Graduate course in French Civilization

SUNY Cortland
Department of International Communications and Culture
FRE 504-001 Teaching French Civilization
Spring 2010
3 cr. hrs
T 4:20-6:50
Main 224
Bob Ponterio
Tel: 2027 home: 756-4813
Office: Main 228
Office hrs: T 3:00-4:00 & after class
MWF 9-12
[email protected]
Textes (available from Amazon.com):
• Wylie & Brière, Les Français, third edition, Prentice Hall ; ISBN : 0-13-030774-2
Elisabeth Badinter, L’Amour en plus, Livre de poche (any edition, try amazon.ca $8$15-$18)
• biographie au choix
Recommandé
Ross Steele & Suozzo, A., Teaching French Culture: Theory and Practice
Polly Platt, French or Foe?: Getting the Most Out of Visiting, Living and Working in
France
Jean-Benoit Nadeau, Julie Barlow, Sixty Million Frenchmen Can't Be Wrong: Why We
Love France but Not the French , Story of French
Raymonde Carroll, Evidences Invisibles
Clotaire Rapaille, The Culture Code
Revues : Historia, Histoire Médiévale, Cahiers de Science et Vie
Extraits (exemples):
Teaching Language in Context - Alice Omaggio
Classroom Techniques: Foreign Language and English as a Second Language - E.D.
Allen & R. M Valette
La Civilisation française - Blancpain et Couchoud
The Splendid Century – W. Lewis
La Mentalité révolutionaire - Michel Vovelle
Mourir autrefois – Michel Vovelle
L’enfant et la vie sociale sous l’ancien régime - Philippe Ariès
National Standards document
Classroom Techniques – Allen & Valette
Doing the Unthinkable in the FL Classroom – Crawford-Lange & Lange
Acquiring Cross-Cultural Competence – Nostrand et al.
Emile - J-J. Rousseau
Colin Jones, The Cambridge Illustrated History of France, paperback,
Course Description:
France and the modern francophone world. In-depth study of various aspects of French and
Francophone civilization, with particular focus on the development and integration of materials
for use in the public school classroom.
Attendance:
Courses in French at SUNY Cortland serve no only to provide exposure to the course content but
also to help students achieve communicative goals through active participation. For this reason
attendance at class meetings is essential. Therefore, if you have more than 1 unexcused
absence by the end of the semester your grade will be lowered by 5/100 for each additional
absence. (Only serious illnesses and problems at home, religious holidays and sports
competitions are considered excused absences. A doctor's note will be required.) It is to your
advantage to inform me before any class which you must miss. Contact ICC or my office. Work
missed whether from an excused or unexcused absence must still be completed, and it is the
student's responsibility to see that this is done quickly.
Evaluation:
Papers
Class presentations
Biography exposé
Final Exam
A scale of 0-100 will be used as follow:
40%
20%
10%
30%
A+
A
AB+
B
97
93
90
87
83
-
100
96
92
89
86 etc...
In this course we will examine what we mean by teaching civilization in the standards-based
language classroom and explore what goals this study might help us meet.
Papers (3):
Two 5-page papers will be written for this class illustrating techniques for integration of
civilization topics in class and supported by the readings done. A third written project will be
assigned (probably related to media).
Class presentations: Students will present a number of short reports on particular assigned
topics or readings and examples of lessons prepared.
Syllabus (programme tentatif):
(1) 26 jan.
Présentation, culture & National Standards.
(2) 2 fév.
Culture générale; W+B ch. 1-4 (14-85); présentation d'activités.
Standards for Foreign Language Learning, Culture standard
Généralisation vs. stéréotype
History overview
(3) 9 fév.
W+B ch. 5-6 (pp. 86-111) - chaque étudiant mène la discussion sur un sujet.
Polly Platt, French or Foe, chapt. 1
Allen & Valette, Classroom Techniques, Teaching Culture.
(4) 16 fév.
Omaggio “Teaching for Cultural Understanding.” Créez un “Culture Capsule.”
W+B ch. 7-8 (pp. 112-142)
(5) 23 fév.
W+B ch. 9-11 (pp. 143-190);
Cathédrales
(6) 2 mars
Nostrand, Acquiring Cross-cultural Competence, Introduction.
Crawford-Lange, Doing the Unthinkable
Renaissance - François 1e à Henri IV, Jean Calvin, Technologie (imprimerie architecture), Ronsard & Du Bellay (langue), Rabelais (antiscolastique /
humaniste)
W+B ch. 7,8,9,10,11; chaque étudiant sera responsable de mener la discussion
pour un chapitre;
choix de biographie – pourquoi; biographie & enseignement de la culture;
(7) 9 mars
W+B ch. 7-11 cont.;
17e - Descartes (raison), Pascal (Jansenisme), Classicisme (honneur et passion),
Académie Française, Anciens & Modernes, Préciosité (sale vs. propre),
Centralisation, État moderne, la place de l’Aristocratie
Badinter - L’amour en plus.
Choisir un sujet pour le 1er “paper”.
- 16 mars
Spring Break - no class
(8) 23 mars
Paper I topic : NYS syllabus topic : sujet au choix mais basé sur qq’ch. que nous
avons étudié ; Culture Standard : Quelle est la perspective ?
Badinter - L’amour en plus.
Francophonie et le monde francophone
(9) 30 mars
Ariès - L’enfant et la vie sociale sous l’ancien régime
18e
W+B 12, 13 (enseignement )
(10) 6 avr.
Vovelle - Mourir autrefois
W+B 14.
Shrum & Glissan: Interactive model
(11) 13 avr.
(12) 20 avr.
W+B ch. 16;
éléments culturels d'une époque: musique, art, histoire, économie, philosophie,
etc.
(13) 27 avr.
W+B ch. 18-19.
Présentations biographies; Paper II.
(14) 4 mai
W+B ch. 21
Présentations biographies;
(15) 11 mai
Examen. Tuesday, 18 mai. 4:00-6:00.