AP®Italian Language and Culture

AP®Italian Language and Culture: Sample Syllabus 2
Syllabus Number: 876031v1
Curricular Requirements
Page(s)
CR1 The teacher uses the target language almost exclusively in class and encourages students to
do likewise.
1
CR2a Instructional materials include a variety of authentic audio and video recordings.
3,4,5
CR2b Instructional materials include a variety of authentic nonliterary texts such as newspaper
and magazine articles.
3,4,5
CR2c Instructional materials include a variety of authentic literary texts.
3,4,5
CR3a The course provides opportunities for students to demonstrate their proficiency in Spoken
Interpersonal Communication in a variety of situations in the Intermediate to
Pre-Advanced range.
3,5
CR3b The course provides opportunities for students to demonstrate their proficiency in Written
Interpersonal Communication in a variety of situations in the Intermediate to
Pre-Advanced range.
3,4
CR4a The course provides opportunities for students to demonstrate their ability in Interpretive
Communication to understand and synthesize information from a variety of authentic
audio, visual and audiovisual materials.
3,5
CR4b The course provides opportunities for students to demonstrate their ability in Interpretive
Communication to understand and synthesize information from a variety of authentic
written and print resources.
3,4,5
CR5a The course provides opportunities for students to demonstrate their proficiency in Spoken
Presentational Communication in the Intermediate to Pre-Advanced range.
3,4,5
CR5b The course provides opportunities for students to demonstrate their proficiency in Written
Presentational Communication in the Intermediate to Pre-Advanced range.
1,5
CR6a The course explicitly addresses the Global Challenges theme.
5
CR6b The course explicitly addresses the Science and Technology theme.
3,5
CR6c The course explicitly addresses the Contemporary Life theme.
4
CR6d The course explicitly addresses the Personal and Public Identities theme.
4
CR6e The course explicitly addresses the Families and Communities theme.
5
4,5
CR6f The course explicitly addresses the Beauty and Aesthetics theme.
CR7
The course provides opportunities for students to demonstrate an understanding of the
products, practices and perspectives of the target cultures.
3,4,5
CR8
The course provides opportunities for students to make comparisons between and within
languages and cultures.
3,4
CR9
The course prepares students to use the target language in real-life settings.
3,5
AP Italian Language and Culture: Sample Syllabus 2
Course Overview and Learning Objectives
This course will focus on developing students’ Interpersonal, Presentational, and
Interpretive communication skills through contextualized activities related to
each unit’s theme: Global Challenges, Science and Technology, Contemporary
Life, Personal and Public Identities, Families and Communities, and Beauty and
Aesthetics. The course will be taught exclusively in Italian. [CR1] Classroom
activities will consist of watching a variety of authentic videos, listening to audio
files found on Italian web sites, and reading both literary texts, including fiction
and poetry, as well as non-fiction, such as newspaper and magazine articles,
without the use of dictionaries. Informal discussions and exchange of viewpoints
will follow each activity in order to develop students’ Interpersonal learning mode.
Students will be asked to do an in-depth textual analysis, followed by a summary,
a group presentation, and an essay assignment. Grammar will be reviewed
regularly through quizzes and exercises focusing both on function and form, use
and usage. Formal and informal registers will be used for role-plays, interviews of
Italians living and working in the community. Guests will be invited in order to
expose students to a real life use of the Italian language. Both formal and informal
presentations will be assigned, as well as pair and small group discussions of
textual readings and videos. In addition to writing a formal paper related to each
of the themes, students will also practice a personal form of writing by keeping a
weekly journal or blog about an Italian current event.
CR1: The teacher
uses the target
language almost
exclusively in class and
encourages students to
do likewise.
Assessment
Students will be frequently assessed on writing short essays based on film reviews,
textual analysis, or expressing their own opinions on topics discussed in small
groups. [CR5b] They will be also evaluated on oral presentations and in-class AP
expository essay. Rubrics containing grading criteria will be given before each
graded assignment. Authentic readings that relate to the themes will be assigned
weekly: newspaper and magazine articles, Internet resources, poems, short stories,
blogs, emails, and tweets.
There will be a final exam, a final oral PowerPoint presentation based on research,
and an in-class AP essay based on three sources graded according to the AP
persuasive essay rubric.
CR5b: The course
provides opportunities
for students to
demonstrate their
proficiency in Written
Presentational
Communication in the
Intermediate to
Pre-Advanced range.
Resources
Grammar Reference: Lazzarino, Graziana. Da capo, Heinle, 2011.
Primary:
• Agus, Milena. Mal di pietre. Ed. Nottetempo, 2009.
• Benni, Stefano. “La traversata dei vecchietti”, in Il bar sotto il mare, Milano,
1987.
• Celati, Gianni. “Mio zio scopre l’esistenza delle lingue straniere”, in Narratori
della Pianura, 1985.
• D’Annunzio, Gabriele. L’Innocente; free copy at Google Books.com.
• Goldoni, Carlo. La locandiera; free copy: La locandiera di C. Goldoni
1
AP Italian Language and Culture: Sample Syllabus 2
• Nove, Aldo. Mi chiamo Roberta, ho 40 anni, guadagno 250 euro al mese. Ed. Stile
Libero Inside, 2006.
• Rodari, Gianni. “Il filobus numero 75”; free copy: Gianni Rodari - Il filobus
numero 75.
• Severgnini, Beppe. Ciao America! RCS Libri, 1995.
Secondary:
• Argan, Carlo. Storia dell’Arte Italiana, II. Il Rinascimento. Sansoni per La Scuola,
2008.
• Sebastiani, Alberto. Le parole in pugno. Lingua, società e culture giovanili in Italia
dal dopoguerra a oggi. Manni, 2009.
• Skubikowski, Ugo. L’Italia verso il Duemila. University of Toronto Press
Incorporated, 1997.
Online Resources
•
•
•
•
•
•
•
•
•
•
•
•
•
•
<www.comune.venezia.it>
<http://www.carnevale.venezia.it>
<http://www.carnevalevenezia.com/storia_carnevale_venezia.htm>
<http://www.rainews24.rai.it/it/news.php?newsid=117881>
<http://retedue.rsi.ch/dantevagante/welcome.cfm>
<http://retedue.rsi.ch/dantevagante/welcome.cfm>
<http://www.paginadelleidee.net/>
<http://www.storiadelfascismo.com/>
<IlSole24ore.it>
<LaRepubblica.it>
<IlCorrieredellaSera.it>
<LaStampa.it>
<L’Espresso.it>
<Panorama.it>
Films
•
•
•
•
•
•
•
•
•
•
•
Johnny Stecchino by Roberto Benigni, 1991.
I cento passi, by Marco Tullio Giordana, 2000.
Romanzo criminale by Michele Placido, 2005.
Gomorra by Matteo Garrone, 2008.
Il divo by Paolo Sorrentino, 2008.
Il caimano by Nanni Moretti, 2011
Donne di mafia, Giuseppe Ferrara, 2009.
La meglio gioventù by Marco Tullio Giordana, 2003.
Mio fratello è figlio unico, by Daniele Lucchetti, 2007.
Una giornata particolare by Ettore Scola, 1977.
L’Innocente by Luchino Visconti, 1976.
2
Schedule
AP Italian Language and Culture: Sample Syllabus 2
Unit 1: Global Challenges
“La crisi economica”
• Students research the Italian social system and discuss the issues of economic
crisis in the Italian society (the economic crisis in Italy). They compare it to the
economic system in the US, and discuss similar problems which people face.
[CR7] Articles from LaRepubblica.it, LaStampa.it, Sole24ore.it. Rai.it (“In ½
ora”, “Report”, “Ballarò”). Students watch a video on “Sommersi e invisibili”:
<http://www.rai.it/dl/RaiTV/programmi/media/ContentItem-cfeb2619-c73d481b-a44e-c998e8dce859.html> [CR2a] & [CR2b]
CR7: The course
provides opportunities
for students to
demonstrate an
understanding of the
products, practices and
perspectives of the
target cultures.
CR2a: Instructional
• Students read the short story Mi chiamo Roberta, ho 40 anni, guadagno 250
euro al mese, by Aldo Nove, analyze the text, summarize it, and discuss its
content. [CR2c] & [CR4b]
materials include a
variety of authentic
audio and video
recordings.
• Students discussion and exchange of opinions on “lavoro interinale” and
“precarietà,” especially among young people.
CR2b: Instructional
• Students start a blog on work experience and compare it to the young Italians
interviewed. Discussion in small groups follows each activity. [CR3a] &
[CR3b]
Unit 2: Science and Technology
materials include a
variety of authentic
nonliterary texts such
as newspaper and
magazine articles.
“L’impatto della tecnologia nella nostra vita”
CR2c: Instructional
• Students read two short stories, Gianni Rodari’s Filobus and Stefano Benni’s
“La traversata dei vecchietti” to discuss the impact of technology in our daily
life. Students compare the two texts, and research biographical information
on the authors. Class discussion and textual analysis on the implications
of different lifestyles in Italy and the US and synthesis of the themes in
both stories. Student discussion and a reflection paper centered around the
questions of who are the invisibles in our societies and on what is the impact of
technology on our lifestyle. [CR6b]
CR4b: The course
• Students do online research, reading articles from newspapers available
on the Internet and watching interviews of two Italian scientists, such as
Umberto Veronesi or Rita Levi Montalcini. [CR2a], [CR2b] & [CR4a] What
was their contribution to American culture and the quality of life? Students
prepare a pair/small group PowerPoint presentation. [CR5a] A guest speaker
(a scientist) will be invited to class or a Skype interview to discuss his/her
research. [CR9]
• Students engage in research on the Internet through Italian media to answer
the question: “Do Italians like technology, new gadgets, and electronic
equipment?” Students make a comparison to the US, and to their own habits
in particular. Students discuss in pairs or small groups the differences and
similarities and provide explanations. [CR7] Students read Beppe Severgnini’s
Ciao America!, and discuss the author’s personal perspective on American
culture. Students express their personal opinions and brainstorm examples of
how technology has influenced the Italian language, and draw comparisons to
how tehnology has influenced the English language. [CR8]
materials include a
variety of authentic
literary texts.
provides opportunities
for students to
demonstrate their
ability in Interpretive
Communication to
understand and
synthesize information
from a variety of
authentic written and
print resources.
CR3a: The course
provides opportunities
for students to
demonstrate their
proficiency in Spoken
Interpersonal
Communication in a
variety of situations in
the Intermediate to
Pre-Advanced range.
3
AP Italian Language and Culture: Sample Syllabus 2
• Students read excerpts from Alberto Sebastiani’s Le parole in pugno. Lingua,
società e culture giovanili in Italia dal dopoguerra a oggi, and Gianni Celati’s
“Mio zio scopre l’esistenza delle lingue straniere.” We discuss how the “boom
economico” and technology have threatened the continiation of Italian
dialects. We explore the question: How do dialects reflect personal and cultural
identity? Students write an essay on this topic. [CR2c] & [CR4b]
Unit 3: Contemporary Life
Tradizioni e costumi: “Il Carnevale di Venezia”
• Students conduct research on the history and origins of the Carnevale in
Venice, comparing it with the same and other traditions in the US, and prepare
a PowerPoint presentation. [CR5a], [CR6c] & [CR7]
• Students read excerpts from Carlo Goldoni’s La Locandiera; discuss and
analyze the text. They role-play a selected dialogue. They watch a production
of the play on YouTube: <http://www.youtube.com/watch?v=pnEgRSWdPK0>
[CR2a] & [CR2c]
• We invite an Italian guest speaker to give a short lecture on the history of
dialects in Italy. Students interact with the speaker, express their points of view,
discuss any personal experience they may have with Italian dialects, prepare
questions and take notes. This activity is followed by an essay, summarizing
the main points of the lecture based on their notes and the discussion of the
importance of dialects in the Italian culture. [CR3b], [CR4b], [CR6d] &
[CR8]
Beauty and Aesthetics
• In small groups, students research “la scuola della pittura veneziana” both
on the Internet and by reading chapters from Giulio Argan’s Storia dell’Arte
Italiana. Based on their notes in which they have interpreted and synthesized
information, students prepare a group PowerPoint presentation on major
Italian painters from the Renaissance, discussing gender roles, education,
political, and economic structures at the time, and the impact on the
development of art and literature. [CR2b], [CR4b], [CR5a] & [CR6f]
Unit 4: Personal and Public Identities
“Gli anni di piombo”
• To learn about the difficult times Italy went through in the 60s and 70s and
how those years of political unrest shaped the personal and political identity
in Italy, students watch Marco Giordana’s La Meglio Gioventù, and Daniele
Lucchetti’s Mio fratello è figlio unico and they research “Il 68 in Italia”
(Wikipedia.org and other sources). [CR6d]
• To explore the concept of identity, family, the role of women in the Mafia,
students watch: Johnny Stecchino, I cento passi, Romanzo criminale, Gomorra, Il
divo, Il caimano, Donne di mafia. [CR2a]
• Students read chapters 12 and 13 on Italian economic development and the
dichotomy between Northern and Southern Italy in Skubikowski’s L’Italia
vero il Duemila. In small groups,they summarize and discuss the main points.
[CR2b], [CR4b], [CR5a] & [CR7]
CR5a: The course
provides opportunities
for students to
demonstrate their
proficiency in Spoken
Presentational
Communication in
the Intermediate to
Pre-Advanced range.
CR6c: The course
explicitly addresses
the Contemporary
Life theme.
CR3b:The course
provides opportunities
for students to
demonstrate their
proficiency in Written
Interpersonal
Communication in a
variety of situations in
the Intermediate to
Pre-Advanced range.
CR6d: The course
explicitly addresses
the Public and Personal
identities theme.
CR8: The course
provides opportunities
for students to make
comparisons between
and within languages
and cultures.
CR6f: The course
explicitly addresses the
Beauty and Aesthetics
theme.
4
Unit 5: Family and Communities
AP Italian Language and Culture: Sample Syllabus 2
I “mammoni” in Italia
• Students read the following article: <http://italiaperstranieri.blogspot.com/
CR6e: The course
search/label/Italiani%20mammoni%3F> and discuss the differences between
explicitly addresses
Italian and American family structures, as well as the social and economic
the Families and
causes at the root of this phenomenon. A debate follows in which students have Communities theme.
to take sides and defend their points of view. [CR6e] & [CR7]
• Students participate in a group discussion on the role and social structure of
CR7: The course
the family portrayed in the films La meglio gioventù and Mio fratello è figlio
provides opportunities
unico. Students compare what they see in the films to their own concepts of
for students to
family.
demonstrate an
• Students read Milena Angus’s Mal di pietre and discuss the role of the grandunderstanding of the
products, practices and
mother in the novel and her relationship with her husband, and her niece.
perspectives of the
Watch an interview with the author on YouTube and read an interview
target cultures.
with Angus on La Stampa. Group discussion and summary of main points.
Students write an essay on their personal interpretations of the novel. [CR2a],
[CR2b], [CR2c], [CR3a], [CR4a], [CR5b] & [CR6e]
CR4a: The course
Unit 6: Beauty and Aesthetics
“Il Futurismo”
• Students research the influence of Fascism on Futurism. Students prepare a
PowerPoint presentation on Carlo Carrà and Umberto Boccioni (or other
artists of the same period) discussing the aesthetic values of the movement in
terms of visual analysis, its political underpinnings, and its historical context.
[CR6f]
• Students research and then participate in a group discussion on the role of
industrialization and its impact on Futurism both as an artistic and a literary
movement. [CR6b] & [CR6f]
• Students research and give a presentation in pairs or small groups on the
role of music and language in Futurism. [CR3a] Students watch videos
of the period. They read and summarize the main points of Marinetti’s
Manifesto. [CR2b], [CR4a] & [CR4b] We discuss gender roles, violence,
racial discrimination, colonization, nationalism, and war propaganda. We
highlight the relevance to the discussion of today’s global challenges. [CR6a]
& [CR7] Students create a podcast of their personal visual reactions to
individual works of arts made by Futurist artists. [CR6f]
• Read Gabriele D’Annunzio’s L’Innocente and watch the homonymous film by
Luchino Visconti based on the novel. Research on D’Annunzio and his role in
the Futurist movement. [CR6f]
• Students create a Facebook page in Italian to which they upload their podcasts, video clips, pictures, and blogs. Guest speakers present information and
students participate in docent-led visits to local museums (or
videoconferences arranged with museums nationwide) to view and discuss
works by Futurist artists. [CR5a], [CR5b], [CR6f] & [CR9]
provides opportunities
for students to
demonstrate their
ability in Interpretive
Communication to
understand and
synthesize information
from a variety of
authentic audiovisual
materials.
CR6b: The course
explicitly addresses the
Science and
Technology theme.
CR6a: The course
explicitly addresses
the Global Challenges
theme.
CR9: The course
prepares students
to use the target
language in real-life
settings
5