This thesis seeks to clarify the implementation of the cross-cultural and interdisciplinary French curriculum described in the associated work, Defining a Cross-Cultural and Cross-Content Foreign Language Curriculum (Seage). Using Social Studies as the primary source of cross-content exchange, the proposed curriculum is composed of three units of entry level French instruction that position the learner to acquire a second language through the broader process of acquiring an understanding of a second culture. By connecting the underlying philosophy outlined in the accompanying work to the recently implemented Common Core State Standards and the American Council on the Teaching of Foreign Languages\u27 Standards for Language Learning, this thesis seeks to provide explicit recommendations for instruction and implementation of the three units. Though the proposed curriculum has not yet been implemented in an instructional setting, this thesis speculates the benefits of the emphasis on second culture acquisition and the parallel model and additionally offers a range of adaptations to meet the needs of a variety of educational settings
