In this model lesson, secondary students test the hypothesis that Mexican achievements have widely influenced art and architecture in the United States as a result of the cultural flow and exchange between the two nations. The lesson is designed to be presented in two to three class periods. To determine the validity of the hypothesis, students examine selected examples of art and architecture (overhead projections, slides, recordings) found in the United States. Each selected example is followed by a directed discussion. Specific art works and their sources are cited in the lesson and questions for teachers to ask are provided. Some examples of content and teaching methods follow. Students learn about the interest in muralism in the United States which flowed from the Mexican Muralist Movement of the 1920's and 1930's by examining several artist's works including Rufino Tamayo's painted mural "America" in Houston's Bank of the Southwest and Jose Clemente Orozco's painted murals at Dartmouth College in New Hampshire. Teachers are asked to point out to students that the cultural exchange has flowed from the United States to Mexico as well. For example, many Mexican muralists chose themes of U.S. technology and Wall Street economic interests in Mexico. The lesson then proceeds to overhead projections of selected works by contemporary Mexican American artists in the United States, including Chelo Gonzalez Amezcua and Ralph Ortiz. Students learn about the depth of the Mexican influence by viewing slides of Frank Lloyd Wright's detailed understanding of pre-Columbian construction design and decoration and listening to a record of Wright's own words describing the creative influences guiding his work and much of the 20th century construction in the United States. An appendix contains a summary listing of major contemporary Mexican American artists. (Author/RM)