In this activity, students will learn about different kinds of emotions in Arabic. They can match the scenario with the correct emotions, and ask someone about his/her emotions.Can-Do Statements:I can express emotions and react to situations that are described to me.I can review or remember emotion phrases in Arabic.I can ask someone about his/her feelings.

More attractive people elicit more positive first impressions. This effect is called the attractiveness halo, and it is shown when judging those with more attractive faces, bodies, or voices. Moreover, it yields significant social outcomes, including advantages to attractive people in domains as far-reaching as romance, friendships, family relations, education, work, and criminal justice. Physical qualities that increase attractiveness include youthfulness, symmetry, averageness, masculinity in men, and femininity in women. Positive expressions and behaviors also raise evaluations of a person’s attractiveness. Cultural, cognitive, evolutionary, and overgeneralization explanations have been offered to explain why we find certain people attractive. Whereas the evolutionary explanation predicts that the impressions associated with the halo effect will be accurate, the other explanations do not. Although the research evidence does show some accuracy, it is too weak to satisfactorily account for the positive responses shown to more attractive people.

This lesson provides resources about different standards of beauty in two Spanish speaking countries. Students will interpret information from two videos and then use that information to compare and contrast the standards with their own. Links to the two videos are included and the student documents are attached. This aligns with the AP theme of Beauty and Aesthetics and allows students to work in the interpretive and interpersonal modes of communication.

What is race? What is ethnicity? How can communication and relationships between men and women be improved? What causes segregation in our society? How do stereotypes develop and why do they persist? How do an individual's racial, ethnic, and sexual identities form and develop? This course explores these topics and more.

This unit uses William Shakespeare’s Much Ado About Nothing as a vehicle to help students consider how a person is powerless in the face of rumor and how reputations can alter lives, both for good and for ill. They will consider comedy and what makes us laugh. They will see how the standards of beauty and societal views toward women have changed since the Elizabethan Age and reflect on reasons for those changes. As students consider the play, they will write on the passages that inspire and plague them and on topics relating to one of the themes in the play. Finally, they will bring Shakespeare’s words to life in individual performances and in group scene presentations.

ACCOMPLISHMENTS

Students read Shakespeare’s Much Ado About Nothing .
Students read two Shakespearean sonnets and excerpts from an Elizabethan morality handbook dealing with types of women, and they respond to them from several different perspectives.
For each work of literature, students do some writing. They learn to write a sonnet; create a Prompt Book; complete a Dialectical Journal; and write an analytical essay about a topic relating to a theme in the play.
Students see Shakespeare’s play as it was intended to be seen: in a performance. They memorize 15 or more lines from the play and perform them for the class. Students take part in a short scene as either a director or an actor.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What are society’s expectations with regard to gender roles?
Does humor transcend time? Do we share the same sense of humor as our ancestors?
How do we judge people?
How important is reputation?

BENCHMARK ASSESSMENT (Cold Read)

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

CLASSROOM FILMS

The Branagh version of Much Ado About Nothing is available on DVD through Netflix and for streaming through Amazon. Other versions are also available on both sites.

This course offers an introduction to Women's and Gender Studies, an interdisciplinary field that asks critical questions about the meanings of sex and gender in society. The primary goal of this course is to familiarize students with key issues, questions and debates in Women's and Gender Studies, both historical and contemporary. Gender studies scholarship critically analyzes themes of gendered performance and power in a range of social spheres, such as education, law, culture, work, medicine and the family.  WGS. 101 draws on multiple disciplines--such as literature, history, economics, psychology, sociology, philosophy, political science, anthropology and media studies-- to examine cultural assumptions about sex, gender, and sexuality. This course integrates analysis of current events through student presentations, aiming to increase awareness of contemporary and historical experiences of women, and of the multiple ways that sex and gender interact with race, class, nationality and other social identities.

This course examines how a variety of cultural traditions propose answers to the question of how to live a meaningful life. It considers the meaning of life, not as a philosophical abstraction, but as a question that individuals grapple with in their daily lives, facing difficult decisions between meeting and defying cultural expectations. The course also provides tools for thinking about moral decisions as social and historical practices, and permits students to compare and contextualize the ways people in different times and places approach fundamental ethical concerns.

The lesson looks at some sources about the Beautiful and the Sublime. The goal is to then figure out what significance this distinction carries.

This collection uses primary sources to explore the poetry of Maya Angelou. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

In the face of artificial intelligence and machine learning, we need a new radical humanism, says Tim Leberecht. For the self-described "business romantic," this means designing organizations and workplaces that celebrate authenticity instead of efficiency and questions instead of answers. Leberecht proposes four (admittedly subjective) principles for building beautiful organizations.

This lesson is designed to allow advanced students to think about art and then describe it.  Students first look at a work of art, then they think about its characteristics and finally work with classmates to write a description in the form of a "word stack" poem.  (Student descriptions are placed in a stack in the middle of their workspace and then used to write a poem.)  This activity can be used as part of the Beauty and Aesthetics theme in AP Spanish or French. Recommended art for Spanish classes:Goya – GirasolPicasso – Tres MúsicosTamayo – Luna y SolEl Greco - ToledoBotero – FamiliaLomas Garza – La TamaladaSorolla – Varando el BarcoRivera – El Vendedor de Alcatraces