Name of Lesson: Immigrants and Tango in Argentina.
Grade Level: 6th – 7th
Duration: 50 minutes
Location: Computer Lab

Scope of Lesson:  Through web research and discussion, the lesson will focus on the development of tango, leading into a study of immigration in Argentina and the importance of global migration.

Instructional Objectives:
· Upon completion of the lesson, students will be more comfortable locating specific information on the Internet and assessing the quality and credibility of web sites.
· Upon completion of the lesson, students will be able to understand and describe immigrants’ influence and motivation in the creation of Tango.
· Upon completion of the lesson, students will be ready to discuss the importance and effects of global migration during the next more in-depth class activities.
· Upon completion of the lesson, students will have a basic understanding of Argentina's demographic map.

Content Sequence:
· Assign a computer to each student or as convenient. Browser of choice: www.yahoo.com or www.ar.yahoo.com
· Handout worksheet
· Explain general guidelines
· Give introduction to Tango History.
· Students can work individually or in pairs. The activity is non-competitive, and peer collaboration is encouraged.
· Students research one section of the worksheet at a time and reconvene to discuss and share findings with the rest of the class.
· Final wrap-up discussion.

Teaching Procedures, Methods, Strategies
1. Anticipatory Set: Today we are going to do some research on the history of Tango. We will research on the Internet keeping in mind ways to maximize our time while obtaining quality information.
2. Teaching Procedures:
· Introduction to Tango History:
The music of Tango was born in Buenos Aires in the late 1800’s. There are some people who argue that an early dance in Spain could have been an ancestor of Tango. Even though this might be true, we will focus on the history of Tango, as we know it. It emerged as a form of expression in poor immigrant neighborhoods like La Boca.  In the beginning it was considered so inappropriate that very few people participated, you will learn more about this today. Later, it became so popular around the world that everyone wanted to learn how to dance and sing Tango.

· Section #1: Tango Search. Students will research on the history of Tango and its main elements. Suggested keywords: Tango Buenos Aires. See attached worksheet for questions to be answered.
www.tangoshow.com : Historia: bandoneon, lunfardo.
www.buenosairestango.com
www.geocities.com/soHo/café/3637/
www.traveltango.com.ar
www.sectur.gov.ar
Discussion: Share findings, answers to worksheet questions. Discuss first impressions, likes, dislikes, interests, and fun facts. Brief lecture on tango history.

· Section #2: Important People in Tango: Carlos Gardel. See attached worksheet.
www.sectur.gov.ar
www.argentour.com
Discussion: Share findings, answers to worksheet questions. Suggest good web sites students found. Play song by Gardel. Share brief biography or anecdote about him.

· Section #3: Important Tango Places: Buenos Aires: La Boca, El Viejo Almacen, El Abasto. See attached worksheet.
www.shadow.net/~jpearlma/laboca.html
www.sectur.gov.ar
Discussion: Share findings, answers to questions in worksheet.

· Section #4: Immigration in Argentina: Suggested keywords: Immigration Argentina, Immigration South America.
 www.yale.edu/ynhti/curriculum/units/1990/1/90.01.06.x.html: Research paper and lesson plan page for teacher to read.
Discussion: Share findings, answers to questions in worksheet. Teach about Argentina's population and immigration pattern. Explain simple examples of immigrants’ influence, Italian words, Italian food, 5 o'clock tea.

Closure:
Discuss different immigration experiences, talk about every day immigration influences (i.e. food, dances, religion, incorporated words, customs). Keep a lively and informal discussion.

Material, outside resources, handouts
-Worksheet