In this scenario, student
groups research various topics of 20th century French civilization,
literature, and culture by decades. Areas of study include music,
art, architecture, literature, theater, film, politics, religion,
science, medicine, technology, and daily life. Each group is
responsible for presenting information and leading the class
in activities showing how the various subject areas are interrelated
(e.g., how the first flight of the Concorde in 1969 affected
daily life and what were the political implications of the invention)
as well as sharing research and personal ideas in writing, discussions,
and presentations. All work is done in French.
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ACTIVITY SET 1: Group Presentations
Working in groups, students choose a decade of the 20th century.
Each group is responsible for researching the following topics
from their decade: music, art, architecture, literature/theater/film,
politics/religion, science/medicine/technology, and daily life.
The groups make class presentations and provide handouts for
the rest of the class. The handout includes new vocabulary words
and is in outline format for the class to take notes. The presentation
format can be lecture, interactive discussion, video, PowerPoint,
etc. The presentations include information about how the different
subject areas affect one another. After the decade presentations,
groups are responsible for leading reinforcement activities
in the classroom. For example, while the class is studying a
decade, the group leaders for that decade will lead follow up
activities from the suggestions in Activity Sets 2–8. Different
group members will be the leaders for different activities.
Presentations are made one decade at a time with follow-up
activities. Some of the follow-up activities can be done after
all the presentations are completed as indicated in the explanations.
ACTIVITY SET 2: Music
Groups play music that represents their decade and provide classmates
with a copy of the song lyrics (can be found on the Internet
or in music stores). The group explains why they chose the music
and how it is representative of the decade, relating it to another
area such as politics or art. (For example, Edith Piaf used
her status as a famous singer to stage singing engagements and
have her picture taken with WWII prisoners. The pictures were
given to the French underground for the purpose of creating
false documents and helping the prisoners escape). The words
are provided to classmates with blanks to be filled in as students
listen to the song. Students choose a favorite song to practice
daily and learn by heart from among those presented. The teacher
follows up with a “lyrics quiz” or asks students to pick the
“Song of the Century” and make a lip-sync video version or give
a live presentation for the class after all the decades have
been presented.
ACTIVITY SET 3: Art History
After describing and showing examples of art from its decade,
the group leads the class in creating an art project depicting
a style from that decade such as cubism, pointillism, impressionism,
surrealism, etc. (Styles may overlap decades.) The group explains
the influences on the art of its decade and how it reflects
cultural aspects of the decade. All finished projects are used
to create a classroom display of “Art of the Century.” Afterwards,
representatives from each group meet to create a matching game
of art/artists or other review games. The teacher follows up
with a factual quiz or asks students to write a short paper
describing their favorite artist of the 20th century.
ACTIVITY SET 4: Architecture
Groups ask classmates to look in magazines such as “Architectural
Digest” and to describe a room, building, or structure that
depicts the 20th century styles they have presented to the class.
(Architectural styles rarely change by decade, so there will
be overlap in presentations.) Students then have an opportunity
to design their own building/structure to add to the “sites
to see in Paris.” They discuss where they would build it and
if they think it would be accepted. They mention current issues
that may be responsible for the acceptance or non-acceptance
of their building/structure. The teacher follows up with a class
discussion of the pros/cons of building the Pyramid at the Louvre.
ACTIVITY SET 5: Literature/Theater/Film
From their decade presentation, the group provides a literary
piece for the class to memorize. It could be a poem, a prose
excerpt, or an excerpt from a play. They provide classmates
with the words. The group explains why they chose that particular
literary piece and how it depicts French culture in the 20th
century. They may also connect a particular literary movement
to a related trend in another art form. After all groups have
presented all the decades, each student chooses one of the presented
literary works to memorize for an oral presentation. (An excerpt
from a play would be presented in a small group.) As an alternative,
students work in small groups to make up short skits in the
style of the “theater of the absurd” and present them to class.
If desired, an after-school “Ciné Club” is formed to view films
representing the 20th century.
ACTIVITY SET 6: Politics/Religion
Group representatives lead the class in creating a visual comparison
(chart, lists, etc.) of U.S. and French politics and major political
figures in each decade of the 20th century. For ease of comparison,
the teacher provides guidance by suggesting a form of visual
presentation or the class decides ahead of time on the categories
to be used. Next, students work together to create newspaper
headings and stories. Using a computer publishing program or
cut-and-paste method, students develop a newspaper page for
each decade of the century. The newspaper pages are displayed
in a prominent place such as the front hall of the school or
the library. As a culminating activity, students write an essay
on how politics influenced music, art and literature in 20th
century France.
ACTIVITY SET 7: Science/Medicine/Technology
Each group contributes a given number of question/answer cards
for a game of 20th century inventions and advances in science/medicine/technology.
Next, group representatives or the teacher chooses a “hot” topic
for a class debate. Students write a short essay answering the
question: Have modern advances improved the quality of life?
ACTIVITY SET 8: Daily Life
Students assume the role of someone who has lived in France
for the entire century and write a diary entry about what life
was like in each decade. In groups, students make predictions
for the 21st century including: How will life in France change?
Will it be for the better or for worse? Students watch a French
news broadcast from TV5 and discuss the current daily issues.
(They can also look at French newspapers and magazines on the
Internet—in the library or at home—to find information for discussion.)
- Internet access for research
- Supplies for creating visual aids
- Supplies for individual reinforcement
activities listed
- CD/tape player
- Book on art history
- Architectural magazines
- Computer and desktop publishing software
Communication: The interpersonal mode
is used in group work and as groups lead the class in follow-up
reinforcement activities. The interpretive mode is used in research
and in listening to group presentations. The presentational mode
is used as students present researched information to the class
and as students make class presentations in the reinforcement
activities.
Cultures: This is a culturally based unit involving research,
comparison by decade, and presentations of French practices and
perspectives and products and perspectives in the areas of French
music, art, architecture, literature/theater/film, politics/religion,
science/medicine/technology, and daily life.
Connections: Students use the French language to discover,
interpret, create, present, and discuss information and activities
on a variety of subjects reflected in French civilization. They
learn how the different subject areas are interrelated and affect
one another.
Comparisons: Students compare French and American culture
in the areas of religion and politics.
Communities: Students link to the target language community
by interacting with guest speakers (see Expansion Ideas) and in
conducting interactive research on the Internet.
- Check with the Alliance Française, French-based
businesses, local museums, local French restaurants, Air France,
local universities, or other resources that may have French
personnel, and invite a French-speaking community member to
talk to the class on one of the topics studied.
- Invite community members who are experts
in their field to talk about what kinds of things influence
their personal expressions (a local artist, an architect,
someone from the local symphony, or a "DJ" from a local radio
station.)
- Invite a native French speaker to talk
to the class about how life in France has changed through
the decades of his or her life.
- Choose another century and follow a
similar plan of activities.
- Instead of having groups work together,
alter the unit to accommodate individual study by a single
student who is at the advanced level in a class of intermediate-level
learners. The advanced-level student may still lead the rest
of the class in some of the reinforcing activities as enrichment
tasks.
- Choose an artist and a writer from 20th
century France and compare their themes, philosophy and styles,
indicating how their works interrelate and reflect 20th century
French civilization and culture in an essay.
- Grun, B. (1991). The timetables of history: A horizontal
linkage of people and events. NY: Simon and Schuster.
Magazines
Webliography
NOTE: These Internet resources may have
changed since publication or no longer be available. Active
links should be carefully screened before recommending to students.
French Search Engines
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