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TABLE OF CONTENTS

Welcome Message

I. Background

  1. Country and State Fact Sheet
    Blank Fact Sheet
    Completed Fact Sheet
  2. Big Maps
  3. The Mexican Flag
    Flag Terminology Handout
  4. Mexico's National Anthem
  5. History of Mexico and Veracruz

II. Music

  1. Los Utrera, Son Jarocho, El Fandango & Versada
  2. Instrument Making for
    Students and Adults
  3. World Music Links
  4. World Culture Links

III. Mexican Culture

  1. What is Culture?
    What is Culture? handout
  2. Dia de los Muertos (Day of the Dead)
  3. Folklore
    Folklore Values Survey
  4. Culinary Culture
  5. Religions of Mexico—Architecture
    Religions of Mexico—Origin Myths

IV. Here and Now

  1. Migration and Immigration
  2. Borders
  3. Human Rights and Indigenous Peoples
  4. Stereotypes

V. Community Connections

  1. Before and After Questions
  2. Intercultural Connections
  3. The Heritage and Oral History Projects
  4. Student Curator Project
  5. Class Newspaper or Web site
  6. Culture on Parade
  7. Student Participation in Events

This curriculum was written by Jeanne Paliatka and Olaf Nelson for Arts Midwest.

Mexico

I: BACKGROUND

Part 5: History of Mexico and Veracruz

Introduction:
This lesson adds an engaging visual component to the study of Mexican history, thus reinforcing the facts found on a timeline.

Overview:
Students can get a solid grounding in Mexican history by looking at a timeline. In this lesson students will compare two timelines of Mexico-one, a more traditional timeline listing dates and major events, and the other, a visual representation of the history of Mexico in the form of a mural by Diego Rivera. Students will write descriptive captions for segments of the mural utilizing the details from the more traditional timeline.

Objectives:
Students will be introduced to and will gain and understanding and appreciation for the mural as an art form.
Students will explore Mexican history as represented in two different ways.
Students will write brief descriptive captions, containing specifics of Mexican history, for segments of Diego Rivera's mural at the National Palace in Mexico City, Mexico.

Grade Level:
Junior high to high school

Time Required:
One to two class periods, depending on scope of assignment

Materials:
Timeline of Mexican history (see the resources section)
Images of Diego Rivera's mural at the National Palace in Mexico City (see the resources section)
Internet connection for students to access electronic materials necessary for lesson
Teachers may direct students to the Student Resources Pages where they can follow relevant links without having access to lesson plans.

Procedure:

  1. Students should be divided into groups and each group should be assigned a segment of Diego Rivera's National Palace mural. The Southern Border Web site (see resources section) breaks the mural into segments by subject. Ask students to discuss what they see in their segment. Each segment is packed with figures engaged in various activities, so this will take some time.
  2. Many of these mural segments are briefly labelled on the Web site, which will help students to identify the general time period of the historical events in the segment. Encourage students to utilize the four timelines listed in the resources section to find the time period illustrated in their segment of the mural, trying to put a specific date to the incident.
  3. Once they match a time period to a mural segment (which should take some investigation), ask them to read the timeline thoroughly for that time period. Then they should try to connect the events in the mural to actual historical events. Not every figure will correspond to an actual historical figure, but the mural does represent the major events in Mexico's history, so students should be able to make lots of connections.
  4. Once they have identified as much of the mural segment as they can, students should begin the process of writing an informative caption for the segment. Identifying the location of the individuals or actions described (i.e. in the left foreground or in the upper right corner) will be beneficial, in addition to an overall discussion of the segment. Encourage them to use as many details and dates from the timelines as possible.
  5. In order for the whole class to learn more about Mexico's history, groups should present their section of the mural and their caption to the class.

Extensions:
Depending on time and age level, students could

  • study the role of mural painting in the history of Mexican art, or the history of mural painting in the U.S. in the 20th century
  • create a modern segment to add to the mural depicting an important event in Mexico's history that occurred after the mural was completed in 1942
  • create a segment to add an important event in Mexican history that should have been included in the mural
  • list important events that should be contained in a mural of U.S. history

Resources:
(Links will open in new windows.)

Four excellent timelines of Mexico that contain links within sections to expanded information and images:
A timeline focusing on significant dates in Mexico's history from 3500 B.C. to present.

Mexico's Historical Figures: A Chronological Listing. A timeline empahsizing important historical figures in Mexico's history and development.

Mexican Presidents and Heads of State. A chronological listing of leaders and presidents of Mexico.

This Month in Mexico... A monthly chronology of important events throughout the year in Mexico.

The Southern Border is an excellent site with many detailed images of segments of Diego Rivera's National Palace mural. Clicking on the smaller pictures enlarges them.

The Virtual Diego Rivera Web Museum has an extensive online photo gallery.

Timelines specific to Veracruz:
A thorough but brief history of Veracruz

The Veracruz page from Mexico for Kids, created by the office of the Mexican President.