Glastonbury Foreign Language Program
Curricular Unit: Art, Transformation & Assimilation - A Study of Musicians and Authors (French)
Grade: 12
Subject/Topic Area(s): Assimilation, Perceptions
Key Words: Culture, perception, littérature, musique, adaptation,alienation culturelle, étranger, dépaysement, patrie, patrimoine culturel, folklore, rite, influence religieuse, transformation

Standards:

Major standards— 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.3, 4.1, 4.2, 5.2
Supporting standards— 5.1

Brief Summary of Unit (including curricular context and unit goals):

Throughout the year, across various studies of different francophone cultures, students will study several musicians and authors in order to accomplish an in-depth exploration of the theme of assimilation. Through discussion of musicians and authors who have lived and studied in francophone cultures students will be able to examine the facets of the lives of many famous people and the effect that foreign travel and residence has on their own lives. Outlets to explore include how the acquisition of a new language affects the thought processes and perceptions of self, culture, others, etc.; how the perception of a “home” culture is altered through the discovery and experience of a new one; how different people “assimilate” into culture; which aspects of native culture remain after “assimilation”; which topics authors and musicians explore when they write about other cultures and their own; the definition of assimilation and how different authors and musicians “assimilate.”

Number of days for activity: 15

Materials and resources (including technology and multimedia):

Nathan: Littératures francophones du Monde Arabe (anthologie)

De l'Afrique Centrale
De l'Océan Indien
De l'Afrique de l'Ouest

Cassette by Carole Fredericks: “ Springfield ” and text
Magazine article on Carole Fredericks
Article from Libération: 20 décembre 2001: “Léopold Sédar Senghor s'éteint”
“Poème d'un assimilé” Agnelo Regalia (Guiné-Bissau)

Identifying Desired Results

•  What essential questions will guide this unit and focus teaching/learning?

What opportunities are available for those who have a proficiency in another language?
What will one gain from traveling, working or studying abroad?
What opportunities are available for those who have proficiency in another language?
What is assimilation? Is it possible to assimilate into any culture?

•  What enduring understandings are desired?

Student will understand...

The traveling and learning another language alters perception of the world.
That studying other cultures often leads to an appreciation of one's own culture; it validates one's own individual experience.
That language itself is a vessel for exploration of new ways of thinking and perceptions.
That “assimilation” is relative to one's own experience. “Assimilation” is a term that can be defined differently. Can one “assimilate” into another culture while maintaining one's own individuality and cultural foundations? What innate value should not be lost or compromised? What is “assimilation”?

•  What key knowledge and skills will students acquire as a result of this unit?

Students will know…

How to explore some of their own cultural foundations
That “assimilation” can be defined differently
That culture is a part of who we are; it is a part of one's own history

Students will be able to…

Define “assimilation.”
Understand and discuss an article from a French magazine; they will learn new vocabulary words and use a reading strategy.
Compare the experiences of assimilation of others and their own assimilation
Understand and read short pieces of literature and discuss

Vocabulary:

Grammar:

•  What do they already know that will help them learn new information? Where and when did they learn it?

Determining acceptable evidence

•  What evidence will show that students understand?

Performance Tasks:
Students will fill in the missing words of the song while hearing the song
Students will discuss the texts and answer questions about it
Students will fill in missing function words and verbs in an article

Quizzes, Tests, Prompts, Work Samples:
Students will make up their own poem or song about assimilation

Unprompted Evidence (observations, dialogues):


Student Self-Assessment:

Lessons:

•  Lesson 1: Carole Fredericks

•  Lesson 2: Lecture: Senghor

•  Lesson 3: “Poème d'un assimilé” de Agnelo Regalla (Guinée-Bissau)

•  Lesson 4: “Mieux vaut rester un enfant ignorant” Thomas Kanza (Zaïre)

•  Lesson 5 “Ils sont douze mille et nous quatre-vingt mille” Alexandre Dumas

Links to Relevant Web Sites:  

www.alapage.com
Léopold Senghor

Assessment Blueprint (Performance Tasks)

Task Title:
Approximate Time Frame:
Standards:
Purpose: check those that apply Formative – Summative –
Description of Task:



Evidence of desired understanding:

Criteria of judgment:

Evaluative Tools: check those that apply
Analytic Rubric –
Holistic Rubric –
Criterion (performance) list –
Checklist –

Assessment Blueprint (Other Evidence)

•  What is being assessed?

•  Describe the assessment.  

•  What is the purpose of the assessment?      

•  Criteria of judgment/evaluative tools: