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 Steps
Introductory Activity:
(One 50-minute class period)
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Ask students: What does it mean to be an American?
Who are Americans? What are their expectations? What are they proud
of? What problems do they face?
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After students have generated a list of ideas, formulate a working
definition of what it means to be an American. Hang this list and
definition in your classroom so students can refer to them.
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Set out magazines, paper, scissors, and glue for students. Ask
each student to create a collage depicting what it means to be an
American. Encourage students to include both words and images in
their collages.
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When students are finished with their collages, break them into
groups of 4-5. Have students share their collages in their groups
and explain why they chose the words and images they did.
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Learning Activities:
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Activity One:
(Two 50-minute class periods)
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Tell students that in this lesson, they will be researching
the contributions of specific group of Americans: Latinos. They will
chose a specific person of interest to them, fill out the ACTIVITY
ONE- RESEARCH ORGANIZER, and later create a mural depicting the
person's contribution. Break students into groups of 2-3 students.
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Ask each group to visit the following sites, choose
a Latino to research, and record the information using the ACTIVITY
ONE- RESEARCH ORGANIZER.
Research sites:
Optional Activity/Homework Assignment—As an ongoing homework
assignment, or in-class activity, have students watch a segment of
AMERICAN FAMILY, and keep a running log of the contributions the family
members are making to American society and culture. After viewing,
break students into groups to discuss what they have written in their
logs.
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Activity Two:
(Two 50-minute class periods)
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In this activity, students create a mural or multimedia presentation
depicting what they’ve learned. They’ll first look at
murals by Latino and Mexican artists, then they’ll plan their
own project. Hand out the PROJECT
ORGANIZER to help guide the students as they view the murals,
and organize their mural or multimedia piece. (How-to software Web
sites for students interested in the multimedia piece are listed
after #3 of this activity.)
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Tell students that their artistic work should communicate
the following:
- What the person did/does
- How/what they’ve contributed to society
- The American ideals and traits they personify
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After planning, students should create their piece.
Software information
(for students who choose to create a PowerPoint presentation, HyperStudio
presentation, iMovie, or Web page instead of a mural)
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Culminating Activity/Assessment:
(One 50-minute class period)
In this activity, students present their mural or multimedia project
to their classmates.
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Each group should be prepared to explain:
- why they chose or created the images in their piece of art,
- how the person’s achievements enriched American culture,
- whether and how learning about this person expanded or changed
their definition of what it means to be an American, or how this
person embodies their definition of what it means to be an American.
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After the presentations, revisit your class definition of what
it means to be an American and ask students if they would like to
add to or revise their definition.
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Extensions
Cross-Curricular Extension:
Invite a Latina or Latino from your community into your classroom
to discuss what being an American means to him or her.
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