Curricular Resources > 1992 Volume IV > Unit 8 (92.04.08) > Section 2

The National Experience: American Art and Culture

CONTENTS OF CURRICULUM UNIT 92.04.08

Unit Guide

American Culture in a Musical Setting

Iris Davis

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LESSON ONE

American Culture in the United States

Lesson One is an introduction to the three main cultures that help to make up the United States. Emphasis is placed on Africans, Latinos, and Europeans, and where they originated. This will aid students in understanding the differences in the races before they came to North America.

The lesson opens with a discussion of American Culture in the United States of America. A blackboard and white chalk must be available to write down all the answers (even if it is a silly one). However, an eraser will be needed later on in the lesson.

I. Locate pull down maps of North America, South America, Africa, and Europe if possible. Supply students with desk copies of similar maps and one small box of crayons.

II. Have students color code desk copies for future use. Point out North America, South America, Africa, and Europe.

III. Have students turn maps face down on the desk. Now split the class into two teams. Have one person from each team approach the map. Take a desk and lay one pencil on top. Explain that the student must grab the pencil first and be ready with the correct answer within 3 seconds and must point it out on the map. Call out the names of countries located earlier on the maps. Students who do not answer in time will cause their team to forfeit a point and cannot answer again until the next round. However, the opposing team automatically is allowed to answer and will receive one point for each correct answer. Incorrect answers do not count. Each student may take only one turn.

IV. Have the students listen Latin American, African, and Amerindian music noting the similarities and distinctness of style. Choose one or two students to demonstrate dance steps that may go along with each.

MATERIALS NEEDED

1. Pull down class maps of North America, South America, Africa, and Europe.

2. Desktop copies of maps mentioned above.

3. Small boxes of crayons (one per student).

4. Audio tape player.

5. Audio tapes of Latin American, African, and Amerindian music.

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I.	Locate pull down maps of North America, South America, Africa, and Europe if possible. Supply students with desk copies of similar maps and one small box of crayons.
II.	Have students color code desk copies for future use. Point out North America, South America, Africa, and Europe.
III.	Have students turn maps face down on the desk. Now split the class into two teams. Have one person from each team approach the map. Take a desk and lay one pencil on top. Explain that the student must grab the pencil first and be ready with the correct answer within 3 seconds and must point it out on the map. Call out the names of countries located earlier on the maps. Students who do not answer in time will cause their team to forfeit a point and cannot answer again until the next round. However, the opposing team automatically is allowed to answer and will receive one point for each correct answer. Incorrect answers do not count. Each student may take only one turn.
IV.	Have the students listen Latin American, African, and Amerindian music noting the similarities and distinctness of style. Choose one or two students to demonstrate dance steps that may go along with each.

1.	Pull down class maps of North America, South America, Africa, and Europe.
2.	Desktop copies of maps mentioned above.
3.	Small boxes of crayons (one per student).
4.	Audio tape player.
5.	Audio tapes of Latin American, African, and Amerindian music.