DOCUMENT RESUME SO 025 791 ED 390 787 Linse, Barbara; Judd, Dick AUTHOR Fiesta! Mexico and Central America: A Global TITLE Awareness Program for Children in Grades 2-5. Bridges between Nations Series. ISBN-0-8224-4232-9 REPORT NO PUB DATE 93 246p.; Kit includes an audio tape of 17 songs with NOTE musical arrangements and Spanish vocals available from the publisher. Fearon Teacher Aids, P.O. Box 280, Carthage, IL 62321 AVAILABLE FROM (FE-4232, $25.99 book and tape). Teaching Guides (For Classroom Use Guides PUB TYPE Teacher) (052) MF01/13C10 Pius Postage. EDRS PRICE *Art Activities; *Cultural Activities; Cultural DESCRIPTORS Education; *Cultural Enrichment; Elementary Education; Food; Foreign Countries; *Latin American Culture; Multicultural Education; *Music Activities; Religion; Religious Holidays; Songs; Vocal Music Central America; *Fiesta; Mexican Culture; Mexico; IDENTIFIERS Recipes (Food) ABSTRACT Mexican and Central American cultures are a blend of Native American influences and Spanish traditions and religions. These are seen in aspects of Mexican and Central American celebrations. This book explores those celebrations through activities in art, folk and classical music, dances and fiestas. The book is organized into two sections to provide maximum flexibility of materials intc usage and encourage the integration of these resource the curriculum. Section 1: "Fiestas," contains a yearly plan of fiesta celebration ideas. Each fiesta is explored through "Background Information," "Enrichment Activities," and "Glcbal Awareness" questions. Section 2: "Resource Bank," includes instructions for many of the acti. ities introduced in the first section. The Resource Bank is organized into: "Arts and Crafts"; "Foods"; "Music"; "Flags"; "Maps"; and "Bibliography." (MM) Reprucluctions supplied by EDRS are the best that can be made * from the original document. ,7g- "r4r.r.:41W+1431p,- Bridges Between Nations Series :44:4, "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY , A. - RESOURCES TO THE EDUCATIONAL fNFORMATION CENTER ,ERICI r Au, PtrE r,/ , F CMMATION fIFV)U1,4, f EN rE,4 oil IS ir,r, 44n II, 0 hI 0 I C-1 ILO y ,"Proys m,rLOfl0 51.14,1 in 'NS Nit floW ill ecSdrily ref:pl.-Au)! ml. jment 10 not fir., offirral Q RI posdion or po ny Bridges :etween Nations Series F.4/141 4441 Ce4444 A414,(04 A Global Awareness Program for Children in Grades 2-5 by Barbara Linse and Richard Judd Fearon Teacher Aids A Paramount Communkations Company 3 Editorial Director: Virginia L. Murphy Editors: Marilyn Trow and Sue Mogard Copyeditor: Lisa Schwimmer Design: Rose Sheifer Musical Adaptations for the Songs: Sarah Michael Cover and Inside Illustration: Eva Mautner Cover Design: Teena Remer Production: Rebecca Speakes Entire contents copyright © 1993 by Fearon Teacher Aids, a Paramount Com- munications Company. However, the individual purchaser may reproduce designated materials in this book for classroom and individual use, but the purchase of this book does not entitle reproduction of any part for an entire school, district, or system. Such use is strictly prohibited. ISBN 0-8224-4232-9 Printed In the United States of America 1. 9 8 7 6 5 4 3 4 Dedication In memory of Art Linse, who was deeply interested in multicultural education. He loved Mexico and Central America and the people who live there. About the Authors Barbara Unse is a Californian with a lifelong interest in the Spanish beginnings of her state. Ms. Unse did undergraduate work in elementary education at San Jose State University and graduate work In Supervision and Elementary School Curriculum at San Francisco State ;'.nd Stanford University. Ms. Linse lived in Mexico for three years with her husband and twin son and daugh- ter. She has also done extensive study and travel throughout Mexico and Central America. Ms. Unse has been involved in education as a teacher, curriculum consultant, and supervisor of student teachers. She developed and taught Mexican folk culture for elementary school teachers at the Un'versity of California. Currently, she delights in sharing her ideas and knowledge with other teachers through her writings. Richard Judd graduated from Pennsylvania State University with an M. Ed. He completed a B.S. In elementary education at Lock Haven State (University), a teacher-training center in central Pennsylvania. In California, he has completed credential work In the graduate schools of San Francisco State University and at the University of California, Berkeley. Now retired, Mr. Judd worked in elementary education in San Anse Imo, California. He was an elementary principal for twenty years. He gave extra time during his administrative duties to boost music and art wherever pos- sibie. Mr. Judd specializes in adapting craft skills of other cultures e' and passes these experiences on to teachers and students in the United States. Mr. Judd and his family have traveled extensively throughout the world studying the arts and he has taken an interest in celebrating cultural differences. Acknowledgments We would like to thank Patricia Carballo, principal or the Mexican-Japanese Primary School of Mexico City and a special consultant for this book, and Barbara Poort and Maria Elena Robbins, translators of the Spanish songs. 3 e CONTENTS 40 40 60 6 Fiesta! Mexico and Central America Easter (March/April) About the Format Classroom Enrichment Activities 7 61 Create a Mexican and Central American 63 Global Awareness 9 Atmosphere in the Classroom 64 Pan-American Day (April 14) Classroom Enrichment Activities 65 Fiestas 67 Global Awareness independence Day (September 15-16) 12 68 Classroom Enrichment Activities Cinco de Mayo (May 5) 13 69 Classroom Enrichment Activities Global Awareness 17 Global Awareness 71 18 Dia de la Raza (October 12) 72 Classroom Enrichment Activities 19 Feast of Corpus Christi (June) 73 Classroom Enrichment Activities Global Awareness 23 76 Global Awareness 24 All Souls' Day (November 2) 25 Classroom Enrichment Activities Resource Bank 29 Global Awareness ARTS AND CRAFTS 30 Day of Our Lady of Guadalupe (December 12) Alflñlque Skulls 78 80 Classroom Enrichmerc Activities Amate Paper 31 33 Amate-Paper Witches (Brujas) Global Awareness 81 82 Baker's Clay 34 83 Posada Procession Day (December 16) Baker's Clay Donkey 35 Classroom Enrichment Activities 84 Baskets 85 37 Global Awareness Clay Dolls 86 Coil Pots 88 38 Cross-Stitch Embroidery Day of the Three Kings (January 6) 89 39 Classroom Enrichment Activities Eckecko 43 92 Global Awareness Feather Masks 94 Fill-and-Spill Eggs 44 95 Blessing of the Animals (January 17) Paper Flowers 99 45 Classroom Enrichment Activities God's Eyes (Ojos de Dioses) 47 Hairy Chia Armadillo 100 Global Awareness Local Color 102 48 Migajon 103 Candlemas (February 2) 49 Classroom Enrichment Activities Molas 104 Mulito (Donkey) 106 Global Awareness 51 .107 Mural Making Nearikas 108 Carnival (February) 52 53 109 Classroom Enrichment Activities Ofrendas 55 Global Awareness Ox Cart 110 Palm Pieces 111 56 112 St Joseph's Day (March 19) Papier-MAché Classroom Enrichment Activities All Souls' Day Figures 114 57 59 116 Fruits and Vegetables Global Awareness 6 4 185 El Coyotillo (Little Coyote) 117 Masks 188 Little Coyote (El Coyotillo) 120 Papel Picado Feliz Cumpleafios (Happy Birthday) 122 191 Pig& Banks 192 Happy Birthday (Feliz Cumpleaflos) 124 Piñatas 193 A MambrO Chato (Pugnosed MarrbrO) 126 Frog Piñatas .195 Pugnosed Mambru (A MambrG Chato) 129 Sailing Ships .197 Tengo Una Mufleca (I Have a Doll) 131 Skeletons 199 I Have a Doll (Tengo Una Mutieca) 137 Stick Horses 201 Los Pollitos (The Little Chicks) 139 Tree of Life 202 The Little Chicks (Los Pollitos) Tree of Life Wall Hanging 141 203 RIqui Ran (Spanish) 143 Weavings 205 Riqui Ran (English) 144 Weaving on a Loom 207 CanclOn de Cuna (Cradle Song) 208 Cradle Song (CanciOn de Cuna) FOODS El Tambor de la Alegrta Almendrado (Almond Dessert) 146 209 (The Drum of Joy) 147 Natillas de Almendrado The Drum of Joy 148 Pan de Muerto (Bread of the Dead) 211 (El Tambor de la Alegrla) 149 Rosca de los Reyes (Kings' Bread) 213 Niño Querido (Dearest Child) 150 Camote (Sweet Potato Candy) 214 Dearest Child (Nirio Querido) Chicken Tostadas 151 215 La Piñata (The Piñata) 152 Corn Cakes 217 The Piñata (La Piñata) Ensalada de Nochebuena Para Quebrar la Piñata 153 (Christmas Eve Salad) 220 (Breaking the Piñata) 154 Gorditas (Plump Tortillas) Breaking the Piñata 155 Guacamole (Avocado Sauce) 222 (Para Quebrar la Piñata) 156 Horchata (Spanish Drink) 224 El Coqul (The Croaker) 157 Mexican Banana Bake 226 The Croaker (El Coqui) 158 Mexican Hot Chocolate 228 Arre, Caballito (Get Along, My Pony) 159 Polvorones (Mexican Wedding Cakes) 230 Get Along, My Pony (Arre, Caballito) 160 Pupusas 161 Salsa Picante (Hot Sauce) FLAGS 162 Sopa Seca de Tortilla (Tortilla Casserole) 232 163 Costa Rican Flag Spoon Bread 233 164 Guatemalan Flag Taco Platter 234 Mexican Flag 235 Panamanian Flag MUSIC 236 Salvadoran Flag 166 Bongo Drums 167 Hand Drums MAPS 168 Maracas 237 Marimba 171 Central American Map 238 172 Mexican Map Paraguayan Harp 173 A la Vfbora (The Serpent) 174 The Serpent (A la Vfbora) 239 BIBLIOGRAPHY 175 Pirulln (Spanish) 176 Pirulfn (English) Charrada (Dance of the Mexican 177 Horsemen) Dance of the Mexican Horsemen 179 (Charrada) Las Mafianitas (The Morning Song) 181 183 The Morning Song (Las Matianitas) FIESTA! MEXICO AND CENTRAL AMERICA explores the origins of Mexican and Fiesta! Mexico and Central America to Central American celebrations that have been passed down from generation to generation. The United States borders Mexico and Central America and it is hoped that through hands-on experiences with Mexican and Central American folk and fine art, classical and folk music, dances, and fiestas, children will develop a feel for and appredation of the Mexican and Central Amencan cultures. The Mexican and Central American cultures are a rich blend of Native American influences and Spanish traditions and religion. The history of these Cal areas is similar among the countries becau,...:. of the expansive settlements of the Native American tribes in Mexico and Central America and the common Spanish occupation during colonizatior,. Information associated with religions is given throughout the text to help chi'. ken understand Mexican and Central American traditions and customs. NOTE: Many of these activities have strong religious backgrounds. Please take this into consideration while reviewing each secdon for your curriculum. You may want to send notes home to parents or guardians on this subject. You are encouraged to supplement this book with information from parents, local businesses, the children, foreign exchange students, and personal travel and experience in these areas. All these resources will help you bring some of the culture of Mexico and Central America to life in your classroom. Invite the children to experience the countries of Mexico, Guatemala, El Salvador, Honduras, Panama, Costa Rica, Belize, and Nicaragua! included as a companion to this resource is a cassette tape of the 17 songs in the music section of this guide. Side one of the tape offers the musical arrangements. Side two provides Spanish vocals, plus the music. 6 ABOUT THE FORMAT Resta! Mexico and Central America Is organized into two sections to pro- vide a maximum of flexibility and encourage the infusion and integration of the 1 material into existing curriculums. SECTION 1: FIESTAS This section contains a yearly plan of fiesta celebration Ideas. Each fiesta is explored fully through Background Information, Enrichment Activities, and Global Awareness questions. Background Informadon Background information sets the stage for understanding the historical significance of each holiday and gives cultural insights into the activities pre- sented. Possible Instructional Uses: Divide the dass into cooperative-learning groups. Give each group a copy of the background information and go over the information with the class. Then Invite the children to work together in their individual groups to plan a dramatic representation of the information. Make a class timeline of the dates noted in the information. Compare the dates to similar dates of historizal significance in the United States. Share the information with the children and then ask them to discuss the most interesting, unusual, and exdting aspects about the specific holi- day. rip Enrichment Activities Diverse enrichment activities invite children to experience the sights, sounds, smells, feelings, and tastes of individual fiestas. The activities bring the history provided In the background information alive. The children are pro- vided hands-on opportunities to enjoy parades, parties, arts and crafts, foods, and music enjoyed in Mexico and Central America. Possible Instructional Uses: Invite the children to work together on activities in small cooperative- learning groups. To facilitate the most efficient use of time and materi- als, groups might work on activities at staggered intervals. Set up a variety of activities in stations around the classroom for children to visit and participate in as desired. Integrate fiesta! Mexico and Central America into your present curricu- lum. Study fractions in math and then invite the children to make Mexi- science during can and Central American foods. Study plants In 9 7 Candlemas (a fiesta celebrating seeds and new growth), or use Mexican and Central American themes as a basis for reading and writing assign- ments. Work cooperatively with the music, art, and physical education teachers. (One of the most effective ways of teaching children to work coopera- tively is to model that behavior yourself.) Each fiesta celebration is enhanced through the integration of activities with other parts of the curriculum. Global Awareness Global awareness questions encourage children to use their skills in critical thinking, values clarification, and comparison. The children are invited to con- nect with Mexican and Central American children when they think about the infusion of these cultures in the United States. The questions ask children to make direct comparisons of Mexican and Central American fiesta celebrations w.th similar United States celebrations. Children see the similarities between their own cultures and the Mexican and Central American cultures, and infer cultural influences in their own lives. Possible Instructional Uses: Write the questions on an overhead transparency or duplicate the ques- tions for each student. Invite the children to discuss the questions in small cooperative-learning groups. Encourage the children to write their responses to a particular question and then share their responses together in dass during a designated "global awareness" time. Help the children brainstorm possible responses to each question. Make d class graph of the many ideas generated. 2: RESOURCE BANK SECTION This section contains complete instructions for many of the activities intro- duced in Section 1. The Resource Bank is organized into Arts and Crafts, Foods, Music, Flags, Maps, and Bibliography. Students are encouraged to gather materials, follow the directions, and complete clean-up independently. In this way, the children are given opportunities to be responsible and independent. Possible instructional Uses: Use the resources in conjunction with yearly fiestas or separately, as an easy-to-use resource when one particular activity is needed. Duplicate and laminate the ideas and use them to set up learning centers In the classroom. Send copies of the recipes, arts and crafts, or musical instruments home with the children as enrichment-activity packets. 1 0