Mexico

Distance Learning/Videoconferencing
at the
Mexico
Distance Learning
Study Guide
3 rd – 6 th Grade
Visual Communication
Equipment provided by:
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Dear Educator:
We are scheduled for a Mexico videoconference with your group. You will need to do preparation prior to the
program. Below are the directions necessary for preparation (REQUIRED TO PARTICIPATE IN THE
PROGRAM).
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The materials list is the first thing on the study guide. Each student needs these materials to fully
participate in the program.
Trace face, upper beak, lower beak, feathers and eyes onto HEAVY construction paper (any color,
standard size) and cut out.
Please draw dotted lines onto tabs to assist with folding tabs during the program.
Please bring all pre-cut pieces and other materials to the program. It is helpful if each student has an
individual bag with their own puppet parts. You can use small paper lunch baggies or Ziploc baggies.
Pass out all materials PRIOR to program start time. This includes glue, tape and scissors. It is helpful
if each student has his/her own glue stick or bottle. Please have 10 strips of clear tape about the size
of a bandaid precut and ready for each student. You can pre-tear pieces and stick them to the sides
of the table, OR stick them to yard sticks (just hold out yard stick and students can take a piece of tape
from it—teacher recommended!).
We will lead all students through the puppet building steps and learning activities.
The program does not allow time for students to cut out materials.
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The activities in the study guide are for you to use at your discretion as either pre or post activities.
We will be doing different activities with the students during the program.
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Please let us know if you have any questions about how to prepare.
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If you have any technical questions, please contact us directly at (404) 881-5117.
Thank you!!!
The Distance Learning Team
Center for Puppetry Arts
Direct studio line: 404-881-5117
1404 Spring Street, NW at 18th
Atlanta, GA 30309-2820 USA
www.puppet.org/edu/distance.shtml
http://vimeo.com/channels/272008
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Headquarters of UNIMA-USA
Member of Theatre Communications Group & Atlanta Coalition of Performing Arts
Videoconferencing Activity
Mexican Eagle Mask
Materials List
Each student will need all of the following materials:
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3 standard size pieces of HEAVY construction paper (to trace all templates)
1 face
1 upper beak
1 lowerbeak
1 set of feathers
2 eyes
scissors
glue
tape
Each student will need all templates and materials during live program!
Post program, classroom materials to attach masks to heads of students:
•You will punch holes and attach the string to the masks in the classroom. We will show you how to do it,
but we will not do this during the program.
•hole punchers
•skein of yarn or strings of yarn at least 12 inches in length (one for each student)*
this will be used to tie masks around heads of students
*ALL TEMPLATES MUST BE PRE-CUT PRIOR TO PROGRAM
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Templates:
Face (1 of 6)
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Feathers ( 2 of 6)
tab
Lower Beak
( 3 of 6)
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fold
tab
fo
ld
tab
d
fol
Upper Beak (4 of 6)
fold
tab
d
l
fo
tab
d
fol
fold
tab
fold
Eyes (5 & 6 of 6)
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National Curriculum Standards met during live videoconference:
Technology
NT.K-12.1; NT.K-12.2; NT.K-12.3; NT.K-12.4; NT.K-12.5
Visual Arts
NA-VA.K-4.1; NA-VA.K-4.3; NA-VA.K-4.4; NA-VA.K-4.5; NA-VA.K-4.6; NA-VA.5-8.3; NA-VA.5-8.4; NA-VA.5-8.5;
NA-VA.5-8.6
Geography
NSS.GK-12.1; NSS.G.K-12.2; NSS.G.K-12.4; NSS.G.K-12.5; NSS.G.K-12.6
World History
NSS-WH.5-12.5; NSS.WH.5-12.6; NSS.WH.5-12.9
Vocabulary
Below are words that will be used during the live videoconference program.
Aztec- one of the civilizations of native people living in Mexico from c.1325-1519.
Conquistadores- Spanish word for conquerors; name given to Spanish explorers who came to Central and South
American in search of gold and glory.
Dia de los Muertos (Day of the Dead)- A special holiday in Mexico to remember and honor friends and family
who have died; celebrated on November 2nd.
Hernan de Cortez- the Spanish explorer who conquered the Aztecs in 1519.
Mask- a covering for all or part of the face
Maya- the culture of native Mexican people who lived on the Yucatan Penninsula from 300-900 AD.
Missionaries- during the Renaissance (14th-16th centuries), Catholic friars, brothers, or priests who traveled to nonChristian countries to convert native people to Christianity.
Montezuma- ruler of the Aztecs at the time Cortes arrived in 1519.
Nahuatl- language spoken by the Aztecs.
Offrenda- altar built in memory of someone who has died; often found in a person’s home or at a grave site; serves
as a place of prayer and reflection; often decorated with flowers, candles, candies, food, and drink.
Pan de muerto- a special bread eaten during Dia de los Muertos.
Pre-Columbian- the time before Christopher Columbus arrived in the Caribbean.
Puppet- any inanimate object that can be manipulated or “brought to life”.
Quetzalcoatl- plumed serpent god of the Aztecs; controlled fire, music, royalty and priesthood; ordained to come visit the Aztecs as a fair
skinned traveler from the East.
Marionette- a puppet operated by strings.
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Activity 1- Map Exercise
National Curriculum Standards met by this activity:
Please go to www.educationworld.com for a complete list of national standards
NSS-G.K-12.1 The World in Spatial Terms
NSS-G.K-12.2 Places and Regions
NSS-G.K-12.3 Physical Systems
NT.K-12.1.1 Creativity and Innovation
NT.K-12.2 Communication Collaboration
NT.K-12.3 Research and Information Fluency
NT-K-12.4 Critical Thinking, Problem Solving, and Decision Making
NT-K.12.5 Digital Citizenship
NT-K.12.6 Technology Operations and Concepts
Activity
Objectives: Students will recognize Mexico as a country ; students will utilize map skills to answer content-related
questions on Mexican geography ; students will use a computer and the internet to research answers for
content-related questions on Mexico.
Materials: Computer with access to internet, printer, paper , pencils.
Procedure:
1. Teachers should arrange computer/media time for this activity.
2. Teachers should review ZoomSchool Mexico on the Enchanted Learning website at
www.enchantedlearning.com/school/Mexico.
3. Teachers should click on the “ Map of Mexico” link to review the student exercise for this activity.
4. Have students go to www.enchantedllearning.com/school/Mexico.
5. Students will click on the“ Map of Mexico” link to begin this activity.
6. Students should read the information on Mexico.
7. Next, ask students to click on the “Quiz” link.
8. Students will print the quiz, refer to them apon the quiz, and answer the content-related questions.
Assessment: Teachers should review quizzes for correct answers.
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Activity 2- Comparing Holidays
What exactly is a holiday? A holiday can be a day set aside by a nation or culture (in some cases, multiple nations and cultures) typically for
celebration but sometimes for some other kind of special culture-wide (or national) observance or activity. A holiday
can also be a special day on which school and/or offices are closed, such as Labor Day.
Originally, in ancient times, holidays were mainly religious. The word holiday is actually derived from “holy day.” Afterwards, non-religious holidays commemorating historical occasions or distinguished people outnumbered holy
days, despite the fact that many ancient religious rituals and customs have been carried over into modern times.
Excerpts taken from: http://www.wikipedia.com and http://library.thinkquest.org/18802/usholi.htm#id4
National Curriculum Standards met by this activity:
Please go to www.educationworld.com for a complete list of national standards.
Language Arts:
NL-ENG.K-12.1 Reading for Perspective;
NL-ENG.K-12.2 Understanding the Human Experience;
NL-ENG.K-12.4 Communication Skills;
NL-ENG.K-12.5 Communication Strategies;
NL-ENG.K-12.8 Developing Research Skills;
NL-ENG.K-12.9 Multicultural Understanding;
NL-ENG.K-12.12 Applying Language Skills.
Social Science:
NSS-WH.5-12.5 Era 5: Intensified Hemispheric Interactions,1000-1500 CE;
NSS-WH.5-12.6 Era 6: The Emergence of the First Global Age, 1450-1770
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activity continued on next page >
Activity 2, continued
Objectives: Students will read internet articles to report on holidays in Mexico and the United States. Students will
identify similarities and differences between the two cultures.
Materials: Computers with Internet access, printer (for teachers), paper, pens or pencils.
Procedure:
1. Divide students into four groups and assign each group to one of the following holidays:
Mexican Independence Day
United States Independence Day
Halloween
Dia de los Muertos
2. Teachers go to the following websites to download excerpts for students on Mexican Independence Day, Dia
de los Muertos, United States Independence Day and Halloween.
http://www.mexonline.com
http://en.wikipedia.org/wiki/Mexican_Independence_Day
http://en.wikipedia.org/wiki/Independence_Day_%28United_States%29
http://en.wikipedia.org/wiki/Halloween
3. Print and distribute the downloaded articles to students. Have students read the article pertaining to their group.
4. Write the following questions on the board. Have students copy the questions on paper and write responses.
In what country and on what date and is this holiday celebrated?
What is the purpose of the holiday/celebration?
Who are the historical figures associated with this holiday and why?
Are there any special foods prepared for this holiday?
Are there any songs or music associated with this holiday?
Describe what makes this holiday unique to its culture.
5. Each group should do an oral presentation of their assigned holiday.
6. The teacher leads a class discussion following the presentations to compare similarities and differences
between the holidays (Mexican Independence Day vs. United States Independence Day and Halloween
vs. Dia de los Muertos).
Assessment: Evaluate students on the content, appearance, and presentation of their reports as well as on
their group participation in the oral presentation and discussion.
Did you know?
Chocolate is one of life’s true pleasures. When Cortez met with Montezuma, the Emperor of the Aztec Empire in 1519,
he was presented with a frothy drink, presented in a golden goblet that was accompanied by a tortoise-shell spoon.
This drink, a spicy blend of chilies, vanilla and ground cacao beans, was called ‘xocoatl’ which translated, means bitter
water. Of course, the eyes of Cortez were riveted by the golden vessel in which the exotic drink was served. However,
after tasting the golden cup’s contents, his taste buds were captivated by the exotic and invigorating taste of this native
drink. Cortez soon learned that the cocoa bean was a valued means of currency. Its pods were utilized to purchase a
variety of goods. When Cortez returned to Spain, his ships were heavily laden with gold and silver but also among the
cargo was the cocoa bean. Once this magical bean made its way to Europe, its evolution included the addition of sugar
which led, ultimately to the creation of, what we now call today, chocolate.*
Excerpt taken from www.mexonline.com*
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Activity 3- Aztec Daily Life
National Curriculum Standards met by this activity:
Please go to www.educationworld.com for a complete list of national standards.
Language Arts:
NL-ENG.K-12.1 Reading for Perspective;
NL-ENG.K-12.2 Understanding the Human Experience;
NL-ENG.K-12.4 Communication Skills;
NL-ENG.K-12.5 Communication Strategies;
NL-ENG.K-12.8 Developing Research Skills;
NL-ENG.K-12.9 Multicultural Understanding;
NL-ENG.K-12.12 Applying Language Skills.
Social Science:
NSS-WH.5-12.5 Era 5: Intensified Hemispheric Interactions,1000-1500 CE;
NSS-WH.5-12.6 Era 6: The Emergence of the First Global Age, 1450-1770
Objectives: Students will reference online Web sites to report on Aztec daily life.
Materials: Computers with Internet access, paper, pens or pencils.
Procedure:
1. Teachers should post the following topics on the blackboard with corresponding Web sites:
Body Adornment/Dress
http://www.azteca.net/aztec/nahuatl/index.shtml
http://library.thinkquest.org/27981/index.html
Sports
http://www.footballnetwork.org/dev/historyoffootball/earlierhistory_3.asp
http://wwwlibrary thinkquest.org/27981/index.html
Language
http://www.azteca.net/aztec/nahuatl/index.shtml
http://www.library thinkquest.org/27981/index.html
Government
http://www.azteca.net/aztec/nahuatl/index.shtml
http://wwwlibrary thinkquest.org/27981/index.html
Art
http://www.humanities-interactive.org/splendors/
http://www.windows.ucar.edu/tour/link=/mythology/aztec_culture.html
Religion
http://home.freeuk.net/elloughton13/aztec.htm
http://www.windows.ucar.edu/tour/link=/mythology/aztec_culture.html
Farming/Food
http://home.freeuk.net/elloughton13/aztec.htm
http://wwwlibrary thinkquest.org/27981/index.html
2. Divide students into groups to research each topic.
3. Students should create a formal outline to organize their research.
4. Students should presents their research to the class as an oral presentation on their assigned topic.
Assessment: Evaluate students on the content, appearance, and presentation of their reports as well as on
their group participation in the oral presentation and discussion.
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Websites
The Ancient Aztecs at ThinkQuest.org
http://library.thinkquest.org/27981/index.html
Learn about Aztec sports, school, dress, food, laws, farming and art. Here the definition and pronunciation of Nahuatl
words (you will need RealPlayer or other audio software).
Ancient Mexico
http://www.ancientmexico.com/
Outstanding, interactive and colorful Web site with maps, diagrams, timeline, art forms, letters, transcripts, and
descriptions of the Conquest of Mexico.
Mexico: Splendors of Thirty Centuries
http://www.humanities-interactive.org/splendors/
This is an online exhibition from numerous Mexican collections. It includes colorful art pieces, games, interactivity, and
teaching ideas.
Online Guide to Mexico
www.mexonline.com
This online guide provides information on Mexican history, art, holidays, natural history, and more.
Enchanted Learning
www.enchantedlearning.com
This is a great website for teachers to download printable maps of Mexico, quizzes, and general information.
Day of the Dead
www.dayofthedead.com
This is my favorite website on this holiday! It has beautiful pictures and simple explanations. It offers recipes, poems,
traditions, and much more.
Teacher Resources/Bibliography
Smith, Albert Gary and Josie Hazen. Cut and Make Mexican Masks. Dover Publications, 1995. Shalant, Phyllis. Mexico. Simon & Schuster Publishing, 1992.
Leon-Portillo, Miguel. Broken Spears: The Aztec Account of the Conquest of Mexico. Becon Press, 2007.
Coe, Michael, Rex Koontz. Mexico. Thames and Hudson, 2002.
The School Box
www.schoolbox.com
Mexico Activity Book. Hands-on activities across the curriculum-- art, crafts, cooking, and more! Historical aids,
material lists and directions. $7.99/ Item # EPO73.
Mexico Photo Activity. 8 full-color photo charts with exciting hands-on learning activities on the back are a must for
your social studies curriculum! 8 1/2” x 11”. $7.99/Item #EPO74.
Scholastic Student Resources
www.scholastic.com
Ryan, Pam Munoz. Esperanza Rising. Scholastic Books, Item #:NTS912041, Grades 4-8.
Scholastic. Golden Tales: Myths, Legends, and Folktales from Latin America. Item #:NTS924398, Grades 3-5.
Scholastic. Una niña llamada Frida Kahlo: A Girl Named Frida Kahlo. Item #:NTS92504, Grades 3-5.
TransNational Latinas. Recuerdo mis raíces y vivo mis tradiciones: Remembering My Roots and Living My
Traditions (Bilingual.) Item #:NTS971827, Grades 3-5.
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The Center for PuppetryArts is a non-profit, 501(c)(3) organizationandis supportedin part by the National Endowmentfor the Arts; the
Georgia Council for the Arts throughthe appropriationsof the Georgia General Assembly(the Council is a Partner Agencyof the National
Endowmentfor the Arts); and contributions from individuals,corporations and foundations.Major fundingfor the Center is provided by
the Fulton County Board of commissionersunder the guidanceof the Fulton County Arts Council. Major support is providedby the City
of Atlanta Office of Cultural Affairs. The Center is a participantin the New Generations Program, fundedby the Doris Duke Charitable
Foundation/TheAndrew W. Mellon Foundationandadministeredby Theatre CommunicationsGroup (TCG), the nationalorganizationfor
the American theatre. The Center is a constituentof Theatre CommunicationsGroup anda memberof the Atlanta Coalition of PerformingArts. The Center also serves as headquartersof UNIMA-USA.
1404 SpringStreet, NW at 18th • Atlanta, Georgia USA 30309-2820
Distance LearningStudio: 404.881.5117 • Fax: 404.873.9907 • distancelearning@puppet.org
www.puppet.org• Ticket Sales: 404.873.3391 • Administrative:404.873.3089
Text by Patty Petrey Dees • Graphic Design by Donna Yocum
Copyright © Center for PuppetryArts EducationDepartment, September 2009
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