TeachRock

Preparation:

1. Set up three stations around the classroom for a small group activity. Each station will need a device that connects to the internet. Load the following materials into each station:
   • Station 1: Bossa Nova
     • Handout – Bossa Nova 
   • Station 2: Capoeira
     • Handout – Capoeira
   • Station 3: Carmen Miranda and Anitta
     • Handout – Carmen Miranda and Anitta
2. Load this link (https://bit.ly/BrazilKahoot) for the online educational game, Kahoot! in preparation for the motivational activity. (Students may access the game on their individual device or the game can be displayed on a single screen in the classroom and played as a group activity. If the game is played as a group activity, students can participate by raising a sheet of paper with their answer when prompted to do so.)

Motivational Activity:

1. Display Image 1, Map of Brazil and ask students:
   • What comes to mind when you think of the country of Brazil? (Allow time for student reflection and then ask student volunteers to share.)
2. Gauge student knowledge of Brazil by playing the online educational game, Kahoot! using this link: https://bit.ly/BrazilKahoot. (Students may access the game on their individual device or the game can be displayed on a single screen in the classroom and played as a group activity. If the game is played as a group activity, students can participate by raising a sheet of paper with their answer when prompted to do so.)
3. Reconvene as a class and ask students:
   • Did the game cover anything that you already knew about Brazil? If so, what did you already know?
   • Did you discover anything new about Brazil by playing the game? If so, what did you discover?
   • Were you surprised by anything about Brazil by playing the game? If so, what surprised you?
   • Is there anything else about Brazil that wasn’t covered in the game that you hope to learn? If so, what do you hope to learn?

Procedure

1. Inform students that they will be participating in an activity to examine Brazilian music and culture and identify its influence in the United States.
2. Show Image 2, Station Activity Choice Board. Ask students to choose one the of three stations based on what they already know about the topic, or based on what they think the topic might be about based upon the picture.
   • Station 1: Bossa Nova
     • Handout – Bossa Nova 
   • Station 2: Capoeira
     • Handout – Capoeira
   • Station 3: Carmen Miranda and Anitta
     • Handout – Carmen Miranda and Anitta
3. Reconvene as a class and ask student groups to share what they discovered at their stations. If helpful, consider asking the following questions to gauge comprehension:
   • In which Brazilian city did Bossa Nova originate?
   • From which continent does Capoeira have its historical roots?
   • How was Carmen Miranda connected to the U.S.’s Good Neighbor policy?
4. Finally, ask students:
   • What aspects of this lesson resonated with you the most? Why?

Summary Activity:

1. Inform students that they will be participating in an online scavenger hunt to discover and explore elements of Brazilian culture within their own communities.
2. Distribute Handout – Brazilian Culture Scavenger Hunt. Instruct students to follow the directions on the handout to use the internet with the handout to find examples of Brazilian culture in their community.
3. Reconvene as a class and ask students to share what they discovered on their scavenger hunt. Then ask students:
   • To what degree is Brazilian culture represented where you live?

Extension Activities:

1. Analyze these photographs by Pierre Verger documenting Capoeira.
2. Read about the documentary, Carmen Miranda: Bananas is My Business.

Handout – Bossa Nova Handout – Brazilian Culture Scavenger Hunt Handout – Capoeira Handout – Carmen Miranda and Anitta

Common Core State Standards

College and Career Readiness Anchor Standards for Reading

Reading 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Reading 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

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.

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.

Range of Reading and Level of Text Complexity 10: Read and comprehend complex literary and informational texts independently and proficiently.

College and Career Readiness Anchor Standards for Writing

Text Types and Purposes 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

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.

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 7: Production, Distribution, and Consumption
• Theme 9: Global Connections

National Standards for Music Education

Core Music Standard: Connecting

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

National Core Arts Standards

Connecting

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