HONORING

National

Hispanic

Heritage

Month

Suggested Lesson Plans

Education for Social Responsibility

Ms. Jacqueline Jackson, Program Specialist

Social Studies Department

Dr. Craig Witherspoon, Superintendent

Dr. Martha Barber, Chief Academic Officer

Grades PreK–1

This lesson can be taught in 1–2 class periods.

Lesson Introduction: The focus for younger students in Celebrate Hispanic Heritage is on culture and learning about one of the largest cultural groups in the United States, Hispanic Americans. Students will get a brief overview of the contributions they have made to this country and to the world. Piñata Concentration Activity 1. Discuss the word heritage with students. Have a volunteer write student responses on the chalkboard. Explain that the concept of heritage is shaped by one's country of origin; different languages; rituals; foods; traditions; and forms of culture, such as dance and theater. 2. If you have a piñata, you can introduce the Piñata Concentration activity by bringing a piñata into class and allow students to share their own piñata experiences or any other background knowledge they may have. Then discuss how a piñata is made and what cultures and countries in Latin America incorporate piñatas in their festivities. If you do not have a piñata, you can skip this step. 3. Depending on the availability of computers, have all students play the Pinata Concentration Game in stations, individually, or in pairs, in a computer lab. Students can practice their Spanish vocabulary if they are bilingual and learn new words if they are not, as there are pictures that accompany each Spanish word. 4. In the My Heritage activity, seven Latino and Latina citizens discuss the importance of their Hispanic American heritage. Their observations help students to deepen their understanding of ideas related to heritage. For example, what heritage means, the similarities and differences in language and culture among Hispanic Americans, the diversity of backgrounds that shape the Hispanic American community, and the multicultural nature of the United States' population. Take the class through a tour of this activity, reading the text aloud for them, and then conduct a class discussion about the contributions of each. Extend the Lesson: Music, games, writing activities, crafts, and recipes offer excellent opportunities to appreciate and explore Hispanic Heritage.

Recipes Give your students the chance to sample foods from Latin countries with these easy recipes. Corn Cakes Enchiladas

Source: This activity is from the book Culture Kit Mexico.

Dance Capes Make a dance cape similar to those worn at Peruvian dance festivals. Source: This activity is from the book Crafts of Many Cultures.

Hit the Penny This game is popular with Chilean children. Try it in your classroom! Source: This activity is from The Multicultural Game Book.

Getting to Know You Have students try conversing in Spanish with these simple words and phrases. Source: This activity is from the book Culture Kit Mexico.

Toma Todo From Mexico Students can make a special top and play a popular Mexican game. Source: This activity is from the book Multicultural Math.

Los Milagros Help your students make icons to represent special wishes they want fulfilled. The fulfilled wishes are called milagros, which means "miracles."

Scavenger Hunt Send students on a scavenger hunt to find things of Spanish origin in their communities.

Palabras = Words Students match the Spanish words to their English counterparts by looking for similarities.

Ways to Celebrate Here are some great ways you and your students can celebrate Hispanic Heritage Month!

Discussion starters:

• What do you do with a piñata? • On what occasions do you hit a piñata? • Do piñatas come in one or many shapes? Describe some of those shapes. What's inside a piñata? • Do you know what country piñatas come from? • What are some of the words you knew already in the Piñata concentration game? How did you learn these words? • How do we learn about one another's culture without even trying? • What is heritage? • What does heritage mean to the (dancer, scientist, etc.)? • What is your heritage? • What does heritage mean to you?

http://teacher.scholastic.com/activities/hispanic/tguide/teaching_prek-2.htm

SCHOLASTIC PRODUCTS

Grades 2–5

This lesson can be taught in 1–3 class periods

Lesson Introduction:

The focus for students in this age group is on people. Explain to students that they will be learning about one of the largest cultural groups in the United States, Hispanic Americans, and the contributions they have made to this country and to the world. 1. Begin a discussion about Hispanic heritage. Have students talk about what it means to be Hispanic (being a member of Americans descended from more than 20 primarily Spanish-speaking countries as well as from states and territories in the United States) or a member of any ethnic group. 2. Introduce the Meet Famous Latinos activity, which is designed to teach students about famous Latinos and their contributions to American history. As an introduction, choose one of the six famous Latinos to highlight. For example, you can choose Pam Munoz Ryan and showcase her book, Esperanza Rising. This would be a great time to share an excerpt with the class. 3. In the My Heritage activity, seven Latino and Latina citizens discuss the importance of their Hispanic American heritage. Their observations help students to deepen their understanding of ideas related to heritage: what heritage means, the similarities and differences in language and culture among Hispanic Americans, the diversity of backgrounds that shape the Hispanic American community, and the multicultural nature of the United States population. Take the class through a tour of this activity, or encourage students to visit this area on their own. This section provides appropriate material for younger students or low-level readers and allws you to customize your lesson to their needs. 4. Next, organize students into five groups, and assign a biography from the Meet Famous Latinos or My Heritage activity, as appropriate, for each group of students to read. Note: you can do this individually, in a computer lab, or if only one computer is available, as a learning station. 5. Provide students with a copy of the biography skill sheet. Students can complete this activity individually or in groups. 6. Now, have each group of students discuss the famous Latino they read about, and the contributions they made. Students can lead this discussion as a group, in front of the whole class, or the groups can be reorganized so that one person from each original group is the expert on the famous Latino they will be discussing. Latinos in History

1. In the Latinos in History activity, students can read short biographies about 25 Latinos, past and present, that have contributed to American history in different ways, and write a biographical narrative with the content of this activity. Have students do more research on each of these Latinos online or in the Library. Provide students with a copy of the biography skill sheet. Students can complete this activity individually or in groups. If time permits, have students use the biography skill sheet to conduct a class presentation or begin writing the biographical narratives. These narratives can be bound together to create a book. Extend the Lesson:

Music, games, writing activities, crafts, and recipes offer excellent opportunities to appreciate and

explore Hispanic Heritage.

Latinos in the U.S.A.

Use this map and worksheet to demonstrate where many Latinos live in the U.S. Grades 3–4 Grades 5–6 Source: This activity is from Scholastic News. Music (Grades 2–5)

Play music from various countries to show the diverse cultures within Hispanic heritage. As a group, create a multicultural songbook that incorporates the music of the various cultures, and include songs from a variety of countries. Vocabulary/Word Origins (Grades 3–5)

Students learn about the influence of the Spanish language by studying the history of common English words. Assign students to each compile lists of five or more words that have Spanish. Encourage students to use a dictionary that contains the historical origins of words. (Example: "ranch" is from the Spanish word rancho.) Students many also wish to write a play based on the research they have gathered about a Hispanic history maker. Social Studies (Grades 4–5)

Students may create scrapbooks with flags, maps, costumes, artwork, and other symbols of various countries from which Hispanic people have emigrated. Art (Grades 4–5)

Students design and make a postage stamp or a small poster that honors Hispanic heritage. They can find different art styles from countries in Central and South America and incorporate them. They can also use pictures of famous Hispanic Americans, maps, or different symbols. Drama (Grades 4–5)

Students can choose to dramatize the life story of historical figures, rehearse the play, and then present it to the class. Language Arts (Grades 4–5)

Students read a book from one of the following authors as an example of autobiographical narrative: Family Pictures by Carmen Lomas Garza, The House on Mango Street by Sandra Cisneros, or White Bread Competition by Jo Ann Yolanda Hernandez. Then students may choose a story or episode from their lives to develop into an autobiographical narrative.

Discussion Starters:

• Who is (Pam Munoz Ryan, David Diaz, etc.) in the Meet Famous Latinos activity? • What is this Latino/Latina famous for? • Where is this Latino/Latina from? • Why is heritage important to this person? • What is a biography? • What type of information does it contain? • What do these Latinos/Latinas have in common? • What is heritage? • What does heritage mean to the (dancer, scientist, etc.) in the My Heritage activity? • What is your heritage? • What does heritage mean to you?

http://teacher.scholastic.com/activities/hispanic/tguide/teaching_3-5.htm

Grades 6–8

This lesson can be taught in 1–3 class periods

Lesson Introduction:

The focus for older students in Celebrate Hispanic Heritage is on people and an introduction into the history of Hispanic Heritage. Explain to students that they will be learning about one of the largest cultural groups in the United States, Hispanic Americans, and the contributions they have made to this country and to the world. 1. Begin a discussion about Hispanic heritage. Have students talk about what it means to be Hispanic (being a member of Americans descended from more than 20 primarily Spanish-speaking countries as well as from states and territories in the United States) or a member of any ethnic group. Have students record new information that they learn about Hispanic cultures in their notebooks. 2. After the introductory discussion, introduce the Hispanic History in the Americas activity by organizing students into small discovery groups. Point out the different areas of the map and how they correspond to particular places that were influenced by the Spaniards. If available, use a projector to model how to access the map and time lines, if not then instruct orally or with transparency copies. 3. Assign each group an area on the map and its corresponding time line to examine. Ask students to list three facts concerning Hispanic heritage and let them know they will be sharing these facts with the class by the end of the lesson. Suggest that students write these facts in their notebooks. 4. Next, have each group investigate the Latinos in History activity and find a Latino or Latina whose roots originate from the area that the group studied in the Hispanic History in the Americas activity. Encourage students to find more information both online and in the library 5. Now, have each discovery group create a time line revealing major events that contributed to Hispanic culture and influence in the New World. Have group members share responsibilities that include choosing the most important events, arranging events in sequence, and creating the timeline. Have students publish their time line on large construction paper, on flash cards, or as a power point presentation. Encourage groups to present their work to the class.

Extend the Lesson with these activities:

1. Challenge discovery groups to state how certain events that occurred in their timeline, contributed to shaping Hispanic culture and influence in the New World. 2. Encourage students to revisit Latinos in History and using the biography skill sheet, write a biography about a Latino/Latina they found most interesting. 3. Individually, in pairs or the same discovery groups, have students click on the Meet Famous Latinos activity. Students will read the various biographies and then create interview questions to go along with the online biography. Have students exchange questions with partners for feedback on relevance. Then have students conduct a mock interview in front of the class, with one student being the interviewer and one being the interviewee. Alternately, you can make this a group assignment and encourage students to conduct a

mock talk show, and add audience questions to the interview. 4. Visit the Research Starter and investigate the Spanish Missions of California. Cross Curricular Extensions

Music (Grades 6–8)

Play music from various countries to show the diverse cultures within Hispanic heritage. As a group, create a multicultural songbook that incorporates the music of the various cultures, and include songs from a variety of countries. Art (Grades 6–7)

Students design and make a postage stamp or a small poster that honors Hispanic heritage. They can find different art styles from countries in Central and South America and incorporate them. They can also use pictures of famous Hispanic Americans, maps, or different symbols. Drama (Grades 6–7)

Students can choose to dramatize the life story of historical figures, rehearse the play, and then present it to the class. Language Arts (Grades 6–7)

Students read a book from one of the following authors as an example of autobiographical narrative: Family Pictures by Carmen Lomas Garza, The House on Mango Street by Sandra Cisneros, or White Bread Competition by Jo Ann Yolanda Hernandez. Then students may choose a story or episode from their lives to develop into an autobiographical narrative. Math (Grades 6–7)

Using Web sites such as the U.S. Census Bureau as well as offline research sources, students may do a report on the current Hispanic population in the United States. Students can determine which states in the United States have drawn the largest number of Hispanic immigrants, according to the most recent census figures

Discussion starters:

• Where is Latin America? What areas of the world does it include? • Where are the Spaniards from? • What is the "New World"? • Who discovered the "New World"? • List the different civilizations that were already in existence before the explorers arrived. • What happened to all of the civilizations and Native Americans after the explorers arrived? • What is a conquest? • Why were the Spanish called "conquistadors"? • Why were slaves shipped to the "New World"? • What is a mestizo? • What is heritage? • What is your heritage? • What does your heritage mean to you? • Who is (Pam Munoz Ryan, David Diaz, etc.) in the Meet Famous Latinos activity? • What is this Latino/Latina famous for? • Where is this Latino/Latina from? • Why is heritage important to this person? • What is a biography? • What type of information does it contain? • What do these Latinos/Latinas have in common?

http://teacher.scholastic.com/activities/hispanic/tguide/teaching_6-8.htm

ACTIVITIES TO CELEBRATE HISPANIC HERITAGE MONTH

U.S. geography. Many U.S. place names are derived from the Spanish language. Invite students

to locate, tag on a U.S. map, and translate the following states and cities:

States -- Arizona, Colorado, Florida, and Montana.

Cities -- El Paso, Texas; Los Angeles, California; Pueblo, Colorado; San Antonio, Texas; San

Diego, California; San Francisco, California; San Jose, California; and Santa Fe, New Mexico.

Challenge students to find additional U.S. place names of Spanish origin.

Study skills. Use the Hispanic Americans in History worksheet with this activity. Invite students

to use classroom, library, and Internet resources to match each famous Hispanic American listed

on the worksheet with the brief description (in the second column) that tells what that person is

noted for. Students might work cooperatively to complete this activity.

Hispanic Americans of the Past Answer Key: 1. i, 2. e, 3. a, 4. j, 5. h, 6. b, 7. g, 8. d, 9. c, 10. f.

Hispanic Americans of Today Answer Key: 1. d, 2. h, 3. c, 4. f, 5. e, 6. a, 7. j, 8. i, 9. g, 10. b.

Graphing. Invite students to use the following information from the U.S. Bureau of the Census

to create a bar graph, a picture graph, or a circle graph showing the country of origin of U.S.

Hispanics. The information below shows how many of every 100 Hispanic Americans list each

of seven different countries as the nation from which their ancestors came.

Mexico 67 out of 100

Puerto Rico 9 out of 100

Cuba 4 out of 100

Nations in Central & South America 14 out of 100

Other Hispanic Nations 6 out of 100

Art. Invite students to design a postage stamp that could be part of a Hispanic Heritage stamp

series. The stamp might show a famous Hispanic American or some aspect of Hispanic-

American history or culture.

Dictionary skills. Many common English words are very similar to Spanish vocabulary.

Following are a list of Spanish words and their English translations. Invite students to read each

Spanish word below and to tell what the English equivalent might be.

Spanish

English

Spanish

English

armadillo

armadillo

banana

banana

barbacoa

barbecue

botella (boh-TEH-yah)

bottle

cafetería

cafeteria

can (kan-YOHN)

canyon

chocolate

chocolate

colores

colors

ensalada

salad

explorador

explorer

inteligente (in-teh-lee-HEN-teh)

intelligent

mapa

map

mucho (MOO-choh)

much

música (MOO-see-cuh)

music

no

no

números (NOO-meh-rohs)

numbers

papel (pah-PEL)

paper

patio

patio

rosa

rose

tomate (toh-MAH-teh)

tomato

tornado

tornado

vegetal (veh-heh-TAHL)

vegetable

Language. Invite students to create books (libros) to help them learn the Spanish words for the

numbers one to ten and for common colors.

Each page in the student's Number Book has it on the numeral (1), the English word

(one), and the Spanish word (uno) for that numeral, and a drawing that depicts that

number of a given item. You might choose words from the list that accompanies the

dictionary skills activity above (e.g., 1 armadillo, 2 ensaladas, 3 rosas, 4 bananas, etc.)

and label the illustrations appropriately. The Spanish-language numbers, in sequence

from one to ten, are: uno, dos, tres, cuatro, cinco, seis , siete, ocho, nueve, and diez.

The Color Book is made of pages of different colored construction paper with the

Spanish and English words for each color written on the appropriate pages. Include the

colors amarillo (yellow), anaranjado (orange), azul (blue), blanco (white), café (brown),

gris (gray), morado (purple), negro (black), oro (gold), plata (silver), rosado (pink), rojo

(red), and verde (green).

World geography. Introduce students to the idea that the United States is a "melting pot." That

means that people of many cultures have joined together to make this country great. Invite

students to learn where their ancestors came from. Place a tag(s) with each student's name on the

world map to indicate his/her place(s) of family origin.

Bulletin board/current events. Create a big black kettle (representing the "melting pot" that is

America) out of construction paper and staple it to the bulletin board. Use white chalk to write

the cultures represented in your students' families on the pot. Then ask students to keep an eye

out for articles in newspapers and magazines that include references to different cultural groups

that are part of the American "melting pot." Hang those articles on the bulletin board.

Biographies. Invite students to select one of the famous Latinos from the worksheet list (see

Latinos in History) or one of the ones that follow and to learn two new facts about that person.

Set up a "share time" when students will share with each other the information they've learned.

Vasco Núñez Balboa Explorer

Simón Bolívar Statesman

Miguel de Cervantes Saavedra Writer

Salvador Dalí Painter

Roberto Durán Sportsman

Julio Iglesias Musician

Antonio Carlos Jobim Musician

Pablo Picasso Painter

Juan Ponce de León Explorer

Tito Puente Musician

Queen Isabel of Castille Ruler

Captain Angela Salinas Military

Arantxa Sánchez-Vicario Sportswoman

Andrés Segovia Musician

Lee Treviño Sportsman

Emiliano Zapata Statesman

Trivia. Challenge students to use Internet or library resources to locate answers to the trivia

questions below.

Why should you think of Hispanic Heritage when you see the yellow veil of mustard

blossoms on the roadside? Spanish soldiers and friars scattered the seeds...to mark a

trail.

What event do Mexicans and Mexican-Americans celebrate on Sept. 16? September

16 is Mexican Independence Day.

What are sikus, quenas, wankaras and charangos? Andean musical instruments.

What three U.S. states are home to most Hispanic-owned businesses? California,

Texas and Florida.

Who is the city of Galveston, Texas named after? Marshall Bernardo de Galvez

What historic event is remembered in Puerto Rico on Sept. 23? El Grito de Lares.

What historic event is celebrated on May 5th (or Cinco de mayo)? On May 5, 1862,

Mexican forces defeated the invading soldiers of France at the Battle Of Puebla.

What is one of the accepted roots of the word Mariachi? It is a variation of the French

word mariage, meaning wedding or marriage; or that it comes from the name of the wood

used to make the platform on which the performers danced to the music of the village

musicians.

Holiday research. Divide the class into groups and assign each group a holiday to research.

Many of these holidays are celebrated today by Hispanic Americans: Guadalupe Day, Cinco de

mayo, La Navidad, La Posadas, Three Kings Day, and The Day of the Dead.

http://www.educationworld.com/a_lesson/lesson/lesson023.shtml

FAMOUS HISPANIC AMERICANS OF THE PAST

PERSON/PEOPLE

WHY FAMOUS?

____ 1. Conquistadors

a. Discovered the Mississippi River

____ 2. Juan Ponce de León

b. World-famous musician, he played the cello

____ 3. Hernando de Soto

c. Led fight for a better life for migrant farm workers

____ 4. Father Junipero Serra

d. Band leader and actor, was on TV in I Love Lucy

____ 5. David Glasgow Farragut

e. On Columbus's 2nd trip; was governor of Puerto Rico

____ 6. Pablo Casals

f. Baseball player with Pittsburgh Pirates 1955-1972

____ 7. Dennis Chávez

g. First full-term Hispanic U.S. Senator (1935).

____ 8. Desi Arnaz

h. Civil War Naval hero, led battle to take New Orleans

____ 9. César Chávez

i. Spanish soldiers, invaded and took lands from Indians

____ 10. Roberto Clemente

j. Founder of the California missions

FAMOUS HISPANIC AMERICANS OF TODAY

PERSON

WHY FAMOUS?

____ 1. Joan Baez

a. One of the world's best female golfers

____ 2. Antonia Coello Novello

b. Soccer player

____ 3. Henry Cisneros

c. Mexican-American mayor of San Antonio, Texas

____ 4. Katherine Davalos Ortega

d. Folk singer

____ 5. Gloria Estefan

e. Singer from Miami

____ 6. Nancy Lopez

f. Hispanic Treasurer of the United States

____ 7. Geraldo Rivera

g. Opera singer

____ 8. José Canseco

h. First Hispanic and first female U.S. Surgeon General

____ 9. José Carreras

i. Baseball player with the Oakland A's

____ 10. Pelé

j. Talk show host

Understanding Hispanic/Latino Culture and History

through the Use of Children’s Literature

by

Jean Sutherland

Since the population of L.W. Beecher School is just slightly over 90% African American, it

seems natural to me that the content of the first eight units I have written and taught has focused,

at least in part, on African American culture and history, through the use of literature,

particularly poetry. Not only do the lessons in these units serve to increase pupils‟ intellectual

understanding of their African American heritage, but hopefully they also increase their self-

awareness and help to develop a more positive self-esteem. However, the emergence of two

factors has prompted me to change the focus of this year‟s unit.

First, there has been a slow but growing number of Latino/Hispanic students enrolled in my

classroom. Though most were born in the United States, some have spent most of their lives in

Puerto Rico or another country whose predominant culture is a blending of Native Indian,

Spanish, and /or African roots. Second, through other educational projects, I have seen and read

about the positive effects which multicultural education has had upon all students. As a result,

this year‟s unit will use children‟s literature as a means of increasing pupil awareness,

understanding, and appreciation of Hispanic/Latino culture and history, along with the roles

various Latino men and women have played in the historical development of the United States.

As is the case when African American history and culture are the focus of study, all pupils, no

matter what their racial or ethnic background, should reap the benefits of these proposed

educational experiences.

Presently, I am teaching a third grade classroom of twenty-six pupils, three Latino/Hispanic and

twenty-three African Americans. They range in age from those who recently have turned eight to

some who are almost ten. They come from a variety of socio-economic backgrounds and home

situations. Their academic ability and the level of their general knowledge also vary

considerably. While some qualify for the city‟s Talented and Gifted Program, generally their

basic academic skill level is below average. Most have potential well beyond their present level

of performance. Some are members of families with multiple problems. Few of their lives are

without difficulties. At this stage of their educational life, most enjoy school but not just for the

academics. Many, though not all, parents or guardians are supportive of school. Most want to be

helpful but are not sure of the best way to go about it. Often the struggles of everyday life

interfere with their efforts.

Though the activities of this unit are written with this type of classroom in mind, the general

approach and content easily could be adapted to pupils in other settings and at higher grade

levels. In fact, a number of suggested selections are excerpts from stories whose content level

ranges as high as that of an adult.

General Method of Approach

This unit will utilize both fictional and non-fictional works in pursuing these goals. Though

developing reading skills will be the foundation of most lessons, the unit will be interdisciplinary

in approach, touching on many other areas of the curriculum. Activities, especially those related

to cultural traditions, will be shared with other classrooms and some will be a part of the Beecher

Team‟s culminating activity during the Spring of the following year. Units written by the other

three members of the Beecher Team also appear in this volume. All of these units aim to increase

pupils‟ understanding and appreciation of different groups and cultures from their own.

The two key curriculum areas involved in the teaching of this unit are reading and social studies.

Though at times activities will involve these subjects independently, generally they will be

closely integrated, since one will strengthen understanding in the other. Generally the social

studies component will flow from the reading. Examining the folk tales of Puerto Rico and

Mexico cannot help but clarify the picture of colonial life as it existed in these areas as well as

giving a glimpse of cultural traditions and beliefs. Another strong component of this unit is its

relationship to New Haven‟s Social Development Curriculum. The personal and group issues

raised in most of the suggested reading material easily lend themselves to activities related to this

area. Role-playing is an excellent vehicle which will be used here.

Discussing whether Carlos, in That Bad Carlos by Mina Lewiton, is really „bad”, exploring the

pressures that motivated him, and examining whether pupils have ever done anything similar to

the “bad” things Carlos did, are just samples of the many socially relevant topics which present

themselves for consideration in most stories suggested in this unit.

Getting Started

Beginning almost immediately during the school year, as part of my daily read-aloud time, I will

include stories which relate in some way to Latino/Hispanic culture or which depict

Latino/Hispanic characters engaged in the various everyday roles that they have become

accustomed to seeing African American and Anglo characters portray in children‟s literature.

Young Santiago‟s attempt to gain acceptance from his classmates, in Santiago, by Pura Belpre, is

an experience all pupils have felt, as is the joy he feels after accomplishing that task. The

discussion which occurs during these readings will be related to the story which is being

presented but will also be establishing background for more directed study in the future.

Most, and perhaps all, of the children‟s books and excerpts listed in my bibliography would be

appropriate for use during read-aloud time. Some, however, have specific purposes, such as

Cesar Chavez: Union Leader, by Bruce Concord, and should be grouped and presented

accordingly. The teacher should be aware that segments of novels designed for older readers are

often quite appropriate for younger pupils. Some can be used to meet a specific purpose.

Through the eyes of Juanita, in Juanita Fights the School Board, by Gloria Velasquez, we learn

details concerning the December 12 celebration for the Virgin de Guadalupe, patron saint of

Mexico, an event the class will examine in more detail.

Simultaneously, items from current events will also be presented as they occur, hopefully

beginning early in the year. Where possible, these items will be related to previous readings,

investigations, or discussions, or they will be used to initiate such activities. Newspaper articles

on topics such as the eruption of a volcano near Mexico City during July of this year, as well as

information and pictures on local holidays and festivals will be read by or to the class as they

happen.

As the unit develops, these oral readings will continue, but now will be accompanied by both

silent and group readings of related short stories. A number of these can be found in New

Haven‟s basic reading series published by Harcourt Brace Jovanovich. “A Gift for Tia Rosa,” by

Karen Taha, in the third grade text contains a moving account of a young girl‟s relationship with

an older woman who is dying and the gifts they gave to each other. It is a story that seems to

move pupils emotionally, opening the way for valuable discussion and/or writing.

Selections such as this example from the series will allow the class to read together. Each grade

level contains a few relevant entries, some of which are listed in the bibliography. Related

academic skills developed by the text may also be used with each story. Depending upon the

situation, stories from past grades and even future grades might be read, by either the group or

the teacher. Chapter books by Gary Soto and other authors popular with children are sometimes

available through Scholastic Book Services and might be purchased in numbers for both group

and independent reading.

An Examination of the Past

In conjunction with these reading activities, in the area of social studies, we will begin

developing a general understanding of Latino/Hispanic history and culture in the United States.

An attempt will be made to show both the similarities and differences among the various

individual groups that are often lumped together as a whole. Children will learn that

Hispanics/Latinos are not one nationality or culture, but many. Activities from other areas of the

curriculum, such as art, music, and drama, will be integrated to reinforce the information we gain

through reading. An investigation into the lives and contributions of specific Latino/Hispanic

men and women will be an important part of this section. This thrust of our investigation will

begin by presenting the class with a general picture of the location, geography, and climate of

Mexico, Central America, South America, Puerto Rico, and other representative countries of the

Caribbean. This will be achieved through map study, selected readings, and the use of videos.

Pupils will work together making picture and relief maps of these various regions.

Our historical investigation will examine Native Indian groups of the regions, Spanish conquest

and colonization, and subsequent revolt and further conquest, until we reach the point where

children have a general picture of each area‟s historical developments and have some

understanding of its present relationship to the United States. As this is happening, information

about the cultural heritage of each group will be a integral part of learning. Special emphasis will

be placed on learning about the development of native civilizations, their accomplishments and

contributions. The historical roles played by prominent individuals should also emerge in a

natural manner at this point.

As teachers use this unit, the detail and intensity of this search for understanding from the past

should vary with the needs, abilities, and time constraints of each classroom, but, in some form,

it is an essential step in this unit‟s progression. The materials used by each teacher will vary, too.

Some which have been helpful to me are listed in the bibliography. Most must be adapted for

younger children. Also many of the fictional stories which the group will be reading and

listening to contain historical references which will reinforce the pupils‟ more formal

investigations. This is particularly true in folk tales which often refer to the rigors of the

plantation system and the poverty faced by the common people.

A Look at the Present

At this point, the focus of social studies lessons will turn to more recent historical developments,

examining issues such as illegal immigration, conditions in Cuba, trade with Mexico, the

struggles of migrant workers, and the future of Puerto Rico. Again, much of this material must

be adapted for use with younger children. Also, there are some, but not many references to these

issues in the children‟s literature we will be reading. Newspapers and current events magazines

often contain relevant information.

Though a knowledge of outstanding Hispanic/Latino Americans from more recent history should

flow naturally from the group‟s readings and studies, a specific section will attempt to reinforce

and add to the list of individuals pupils have encounter. Eventually, children will be asked to

investigate and compile information on prominent Latino/Hispanic Americans using appropriate

references. They will create related visual aids, put their material together in a logical, interesting

manner, and present the results to the class in an oral report. Some reports will also be presented

to other classrooms on the team. Reports may be done individually, in pairs, and perhaps as part

of a small group. A list of Latinos/Hispanics who might be covered could include the mural artist

Diego Rivera, the labor leader Cesar Chavez, the government leader Henry Cisneros,

Representative Lucille Roybal-Allard, the baseball player Roberto Clemente, and many others.

An Examination of Relevant Themes

Throughout the literature children are exposed to in this unit, a number of recurring themes

present themselves. Recognition of these themes is an important step in achieving a clearer

understanding and appreciation of Hispanic/Latino culture and history, this unit‟s goal. In order

to help pupils focus on these themes, the teacher needs to be aware to their presence. I will list a

four I believe to be important.

1. A Connection to “Home”: In varying degrees, most selections in this unit show the connection

that characters feel to the area from which they or their ancestors emigrated. Not all feelings are

positive, some are not; most are mixed.

In When I Was Puerto Rican, by Esmeralda Santiago, we see the negative side of a rather chaotic

childhood mixed with the love and understanding Santiago found in rural Puerto Rico. In

contrast, the parents in Eve Bunting‟s Going Home seem to have an almost mystical connection

to their early life in Mexico. In both That Bad Carlos and Santiago, the central characters

relinquish some of their ties to their homeland for the challenges and excitement of a new life.

This quest for the “opportunities” that originally lured most Hispanics/Latinos to the United

States occurs throughout most listed readings.

2. Language: Since all suggested stories are written in English, many pupils will not immediately

realize that most characters are speaking, at least part of the time, in Spanish. This needs to be

made clear to pupils so that they may appreciate the obstacles which this language barrier has

presented to most Hispanics/Latinos. Hopefully they will also recognize the strengths which this

initial barrier has helped to foster: a unity among Spanish-speaking people, a need and desire to

learn, and the value of being able to use two languages.

Despite their daughter‟s attempts to teach them, the parents in Going Home speak only Spanish.

Carlos in That Bad Carlos immediately sets out to master his English lessons. Illustrating a

negative effect which the dominant culture can have upon Spanish speaking people, Lincoln and

his mother, in Gary Soto‟s Taking Sides, find that their Spanish is getting worse and they are

using English even at home since they have moved into a more affluent community.

Most authors have taken a somewhat bilingual approach to writing their works. Though the story

is largely written in English, at appropriate times Spanish is inserted. Sometimes there is an

explanation within the context, but sometimes there is not. Many books include a brief Spanish-

English glossary.

In a related activity, the class will take time to examine some Spanish words and phrases which

have entered the English language. Adios, amigo, casa, mosquito, sombrero, loco, junta,

hacienda, and macho are but a few. A longer list of suggestions appears toward the end of the

unit.

3. Prejudice: In many books for young children, the issue of prejudice against Hispanic/Latino

people is not dealt with in a very direct manner, but it can be found. Though the events in That

Bad Carlos and Santiago take place in what appear to be two isolated Spanish-speaking

communities, no mention is made of the fact that these communities appear to have been isolated

by the workings of prejudice. The works of Gary Soto geared toward slightly older children

show both ethnic and social prejudice. In The Pool Party, Rudy‟s sister Estela is ashamed when

she must accompany her family to the home of stuck-up Mindy to do some gardening work for

Mindy‟s family. Mindy lives up to her reputation and then displays shock that Rudy has been

invited to a pool party given by a well-to-do classmate. In Taking Sides, as Lincoln struggles

with his loyalties to his new suburban, white friends and his Hispanic buddies back at Franklin,

he encounters his coach‟s prejudice against Puerto Ricans.

More direct references to prejudice can be found in a number of the stories listed in the

bibliography. In When I Was Puerto Rican, Esmeralda Santiago‟s account of United States

efforts to feed and improve the hygiene of Puerto Rico around election time are both humorous

and sad. The ignorance and disregard shown toward the people of Macun soon erases the humor.

Hispanic, Female, and Young: An Anthology devotes a section to poems and short stories on

prejudice. In Juanita Fights the School Board, the issue of prejudice is present throughout the

book, ranging from the school faculty and school board to the people who stare when they see a

group of Chicano and African American teens together at a mall. (More details and ideas for

dealing with the issues presented in this book can be found in the Yale-New Haven Teachers

Institute files under another unit I have written: 95.04.08)

4. The Importance of Family, Church, and Community: Since aspects of this theme are found in

all selections listed with this unit, I will omit any specific references. However, the unifying and

sustaining influence of these interrelated factors in Hispanic/Latino life needs to be stressed. An

interesting investigation and discussion might compare and contrast these three areas of life with

the same areas in African-American life, bringing out the similarities and uniqueness of each, for

they have and continue to help sustain both groups through times of great stress.

Holidays and Food

Finally it seems hard to talk about a culture and not examine its holidays and especially its foods.

. . . for who does not wish to celebrate and eat?

Celebrations and food play a major role in most selections which the children will hear or read.

Aspects of some holidays will be re-enacted by the class. Children will read about others. Food

will be a part of these celebrations, along with art work, costuming, and music. Parts of these

celebrations will be shared with other members of the Beecher Team and hopefully will be part

of our culminating activity.

Representative foods will be sampled and simple recipes attempted. Pupils will be encouraged to

bring in family recipes or perhaps the final product. Rice, beans, mangoes, plantains, guavas, and

other ingredients can be obtained easily at local food stores. Hispanic/Latino parents will be

enlisted to assist in these endeavors. Perhaps there can be some contrasting, comparing, and

sharing of foods from other cultures. Undoubtedly, such sharing will be a part of the team‟s

culminating activity.

Working as Part of a Team

The number of days needed to teach this unit can vary considerably depending upon the

individual situation. In my classroom, we will begin slowly, but at once. Activities will continue,

growing in intensity until April when the team will present its culminating program. Throughout

the year, the team will meet to formulate, alter, and develop further plans as the individual units

unfold. The team will continually strive to develop methods of sharing techniques and

information among classrooms as we move toward our final joint activity. Involving parents will

be an integral part of our planning throughout. Though specific plans have not been made, units

will probably be integrated into after-school activities. The units which form the basis of our

team are all part of this volume, and all of them attempt to develop a greater understanding and

appreciation of the diversity existing among people. They are written by Karen Carazo,

Geraldine Martin, and Felicia Renee McKinnon. Though each of these units can easily be taught

in isolation, the team firmly believes that through working together in a cooperative manner,

among ourselves and along with parents, we are better able to maximize the positive

accomplishments our students achieve.

SAMPLE LESSON PLANS

Lesson One

Eve Bunting’s Going Home Subject Matter Areas: Reading, vocabulary development, social studies, language arts, art, social

development.

Objectives:

Increased understanding of “home” as a force in one‟s life.

Increased understanding of the effect a knowledge of one‟s “roots” can have upon an individual,

a family, or a people.

Increased knowledge of one‟s own roots.

Increased awareness of the positives in one‟s own life.

Increased understanding of the life faced by many farm laborers.

Ability to construct a representative collage.

Ability to interview and to present findings in oral and written form.

Vocabulary: Si papeles, labor manager, opportunities, scattering (n),Procedure: Together with its

intriguing pictures, Going Home is an almost mystical brief story written by Eve Bunting and

illustrated by David Diaz. It traces the journey of Carlos and his family across the border from

California to Mexico to visit the village of their parents. Though unimpressed at first, Carlos and

his older sister begin to understand and develop a connection to their roots in Mexico. The come

to realize the sacrifices which their parents have made in order to provide them with

“opportunities”.

We are also given glimpses of the tenant farm system under which Carlos and his family live, as

well as of the typical Mexican villages and the landscape which they pass through on their

journey. Though the book itself is short, numerous opportunities for discussion present

themselves along the way: What is it like to labor in the fields? Why do Mama and Papa

continue to speak Spanish? Why does Carlos keep trying to teach them English? Why does

Mama blow kisses when they reach Mexico? What is meant by opportunities? What have the

parents sacrificed and gained? Do you think it was worth it?

The beautifully colorful illustrations are panels of semi-abstract pictures appearing on a mosaic

background which in most cases seems to be made of overlapping ornaments. Each panel is

framed in a sometimes ornate wrought-iron border. Some of the illustrations have an unreal

quality with people and objects floating through the air.

Children will be asked to interpret both the background and the framed panels: What do you see?

What do you think the picture is telling us? Is there meaning in the background? How do you

feel about the way the artist illustrated the text? How would you have illustrated the book?

After appropriate discussion, the children will be asked to list things about their own home and

life which they would like to remember as they grow older. They will be then given an

opportunity to make a collage of pictures depicting a combination of these remembrances. They

may draw, cut out pictures, or use words in their depictions. They will be placed on construction

paper, discussed, and displayed appropriately.

After discussing visits which students have made to the homes of grandparents or other older

relatives, they will be asked to interview an adult family member about their recollections of

their early home. Pupils will record (written or taped) their remembrances and report them to the

class. They may also be asked to organize their material into an interesting written narrative with

appropriate illustrations

Lesson Two

Geography and Population Subject Matter Areas: Social studies, math.

Objectives: Ability to identify and locate the states and cities in which there is a relatively high

Latino/Hispanic American population.

Increased understanding of the factors influencing the location of Latino/Hispanic American

population.

Ability to develop a representative bar and picture graph.

Develop a basic understanding of percent.

Vocabulary: Population, percentage, bar graph, picture graph.

Procedure: In September, most third graders come into class with little concept of city, state, and

country location and the factors which differentiate these units. This is something which is

gradually developed throughout the year. By focusing on Latino/Hispanic Americans, this unit

provides an excellent opportunity to help in developing these goals in a meaningful manner.

As different cities, states, and countries are encountered through various activities, they will be

located on appropriate maps. As pupil understanding of location grows, the group will

investigate population figures in order to discover the United States cities and states with the

highest number of Latino/Hispanic Americans. These cities and states will be labeled on a group

map and on individual maps held by each pupil. Discussion will speculate on the reasons for the

present configurations. These factors would include: the geographic location, the availability of

jobs, location of relatives, and the security offered by an existing Latino/Hispanic population.

Since many references present Latino/Hispanic American population in the form of percentages,

pupils will need to acquire a basic understanding of this concept. The same is true concerning the

ability to read bar and picture graphs. All of this knowledge can be developed through material

presented in the systems math program.

When this understanding is achieved, pupils will be able to convert totals and percentages into

graphic representations. With younger students the teacher will probably have to give

considerable assistance in breaking down larger numbers which the students will then be able to

depict graphically. Resulting graphs will then be shared, discussed, and displayed. Since

population figures constantly change, the teacher needs to periodically update figures. In a

“page” devoted to “Hispanic Americans”, which the New Haven Register published on

September 25, 1994, the percentage of Latino/Hispanic population in each state where that

population is higher than the national average is listed along with the ten United States cities

with the largest Latino/Hispanic populations. Similar facts may be found in some of the

references listed in the bibliography.

Lesson Three

Spanish Words in English Subject Matter Areas: Reading, vocabulary development, social studies.

Vocabulary: See list at conclusion of lesson.

Objectives:

Increase the range of each student‟s vocabulary.

Allow students to understand the Spanish origins of many words which have become a normal

part of the English language.

Develop the ability to use these words in written and oral context.

Increase pupils‟ understanding of Latino/Hispanic history and influence through examining these

words.

Procedure: As has been mentioned, though many authors of Latino/Hispanic American literature

for children have written their stories primarily in English, they frequently insert Spanish words

and phrases into the context. Often a Spanish-English glossary is included to aid the non-Spanish

speaking reader, but many of these words are so familiar to most readers that a formal definition

is not needed. Other words that pupils have and will encounter have become so integrated into

the English language that they, and most others, have no idea of their Spanish connection.

Directly examining these words and their roots will both increase each pupil‟s vocabulary range

and add to their awareness of one of the ties we all have to Spanish influences.

Two approaches will be used in order to achieve this goal. First, as the class reads or listens to

various written material, the teacher will point out words which have Spanish origins and are

appropriate to the level of understanding of the class. Words will be defined, either by the

teacher, the group, or an individual student. Words will be written on an expanding classroom

list, while each pupil will keep a personal booklet containing words and definitions. The teacher

will present a more detailed account of the derivation of some words. References such as John

Aytos Dictionary of Word Origins contain concise, interesting examinations, of the history

behind many of these words. The Oxford English Dictionary is the most complete and

authoritative source, 1989 edition.

In the second approach, the teacher will select a few (2-5) words that will be examined during

the week. They will be approached in much the same manner, but they will not necessarily be

related to something that is currently being read. These words will also be added to the growing

list.

As it grows, the list may become the source of “game” type educational activities: Conduct a

“bee” in which brief definitions are required instead of, or along with, accurate spelling. Modity

this approach by requiring pupils to use the words correctly in context. Have pupils take a group

of related words and create an interesting paragraph or brief story. Create and use flashcards with

the word and definition of opposite sides.

Here is a small list of suggestions; many more words could be added.

adios amigo casa mosquito sombrero

loco junta hacienda macho lariat

canyon sierra adobe cargo San Francisco

cork plaza salsa mantilla Colorado

tornado stampede potato alligator Nevada

taco hammock burro serape senorita

Bibliography@Ref:Though the focus varies, each of the books listed below is of

value to both teacher and pupil. Some may need considerable modification for

use with elementary students, but all possess potential for enhancing

understanding. The annotations by each entry should clarity the primary focus

of each.

Belpre, Pura. Santiago. New York: Frederick Warne and Company, 1996. Young

Santiago adjusts to life in America, while retaining his ties with his roots in

Puerto Rico. Most suitable for second to fourth grades.

Belpre, Pura. The Tiger and the Rabbit and other tales. New York: J.B.

Lippincott, 1965.

Excellent collection of Hispanic folk tales. Suitable for all grades.

Burnett, Bernice. Holidays. New York: Franklin Watts, 1983.

Examines holidays celebrated by different groups and countries. Includes some

which are celebrated by Hispanic/Latino people.

Bunting, Eve. Going Home. New York: Harper Collins, 1996.

As Carlos and his family travel across the border from California to Mexico for a

Christmas visit to his parents’ former home, we learn about the land we pass, the

relationships among family members, and the pull of “home”. Unique

illustrations and message should make it appealing to all ages.

Cameron, Ann. The Most Beautiful Place in the World. New York: Random

House, 1988.

Juan’s life in the mountains of Guatemala is bleak, but his loving grandmother

and his own determination lead us to have hope for his future. As it depicts

Guatemalan village life, the story presents social and family issues familiar to

many pupils.

Catalano, Julie. The Mexican Americans. New York: Chelsea House, 1988.

Traces the history of Mexican Americans from the Spanish conquest until the

mid-twentieth century. Considerable material on customs. Large number of

photographs and sketches. Suitable for both teacher and pupils.

Cisneros, Sandra. The House on Mango Street. New York, N.Y.: Vintage Books,

1994.

Through the use of colorful anecdotes about the author’s youth on Mango Street,

we examine both the neighborhood and different aspects of Hispanic culture.

Some sections are quite appropriate for elementary students.

Concord, Bruce. Cesar Chavez. New York: Chelsea Juniors, 1992.

Interesting, informative biography. Good third grade reader could handle most

of material. Contains photographs.

Epstein, Sam and Beryl. Mexico. New York: Franklin Watts, 1983.

Contains pertinent historical information which could be used directly or

modified for younger children.

Farr, Roger, ed. HBJ Treasury of Literature: A Most Unusual Sight. Munoz,

William. “Words from the Photographer.” New York: Harcourt Brace

Jovanovich, Inc., 1993.

Farr, Roger, ed. HBJ Treasury of Literature: Like a Thousand Diamonds. Taha,

Karen. “A Gift for Tia Rosa.” Sierra, Paul. “Sierra’ Mystery Picture.” New

York: Harcourt Brace Jovanovich, Inc., 1993.

Gann, L.H. and Duignan, Peter. The Hispanics in the United States. Boulder,

Colorado: Westview Press, 1986.

Gives the teacher a survey of the history, politics, and culture of all major

Hispanic groups. Contains debate on political and social issues.

Hundley, Norris, ed. The Chicano. Santa Barbara, California: Clio Books, 1975.

This collection of essays by Chicano and Anglo authors gives the teacher a more

personal look at Chicano history and life in the Southwestern United States.

Lewiton, Mina. That Bad Carlos. New York; Harper Row, 1964.

Moving with his family to New York from Puerto Rico to tend an uncle’s store,

young Carlos somehow manages to entangle himself in a variety of problems.

Beyond the plot, this book examines Hispanic life in New York. Excellent for

elementary grades.

Meltzer, Milton. Hispanic Americans. New York: Thomas Y. Crowell, 1982.

Main focus is on three Hispanic groups; Puerto Rican, Mexican, and Cuban.

Discusses background and present day social problems. Interspersed with

personal accounts by individuals who have experienced hardships. Interesting

and informative. Contains photographs. Primarily for teacher, but it could be

modified for use with pupils.

Soto, Gary. Jesse. New York: Scholastic Press, 1994.

Living in central California, a young Mexican American and his brother leave

home in an attempt to better themselves in the face of racism and class

distinctions. Presents the bleakness and futility faced by most migrant farmers.

Suitable for middle school and higher.

Soto, Gary. The Pool Party. New York: Delacorte Press, 1993.

While giving us a picture of Mexican American family life, this story also

examines the relationships among Latino youth from different social and

economic circumstances. Most suitable for upper elementary and middle school.

Soto, Gary. Taking Sides. New York: Harcourt Brace & Company, 1991. A

young Mexican American high school boy moves with his mother to a mostly

white suburb where he feels the pull of loyalty to his old school and

neighborhood. More suitable for upper elementary grades and middle school.

Samora, Julian. A History of the Mexican American People. Notre Dame, Indiana:

University of Notre Dame Press, 1977.

Excellent reference for the teacher both on history and present mood.

Rochman, Hazel. Against Borders. Chicago: ALA Books, 1993.

A survey of children’s books with multicultural themes. Very thorough and

judicious.

Shorris, Earl. Latinos. New York: W.W. Norton and Company, 1992.

This book gives the teacher a more personal look at Latino/Hispanic history and

life by using biographical sketches of individuals of different Latino backgrounds

and attitudes.

Santiago, Esmeralda. When I was Puerto Rican. New York, N.Y.: Vintage Books,

1994.

An inspiring story of the author’s early life in Puerto Rico, her move to the

United States, and her ultimate success as an author. Oral reading and

discussion of selected portions would be quite appropriate for elementary

students.

Tashlik, Phyllis, ed. Hispanic, Female and Young: An Anthology. Houston, Texas:

Pinata Books, 1994.

Velasquez, Gloria. Juanita Fights the School Board. Huston Texas: Pinata Books,

1994.

After being unfairly expelled from her high school, Junita, a poor Mexican

American living in San Diego during the 1990’s, decides to fight the decision.

Presents an excellent picture of Junita’s social and family environment, along

with the prejudices she faced. Many opportunities for discussion. Selected

excerpts would be appropriate for elementary grades.

http://www.cis.yale.edu/ynhti/curriculum/units/1997/2/97.02.06.x.html#i