Los productos de una civilización (Los desafíos mundiales: Pre-AP, Hispanohalbantes o AP)

Unit Profile
Student Level 
High (9-12)
Target Language 
Teaching Context 
Target Proficiency Level 
Unit Themes 
Global challenges
Performance Descriptors 
  • Report, narrate and describe in all time-frames
  • Speak in paragraph-length discourse
  • Discuss a variety of topics limited to concrete discourse
  • Handle a situation with a complication
  • State an opinion
  • Paraphrase, summarize, compare
  • Understand main ideas and details of texts
  • Understand common idiomatic expressions
  • Deduce meaning in unfamiliar language passages
  • Make notes while someone is talking
Unit Objectives and Standards
Objective 1 
Students will be able to identify indigenous products from Latin American countries & identify products indigenous to other countries and hemispheres, but common today in Latin American cultures
Objective 2 
Students will be able to elaborate upon the economic and societal impact of these products on the cultures who use them
Objective 3 
Students will be able to give personal opinions about the use of the product in the culture of origin and/or in our own culture, as well as understand philosophical beliefs or opinions from other political or noteworthy figures/groups;
Objective 4 
Students will be able to recognize the ways that a culture’s demographics, religious beliefs, and philosophical values can change based on use/sale/transport of a product
Objective 5 
Students will be able to explain problems caused by the cultivation, extraction, sale and/or transport of the product & identify solutions to the aforementioned problems.
World-Readiness Standards
1.1 Interpersonal: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
1.2 Interpretive: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
1.3 Presentational: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.
2.1 Practices: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
2.2 Products: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.
3.1 Other disciplines: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.
3.2 Diverse perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.
4.1 Languages: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.
4.2 Cultures: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.
5.1 School and beyond: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.
5.2 Lifelong learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.
California Standards
Stage III
3.0 Students use planned language (paragraphs and strings of paragraphs).
3.1 Engage in oral, written, or signed (ASL) conversations.
3.2 Interpret written, spoken, or signed (ASL) language.
3.3 Present to an audience of listeners, readers, or ASL viewers.
3.4 Describe, narrate, explain, and state an opinion.
3.5 Demonstrate understanding of the main idea and key details in authentic texts.
3.6 Produce and present a written, oral, or signed (ASL) product in a culturally authentic way.
3.0 Students determine appropriate responses to situations with complications.
3.1 Use products, practices, and perspectives in culturally appropriate ways.
3.2 Describe similarities and differences in the target cultures and between students' own cultures.
3.3 Describe how products and practices change when cultures come in contact.
3.0 Students use knowledge of text structure to understand topics related to the external environment.
3.1 Use paragraph-level discourse (text structure) to produce formal communications.
3.2 Identify similarities and differences in the paragraph-level discourse (text structure) of the languages the students know
3.0 Students use language in informal and some formal settings.
3.1 Initiate age-appropriate cultural or language-use opportunities outside the classroom.
Common Core Standards
Reading: Key Ideas and Details 
R1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
R2. Determine central ideas or themes of a text and analyze their development; summarize key supporting details and ideas.
R3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Reading: Craft and Structure 
R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
R5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.
R6. Assess how point of view or purpose shapes the content and style of a text.
Reading: Integration of Knowledge and Ideas 
R7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
R9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Writing: Text Types and Purposes 
W1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
W2. Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Writing: Production and Distribution 
W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Writing: Research and Present Knowledge 
W7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Writing: Range of Writing 
W10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening: Comprehension and Collaboration 
SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Speaking and Listening: Presentation of Knowledge and Ideas 
SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of the formal target language when indicated or appropriate.
Language: Conventions of Standard Target language 
L1. Demonstrate command of the conventions of standard target language grammar and usage when writing or speaking.
L2. Demonstrate command of the conventions of standard target language capitalization, punctuation, and spelling when writing.
Language: Knowledge of Language 
L3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Language: Vocabulary Acquisition and Use 
L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L6. Acquire and use accurately a range of general academic and domain specific words and phrases for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge.
Performance Assessment (Final Project/Assessment)
Performance Task 1 - Interpretive 

Students will investigate and research through various articles and authentic resources about a product (one they have individually selected) that represents their culture. Through their research, they will be exploring and reading about the cultural, environmental, and economic impacts caused by the decisions we make when using these products. All investigations should include reading about geographic zones and origins, the chronology of a product's development, the product's use within the specific culture and the importance for the culture, the use and importance of the product in our culture, and the cultural, environmental, and/or economic problems with the cultivation, sale, and/or transport of the product.

Throughout the entire unit, other assessments include: Listening to authentic podcasts, radio shows, conversations, and songs; Reading current event articles, letters, and historial texts

Performance Task 2 - Presentational 

Each student will do an oral presentation about their research they've done on the product, incorporating all abovementioned information. On the presentation day, students will show their product and work through PPT, poster, or other visual manner. They can have classmates try the product if appropriate.

Throughout the entire unit, other assessments include: Classroom debates, practice presentational speeches, essay writing

Performance Task 3 - Interpersonal 

In planning the final presentation, students will answer a series of informal questions about their reasons for choosing their particular product, why it is important, etc. During the presentations, half the class will present while the other listens and has a Q&A session afterwards; then, they will switch being presenters/audience with another informal/conversational Q&A Session.

Throughout the entire unit, other assessments include: Pair and group informal conversation; email and letter writing, forum/blog posting, class discussions

Final Project Instructions 

Brief Summary:
Choose a product that has or causes cultural, environmental and / or economic problems because of its cultivation, sale, and / or transport. Research and think about how this product represents the culture it comes from. Decide on a way to show (in an oral presentation) students' knowledge of the product.

Student Instructions Handout Link and Rubric:

INSTRUCCIONES: El objetivo del este proyecto es explorar y entender los impactos culturales, ambientales y económicos causados por las decisiones que tomamos acerca de los productos que usamos. Vas a escoger un producto que ha causado o causa problemas culturales, ambientales y/o económicos por su cultivo, venta y/o transporte. Hay que investigar y pensar en como este producto representa su cultura materna (la cultura en dónde se originó). Decide en una manera de presentar (oralmente, en clase) tu conocimiento del producto. Refiérete a las preguntas específicas en la hoja de instrucciones.

Meta: Explorar el efecto cultural, ambiental y económico causado por las decisiones que tomamos sobre los productos que usamos

1. Debes pensar en un producto (que no hemos estudiado este cuarto) procedente de un país/una cultura hispanohablante.
2. Hay que escoger un producto que tenga o cause problemas culturales, ambientales y/o económicos por causa del cultivo, venta, y/o transporte del producto.
3. Investiga todo sobre este producto. Debes poder explicar:

Zona geográfica/País de procedimiento (origen)
Cronología del desarrollo del producto
Uso del producto en la cultura e importancia para la cultura de procedimiento
Uso e importancia del producto en nuestra cultura
Problemas culturales, ambientales y/o económicos con el cultivo, venta, y/o transporte del producto

4. Piensa en por qué te interesa este producto. ¿Por qué tiene importancia para ti?
5. Investiga y piensa en la manera en que este producto representa la cultura de donde procede. A través de tu proyecto, debes contestar las siguientes preguntas:
a. ¿Por qué es este producto un ejemplo o representación de su civilización?
b. ¿Qué es impresionante acerca de este producto?
c. ¿Por qué escogiste el producto? ¿Qué interés tiene para ti?
d. ¿Por qué es importante este producto para su civilización (y para nosotros)?
e. Aunque haya problemas con el cultivo, venta, y/o transporte del producto, ¿qué podemos hacer nosotros como consumidores o ciudadanos responsables para aliviar los problemas?

6. Decide en una manera de mostrar (dentro de una presentación oral) tu conocimiento del producto (sé creativo/a). Debes incorporar todo la información de arriba. En el día de la presentación, vas a mostrar tu producto y trabajo a través de un póster, PPT, o Glog, Pinterest, u otro manera visual. Puedes mostrar videos, música, literatura, poemas, etc. Puedes hacer que la gente pruebe el producto si es apropiado.
7. Vamos a dividir la clase en mitad. Una mitad hará las presentaciones en una exhibición, donde la otra mitad puede ir de presentación en presentación, escuchando a todas. Después, cambiaremos, y la otra mitad dará su presentación. Los que escuchan harán una actividad para mostrar su comprensión de las presentación.
8. La nota se basará tanto en dar la presentación como en escucharlas.

Functions, Structures and Vocabulary

Predicting, Sequencing, Cause and Effect, Persuasion, Asking Questions, Making comparisons (and contrasts), Debating, Hypothesizing


Cause & Effect (If/then), Perfect tenses, Subjunctive tenses, Comparatives & Superlatives


Environment, Economy, Societal systems, Philosophical Values
Vocabulary list link: http://bit.ly/1zDGMDO

Task 1 - Interpretive
Task 2 - Presentational
Task 3 - Interpersonal
Other/Additional Rubrics