio en el camino de Sevilla 18. García Márquez, Gabriel, El ahogado más hermoso del mundo 19. García Márquez, Gabriel, La siesta del martes 20. Garcilaso de la Vega, Soneto XXIII En tanto que de rosa y azucena 21. Góngora y Argote, Luis de, Soneto CLXVI Mientras por competir con tu cabello 22. Guillén, Nicolás, Balada de los dos abuelos 23. Heredia, José María, En una tempestad 24. León-Portilla, Miguel, Visión de los vencidos (dos secciones: Los presagios, según los informantes de Sahagún y Se ha perdido el pueblo mexicatl ) 25. Machado, Antonio, He andado muchos caminos 26. Martí, José, Nuestra América 27. Montero, Rosa, Como la vida misma 28. Morejón, Nancy, Mujer negra 29. Neruda, Pablo, Walking around 30. Pardo Bazán, Emilia, Las medias rojas 31. Quevedo, Francisco de, Salmo XVII Miré los muros de la patria mía 32. Quiroga, Horacio, El hijo 33. Rivera, Tomás, y no se lo tragó la tierra (dos capítulos: y no se lo tragó la tierra y La noche buena ) 34. Rulfo, Juan, No oyes ladrar los perros 35. Storni, Alfonsina, Peso ancestral 36. Tirso de Molina, El burlador de Sevilla y convidado de piedra 4

5 37. Ulibarrí, Sabine, Mi caballo mago 38. Unamuno, Miguel de, San Manuel Bueno, mártir Course Themes The class will incorporate connections between the six themes and the different genres and authors. It will formulate basic questions for each theme in order to analyze these themes in depth. Students will have to use critical thinking and relate these questions to real life in order to respond them. Discussions among students will be encouraged. Theme 1: Sociedades en Contacto How literature represents the relationship between different cultural groups through different authors works. This theme includes the study of conflicts, merger and absorption of different ethnic groups, religion, cultures and social classes. Reading list for this theme will include: - Romance de la perdida de la Alhama Anónimo - Visión de los vencidos León- Portilla, Miguel. - Segunda carta de relación Hernán Cortes - Lazarillo de Tormes Anónimo - Nuestra América José Martí - A Roosevelt Darío, Rubén - Prendimiento de Antoñito el Camborio en el camino de Sevilla García Lorca, Federico - El hombre que se convirtió en perro Dragun, Osvaldo - y no se lo tragó la tierra y La noche buena Rivera, Tomás Activities Las sociedades en contacto will be introduced with a discussion about the pros and cons of merger among two or more different cultures. Students will have to find real cases of cultural mergers. Students will listen Los presagios, según los informantes de Sahagún in náhuatl, the Aztec original language. (CR8a) Students will watch El Lazarillo de Tormes (1959 film) and will make connections between the conquest of America by Spain and the actual situation in Spain at the same moment. (CR5) Summative Activities Students will use a graph to show how this theme is manifested across different 5

6 cultural products, practices and perspectives found in this theme s literary texts Theme 2: La construcción del género How literature represents the social and cultural factors that have determined the construction of gender roles in the Hispanic world. Reading list for this theme will include: - Conde Lucanor, Don Juan Manuel - El Burlador de Sevilla, Tirso de Molina - Hombres necios que acusáis, Cruz, Sor Juana Inés de la - Peso Ancestral, Storni, Alfonsina - Mujer Negra, Morejón, Nancy - Dos palabras, Allende, Isabel Activities Students will make connections between Hombres necios que acusáis and our actual society. The class will discuss similar behaviors and stereotypes found in our time. Specially the women s role through the years and the social inequality based on gender. (CR10) (CR11) El burlador de Sevilla will be played in class (RTVE, 1976). Students will discuss social conventions and woman role during that period time. (CR4) Students will have to respond to essential questions such as: o Cómo ha variado el rol de la mujer a lo largo de los siglos? Comenta específicamente este cambio basándote en cada uno de las épocas históricas estudiadas. Trata de extraer conclusiones y realizar comparaciones entre los susodichos periodos. o Cuál ha sido la evolución del machismo en las sociedades hispanas a lo largo de los años? o Quiénes han sido las autoras femeninas de habla hispana más reconocidas a nivel mundial? Explica el porqué y habla de sus obras y su existencialismo. Resume sus emociones, y el significado de la vida según ellas. o Piensas que la literatura ha servido como medio para cambiar las relaciones de género en el mundo hispano? Razona tu respuesta. (CR3b) Summative Activities 6

7 Students will use a graphic to show how this theme is manifested across different cultural products, practices and perspectives found in this theme s literary texts Theme 3: El tiempo y el espacio How time and space have been perceived and represented through time in the Hispanic literature through the time. Reading list for this theme will include: - En tanto que de rosa y azucena, De la Vega, Garcilaso. - Mientras por competir con tu cabello Góngora y Argote, Luis de - Miré los muros de la patria mía, Quevedo, Francisco de - En una tempestad, Heredia, José María - He andado muchos caminos, Machado, Antonio - Walking around, Neruda, Pablo - Chac Mool, Fuentes, Carlos Activities Students will analyze the poems: En tanto que de rosa y azucena ; Mientras por competir con tu cabello ; and Miré los muros de la patria mía. Students will have to find rhetorical figures in each one of these poems. (CR6) Carpe Diem concept will be discussed in the class, and students will have to find similarities and differences among Garcilaso de la Vega, Gongora y Quevedo. (CR3c) Students will listen to musical versions of Neruda s poem: Neruda en el Corazon and will try to make interpretations of Neruda s conception of time and space. (CR7) Students will have to respond to essential questions such as: o Compara la concepción del tiempo en el mundo hispano con la de los Estados Unidos y el mundo anglosajón en general. Da ejemplos claros y encuentra analogías y diferencias. o Cómo puede afectar el periodo de la vida de un autor en su creación literaria? Crees que es igual escribir un poema o una novela en tu juventud que al final de tu vida? Encuentra ejemplos y justifica tus repuestas. o Positividad y negatividad dentro de la literatura hispana en conexión con la percepción del espacio y el tiempo. (CR3c) Summative Activities 7

8 Students will use a graph to show how this theme is manifested across different cultural products, practices and perspectives found in this theme s literary texts Theme 4: Las relaciones interpersonales How relationships are understood in the Hispanic world, and how these relationships affect individuals in different ways. Reading list for this theme will include: - Rima LIII, Bécquer, Gustavo Adolfo - Las medias rojas, Pardo Bazán, Emilia - El hijo, Quiroga, Horacio - La casa de Bernarda Alba, García-Lorca, Federico - No oyes ladrar a los perros, Rulfo, Juan - La siesta del martes, García Márquez, Gabriel - Mi caballo negro, Ulibarri, Sabine - Como la vida misma, Montero, Rosa Actvities Students will discuss the influence of El que dirán in the Hispanic world. Social conventionalism and human relationships will be addressed through the comprehension of La casa de Bernarda Alba. Students will have to write down an essay explaining their opinion in regards to this theme. (CRB8) Pasajera will be watched in class. This short film will be related to Como la vida misma. Students will find similarities and differences between both works using a graphic organizer. (CR6) (CR9) (CR11) Students will have to respond to essential questions such as: o Cómo las relaciones familiares influyen en la personalidad del individuo? Matriarcado vs patriarcado. o Cómo la influencia de una persona puede determinar las relaciones e interacción entre otras personas diferentes? o Cómo la sociedad y el tiempo influyen en las relaciones interpersonales y la personalidad de los seres humanos? o Contradicciones y crisis existenciales del ser humano debido al conflicto entre el querer y los convencionalismos sociales. Como la sociedad fuerza al ser humano a convertirse en alguien que en muchas ocasiones éste no quiere ser. Desdoblamiento de una misma persona. 8

9 Summative Activities Students will use a graph to show how this theme is manifested across different cultural products, practices and perspectives found in this theme s literary texts Theme 5: La dualidad del ser How cultural and social context can determine the individual personality of human beings. Reading list for this theme will include: - Balada de los dos abuelos, Guillen, Nicolás - A Julia de Burgos, De Burgos, Julia - El Sur, Borges, Jorge Luis - Borges y yo, Borges, Jorge Luis - La noche boca arriba, Cortázar, Julio - El ahogado más hermoso del mundo, García Márquez, Gabriel Activities Theme will be introduced with Frida Khalo painting Las dos Fridas. Students will have to write an essay explaining what they see and make connections with the actual theme. (CR7a) (CR11) Students will have to find pictures related to this theme. They will have to present what this painting represents and why they chose it. (CR6) Summative Activities Students will use a graph to show how this theme is manifested across different cultural products, practices and perspectives found in this theme s literary texts Theme 6: La creación literaria How different texts can influence other literary text. 9

10 Reading list for this theme will include: - Don Quijote, Cervantes, Miguel de - San Manuel Bueno, mártir, Unamuno, Miguel de Activities Students will discuss in class about books that have had a big influence in their life. They will explain why and how these books have influenced their mindset and outlook of this world. We will watch some parts of the movie Don Quijote (RTVE movie 1979). The movie will be split in seven parts coinciding with the book s chapters. Students will have to read every chapter previously at home, and discuss it next day in class. Students will have to analyze the psychological and social factors of every character included in San Manuel Bueno, martir. Summative Activities Students will use a graphic to show how this theme is manifested across different cultural products, practices and perspectives found in this theme s literary texts 10

11 Material/ Resources Material used by the teacher: - Teacher s guide to AP Spanish Literature and culture, College board - AP audit handbook, College board - AP Spanish Literature and Culture course and exam description, College board - Teacher s resource manual: Abriendo Puertas (Antología de literatura en español, tomo II), McDougal Don Quijote, movie RTVE Lazarillo, movie RTVE, 1959 Material and textbooks used by students: - Abriendo Puertas: Ampliando perspectivas, Bowen y Bowen, Reflexiones: Introducción a la literatura hispánica, Pearson, Azulejo (Anthology and guide to the AP Spanish Literature and culture course): Wayside,