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To Finance Chnge DOCUMENT RESUME ED 056 577 FL 002 633 AUTHOR Kennedy, Dora F. TITLE Mexican Americans: A Teachingand Resource Unit for Upper Level SpanishStudents, to Be Executed in Spanish or in English forSocial Studies Classes, or Classes in Hispanic Cultures. INSTITUTION Prince George's CountyBoard of Education, Upper Marlboro, Md. PUB DATE 71 NOTE 91p. EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS American Indians;Bibliographies; tCourse Content; Cultural Differences; *CulturalEducation; Dialects; Glossaries; InstructionalMatf.rials; Mexican American History; *Mexican Americans;Middle Class Culture; Minority Groups; *ResourceUnits; Social Attitudes; Social StudiesSpanish; Student CenteredCurriculum; *Teaching Methods ABSTRII."T This teaching and resourceunit on Mexican Americans is designed for advancedlevel students of Spanish,mainly in the eastern United States, who areof a middle-class, suburban background. One of its chief purposesis to increase the understanding of needs ofminority groups so that futurevoting citizens of the majority culturewill be more disposed,tochange and to finance chnge. Theobjectives of the rnit arepresented along with details on suggestedbooks and materials, methodand content with areas of emphasis,organization and activities,and means for evaluation. A sample test andattitudinal survey areincluded. Supplementary informationincludes a Chicano glossary, a chronological outline of Mexicanhistory, a listing ofmembers of the Chicano Press Association, alisting of sources ofinformation, an annotated bibliography onMexican Americans and Mexico,and a list of Mexican American resource personsin the Washington, D.C. area. Ukuthoicilnq MEXICAN AMERICANS A Teaching and Resource Unit for Upper Level Spanish Students, to be executed in Spanish or in English for social studitis classes, or classes in Hispanic Cultures By: Dora F. Kennedy Supervisor of Secondary Education - Foreign a 97c7lia-096's U.S. DEPARTMENTOF HEALTH. EDUCATION & WELFP.RE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON ORGANIZATION ORIGINATING OR VIEW OR OPINIONS IT. POINTS OF SARILY REPRESENTSTATED DO NOT NECES- OFFICIAL OFFICE OFEDU- CATION POSITIONOR POLICY. TABLE OF CONTENTS PAGE INTRODUCTORY REMARKS 1 "Chicano Roots" 3 PURPOSE AND OBJECTIVES 6 Background 6 Obj ectives 7 SUGGESTED BOOKS AND OTHERMATERIALS 8 "Pre-defined Terms" 12 METHOD AND CONTENT 15 Teacher-student Planning 15 Schema .16 Areas of Emphasis 17 Aspect A: Present Conditions and Aspirations 17 Aspect B: Historical Perspectives 21 Aspect C: Literature of Mexico 24 Chicano Literature 25 Organization and Activities 27 EVALUATION 35 Suggested Types of Unit Tests 36 Sample Test 37 Attitudinal Survey 40 SUPPLEMENTARY INFORMATION 43 Chicano Glossary (dialectology) 44 Basic Conflicts in Mexican History 50 Chronological Outline of Mexican History 52 Members of Chicano Press Association 59 SOURCES OF INFORMATION AND MATERIALSON MEXICAN AMERICANS 62 ANNOTATD BIBLIOGRAPHY 64 ADDENDUM 75 INTRODUCTORYREMARKS resourceunit on MexicanAmericans is specifically This teaching and Prince George'sCounty designed for advancedlevel Spanishstudents, in the presented mostly inEnglish, it is to beimplemented Schools.Though it is students at the fourth or practically entirelyin Spanish whenemployed with (In Prince George'sCounty students atthese fifth level of thelanguage. ) A copy of thisunit levels havestudied Spanishfrom four to six years. was reviewedby a numberof teachers andstudents. approach in upperlevel foreignlanguage classes The meeihodological socio-cultural/literary unitswhich are in this schoolsystem is thatof used, regardless student-centered.All sourcematerials available are medium of thematerials.However, for purposesof of the language oral or written,the material mustbe reporting to theclass, whether Thus we are rendered into thelanguage of theclass, in this caseSpanish. the limitedavailability ofsociological sourcematerial not circumscrib-edby should have no in the foreignlanguage.Too, at thislevel, students "switching" from onelanguageto another,in the manner problem concerning degree of functional of interpreters,since they haveachieved a certain twelfth graders.If implemented Students in levelsIV/V are eleventh or students or in unit might beused with lowerlevel Spanish in English this (with the exceptionof the Spanish eighth or ninthgrade social studies. students if literary readings,although these couldbe read by younger translations are used.) 'TV/1T classes that wouldbe . The ethnic compositionof most Spanish and a fewSpanish-speaking students, implementing this unitis white, black, American. although most of thelatter would tendto be otherthan Mexican in the Washingtonarea is quite The number ofMexican Americans here is puertoRican, small.Most of the Spanishspeaking population Cuban, and SouthAmerican. of the upper levelSpanish curriculumto include the It is the intent States.This study study of theSpanish-speaking peoplesof the United of the differentcountries of South is distinct fromthe cultural study Spanish program. America,t or Spain,which is also anobjective of the Methodology 7 implemented accordingto themethodology set forth This unit is to be Organization for.Work. " on pages17-23 of this Guideunder "Classroom TEACHER SHOULD READ THISUNIT FROM BEGINNINGTO END BEFORE IMPLEMENTING IT. The following teachers and studentshave reviewed this unit andhave offered constructive criticism.Their suggestions have beenfollowed. Special mention is due to Mrs.Sylvia Bernstein who conducted anin-depth study of Mexican Americansduring the summer of 1971.Her .ontributions have been added to this unit.Also see Addendum forreferences contributed by Mrs. Bernstein, not includedin the original bibliography. Reviewed by Spanish teachers: Angelo Carrero - F otomac SeniorHigh School Millie Carrero - Bowie SeniorHigh School Rosemary Felix - FriendlySenior High School Linda Mucy - Oxon Hill SeniorHigh School Fern Weiland and LevelIVIV students - Laurel Senior I-Egh School Chicano Roots (Raices) (For Understandings beyondStatistics) Nuestra historia esti llena de frases yepisodios que revelan la indiferencia de nuestrosheroes ante el dolor o el peligro.Desde nitios nos ensenan asufrir con dignidad las derrotas Y si no todos somos estoicos eimpasibles - conlo Juirez yCuauhtemoc- al menos procuramos serresignados, pacientes y sufridos.La resignaci6n es una de nuestras virtudespopulares... Octavio Paz, El Laberinto de la Soledad, página 28. (es c:ritor mexicano) I am Joaquin in a country that has wiped out all my history, stifled all my pride. Here I stand Poor in money Arrogant with pride. My knees are caked with mucl, My hands callused from thehoe. I have made the Anglo rich. Rodolfo "Corky" Gonzales, Poet of Chicano Youth Steiner: La Raza, page 387 what, one asks, is so compellingabout these people? The answer, perhaps,is in their history - a headymixture, heavily spi ced withmyth and spiked with derring - do. ...A high degree of national prideprevails. They are a people who speak of their1910 Revolution as if it happenedthe day before yesterday, though neverforgetting the mysteries oftheiir origin. A farmer plowing a field uncovers anancient mask or a potteryfigurine. New excavations continue...What must a people feel astheir hands beg:n to expose the broken linksog their own civilizations? Mexico: A Country for all Reasons"An uncommonly gifted land" Editors: Venture Mastaldne, Dec./Jan.1967, page 13 ...."Conference" is a poor wordto describe thosefive days.lt was in reality a fiesta: daysof celebrating what singsin the blood of a people who, taught to believethey are ugly, dii;coverthe true beauty in their souls...Coca-cola, Doris Day,Breck Shampoo, thePlayboy Bunny, the Arrow shirt man,the Marlboro heroes, arelies."We are beautiful" this affirmation grewinto a Grito, a roar, amongthe people gatheredin the auditorium... Maria Varela, in ElGrito del norte, writing onthe Chicano Youth LiberationConference, Palm Sunday, 1969.Quoted :In Steiner, La Raza, page389. ....In the final analysis,the crucial differencebetween the melting pot and cultural democracyphilosophies of education con-iesdown to this: The melting pot philosophyemphasizes that the child mustchange to fit the educational system;the cultural democracyphilosophy, in turn, states that the institutionmust change to fitthe child. ...He should be given the orportunity toselect the best from bothcultures...the Mexican American of thefuture is cultural democracyin action... Professor Manuel RamirezIII, University of California, Riverside.Quoted in The National Elementary Princial, Nov. 1970, page 44. ....Bronze is beautiful- -Chicanos are weary, they say,of teachers who can't communicate,books in a strangelanguage about blond,blue- eyed strangers named Dickand Jane... Steiner: La Raza, page219. ....On the west side of SanAntonio are three elementaryschools within walking distance of each other.Their names SojournerTruth, Hidalgo, and Will Revers - accuratelyreflect the ethnic compositionof their student bodies... Helen Rowan,The Mexican American,1968, quoted in Integrated Education,Novemberber 1969, page 19. There is no fence between the U.S. andCanada... Cesar Chavez, on the Texas Border Patrol Note: Students might choose to discuss orinvestigate further the implications of the quotations presented above.They could bc; the basis of panel discussions, individual reports, oral or written.In studying Mexican Americans the class might adopt a theme based on the threadof ideas running through the 3e excerpts,
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