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\n\"Tour\n\n
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\nCurated OER\n
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\nTour a Museum\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nTake your youngsters on a virtual tour of a Spanish museum. Select around 10 works of art to show your class. El Prado museum, in Madrid, has a great online database you can use. Select the works of art beforehand, so you're all set for...\n
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\n\"Mining\n\n
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\nArizona State University\n
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\nMining Shapes\n

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\n\nFor Teachers\n\nK\n\nStandards\n
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\nYoungsters recognize and identify shapes. They draw, and use modeling clay to make shapes. They also identify shapes in their environment and in the Navajo culture, then compare the shapes and sort them into groups. This is the...\n
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\n\"Hispanic\n\n
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\nHispanic Arts and Culture Unit: Visual Arts, Dance, and Music\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nPupils learn about Latin American dance and rhythm in different forms and participate in dancing. In this Latin American lesson plan, students also analyze Latin American paintings.\n
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\n\"A\n\n
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\nA Colombian Atifact: The Bolillo\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nStudents describe and compare a kitchen utensil that they are familiar with and a target culture kitchen tool that they may have never seen. They will gain cultural insight by writing a short paragraph comparing them and describing what...\n
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\n\"Introduction\n\n
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\nIntroduction to the Caribbean\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine the history and culture of Cuba, the Dominican Republic, and Puerto Rico. They conduct research on Christopher Columbus, create a quiz, watch a video about Cuba, and write an essay comparing and contrasting Puerto Rico...\n
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\n\"Contemporary\n\n
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\nContemporary Mexican and Puerto Rican Immigration\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents in an ESL classroom compare and contrast Puetro Rican and Mexican cultures. In groups, they research the reasons why people leave one country for another and how to obtain a visa. As a class, they brainstorm a list of the...\n
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\n\"Ojala\n\n
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\nOjala que viajemos a Mexico!\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents research the names and locations of Spanish speaking countries throughout the world. They use a world map to become familiar with the locations of these countries and use the Internet to conduct further research. They sing...\n
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\n\"A\n\n
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\nA Comparative Bilingual Portfolio LessonAbout Japan and Latin America\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents analyze issues and historical questions about Japan as they relate to similar events in Latin America. They use writing, reading, and comprehension skills in completing a research project. Students seek what is similar between...\n
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\n\"Gold\n\n
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\nGold Rush Abolitionists: How different was the role of Spanish-speaking blacks under Mexican rule from the role of English-speaking blacks under U.S. rule?\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nStudents determine how Spanish-speaking blacks and English speaking blacks were treated differently. In this emancipation activity, students compare the Mexican and American rules regarding slavery. \n \n \n
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\n\"Legendary\n\n
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\nLegendary Myths Verses Modern Life\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents discover that some of the influences ancient myths have had on the way of life still practiced today in a Spanish speaking country they have chosen. They work in small groups to devise their own essential question, research...\n
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Instructional Video2:12
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\n\"Same\n\n
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\nSame And Different\n

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\n\nFor Teachers\n\nPre-K - K\n
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\nZoe and Big Bird define the concept of the same and different by comparing themselves. They identify the ways they are the same and the ways they are different. This video could be used as an introduction to comparing objects.\n
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\n\"Latin\n\n
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\nLatin America and United States Policy Today\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents compare the situation of Latin American immigrants with the situation of immigrants from other areas of the world. They use media to obtain information on topics of academic interest, personal interest, and intellectual interest.\n
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\n\"Continents\n\n
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\nContinents And Islands\n

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\n\nFor Teachers\n\n4th - 5th\n
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\nStudents engage in a literature study in order to address the concept of exploring the culture of Puerto Rico. The lesson looks at the culture through the eyes of two children. This helps students to connect to the content of the lesson....\n
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\n\"Learning\n\n
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\nLearning Through Autobiographical Situations\n

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\n\nFor Teachers\n\n3rd - 4th\n
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\nA special education classroom examines a variety of literature from Latin American authors. In groups, they read excerpts from many autobiographies and compare them with their own life. After writing their own autobiographies, they...\n
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\n\"Dia\n\n
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\nSmithsonian Institution\n
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\nDia de los Muertos: Celebrating and Remembering\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nHelp scholars understand the history, geography, traditions, and art of Dia de los Muertos, the Day of the Dead. Find background information for your reference as well as a detailed cross-curricular lesson plan. Learners compare...\n
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\n\"Muslim\n\n
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\nCurated OER\n
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\nMuslim Arab/Spanish Connection\n

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\n\nFor Teachers\n\n9th\n
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\nNinth graders watch the video, 'El Cid.' They participate in teacher-led discussion about the beliefs, customs, goals, and heroes of both Spaniards and Moors. They create and present an artifact to the class showing the results of their...\n
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\n\"Pasatiempos\n\n
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\nPasatiempos en Venezuela\n

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\n\nFor Teachers\n\n6th - 9th\n
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\nStudents discuss pastimes in our country and Spanish speaking countries. They listen to a cassette of interviews; identify and explain pastimes of native speakers and create or find material outside of the classroom related to pastimes.\n
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\n\"Ponle\n\n
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\nPonle Color a Venezuela\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers demonstrate the ability to express the Spanish future tense using . They read an advertisement for a studenT contest to promote a certain product, then write and present a contest of their own.\n
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\n\"Canaima\n\n
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\nCanaima\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents analyze the meaning and uses of definite articles in Spanish. They read a pamphlet on the national park in Canaima, Venezuela, and discuss the similarities and differences between national parks in the U.S. and Venezuela.\n
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\n\"Know\n\n
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\nKnow Your Telephone\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners describe the parts of a cell phone and role-play a phone call to a customer service representative. They compare/contrast the price of owning and using a cell phone in the U.S. and Venezuela.\n
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\n\"No\n\n
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\nNo Joke - My Voice Counts!\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nYoung scholars respond to cartoons. For this social and cultural issues lesson, students examine how cartoons can be used to get a message across to the reader. After examining numerous cartoons, young scholars create their own cartoon...\n
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\n\"Pasatiempos\n\n
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\nPasatiempos Interviews (Speaking Lesson)\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents interview a partner in Spanish. They create a Venn diagram chart to organize their information and present the information to the class.\n
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\n\"Other\n\n
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\nOther Worlds: The Voyage of Columbus\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYoung scholars utilize Internet sites to explore and compare current ideas and opinions concerning the impact of christopher Columbus' famous voyage of 1492.\n
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\n\"The\n\n
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\nThe Family Quilt\n

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\n\nFor Teachers\n\n3rd\n
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\nThird graders examine the artwork of Faith Ringgold. They create their own quilt pattern on fabric and piece them together to create a class quilt. They compare their similarities with one another.\n
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