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KIDS VOTING USALATINO CULTURE SUPPLEMENT

ACTIVITIES & RESOURCES

1LATINO CULTURE SUPPLEMENT©2006 Kids Voting USA, Inc. – All rights reserved.

LATINO CULTURE SUPPLEMENT Introduction

LATINO CULTURE SUPPLEMENT

SUMMARYThis guide has been the cumulative effort of Kids Voting USA and numerous educators and leaders in theLatino community. The aim of the guide is to provide supplemental material to the Kids Voting USA programthat has an emphasis on Latino culture. It is important to note that the activities and resources in the guideare designed to be accessible to all students, whether or not they are of Latino heritage.

There are activities in the guide as well as various forms of resource information. While the material wasdesigned for the high school level, younger grades may benefit from the activities as well with some modification.Teachers should approach the guide as an enhancement to the main Kids Voting USA classroom resource,not an alternative.

ORGANIZATIONThe guide has two components:

1. A collection of classroom activities2. A compilation of Latino-specific resources.

The activities are arranged by subtopics:� Latino American History� Heritage Connection� Biographies of Famous Latino Americans� Latinos and the Right to Vote� Community Connections

The resource information includes:� Voter Information� Web Resources� Institutes and Organizations


LATINO CULTURE SUPPLEMENT Table of Contents

CLASSROOM ACTIVITIESLATINO AMERICAN HISTORY

Cesar Chavez and the Farm Workers Movement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Contributions and Achievements of Latino Americans . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

HERITAGE CONNECTIONA Living Heritage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Hispanic Heritage Month . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

BIOGRAPHIES OF FAMOUS LATINO AMERICANSInspirational Latino Americans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

LATINOS AND THE RIGHT TO VOTELatinos and the Suffrage Movement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

The State of Suffrage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

COMMUNITY CONNECTIONSCivic Engagement Volunteers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Invite a Guest Speaker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

School and Community Event . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

RESOURCE INFORMATIONVoter Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Web Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Institutes and Organizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31


CLASSROOMACTIVITIES



LATINO CULTURE SUPPLEMENT Latino American History

OBJECTIVEStudents learn about the life and mission of CesarChavez as well as the farm workers movement.

MATERIALSLife of Cesar Chavez Timeline handout; A Messagefrom Cesar Chavez handout; Internet access andAV equipment are optional (see “More!” section).

GET READY� Duplicate the Life of Cesar Chavez Timeline

handout so you have a copy for each student.� Duplicate the A Message from Cesar Chavez

handout so you have a copy for each student.

INSTRUCTIONS� Inform your students that they will be learning

about the life of Cesar Chavez. Say, CesarChavez was a Mexican American labor activistand leader of the farm workers movement.During the 20th century he was the leadingvoice for migrant farm workers, people whomove from place to place in order to findwork. His leadership directed national atten-tion on these laborers’ horrific working condi-tions, which led to many great improvements.

� Explain that the class will study a timeline ofChavez’s life and then have the opportunity toanalyze a quote from a speech he gave.

� Divide your students into groups of three or four.� Pass out the copies of the Life of Cesar Chavez

Timeline handout. Have each group quietlyread over the events on the handout.

� Next, ask the groups the series of questionslisted below. Ask one question at a timeallowing a few minutes for group members toconfer before providing a response.

� Now pass out the A Message from CesarChavez handout. Have each group study thequote at the top of each page.

� Each student should individually answer thequestions on this handout.

� Next, have group members share their writtenresponses with each other.

� To end the activity, go over the questions on theA Message from Cesar Chavez handout as a wholeclass. Point out the variances among responses.

QUESTIONS� What early events of Chavez’s life helped make

him an advocate for migrant farm workers?� What led Chavez to promote nonviolent forms

of protest? � What are some examples of nonviolent protest

from Chavez’s life.� What are some other noteworthy events from

Chavez’s life? What do you think makes theseevents significant?

� Why do you think Chavez was awarded thePresidential Medal of Freedom?

MORE!� Have your students check out the Cesar E.

Chavez Foundation’s Web site athttp://www.chavezfoundation.org/

� Watch The Fight in the Fields: Cesar Chavezand the Farmworkers’ Struggle, the first filmto cover the entire life of Cesar Chávez.

CESAR CHAVEZ AND THE FARM WORKERS MOVEMENT (30-45 minutes)

1927 Cesar Estrada Chavez is born on March 31 inYuma, Arizona, the son of Librado Chavez andJuana Estrada Chavez.

1939 The Chavez family loses its business and farm,leaves for California and joins the thousandsof other migrant families in the fields.

1942 Chavez’s father is hurt in a car accident andcan no longer work. Cesar quits school inorder to work in the fields with his brotherand sister.

1944 Chavez protests the segregated theater systemby refusing to sit in the section for Mexicans;he is held in custody for one hour.

1948 Cesar marries Helen Fabela.

1952 Chavez reads books on labor history, theteachings of St. Francis of Assisi, and LouisFisher’s The Life of Gandhi. These worksheavily influence his nonviolent approach tothe farm worker movement.

1958 Chavez documents abuses by the FarmPlacement Service and organizes a boycott oflocal merchants to protest their support ofthe system.

1962 The National Farm Workers Association(NFWA) is formally established at anorganizing convention. Chavez is electedpresident and executive officer.

1966 Chavez organizes a march from Delano toSacramento in order to dramatize theGiumarra strike and get the support ofCalifornia Governor Pat Brown.

1968 Chavez begins his first fast for non-violencein order to put a stop to violence amongpicketers in the strike.

Dr. Martin Luther King Jr. sends a telegramof support.

Nationwide boycott of all California grapesis called.

Farm workers start to appear at the union’shealth clinics with symptoms of pesticidepoisoning.

1969 Chavez and union leaders picket the Foodand Drug Administration to protest pesticidehazards.

1970 Chavez is jailed for defying a court injunctionagainst boycotting. He is visited in jail byCoretta Scott King and Ethel Kennedy.

On Christmas Eve the California StateSupreme Court ordered Chavez released,pending appeal.

1975 Chavez leads a 1,000 mile march through theImperial and San Joaquin Valleys in order toadvertise upcoming union elections.

1984 Chavez announces a new grape boycott.He reaches a wide audience by emphasizingthe issue of pesticide residues on fruit.

1987 Chavez promotes “The Wrath of Grapes,” amovie in which graphic footage shows birthdefects and high rates of cancer produced bypesticide poisoning among farm workersand consumers.

LIFE OF CESAR CHAVEZ TIMELINE


CESAR CHAVEZ AND THE FARM WORKERS MOVEMENT

LIFE OF CESAR CHAVEZ TIMELINE PAGE 2



1988 Chavez starts a fast at La Paz to protestpesticide usage. Thirty-six days later, Chavezbreaks his fast with Jesse Jackson and theRobert Kennedy family at his side.

1990 Grapes sales decline in 12 major cities.

1992 Chavez leads more than 10,000 workers inthe Salinas Valley in a protest march forbetter conditions in the field.

1993 On April 23, Cesar Chavez dies in his sleep.

At Chavez’s funeral, more than 35,000 peoplefollow the casket for three miles, from Delanoto Forty Acres. Cesar E. Chavez is put to restat La Paz, Keene, California.

1994 President Bill Clinton posthumously awardsChavez the Presidential Medal of Freedom,the United State’s highest civilian honor.

Cesar E. Chavez’s family and the officersof the UFW created the Cesar E. ChavezFoundation to inspire current and futuregenerations by promoting Cesar’s life, workand vision.


The following is an excerpt from a speech delivered by Cesar Chavez on January 12, 1990 to honorDr. Martin Luther King, Jr.:

“Once social change begins, it cannot be reversed. You cannot uneducate the person who haslearned to read. You cannot humiliate the person who feels pride. And you cannot oppress thepeople who are not afraid anymore. In our life and death struggle for justice we have turnedto the court of last resort: the American people and the people are ruling in our favor.”

Answer the following questions based on this quote.

What did Chavez mean by saying, “You cannot uneducate the person who has learned to read?”In what way is he referring to migrant farm workers?

What is “the life and death struggle for justice” that Chavez was speaking about when he gave this speech? (Use the timeline as a resource for your response.)

When Chavez said “the people are ruling in our favor,” what specific event was he making reference to?(Use the timeline as a resource for your response.)

Why do you think Chavez spoke these words in honor of Dr. Martin Luther King, Jr.?What connections can you draw between these two historical figures?

Do you agree with Chavez that once social change begins, it cannot be reversed?Explain why you agree or disagree.

A MESSAGE FROM CESAR CHAVEZ




OBJECTIVEStudents research the contributions andachievements of Latino Americans and presenttheir findings.

MATERIALSIndex cards; Internet access (optional); literatureabout Latino American history (optional)

GET READY� Have one index card available for each of your

students.� Arrange for Internet access if possible.� Gather literature on Latino American history

if possible.

INSTRUCTIONS� Start this activity by saying, In the late 1770s

during the Revolutionary War, the governor ofthe Louisiana Territory, General Bernardo deGálvez, sent money, rifles, and other suppliesto General George Washington. In 1871,Esteban Bellan was the first Latino to playmajor league baseball. In 2003, Nilo Cruzbecomes the first Hispanic playwright to winthe Pulitzer for drama for his play Anna in theTropics. Ask, What do all these events have incommon? Listen to student responses andreply, Yes, they are all contributions andaccomplishments made by Latinos for theimprovement of America. And they were madeover the course of more than two centuries!

� Inform your students that they will beresearching and presenting about the contri-butions of Latinos and Latino Americans madeto the United States. Explain that by the end ofthis activity the class will have created a time-line of Latino American achievements.

� Divide your students into groups of four andgive each student an index card.

� Next, explain to your class that each groupof four will have its own thread of research.For example, each group will research one ofthe following in terms of Latino Americancontributions:� Medicine and Science� Defense of the Nation� Entertainment and Sports� Social and Political Leaders� Literature and the Arts� Agriculture and Technology

� Make sure that for each group of four there isone thread of research. The categories abovemay be enough, but if not have the class brain-storm some additional subjects.

� Explain that each of the four members of agroup has a different time period to research.One person will research the 1700s, anotherthe 1800s, then the 1900s, and the last person,the 2000s. A clear way to express this is to sayevery member in a group will investigate thesame topic (Entertainment and Sports forexample), but they will be researching differenttime periods.

CONTRIBUTIONS AND ACHIEVEMENTS OF LATINO AMERICANS(45 minutes of class time over two days)



� Have each group work together to findsources. They should consider Web searches inaddition to books and periodicals as sources ofinformation. (If you can, provide Internet accessas well as literature on Latino American history.)

� Note: If students cannot find information fortheir subject and time period, they shouldresearch another time period within theirassigned subject.

� Each group member is responsible to write aparagraph about an event that falls under theirthread of research and their time period.(They are to write their paragraph on the indexcard you gave them earlier.) Give the groupstwo-three days to conduct their research.

� In class another day, reorganize the groups bytime period. All those with events from the1700s will be in one group, those with eventsfrom the 1800s in another group, and so on.

� Within each group, students should orderthemselves chronologically from the earliestevents to later events. (It is important thatthey note whose event is before theirs.)

� Explain to the class that they are now a time-line of Latino American achievement and con-tribution. Say, Each student will read theirindex card in front of the class. We will startfrom the earliest date and ending with themost recent.

� Conclude the activity with a discussion basedon the questions below.

QUESTIONS� What thread of research seemed to hold the

most significant contributions and achieve-ments? Defend your opinion with examples.

� What individual achievements or contribu-tions do you think were the most importantoverall? Why do you think so?

� Did you notice any trends develop as thetimeline progressed? (Women start to makemore prominent achievements, etc.) Why doyou think these trends developed?

� What did you take away from this activity?Did you learn anything that surprised you?

MORE!� Have your class make a timeline on the walls

of your classroom using the index cards.� In a similar fashion, have your class make a

timeline that represents the achievements ofanother population of Americans.

CONTRIBUTIONS AND ACHIEVEMENTS OF LATINO AMERICANS(continued)


LATINO CULTURE SUPPLEMENT Heritage Connection

OBJECTIVEStudents interview family members andcompose an essay about how their heritageimpacts their lives.

MATERIALSPaper for essay writing.

GET READY� Consider doing this activity during Hispanic

Heritage Month (September 15 – October 15).Whether you have many or no Latino students,the month is complementary to both exploringfamily heritage and Latino culture.

INSTRUCTIONS� Remind your students that we each have

unique heritages. Say, Heritage is what wereceive from the past. It shapes our presentidentity and provides insight for our future.Having different heritages is part of what givesus differing perspectives and traditions.

� Ask, Have you ever thought about how yourheritage impacts your life? How has it shapedwho you are today and how will it continue toaffect who you are?

� Listen to a few responses and then inform yourstudents that they will be writing an essay basedon how their heritage influences who they areand how it will continue to shape them.

� Inform your students that an effective way tolearn about family heritage is to learn fromolder relatives. Ask, Do you have an elderlyrelative? Perhaps a grandparent? What do youthink they could share with you about howtheir heritage has affected their lives?

� Explain to your students that they will eachinterview a family member to gain a clearunderstanding of their heritage.

� Next, divide the students into groups of two orthree. Assign the groups to brainstorm thequestions they will be asking their interviewsubjects. Give the groups several minutes tobrainstorm a list of approximately tenquestions. (Sample questions include: How hasyour heritage impacted your life? How do yousee my heritage in who I am? Why is itimportant to know and preserve your heritage?)

� Each group should share some or all of thequestions they brainstormed. Explain to yourstudents that they need to ask their intervieweesat least ten questions. They may be the sameten questions they came up with in their smallgroups or they may substitute some of theirquestions with those from other groups.

� Have your students conduct their interviews andgive them two to three days to write their essays.Remind your students that the theme of the essayis how their heritage impacts their lives andthey should make sure to include informationfrom their family member interviews.

� Allot class time for students to share theiressays with their peers.

� After students share their essays, hold adiscussion based on the questions below.

A LIVING HERITAGE(30-45 minutes of class time over two days)



QUESTIONS� What did you take away from your family

member interview? Did anything you learnsurprise you?

� What is the greatest single way that yourheritage impacts your life?

� How will your heritage continue to impactwho you are?

� Can heritage be lost? Why is it important topreserve your heritage?

MORE!Consider holding a classroom, grade level, orschool-wide essay contest based on this activity.

A LIVING HERITAGE(continued)



OBJECTIVEStudents celebrate Hispanic Heritage Monthand learn about the many “famous firsts” ofLatino Americans.

MATERIALSFamous Firsts handout; Famous Firsts:Answer Sheet handout

GET READY� Make a copy of the Famous Firsts handout for

each student in your class. � Make a copy of the Famous Firsts: Answer

Sheet handout for each student in your class.

INSTRUCTIONS� Explain to your students, Many groups have

weeks and/or months dedicated to them in orderto create awareness and so that celebrationsand activities may take place. In addition towomen, African Americans, and many others,Latino Americans enjoy this privilege. Whatfirst started as a week in 1968 has grown to amonth: Hispanic Heritage Month.

� Explain further, Hispanic Heritage Monthbegins on September 15 and concludes onOctober 15. Hispanic Heritage Month beginson September 15 because it is the anniversaryof independence for five Latin Americancountries—Costa Rica, El Salvador, Honduras,Guatemala, and Nicaragua. Also, Mexicodeclared its independence on September 16and Chile on September 18.

� Make sure your students are aware that theterms Hispanic and Latino refer to Spanish-speaking people in the United States of anyrace (as defined by the U.S. Census Bureau).Also share that more than 35 million people

identified themselves as Hispanic or Latino onthe 2000 Census, which was a fifty percentgrowth from the previous census.

� Inform your students that they will be learningabout famous first accomplishments of LatinoAmericans as part of their celebration ofHispanic Heritage Month.

� Divide your students into groups of two or three.� Distribute the Famous Firsts handout. Explain

to your students that each group needs tocomplete the handout by listing the correctLatino Americans with their achievements.

� Advise the groups to split up the categories onthe handout among group members. Give thegroups two days to complete the handout.

� Go over the handout as a class using theFamous Firsts: Answer Sheet. Consider reward-ing the group with the most correct answers.

� End this activity with a discussion based onthe questions below.

QUESTIONS� What accomplishments do you consider

the most important?� Did any of the answers surprise you?

Which ones and why?� Did you notice any major accomplishments

missing from the handout? How do you feelabout that?

� If you could add any accomplishment tothis list, what would it be?

MORE!What else can your class do to celebrateHispanic Heritage Month? Consider invitingprominent Latino speakers to the classroom orhaving an essay contest based on the“A Living Heritage” activity in this guide.

HISPANIC HERITAGE MONTH(30-40 minutes)


Who were the first Latino Americans to achieve the accomplishments listed below? Make sure to write thefirst and last name of the person as well as the year in which the “famous first” occurred.

GOVERNMENT

U.S. Representative: Year:

U.S. Senator: Year:

LITERATURE

Pulitzer Prize for Fiction: Year:

Pulitzer Prize for Drama: Year:

SCIENCE

Astronaut: Year:

Nobel Prize in Physics: Year:

MUSIC

Rock star: Year:

Rock & Roll Hall of Fame inductee: Year:

TELEVISION

Star of a network television show: Year:

Broadcaster of the Year: Year:

SPORTS

Heavyweight boxing champ: Year:

Baseball Hall of Fame inductee: Year:

FILM

Oscar, Best Actor: Year:

Oscar, Best Supporting Actress: Year:

FAMOUS FIRSTS

HISPANIC HERITAGE MONTH


GOVERNMENT

U.S. Representative: Romualdo Pacheco was elected in 1876 by a one-vote margin as a representativefrom California. He served for four months before his opponent succeeded in contesting the results.In 1879, he was elected again and served two more terms in Congress.

U.S. Senator: Octaviano Larrazolo was elected in 1928 to finish the term of New Mexico senatorAndieus Jones after he died in office. He served for six months before falling ill and stepping down.

LITERATURE

Pulitzer Prize for Fiction: Oscar Hijuelos, 1990, for his novel The Mambo Kings Play Songs of Love.

Pulitzer Prize for Drama: Nilo Cruz, 2003, for his play Anna in the Tropics.

SCIENCE

Astronaut: Franklin Chang-Dìaz, 1986. He flew on a total of seven space-shuttle missions.

Nobel Prize in Physics: Luiz Walter Alvarez, 1968, for his discoveries about subatomic particles. Later,he and his son proposed the popular theory that the dinosaur extinction was caused by a meteor impact.

MUSIC

Rock star: Richie Valens, 1958.

Rock & Roll Hall of Fame inductee: Carlos Santana, 1998.

TELEVISION

Star of a network television show: Desi Arnaz, 1952, I Love Lucy.

Broadcaster of the Year: Geraldo Rivera, 1971.

SPORTS

Heavyweight boxing champ: John Ruiz, 2001, defeating Evander Holyfield.

Baseball Hall of Fame inductee: Roberto Clemente, 1973. He was also the first Hispanic player to reach3,000 hits and to serve on the Players Association Board.

FILM

Oscar, Best Actor: José Ferrer, 1950, for his role in Cyrano de Bergerac.

Oscar, Best Supporting Actress: Rita Moreno, 1961, for her role in West Side Story.

FAMOUS FIRSTS: ANSWER SHEET

HISPANIC HERITAGE MONTH


LATINO CULTURE SUPPLEMENT Biographies of Latino Americans

OBJECTIVEStudents learn about the lives and accomplish-ments of various Latino Americans.

MATERIALSBiography of Ellen Ochoa handout;Biography of Ileana Ros-Lehtinen handout;Biography of Dennis Chavez handout

GET READY� Duplicate the handouts so you have a copy of

each handout for every student.

INSTRUCTIONS� Explain to your class, We will be learning about

three inspirational Latino Americans: EllenOchoa, an astronaut; Ileana Ros-Lehtinen, acontemporary elected official; and DennisChavez, a historical figure. You will have theopportunity to learn about these individualsand then you will research an additional figure.

� Divide your students into pairs and pass outthe handouts.

� Have the pairs quietly read over the biographies,sharing their thoughts with each other afterthey read each biography.

� Listen to your students’ reactions to thebiographies and then ask the class the series ofquestions listed below. Ask one question at atime allowing the pairs to confer beforeproviding a response.

� Tell the pairs that they will create their ownhandout for the class, but for a differentinspirational Latino American. They maychoose an artist or an educator, a writer or anathlete, etc., and they must work together towrite a biography for this person.

� Give your students a couple days to researchtheir figure and to write the biography.

� Have the pairs present their inspirationalfigures to the class.

QUESTIONS� How were each of the biographies inspirational

in their own ways?� Were there any commonalities shared between

two or all three of the inspirational figures?� How might the lives of these individuals have

impact in your own life?� Was there anything you learned about

these inspirational Latino Americans thatsurprised you?

MORE!� Watch Stand and Deliver with your students.

The movie is about Jaime Escalante, a teacherwho changed the lives of Latino students inpoor neighborhoods in Los Angeles. He helpedhis students succeed by setting high standardsfor achievement.

INSPIRATIONAL LATINO AMERICANS(40-50 minutes of class time over two days)


Ellen Ochoa was the first Hispanic woman to become an astronaut. She has flown three space flights,her first flight on the shuttle Discovery in 1993. In addition to being an astronaut, Ochoa is aninventor and holds three patents. Before NASA selected Ochoa as an astronaut, she earned adoctorate degree in electrical engineering. It was during this period of her life that she inventedthree optical engineering systems and attained the patents.

Born in southern California in 1958, Ochoa was interested in space exploration even as a girl. Whenshe was studying physics in college in the 1970’s, NASA hired its first women astronauts. Ochoa sawthe astronaut program as a way of combining her interest in research and engineering with spaceexploration. She became an astronaut in 1991.

In April, 1993, Ochoa became the first Hispanic-American woman in space. She was a missionspecialist aboard the Space Shuttle Discovery and deployed and captured a research satellite used forthe study of the sun. During the mission, she took part in studies of Earth’s atmosphere and theeffect of the sun on Earth’s climate and environment. In 1994, Ochoa was also payload commanderaboard the Space Shuttle Atlantis.

Ochoa spent years working on the development of the International Space Station. In 1999, Ochoaflew aboard the Discovery which became the first Space Shuttle to actually dock with the SpaceStation. On board the Space Shuttle were supplies to be used by the first crews living and workingon the Space Station. Two hundred miles above the Earth, Ochoa operated a robot arm that helpedtransfer four tons of clothing, computers, and medical equipment from one ship to the other.Dr. Ellen Ochoa has logged over 719 hours in space, traveling four million miles in one mission alone.

BIOGRAPHY OF ELLEN OCHOA

INSPIRATIONAL LATINO AMERICANS


Ileana Ros-Lehtinen is a Representative to the U.S. Congress from Florida. She was born in Havana,Cuba on July 15, 1952. She became the first Hispanic woman and first Cuban American to be electedto the U.S. Congress. When she was only seven years old her family fled Cuba and its communist rule.She studied at Miami-Dade Community College, where she received a degree in 1972. She subsequentlystudied at Florida International University where she earned a B.A. in 1975 and an M.S. in 1987.

In 1982, Ros-Lehtinen began her career in politics when she was elected to the Florida House ofRepresentatives. She served until 1986, when she became a State Senator. As a state legislator shesupported legislation to promote a tuition assistance program for Florida college students and drug-free work places. She served as State Senator until 1989, when she was elected to the U.S. House ofRepresentatives. She represents Florida’s 18th District where the majority of the population is Hispanic.

Ros-Lehtinen has been reelected three times and ran unopposed in the 1994 election. In Congress,she has continued her support of education legislation. She serves on the Foreign Affairs andGovernment Operations Committees; her seat on the Foreign Affairs Committee is of particularimportance to her Cuban-American constituency. In the 104th Congress, she became the Chair of theAfrica Subcommittee, becoming the first Latino woman to chair a subcommittee. She was alsodesignated as Vice-Chair of the Western Hemisphere Subcommittee.

BIOGRAPHY OF ILEANA ROS-LEHTINEN



Dennis Chavez was a Representative and a Senator from New Mexico. He was born in Los Chavez,Valencia County, New Mexico on April 8, 1888. As a child, Chavez attended public schools andworked as a grocer’s clerk. Later on, as a young adult, Chavez worked in the engineering departmentof the city of Albuquerque.

Chavez traveled to Washington in 1917 with Senator Andrieus A. Jones and served as clerk in theoffice of the Secretary of the United States Senate (1917-1920). He graduated with a law degree fromGeorgetown University and in 1920 was admitted to the bar. Chavez then practiced law inAlbuquerque, New Mexico.

Chavez became a member of the state house of representatives in New Mexico in 1923. He was nextelected as a Democrat to the Seventy-second and Seventy-third Congresses and served from 1931-1935. During this period he acted as the chairman of the Committee on Irrigation and Reclamation.Chavez was elected on November 3, 1936 to the United States Senate and was reelected in 1940,1946, 1952, and again in 1958. He served the U.S. Congress and the American people from May 11,1935, until his death in Washington, D.C., November 18, 1962. Chavez additionally was chairman ofthe Committee on Post Office and Post Roads and the Committee on Public Works during this time.He is buried in Albuquerque, New Mexico not far from where he was born.

BIOGRAPHY OF DENNIS CHAVEZ



LATINO CULTURE SUPPLEMENT Latinos and the Right to Vote

OBJECTIVEStudents explore the history of Latinos and theright to vote.

MATERIALSTorres v. Sachs handout

GET READY� Make a copy of the Torres v. Sachs handout for

each of your students.� If possible, share additional information with

your students about the history of Latinos andthe right to vote in preparation for this activity.

INSTRUCTIONS� Inform your students that while the 15th Amend-

ment (1870) granted men of color the right tovote and the 19th Amendment (1920) endowedvoting rights for women, Latinos can not claimone defining historical moment when their rightto vote was secured. Say, In theory, all Latinoscould have voted as of 1920 with the 19thAmendment, but the reality was much different.

� Tell your class that one important step in theprotection of suffrage rights for Latinos wasthe passage of the Voting Right Act of 1965.Prior to this period, Latino citizens weresubject to language barriers and literacy tests.Say, In fact, it was not until the Voting RightsAct was amended in 1975 that suffrage wassecured for all Latino citizens.

� Have your students read the handout, whichpertains to the landmark case of Torres v.Sachs in 1974. Explain to your students that itwas this court case that helped laid thegroundwork for the protections for language

minority voters that were granted throughamendments to the Voting Rights Act.

� Have your students complete the questionsbased on the excerpt found on the handout.They can complete the handout individually orin small groups of two or three.

� Go over the handout as a class. � Mention to your students that even though the

Voting Rights Act was originally intended tocounter African American discrimination in theSouth, it has clearly been used and continuesto be used to protect the franchise for Latinos.

� Engage your class in a discussion on Latinosand suffrage using the questions below.

QUESTIONS� How is the history of Latinos and the right to

vote similar to the history of African-Americans and the right to vote? To womenand the right to vote?

� What makes the Latino population uniquewhen compared to other populations in termsof their quest for suffrage?

� Why do you think some Latinos may have feltdistanced from the voting process even thoughthey were United States citizens and had theright to vote?

� Do you think the right to vote is fullyprotected for Latino citizens today? Defendyour argument.

MORE!� Have your students find illustrations of the

impact of the Voting Rights Act and the Torresv. Sachs court case. Examples include findingbilingual voter registration materials, etc.

LATINOS AND THE SUFFRAGE MOVEMENT (30-45 minutes)


Registering to vote, information about what was on the ballot, even instructions about how and where to votewere only available in English prior to 1974 and the landmark court case of Torres v. Sachs. In this case, theFederal District Court in the Southern District of New York held that:

“In order that the phrase “the right to vote” be more than an empty platitude, a voter must be able effectivelyto register his or her political choice. This involves more than physically being able to pull a lever or markinga ballot. It is simply fundamental that voting instructions and ballots, in addition to any other materialwhich forms part of the official communication to registered voters prior to an election, must be in Spanishas well as in English, if the vote of Spanish-speaking citizens is not to be seriously impaired. Simple logicalso requires that the assistance given to the plaintiff class of voters at the polls on election day by trainedrepresentative of the Board of Election be in the language they understand, in order that their vote will bemore than a physical act void of any meaningful choice. Plaintiffs cannot cast an effective vote without beingable to comprehend fully the registration and election forms and the ballot itself.”

Answer the following questions based on the passage above:

What do you think the court meant by saying the right to vote “involves more than physically being able topull a lever or marking a ballot?”

What argument(s) does the court make to substantiate the use of English and Spanish in voting materials?

What impact do you think this court decision had on the security and ease of the right to vote for Latino citizens?Can you see examples of this impact today?

TORRES V. SACHS

LATINOS AND THE SUFFRAGE MOVEMENT



OBJECTIVEStudents consider the state of suffrage today andanalyze examples of voting rights infringements.

MATERIALSVoting Rights Infringements handout

GET READY� Make a copy of the Voting Rights Infringements

handout for each of your students.� If possible, share additional information with

your students about Election 2000 and votingrights violations in preparation for this activity.

INSTRUCTIONS� Inform your class that African Americans,

Latinos, Asians and others are groups that havesuffered exclusion from the electoral systembased specifically on race and, in the case ofLatinos, based on their status as a languagegroup. Explain further that these same groupswere targeted for protection by voting rightslegislation (Voting Rights Act, etc.)

� Say, The right to vote is guaranteed to all U.S.citizens by the Fifteenth Amendment to theU.S. Constitution. Every qualified voter hasthe right to cast an informed and effectivevote. This right is extended to all peopleincluding those for whom English is not theirnative language. Language minorities areensured protection and full participation inthe electoral process by two separate provi-sions of the Voting Rights Act of 1965.

� Next, ask your class, Given the work that wasdone to assure voting rights, do you think thatall groups now have equal access to voting?Would you be surprised to hear that furtherwork is necessary to protect to the votingrights of minority groups, specifically Latinos?

� Explain to your class that they will beanalyzing instances of voting rights infringe-ments, mainly those occurring to Latinocitizens. Say, Many people feel that someLatinos were unfairly denied the opportunityto vote, or had their votes discarded, duringthe 2000 presidential election through no faultof their own. We are going to take a look atsome of the barriers that prevented theseLatinos from voting.

� Divide your class into groups of three or fourand distribute the Voting Rights Infringementshandout.

� Have the groups read and complete thehandouts, brainstorming their answerscollaboratively.

� Go over the handout as a class.� Inform your class that lawyers are still using the

Voting Rights Act to secure voting rights forLatinos. A case in point would be the fight to endthe use of at-large elections in central Floridathat have prevented the growing Latino commu-nity from electing candidates of their choosing.

� End the activity with a discussion based on thequestions below.

THE STATE OF SUFFRAGE(30-45 minutes)



QUESTIONS� Are there still barriers to exercising the right

to vote? Provide some examples.� What groups seem to suffer from these voting

rights violations? Why do you think thesegroups’ rights are being infringed upon?

� The Voting Rights Act supports efforts to removebarriers that inhibit Americans, especially themost vulnerable in our society, from exercisingtheir right to vote. How has this act securedvoting rights and where has it failed to do so?

� Were you surprised to learn that many of thesevoting rights violations did not occur that longago? What further steps do you think need tobe taken to protect the right to vote?

MORE!� Have your students research other instances of

voting rights violations from the past and/orpresent. Students should share these examplesin class, comparing and contrasting them tothe cases found on the Voting RightsInfringements handout.

THE STATE OF SUFFRAGE(continued)


In January 2001, the U.S. Commission on Civil Rights received testimony about voting rights violations madeduring the 2000 presidential elections. The following are examples of voting rights infringements made againstLatinos during this period. Describe how each example is a violation of voting rights and how each violationmight have been prevented.

1) Some registered Latino voters went to their usual voting poll sites only to be told that their names werenot found. They were sent to other polling sites miles away, where again, their names did not appear onthe rolls. Voters became frustrated, confused, and gave up — leaving without voting.

2) Many new Latino voters who had registered in a timely manner were not processed by government agencies.Because they did not receive their voter registration identity cards and were not given an assignment of avoting poll site, they could not vote.

3) Latino voters who went to the polls after work and arrived between 15 and 25 minutes before the officialclosing hour were told they could not vote and were turned away.

4) Spanish-speaking Latino voters received no bilingual assistance at most polling sites. In most precincts,the entire election staff spoke English only, and could not assist language minority voters.

5) At certain precincts, election staff told Latino voters to present more pieces of photo identification thannon-Hispanics, even though no such legal requirement exists under Florida or federal law.

VOTING RIGHTS INFRINGEMENTS

THE STATE OF SUFFRAGE


LATINO CULTURE SUPPLEMENT Community Connections

OBJECTIVEStudents volunteer before or during an electionto help engage citizens in the voting process.

MATERIALSDepends on the volunteer project selected.

GET READY� Make copies of the Web Resources and

Institutes and Organizations pages in theResource Information section of this guide(optional).

INSTRUCTIONS� Inform your students that they are required to

volunteer in some way before or duringelection day. Tell them that they may choose toeducate about voting, to volunteer at a pollingprecinct (if possible), to work at a Kids Votingpolling place, and so on. Specify the amount oftime students need to volunteer. Two to fourhours may suffice.

� Have the class brainstorm the various waysthey can volunteer on election day. The classshould think in terms of those who aretraditionally disenfranchised from the votingprocess, such as Latino citizens. Ask, Whatgroups are disenfranchised from voting andwhat are the ways we can reach them?Suggest that students may want to concentratetheir efforts on minority groups (such asLatinos), the elderly, and the disabled.

� List all the brainstormed ideas on the board.Have students group themselves according to

the ideas that interest them most. Volunteeropportunities may include:� registering voters at naturalization

ceremonies� educating ESL classes about voting� helping nursing home residents access

polling places� volunteering with Kids Voting USA� volunteering through the board of elections

� In their groups, have your students furtherdefine how they will spend their volunteer time.They should determine if they will be volunteeringindividually or in groups, where they will bespending their time, and what they will be doing.

� Encourage students who are interested inworking with the Latino community to use theWeb Resources and Institutes and Organizationspages in this guide to identify where theywould like to volunteer their time.

� Have your students complete their volunteer hoursand report on them using the questions below.

QUESTIONS� Have your students write an essay or otherwise

document their service in a way that addressesthese questions:� What did you do for your volunteer work?� What community did your volunteer

work serve?� What was the impact of your volunteering?� Do you think you made a difference?

How or how not?� Did you enjoy your volunteer work?

What made it enjoyable?

CIVIC ENGAGEMENT VOLUNTEERS(Time varies)



OBJECTIVEStudents invite a guest speaker or speakers tothe class who present on the importance ofvoting, Latinos and voting, and other voting-related topics.

MATERIALSNo materials are necessary for this activity.

GET READY� Make copies of the Web Resources and Institutes

and Organizations pages in the ResourceInformation section of this guide (optional).

INSTRUCTIONS� Tell your students that they will be inviting a

guest speaker or speakers from the communityto the class. Ask what speakers the class wouldlike to hear from and suggest that the class inviteat least one Latino elected official. Other potentialspeakers include those who lived during thecivil rights era, veterans, and elections officials.

� Have the class determine if the speaker(s) willbe addressing the whole school or just theirclassroom. An option would be to have severalspeakers come to the school and have studentsrotate to each speaker in workshop style. Thedepth of the planning will depend on the timeavailable as well as the level of implementationthe class wants to undertake.

� Once the logistics are determined, have theclass invite their speaker or speakers and carryout the rest of their action items.

� Encourage your students to use the WebResources and Institutes and Organizations

pages in this guide to identify speakers theywould like to invite. One place to focusattention is NALEO, the National Associationof Latino Elected Officials.

� Have your students brainstorm questions theywill ask the speaker(s).

� After the speakers present, have your studentsdemonstrate what they learned throughanswering the questions below.

QUESTIONS� Students should write a paper based on what

they’ve learned from the speaker(s). The classmay additionally put together a newsletter tobe sent home to family members. Studentsshould address several things in their writtenresponse to the speaker(s), including:� What were the topics covered by the

speaker(s)?� What did the speaker(s) share that you

did not know previously?� What impact did the speaker(s) have

on you?� What was the most valuable thing you

learned from the speaker(s)?

MORE!Have your students write letters to the speakersthey invited but who were unable to visit theschool or classroom. Have your students sharethe responses to their letters with the rest ofthe class.

INVITE A GUEST SPEAKER(Time varies)



OBJECTIVEStudents plan and execute a school-widecommunity event to bring awareness to votingand elections.

MATERIALSDepends on the scope and requirementsof the event.

GET READY� Make copies of the Web Resources and Institutes

and Organizations pages in the ResourceInformation section of this guide (optional).

INSTRUCTIONS� Inform your students that they will be planning

and executing an event to bring awareness tovoter registration and elections. Tell your classthat the event will be held school-wide and willbe open to the greater community.

� The class should first create a focus for theevent. One example would be bringing votingregistration and elections awareness to theLatino community. If this is not the primaryfocus chosen for the event, make sure the classstill dedicates some time to ensure that theevent is accessible to the Latino community.

� Have your students brainstorm the elementsthat will comprise the event. Examples include: � A voter registration drive� Nonpartisan speakers� Candidates’ forum (if before an election)� Presentation by local Kids Voting affiliate� Presentation by board of elections� Cultural components: food, music, etc.

� Once the elements of the event are determined,the students should list the action items neededto be accomplished in order to hold the event.Examples include:� Forming event committees � Selecting and inviting guest speakers� Creating a brochure on voter registration

and elections� Selecting a venue in the school and

making sure it has the proper capacity� Creating evaluation forms for the event

� Hold the event, inviting both the schoolcommunity and greater community (familyand friends).

QUESTIONS� In order to assess what the students learned

over the course of this activity, have theminterview each other. The class should generatethe interview questions, but they may include:� What was the purpose of our event?� Did we fulfill the designated purpose?� What did the community take away from

the event?� What challenges were there in holding

the event?� What successes were there?

� After the students have interviewed each other,ask the questions to the class as a whole andhave students share their insights/responses.

MORE!Have your students create a guide to planningan executing a school-wide event based on theevent they held.

SCHOOL AND COMMUNITY EVENT(Time varies)


RESOURCEINFORMATION



LATINO CULTURE SUPPLEMENT Resource Information

VOTER INFORMATION

What are the requirements for voting? What systems are in place to ensure fair voting practices?Can you vote if you do not speak English? Have your students study the information sheet below toanswer these questions as well as others. Have your students quiz their family members to makesure they know the correct answers too!

VOTER REQUIREMENTSYour must be a U.S. citizen (native-born or naturalized), 18 years old or over, and have timely registeredwith the board of elections in order to vote.

BASIC VOTER’S RIGHTS� If your have limited English ability or are physically disabled, you have the right to bring

someone into the voting booth to help you vote. The person cannot, however, be youremployer, an agent of your employer, or a union officer.

� You have the right to case a provisional ballot if your name does not appear on the officialvoting list and you declare under oath that you are eligible to vote in that precinct. This istrue even if an election official challenges your vote.

� You have the right to stay in line even when the polling station closes. You still have the rightto cast your vote.

� Many states have laws that require employers to allow their employees to take time during theworkday to vote.

� You have the right to vote at the polling station without threats or coercion. If you have beenintimidated or prevented from voting, make a complaint to the Civil Rights Division – VotingSection of the U.S. Justice Department at www.usdoj.gov/crt/voting or call 800.253.3931.

VOTER IDENTIFICATION ISSUES� In most jurisdictions, a voter is able to cast their vote without providing a photo-ID or proof of

their identity. Due to the confusion over the interpretation of laws, however, a voter should beprepared to show some form of identification, such as a state-issued ID, driver’s license, orU.S. Passport. Alternatively, you may show a current utility bill, bank statement, governmentcheck, or any other government document showing your full name and current address.

LANGUAGE ASSISTANCE� Many jurisdictions are required by law to provide language assistance to Spanish-language

voters through written materials such as ballots and/or oral assistance at polling sites.Other jurisdictions may provide such assistance voluntarily.

� If you experience any problems, keep a record of the names of the election officer(s) and staff yourequested language assistance from. Make sure to also document their responses and actions, thename and address of the polling site, and the names and contact information of any witnesses.



WEB RESOURCES

Below you will find Web resources for a number of topics including Latino Literature, Historical Information, andVoting and Elections. The Web site is listed along with a short description. Consider using class time for yourstudents to explore these Web pages or give your students this list to investigate on their own time.

HISPANIC HERITAGE MONTHWeb site: http://teacher.scholastic.com/activities/hispanic/index.htmDescription: Contains historical information as well as interviews and profiles of famous Hispanic Americans.

Web site: http://www.lasculturas.com/lib/libHispHeritage.htmDescription: A compilation of web resources for Hispanic Heritage Month.

Web site: http://www.cr.nps.gov/NR/feature/hispanic/Description: A National Park Service resource that lists and describes sites of Latino heritage.

Web site: http://www.educationworld.com/a_lesson/lesson/lesson023.shtmlDescription: A collection of activities to help teachers focus attention on the contributionsof people of Latino heritage.

LATINO LITERATUREWeb site: www.getcaughtreading.org/book_list.htmDescription: Lists of books for both adults and children that focus on Latino issues and the Latinocommunity; appropriate for Hispanic Heritage Month, Latino Books Month, or any time of the year.

Web site: http://www.publishers.org/about/latino.cfmDescription: A resource for teachers looking to celebrate Latino Books Month; contains fact sheetsas well as literature information.

VOTING AND ELECTIONSWeb site: http://www.firstgov.gov/Citizen/Topics/Voting.shtmlDescription: A federal resource for learning about elections and voting as well as well as contacting electedofficials.

Web site: www.canivote.orgDescription: Provides practical information about registering and voting as well as volunteering at the polls.



ISSUES, RESEARCH, AND REPORTSWeb site: http://www.lasculturas.com/lib/libCauses.htmDescription: A directory of Web sites concerning issues of importance to the Latino community;a great resource for learning about Latino Voting trends.

Web site: http://pewhispanic.orgDescription: Contains research and reports about Latino demography, economics, education, etc.

INSTITUTES AND ORGANIZATIONSWeb site: http://journals.dartmouth.edu/latinox/resource_center/academics.shtmlDescription: A comprehensive directory of Latino associations, institutions, and organizationswith an education or cultural focus.

Web site: http://www.hispaniconline.com/res&res/hisporgs/regional_1.htmlDescription: A list of Latino organizations organized by state.

LATINO NEWS AND CURRENT EVENTSWeb site: http://www.politicalinformation.com/index.htmlDescription: A search engine for politics, policy, and political news

Web site: http://www.lasculturas.com/lib/libNewsNorthAm.phpDescription: News from North America which focuses on Hispanic/Latino issues; English, Spanish,and bilingual publications.

HISTORICAL INFORMATIONWeb site: http://www.lasculturas.com/lib/libFamosos.phpDescription: Links and information about famous Latinos. You'll find information about Latino Americans andother Latin Americans who have found fame in various ways.

Web site: www.gale.com/free_resources/chh/timeline/Description: A timeline of events in Latino American history starting with the arrival of Columbus.

Web site: http://www.lasculturas.com/lib/libHistoricos.htmDescription: Links to resources about Latino historical figures throughout the Americas.



INSTITUTES AND ORGANIZATIONS

The following is a list of Latino institutes and organizations. The list has two sections: 1) Research Centers and Institutes and 2) Organizations and Associations. Make this list available to your studentsfor research purposes or for their own learning and enjoyment.

RESEARCH CENTERS AND INSTITUTES

Center for Latino Policy ResearchDescription: “The Center for Latino Policy Research is dedicated to providing the academic community,government officials, and advocacy organizations with timely and important research on topics related to theLatino population. CLPR’s current research priority is Chicano/Latino youth academic achievement andcollege participation and also includes issues of education, healthcare, political participation, immigration,and labor mobility.” Web site: http://issc.berkeley.edu/research_affiliated.html#CLPR

Cesar E. Chavez Institute for Public PolicyDescription: “The Cesar E. Chavez Institute for Public Policy was established by San Francisco State Universityto help create a base for academic research on critical issues facing Latino communities. The Institute assistsstudents, faculty, and community organizations by providing funds for research which applies to social,economic, political, cultural and educational projects that have a direct bearing on Chicanos/Latinos.” Web site: http://www.cesarechavezinstitute.org/home/

Congressional Hispanic Caucus InstituteDescription: “The CHCI is one of the leading Hispanic non-profit and non-partisan 501(c)(3) organizationsin the country. CHCI was established to develop the next generation of Latino leaders. To fulfill its mission,CHCI offers nationally-recognized educational and leadership development programs, services, and activitiesthat promote the growth of its participants as effective professionals and strong leaders.”Web site: http://www.chci.org/

Hispanic Research Center, (HRC)Description: “The Hispanic Research Center performs basic and applied research on a broad range of topicsrelated to Hispanic populations, disseminates research findings to the academic community and the public,engages in creative activities and makes them available generally, and provides public service in areas ofimportance to Hispanics.”Web site: http://hrcweb.utsa.edu/hrc/index.html



Hispanic Voter ProjectDescription: “The Project’s goal is to draw attention to the growing political importance of the nation’sHispanic American voters and to examine efforts by political parties, candidates, and interest groups to reachthese voters. The Hispanic Voter Project’s groundbreaking non-partisan research has drawn national attentionin the media and academia. It has become the source for the most accurate and up-to-date information onthis important emerging topic.”Web site: http://advanced.jhu.edu/government/hvp/

The Pew Hispanic CenterDescription: “The Pew Hispanic Center’s mission is to improve understanding of the diverse Hispanicpopulation in the United States and to chronicle Latinos’ growing impact on the nation. The Center strives toinform debate on critical issues through dissemination of its research to policymakers, business leaders,academic institutions and the media.”Web site: http://pewhispanic.org/

Smithsonian Center for Latino InitiativesDescription: “The Smithsonian Center for Latino Initiative’s mission, as expressed in its founding charter byCongress in 1846, is ‘an Establishment for the increase and diffusion of knowledge. Our mission is to advancethe knowledge and contributions of Latinos in the United States.’ The Center is dedicated to the generation ofnew knowledge to the end that American history and culture may be understood and displayed in all its diversity.”Web site: http://latino.si.edu/

ORGANIZATIONS AND ASSOCIATIONS

Cesar E. Chavez FoundationDescription: “The César E. Chávez Foundation was created to inspire today’s and future generations bypromoting the ideals of César’s life, work and vision. Through programs, events, and the development ofeducational materials, the Foundation works to ensure that César’s vision of non-violence and hope will reachout to children, youth and to the general public.”Web site: http://www.unitedfarmworkers.com/

Congressional Hispanic CaucusDescription: “The Congressional Hispanic Caucus is an informal group of 18 members of Congress of Hispanicdescent. The Caucus is dedicated to voicing and advancing, through the legislative process, issues affectingHispanic Americans in the United States and the insular areas. The CHC is organized as a congressional memberorganization, governed under the Rules of Congress and comprised solely of Members of the United States Congress.”Web site: www.house.gov/napolitano/chc



National Association for Chicana and Chicano StudiesDescription: “NACCS is the academic organization that serves academic programs, departments and researchcenters that focus on issues pertaining to Mexican Americans, Chicanos, and Latinos. The Association wasformed in 1972, during the height of the Chicano movement, calling for the development of a space wherescholarship and Chicano students could develop their talents in higher education.”Web site: http://www.naccs.org/naccs/About_NACCS.asp?SnID=341336070

National Association of Latino Elected and Appointed OfficialsDescription: “A comprehensive advocacy and leadership network dedicated to the advancement of the Hispanicpeople. Serves as a vehicle through which Hispanic needs and concerns may be articulated, particularly inWashington, DC and the southwestern U.S., on issues such as economic development, U.S. citizenship,legalization, and Latino child poverty.” Web site: http://www.naleo.org/

National Community for Latino LeadershipDescription: “Since 1989, the National Community for Latino Leadership, Inc., has existed as a network ofnational leadership organizations. This network supported leadership development activities for Latino youth,professionals, and community leaders that remain engaged today in efforts to advance the Latino community.”Web site: http://www.latinoleadership.org/

National Council of La RazaDescription: “NCLR is a private, nonprofit, nonpartisan, tax-exempt organization established in 1968 to reducepoverty and discrimination, and improve life opportunities for Hispanic Americans. NCLR is the largest constituency-based national Hispanic organization, serving all Hispanic nationality groups in all regions of the country.”Web site: http://www.nclr.org/

National Hispanic Scholarship FundDescription: “The Hispanic Scholarship Fund is the largest Hispanic scholarship-granting organization in thenation. HSF recognizes and rewards outstanding Hispanic students in higher education throughout the UnitedStates, Puerto Rico and the U.S. Virgin Islands. These students represent every region of the country,hundreds of institutions of higher learning and every segment of the Hispanic community.”Web site: http://www.hsf.net/

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