1. El día de los muertos – ayer y hoy (Day of the Dead – Yesterday and Today) Unit Portfolio Presentation Jon Wood

2. Unit Summary Students will explore the cultural phenomenon known as “Day of the Dead” as celebrated in Mexico and in related cultures past and present. This project will involve investigating the various facets of the holiday as it is celebrated now as well as its origins, specific cultural and religious groups that have observed it past and present, and how it has evolved over the years. Students will collect, analyze, interpret, and draw conclusions from data. Then they will present what they have learned to others.

3. Curriculum-Framing Questions Essential Question: What motivates those in a culture to observe and keep holidays? What motivates those in a culture to observe and keep holidays? Unit Questions: What forces led to the origination of Day of the Dead? What forces led to the origination of Day of the Dead? What conflicts did its celebrants face in the changing social and religious aspects of Mexican culture, and how were they resolved? What conflicts did its celebrants face in the changing social and religious aspects of Mexican culture, and how were they resolved? What factors in present day Mexican society contribute to the continued survival of the holiday? What factors in present day Mexican society contribute to the continued survival of the holiday? Content Questions: What are the basic cultural institutions of a society? What are the basic cultural institutions of a society? How do people groups around the world celebrate the lives and memories of friends and loved ones who have passed? How do people groups around the world celebrate the lives and memories of friends and loved ones who have passed?

4. TEKS (2) Cultures. The student gains knowledge and understanding of other cultures. The student is expected to: (A) use the language at the intermediate proficiency level to demonstrate an understanding of the practices (what people do) and how they are related to the perspectives (how people perceive things) of the cultures studied; and (A) use the language at the intermediate proficiency level to demonstrate an understanding of the practices (what people do) and how they are related to the perspectives (how people perceive things) of the cultures studied; and (B) use the language at the intermediate proficiency level to demonstrate an understanding of the products (what people create) and how they are related to the perspectives (how people perceive things) of the cultures studied. (B) use the language at the intermediate proficiency level to demonstrate an understanding of the products (what people create) and how they are related to the perspectives (how people perceive things) of the cultures studied. (3) Connections. The student uses the language to make connections with other subject areas and to acquire information. The student is expected to: (A) use resources (that may include technology) in the language and cultures being studied at the intermediate proficiency level to gain access to information. (A) use resources (that may include technology) in the language and cultures being studied at the intermediate proficiency level to gain access to information. (4) Comparisons. The student develops insight into the nature of language and culture by comparing the student's own language and culture to another. The student is expected to: (C) use the language at the intermediate proficiency level to demonstrate an understanding of the influence of one language and culture on another. (C) use the language at the intermediate proficiency level to demonstrate an understanding of the influence of one language and culture on another.

5. 21 st Century Learning Creativity and Innovation Being open and responsive to new and diverse perspectives Being open and responsive to new and diverse perspectives Communication and Collaboration Exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal Exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal Assuming shared responsibility for collaborative work Assuming shared responsibility for collaborative work Information Literacy Accessing information efficiently and effectively, evaluating information critically and competently and using information accurately and creatively for the issue or problem at hand Accessing information efficiently and effectively, evaluating information critically and competently and using information accurately and creatively for the issue or problem at hand Leadership and Responsibility Leveraging strengths of others to accomplish a common goal Leveraging strengths of others to accomplish a common goal

6. Gauging Student Needs Assessments Use NEOs to answer Essential Question Start KWL chart to activate prior knowledge about Day of the Dead from Spanish 1 (or those who celebrate it here) Possible short multiple-choice diagnostic quiz over basic facts about Day of the Dead