The Duality of War

1. The Duality of War French HL Teachers’ Project NHLRC/STARTALK 2012 Heritage Language Teacher Workshop July 16-20, 2012 Los Angeles, California Dulce de Castro MameMbaye

2. Standard- and Community-Based Unit Theme: The effects of war and the role of art (literature and film) as a mediatorbetweencontendingindividuals and cultures and as a medium to respond to the historical, cultural, psychological, and emotionalcomplexities of war Age of Students: 16-22 LanguageLevel: Intermediate -Advanced Time Frame: 6 class periods (75 minutes each) Standards and Communication Modes: All Five Cs and the interpretive, interpersonal, and presentational modes

3. Learner Profile Place of Birth • European francophone countries (France, Belgium, Switzerland) • African francophone countries • Canada • U.S.

4. Students’ LanguageProficiency • Listening – Advanced • Speaking – Intermediatehigh – Advanced • Reading – Intermediate • Writing – Intermediate • Cultural Background – Intermediate

5. Objectives Students will understand • the moral, social, cultural, and psychological impact of war • the power of art (particularly poetry) to unite adversaries Students will be able to • write a short film review using critical thinking skills such as comparison and contrast • write an explication de texte of a poem

6. Cont. • Write a report and give an oral presentation based on an interview conducted in the community • Write a reflective essay based on the materials discussed in class and the interview conducted in the community • Write a translation of a poem • Develop critical thinking skills (observation, analysis, interpretation, inference, evaluation, explanation, and meta-cognition)

7. Materials Used Authentic Printed Texts • Le Rossignol de Kabylie (short story by Emmanuel Roblès, Algerian-French author) • Le Dormeur du val (poem by Arthur Rimbaud) Authentic Short Films • Le Rossignol de Kabylie (short film based on the short story, directed by Georges Régnier) • Le Télégramme (short film directed by CoralieFargeat)

8. Unit Sequence Day 1 Pre-reading Activities • Group Work - Research and discuss the following background information: the Franco-Algerian war, the Kabylie region in Algeria, Pieds-Noirs (Scaffolding) Day 2 • Read the story Le Rossignol de Kabylie and watch the short film adaptation of the story (reading, listening, writing, speaking activities)

9. Cont. Day 3 • Read the poem Le Dormeur du Val and watch the short film Le Télégramme (reading, listening, writing, speaking activities) Day 4 • Work on the project: Preparation for the interview (interview etiquette, pragmatics, preparation of questions) Day 5 • Conduct the interview in the community Day 6 • Project presentations

10. Summative Assessment The interview conducted by the HL learners will include the five Cs: Culture: (French, Algerian) Comparisons: French vs. Algerian, Pieds-Noirs vs. Algerian; language of poetry vs. language of short story; film vs. short story Connections: history, geography, literature (poetry and short story), and film Community: Interview of war veterans from the community

11. Modes of Communication • Interpersonal: Interview in the community and class discussions • Presentational: Written review of the film, written and oral report of the interview • Interpretive: Analysis of the short story, poem, and short films