Introduction: almost everybody have a favorite artist.

Why we like one artist more than another is a very personal sort of thing and reflects our individual personalities and interests. Activity: have students decide from a list of Chilean artists which one they like the best. Have them go to the library and research the history of that artist. Afterwards, within their groups will have to give a brief presentation on him/her. Extension: have them write a 200 words essay about their favorite Chilean artist assuming the personas of the artist they are reporting on (my name is Pablo Neruda, and) Introduction: cemeteries and tombstones are remarkable means for understanding the history of local communities. Tombstones are not only a written piece of stone; it helps the families to grieve for their loving ones. Activity: plan a field trip to several cemeteries to learn about local architecture and history. Have them imagine that they are from thousand of years in the future and that cemetery is the only source of information that survives about our culture. What could they learn? Have them write a two- to three-page description of what information the cemetery and its resources provided them. Extension: have students go to a segment of the cemetery that is at least one hundred years old, randomly select twenty-five graves, and write down the average age of the people buried in them. Introduction: throughout Chile, there are a lot of local festivals and celebrations each year. Often, these celebration are connected to local historical traditions, ethnic population, and geographical legacies. This festival reflect who we are as a country. Activity: have students visit the Severin Library and identify a local or regional celebration that interest them. Then have students attend local festivals on their own and in individuals groups. They can create general reports on the overall festivals they attend or on individual activities they observe or possibly even participate in. Extension: have students attend a local festival and take photographs or record the event. They can upload the videos and pictures to Facebook. Introduction: in 1900, there were no phones, planes, video games, television, or even Facebook. Most people lived and died in the place where they were born. Young children routinely went to work (for 10-12 hours per day) rather than to school, oftentimes in horrific conditions without proper food, clothing, or health and safety considerations.

Activity: have the student made a one week project. You will give them web pages where they can find out more about life in those years. They will have to create a fictional character and represent it in front of the class. Extension: have students imagine what their lives would be like without electricity or a phone or internet. How would their lives be different?