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It explains how course themes, learning objectives, and achievement level descriptions are addressed through unit-based planning, teaching choices, resources, activities, and assessments. 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College Board, Advanced Placement Program, AP, AP Central, SAT and the acorn logo are registered trademarks of the College Board. All other products and services may be trademarks of their respective owners. Visit the College Board on [the Web: www.collegeboard.org](the Web: www.collegeboard.org).  \nAbout the College Board  \nThe College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of over 6,000 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success—including the SAT® and the Advanced Placement Program® . The organization also serves the education community through research and advocacy on behalf of students, educators and schools.  \nFor further information, [visit www.collegeboard.org](visit www.collegeboard.org).  \nAP Equity and Access Policy  \nThe College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial and socioeconomic groups that have been traditionally underserved. Schools should make every effort to ensure their AP classes reflect the diversity of their student population. The College Board also believes that all students should have access to academically challenging course work before they enroll in AP classes, which can prepare them for AP success. It is only through a commitment to equitable preparation and access that true equity and excellence can be achieved.  \nWelcome to the AP® Spanish Language and Culture Course Planning and Pacing Guide  \nThis guide is one of four course planning and pacing guides designed for AP® Spanish Language and Culture teachers. Each provides an example of how to design instruction for the AP course based on the author’s teaching context (e.g. , demographics, schedule, school type, and setting) . Each course planning and pacing guide highlights how the components of the AP Spanish Language and Culture Curriculum Framework—the learning objectives, course themes, and achievement level descriptions—are addressed in the course. Each guide also provides valuable suggestions for teaching the course, including the selection of resources, instructional activities, and assessments. The authors have offered insight into the why and how behind their instructional choices—displayed in boxes on the right side of each page—to aid in planning the AP Spanish Language and Culture course. The primary purpose of these comprehensive guides is to model approaches for planning and pacing curriculum throughout the school year. However, they can also help with syllabus development when used in conjunction with the resources created to support the AP Course Audit: the Syllabus Development Guide and the four Annotated Sample Syllabi. These resources include samples of evidence and illustrate a variety of strategies for meeting curricular requirements.  \nContents  \nInstructional Setting................................................ 1  \nOverview of the Course ............................................ 2  \nCourse Planning and Pacing by Unit Unit 1: Héroes y nuestras influencias ................................... 3  \nUnit 2: Familias y roles de género...................................... 6  \nUnit 3: Cultura, costumbres y la vida contemporánea ..................... 10  \nUni","cbCaidfZoF8qM8FA","https://ap.wps.com/l/cbCaidfZoF8qM8FA","pdf",1328630,34,"English","# Instructional Setting\n# Overview of the Course\n# Course Planning and Pacing by Unit\n## Unit 1: Héroes y nuestras influencias\n## Unit 2: Familias y roles de género\n## Unit 3: Cultura, costumbres y la vida contemporánea\n## Unit 4: Expresiones e impresiones artísticas\n## Unit 5: Tecnología y el porvenir\n## Unit 6: La salud y el ocio\n## Unit 7: El hombre contra la naturaleza\n## Unit 8: La vida social y política\n# Resources","[{\"question\":\"What is the purpose of this AP Spanish Language and Culture planning and pacing guide?\",\"answer\":\"It models approaches for planning and pacing AP Spanish instruction across the school year and shows how curriculum framework components are addressed through the course.\"},{\"question\":\"How does the guide connect instructional planning to the AP curriculum framework?\",\"answer\":\"It highlights how learning objectives, course themes, and achievement level descriptions are addressed in the course through unit-by-unit planning and teaching choices.\"},{\"question\":\"What instructional setting information does the guide provide?\",\"answer\":\"It describes a specific school context including schedule (180 school days, daily 44-minute classes), student population, and assumptions about student preparation prior to AP study.\"}]","AP Spanish Language and Culture Course Planning and Pacing Guide - Part 3 | PDF",86]