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Instructional Video11:20
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\n\"The\n\n
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\nCrash Course\n
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\nThe Black Legend, Native Americans, and Spaniards\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nDelve into the complex social and political structures of Native Americans prior to the arrival of European colonists. This video provides an overview of pre-Columbian America, with particular regard to the the colonization efforts of...\n
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\n\"Ichabod\n\n
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\nK20 LEARN\n
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\nIchabod and Brom - Two Wild And Crazy Guys: Characters' Differing Perspectives\n

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\n\nFor Teachers\n\n9th\n\nStandards\n
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\nAfter reading Washington Irving's \"The Legend of Sleepy Hollow,\" class members compare the characteristics of Ichabod Crane and Brom Van Brunt. Next, they read an article about ghosts that supposedly haunt the campus of Oklahoma...\n
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\n\"El\n\n
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\nCurated OER\n
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\nEl Mundo Maya\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents conduct Internet research on the Mayan world, both past and present. They complete a worksheet, create a logo that represents the Mayan world, and write a Mayan legend, glyph, or music.\n
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\n\"La\n\n
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\nCurated OER\n
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\nLa Leyenda de Betsy Ross \n

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\n\nFor Students\n\n5th - 6th\n
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\nIs your native Spanish-speaking class learning about American legends and the history of the United States? Introduce them to Betsy Ross, the woman often credited for the making of the first American flag! After reading the short...\n
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Instructional Video5:22
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\n\"The\n\n
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\nThe Comanche and the Horse\n

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\n\nFor Students\n\n6th - 12th\n\nStandards\n
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\nThere was a time when the Comanche controlled an empire in North America, and the heart and soul of that empire was the horse. Scholars use the installment of the larger Native American Sacred Stories series to explore how the Spanish...\n
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\n\"Migrating\n\n
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\nCurated OER\n
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\nMigrating to Texas\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders explore the migration to Texas from other parts of the United States. Through journal entries they write about the trip as if they were the settlers coming to a new and foreign country. Working in small groups, 4th graders...\n
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\n\"Gold\n\n
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\nGold Rush Abolitionists: How different was the role of Spanish-speaking blacks under Mexican rule from the role of English-speaking blacks under U.S. rule?\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nStudents determine how Spanish-speaking blacks and English speaking blacks were treated differently. In this emancipation lesson, students compare the Mexican and American rules regarding slavery. \n \n \n
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\n\"Glencoe\n\n
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\nCurated OER\n
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\nGlencoe Literature Themes: Legends\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents prepare for and respond to literature selections. This package includes five lessons from the Glencoe Literature series, each covering a different reading selection. Pre-reading and response activities are included for each...\n
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\n\"Storytelling\n\n
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\nCurated OER\n
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\nStorytelling In America\n

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\n\nFor Teachers\n\n3rd - 8th\n
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\nStudents discuss how Washington Irving is considered an important 19th century-American storyteller. They create their own version of a passage from 'The Legend' after listening to the story.\n
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\n\"The\n\n
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\nThe Eagle Has Landed: Aztecs Find a Home\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nYoung scholars investigate the Aztec civilization and locate it on a map. They explain the legend of the city of Tenochtitan and investigate the symbolism of the Mexican flag.\n
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\n\"The\n\n
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\nThe Aztecs - Mighty Warriors of Mexico\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nUpper elementary learners identify the Aztecs as the builders of a great city and rich civilization in what is now Mexico. They locate the Aztec Empire and its capital on a map and place the Aztecs in the chronology of American history....\n
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\n\"California\n\n
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\nCurated OER\n
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\nCalifornia Indians\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders discuss the major nations of California Indians, their geographic distribution, economic activities, legends and religious beliefs. They describe the function of Spanish missions and the influence of Catholicism. In...\n
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\n\"Myths\n\n
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\nCurated OER\n
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\nMyths and Legends on Natural Disasters: Making Sense of Our World\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nLearners explore different natural and manmade disasters through a webquest. In this earth science lesson, students explain their causes. They also discuss how disasters affect society. \n
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\n\"WHAT\n\n
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\nWHAT EL CHUPACABRAS MEANS TO ME\n

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\n\nFor Teachers\n\nHigher Ed\n
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\nStudents explore hispanic ficticious characters and compare them to the anglo culture.\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Eagle Has Landed: Aztecs Find a Home\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nPupils examine the Aztec civilization in what is now Mexico. Using a map, they locate the empire and explain the legend of the founding of Tenochtitlan. They explore the symbols on various Mexican flags and what they meant to the Aztec...\n
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\n\"Incorporating\n\n
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\nCurated OER\n
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\nIncorporating Archaeological \"Time-Outs\" into the Latin Curriculum\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nHere is a activity whose focus is on classical archaeology. In groups, high schoolers read various myths and legends to examine the how the culture was passed between different groups. They participate in a role-play activity in which...\n
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\n\"The\n\n
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\nThe Land of Macondo\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents research the culture, geography, music, myths and legends of the Caribbean coast of Colombia using online tools. They determine how these factors influenced the writing style of Gabriel Garcia Marquez. They design and write a...\n
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\n\"Cinco\n\n
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\nCurated OER\n
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\nCinco de Mayo\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nLearners investigate the Cinco de Mayo holiday. They discuss the history of Cinco de Mayo, listen to the Legend of the Mexican flag, color a worksheet of the Mexican flag, and create a class coat of arms.\n
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\n\"Pre-Columbian\n\n
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\nPre-Columbian Settlements and People\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders describe the social, political, cultural and economic life and interactions among the people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods.\n
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\n\"Una\n\n
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\nCurated OER\n
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\nUna Leyenda Azteca\n

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\n\nFor Students\n\n5th - 8th\n
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\nIn this Spanish worksheet, students identify and locate vocabulary terms and verbs related to an Aztec legend. There are 25 words located in the puzzle.\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Spanish Belief in Justice and Values\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders study \"justice\" and \"values\" as illustrated through fables. The determine that some of the fables in the U.S. are relatively similar to those fables in other parts of the world. They write and illustrate their own fables.\n
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\n\"Mexico:\n\n
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\nMexico: One Land, Many Cultures\n

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\n\nFor Teachers\n\n1st\n
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\nStudents research and study the country of Mexico and complete a project about it. In this Mexico lesson plan, students research Mexico's geography, traditions, art, songs, stories, and legends that are native to Mexico.\n
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\n\"Mi\n\n
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\nMi país\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nLearners research Spanish-speaking countries on the Internet and make a presentation.\n
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\n\"Exploration\n\n
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\nCurated OER\n
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\nExploration and Settlement of the American Southwest\n

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\n\nFor Teachers\n\n3rd\n
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\nStudents scrutinize the Zuni Pueblo Revolt in this seven lessons unit on early Spanish explorers in the American southwest. The discovery of the Spanish missions, the search for the seven cities of gold, and particular geological...\n
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