TeachRock

Preparation:

1. Set up materials for four classroom stations with a device that can access the internet, and hard copy or digital versions of the following documents:
   • Station 1: Bad Bunny
     • Handout – Bad Bunny
     • Document Set – Bad Bunny
     • “El Apagon” video (starting at minute 15:30 and ending at minute 22:00)
     • Handout – Comparing Raphael Hernandez’s “Lamento Borincano” and Bad Bunny’s “Mi Puerto Rico”
   • Station 2: Cardi B
     • Handout – Cardi B
     • Document Set – Cardi B
     • News Clip of Cardi B
     • Handout – Comparing Hector Lavoe and Cardi B’s Use of “Mi Gente”
   • Station 3: Miguel
     • Handout – Miguel
     • Document Set- Miguel
     • “Now” music video
     • Handout – Comparing Alice Bag’s “Programmed” with Miguel’s “Now”
   • Station 4: Selena Gomez
     • Handout – Selena Gomez
     • Document Set – Selena Gomez
     • Living Undocumented Trailer
     • Handout – Comparing Woody Guthrie’s “Deportee” with Selena Gomez’s Time Magazine Op-Ed

Motivational Activity:

1. Set up four large sheets of paper  on the board (or use board space).  Label each sheet of paper with the artist’s name: one for Bad Bunny, one for Cardi B, one for Miguel, and one for Selena Gomez.
2. Instruct students to write on each sheet of paper something they know about each of the artists, and/or a question they have about the artists. 
3. After students finish writing, encourage them to read the facts off the sheets of paper and share what they wrote with the class. Ask students: 
   • What do you think these four artists have in common? (The teacher should guide the discussion to reach the idea that all the artists can be considered Latin artists.)

Procedure

1. Inform students that they will be looking at ways that each of the four Latin artists pursue activism. Ask students: 
   • What is an activist?
   • What kind of work does an activist do?
2. From the four stations set up in the classroom, allow students to choose which Latin artist’s station they would like to visit. Ask students to examine all the materials in each station, and answer the questions on the handout.
   • Station 1: Bad Bunny
     • Handout – Bad Bunny
     • Document Set – Bad Bunny
     • “El Apagon” video (starting at minute 15:30 and ending at minute 22:00)
   • Station 2: Cardi B
     • Handout – Cardi B
     • Document Set – Cardi B
     • News Clip of Cardi B 
   • Station 3: Miguel
     • Handout – Miguel
     • Document Set- Miguel
     • “Now” music video
   • Station 4: Selena Gomez
     • Handout – Selena Gomez
     • Document Set – Selena Gomez
     • Living Undocumented Trailer
3. Show Image 1, Station Activity Discussion. Using the questions on the image, encourage students to share what they discovered about these Latin Artists and their activism in their stations with the rest of the class.
4. Ask students:
   • Do you feel the issues each of these artists are tackling are new to the Latin-American community in the United States, or are they historic issue?
5. Ask students to return to the station they were previously at, and provide the following handouts to each student to discuss the historical connections for each artist:
   • Station 1 (Bad Bunny)
     • Handout – Comparing Raphael Hernandez’s “Lamento Borincano” and Bad Bunny’s “Mi Puerto Rico”
   • Station 2 (Cardi B)
     • Handout – Comparing Hector Lavoe and Cardi B’s Use of “Mi Gente”
   • Station 3 (Miguel)
     • Handout – Comparing Alice Bag’s “Programmed” with Miguel’s “Now”
   • Station 4 (Selena Gomez)
     • Handout – Comparing Woody Guthrie’s “Deportee” with Selena Gomez’s Time Magazine Op-Ed
6. Ask students to share the historical issues they learned from each handout

Summary Activity:

1. Ask students to think about a social issue they are passionate about and/or impacts their daily lives.
2. Distribute Handout – Activist Action Plan to create an action plan for this issue

Extension Activities:

1. Follow through with the social issue action plan drafted in class, and report the progress that has been achieved.  
2. Miguel’s song “Now” mentions other social issues in 2016-2017. Read the lyrics, and research the other issues Miguel mentions in the song. 
3. Conduct further research on the current issues facing the people of Puerto Rico.
4. Watch the first episode of Living Undocumented, and write a short summary of the episode. 
5. Research how Cardi B’s money was used in her Bronx middle school, and the impact it made.

Document Set – Cardi B Document Set – Miguel Document Set – Selena Gomez Document Set: Bad Bunny Handout – Activist Action Plan Handout – Bad Bunny Handout – Cardi B Handout – Comparing Alice Bag’s “Programmed” with Miguel’s “Now” Handout – Comparing Hector Lavoe and Cardi B’s Use of “Mi Gente” Handout – Comparing Raphael Hernandez’s “Lamento Borincano” and Bad Bunny’s “Mi Puerto Rico” Handout – Comparing Woody Guthrie’s “Deportee” with Selena Gomez’s Time Magazine Op-Ed Handout – Miguel Handout – Selena Gomez

Common Core State Standards

College and Career Readiness Anchor Standards for Reading

Craft and Structure 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Craft and Structure 6: Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Integration of Knowledge and Ideas 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

College and Career Readiness Anchor Standards for Writing

Production and Distribution of Writing 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Research to Build and Present Knowledge 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension & Collaboration 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Comprehension & Collaboration 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Comprehension & Collaboration 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

College and Career Readiness Anchor Standards for Language

Language 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Language 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Social Studies – National Council for the Social Studies (NCSS)

• Theme 1: Culture
• Theme 2: Time, Continuity, and Change
• Theme 3: People, Place, and Environments
• Theme 5: Individuals, Groups, and Institutions
• Theme 10: Civic Ideals and Practices

National Standards for Music Education

Core Music Standard: Responding

• Interpret: Support interpretations of musical works that reflect creators’ and/or performers’ expressive intent.
• Evaluate: Support evaluations of musical works and performances based on analysis, interpretation, and established criteria.

Core Music Standard: Connecting

• Connecting 11: Relate musical ideas and works to varied contexts and daily life to deepen understanding.

National Core Arts Standards

Responding

• Anchor Standard 7: Perceive and analyze artistic work.
• Anchor Standard 8: Interpret intent and meaning in artistic work.
• Anchor Standard 9: Apply criteria to evaluate artistic work.

Connecting

• Anchor Standards 11: Relate artistic ideas and work with societal, cultural and historical context to deepen understanding.