Final Te Unit

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Emily Mullins TE 408 Borsheim Final Unit 4-29-09

Immigration and Identity in America: Latino and Chicano Literature Grade Level: This unit was created with a suburban 11th or 12th grade classroom in mind; however, it could be adapted for any high school class. I would rather a college prep course so the time for reading, etc. could be sped up, but this will not always be the case, so the lesson can always change or adapt depending on classroom needs. Concept: The concept of this unit is about ‘other voices’ often not heard in the classroom. I wanted to focus on the historical and contemporary immigrant experience, as well as the experience of crossing borders. The class will look at the cultural and personal identity through multiple perspectives. More specifically, I will look at the role of Puerto Ricans in the United States, and the role of language, culture, society, economy, and marginalization in the individual’s quest for self-definition. Essential Questions: - How does their history shape their identity as well as the way Americans see Latinos and Chicanos? ­How does a lack of presence and representation in the media and in literature shape the way we see Latinos and Chicanos, as well as the way they see themselves? ­How do we see immigrants and the immigrant experience? - How does their voice come through in the novels/poems?

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­How do the authors honestly depict the immigrant experience or that of Puerto Rican migrant experience? How does their identity change based on their experience in America? ­What is the difference between the different nationalities/cultures of the people studied? ­What is the difference between race, ethnicity, culture and nationality? - What is the role research plays in creating informed, educated, and critical citizens? Rationale: This unit will use Latino and Chicano Literature in multiple ways. The main focus of the unit will be to uncover perspectives often left out of literature and the media. I think it’s an important perspective and voice to discover and to engage with. The history of U.S. relationships with and conquests of people from Latino and Chicano countries is often left out of the curriculum. I liked the idea of interacting with these histories in the context of novels and other texts. Although my literature will not extend back to the Spanish-American War, it will be covered to give some context and background information. Students should understand when and how we acquired the colony of Puerto Rico, which became a self-governing territory of the U.S. The Commonwealth of Puerto Rico and the Jones Act will also be important to cover so students understand how Puerto Ricans were granted U.S. citizenship in 1917. I will make sure students know Puerto Ricans are not immigrants, they migrate. History and context is an important part of understanding literature. With the texts I use it will be useful to have background information before they begin to read. I also hope to use these texts to provide students with multiple voices and perspectives that often go unsaid in mainstream curriculum and even in society. This unit will help make students more culturally aware and tolerant citizens of the country and of the world. As educators, one of our objectives is to create informed and educated citizens, who can also be critical members of society. This unit will aid them in being able to

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have the difficult conversations and to be able to have conversations about cultural, societal, national, and world issues. Through this unit students will also learn how to do research including using legitimate outside sources, citing these sources, and presenting this material in a creative, engaging, and informative way. Research is an important component of the classroom due to the need for background knowledge and content when studying literature in an English classroom. Research as a tool is important too for future classroom experience. Objectives: The lesson will... ­Help students learn to analyze a text ­Critically critique poetry and quotes from literary texts ­Identify creditable texts and sources ­Develop research skills ­Read, understand, and engage in a variety of genres across a variety of modes. - Understand the importance of historical context ­Gain knowledge about the immigrant experience, as well as the relationships across borders ­Consider the experience of immigrants in the U.S. ­Demonstrate they can understand different perspectives ­Understand how voice and identity is shaped by culture and personal experiences MI State Standards Addressed: CE 1.5.3, CE 1.2.3, CE 3.1.5, CE 3.2.5 Possible Texts:

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The House on Mango Street by Sandra Cisneros (perhaps excerpts/vignettes depending on time)

• Nilda by Nicholasa Mohr • Excerpt from Odyssey to the North • Excerpt from Desert Blood •YouTube videos of the Juarez murders: http://www.youtube.com/watch?v=QvQu9umhV8Y&feature=PlayList&p=458F4B0826D26DBC&playn ext=1&playnext_from=PL&index=1 and related videos • “Suicide of a Puerto Rican Jibaro”, a poem • “Puerto Rican Obituary”, a poem • La Misma Luna, film clip http://www.youtube.com/watch?v=lqA_gen0SLk (trailer) • Mi Puerto Rico, a film • Al Otro Lado (To the Other Side), a film • “We Call Them Greasers” by Gloria Anzaldua, a poem Formative Assessments: ­Free-writes - Think-Pair-Share discussions ­Short history tests (some may include poem or movie questions--they will know what they will be expected to know on the test) ­Short novel quizzes (quotes, subject matter, etc.)

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­Poem responses/critiques ­Short essays ­Literary quote analysis from novels/poems ­Poems in voice ­Discussion/ Participation Summative Assessments: At the end of the unit, students will take what they have learned and discovered so far and complete a research project on another Latino or Chicano people and their experience in their own country or the struggles they have faced coming to America or once they get to America. This research project will be composed of a short essay about the chosen group of Latinos/Chicanos including a brief history, their contemporary situation, and any other information they would like to include. Students should also find visual or literary examples of these people (photos, poetry, music, novels, etc.) and write an explanation for their importance of the inclusion in the project. Students will also be asked to create a creative assessment of the people they have researched--this can also include a poem, song, visual depiction, short story, etc.

What does it mean to be Puerto Rican in America? (3 days) Unit: Immigration and Identity: Latinos and Chicanos in America

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Grade: 11th grade Objectives: Students will... •Think about the Puerto Rican experience in terms of culture shock, language barriers, economic struggles, and hardships. •Think about Puerto Rican writers, who have used their position outside American society as one of the key elements of artistic expression. • Begin to analyze poetry based on voice, style, structure/form, the speaker or author, as well as figurative language. •Think about how Puerto Ricans define themselves and their culture. •Think about how, because of their commonwealth status, are considered American and immigrants at the same time and think about their dual identities as Puerto Ricans and Americans. •Think about their position in an English speaking society in which they live •Think about why Puerto Rican writers often use “code-switching” or “Spanglish” in their writing? In respect for their culture? What is the significance of this language use? Is it the degradation of two languages or the evolution of another? •Think about the marginalization of these people Rationale: In this unit, along with the objectives, students will be able to reflect upon the significant question of what it means to be Puerto Rican in America, as well as what it means to be American. Students will begin , in this portion of the lesson, reading a novel by Nicholasa Mohr titled Nilda. Nilda is a story of a tenyear-old girl living in a Puerto Rican barrio in New York in the 1940’s. She and her family deal with arrested

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family members, welfare, teenage pregnancy, police brutality, gang violence, and death. Like all comingof-age novels, Nilda, the protagonist, feels a compulsive need to define herself in relation to her family and the outside world, an outside white world that often treats her with bigotry and hostility. This is difficult as Nilda is constantly trying to come to terms with her Puerto Rican identity but to also be considered American. It's just a simple story of a poor New York born Puerto Rican girl hitting her adolescence during WWII, a story of love, pain, fear, discrimination, poverty, abuse, narrow-minded immigrants, relationship problems, puberty, desire for upward mobility-- but none of it told in the sensational or excessively dramatic way as so many young adult books. This unit is about the novel but also about identity, perspective, and voice. I would start the unit by having students define what it means to be American, to them, so as to frame the novel in a way so that they may be better able to understand the difficulties Nilda might have in defining her identity. And, similarily, how Esperenza, the main character in The House on Mango Street finds herself in a sort of limbo between her poverty and her dreams, her childhood and maturity, and her Chicano background and the American society in which she lives. I think poetry and song are an important part of literary study. Part of what makes literature so enjoyable is the use of language. I want students to see how authors make decisions about language use and detail in their work, also drawing their attention back to voice and writing style so that they realize that writing can be thought provoking and intentional. If students get to see that manipulating language is possible, they could find writing more accessible. By learning about figurative language and detail, students should be able to improve their own writing by incorporating these elements. MI State Standards: CE 1.5.1, CE 1.2.3, CE 3.1.1, CE 3.1.4

Day 1: What it means to be American and Nilda Materials: Paper, markers, other craft supplies

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Agenda: 1.Students will be asked: “What do you think it means to be American?” 2.Have students respond in multiple ways: bulleted lists, a picture or drawing, a poem, short reflective writing, etc. They should reflect personally and abstractly in which they will define themselves in many aspects of their lives, culture, experiences, and they should also discuss the parts of America they cherish, and perhaps other parts they don’t. (15 minutes) 3.Discuss with entire class making a list on the board. 4.Then ask the question, “What do you think it means to be Puerto Rican in America?” If Puerto Rican is too specific to start off with, can ask what it means to be an immigrant, minority group or ethnic group in America, or having moved here from another country (sometimes with less money, language barriers, etc.) Discuss. (10-15 minutes) Make sure to continue to ask probing, open-ended questions, allowing students to put themselves in the shoes of someone who doesn’t speak English, or had to flee from a home country where they were having trouble just surviving. Or, what does the American Dream mean for people who have just come to America, or want to come to America? Can they ever feel like a full-fledged American citizen? It’s not so much that someone chooses not to identify as “American”, as they feel they are not allowed to? 5.Share a quote from Nilda: Victor, Nilda’s brother, believes in the American dream. He says that “if you work hard you can be somebody, get an education and accomplish something.” Ask students to discuss if they believe this is a realistic assumption or goal. Another quote that will be discussed again towards the end of the novel is how Puerto Ricans at the time were referenced to as “you people,” and so they continued to see themselves as separate. Nilda’s other brother tells Victor that the American view of Puerto Ricans will never change, saying “You’re a spick. You can call yourself an American all right. But they’re gonna call you a spick.” Discuss this quote too. Has anything changed in the students’ opinions? Ask students to begin reading Nilda tonight, pgs. 1-40.

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Assessment: Did students actively participate? This is really the only assessment I can think of for this assignment--if they thought about the questions at hand and if they were able to respond to others’ thoughts. This discussion will allow me to see if students are comfortable having this kind of conversation in their classroom environment and if I will have to tailor my lessons depending on the ability to talk to one another about the subjects at hand.

Day 2: History, Nilda, poetry, and Mi Puerto Rico Materials: Nilda, history PowerPoint to lecture on, MI Puerto Rico film and questionnaire to go along with the film, poem handouts Agenda: 1.Discuss their feelings about the beginning of Nilda. What do they like so far? Do they like Nilda, or her family? Any confusing aspects or questions? (5-10 minutes) 2.Then lecture on short powerpoint which has only 8 slides. It will begin with the Spanish-American war, ancestral roots, commonwealth of Puerto Rico, the Jones Act, Operation Bootstrap, and Puerto Rican migration. Students will be asked to take notes as they will be tested on this information next week. There are two poems at the end of the powerpoint, one is “Suicide of a Puerto Rican Jibaro” and the other is “Puerto Rican Obituary.” Students will read these aloud to the class and will be given copies of the poem. They will be discussed after the powerpoint, and students will be reminded the poems may also be on the test next week. We will practice analyzing these poems tomorrow, so it will be scaffolded for the test. (25-30 minutes) a. References (for teaching voice): http://www.write101.com/lethamfind.htm (would have happened prior to the lesson taking place)

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3. Next begin to watch “Mi Puerto Rico”. This film is written and narrated by Raquel Ortiz. The documentary presents a personal journey through Puerto Rico's rich African, Taino, and Spanish cultural traditions with revelatory stories by poets, abolitionists, revolutionaries, and politicians, all of whom have struggled for a national identity that has been greatly influenced by the island's ambiguous relationship with the United States. Using interviews, literature, poetry, the collages of artist Juan Sanchez, along with archival film footage and photographs, Mi Puerto Rico gives the viewer a musical, visual, and historical journey seen from the island itself and from its many transplants on the mainland United States. The students will finish the film tomorrow. (take till the end of class). 3.Continue reading Nilda for homework, pgs. 41-80. Assessment: Again, I’m not really sure if I will have an assessment yet for this lesson. I think the assessment will show on how well they can incorporate their knowledge of the history of Puerto Ricans into their class discussions of identity and perspective and that of the novel.

Day 3: Mi Puerto Rico, Nilda, analyzing poetry Materials: Nilda, notes from the day before, their copies of the poem handouts, as well as their film questionnaire due at the end of the film Agenda: 1.Continue watching the documentary until its end. Students will finish their film questionnaires and will be graded for participation points. Go over the answers as a class so they have them to study with. (30-40 minutes) 2.Discuss how they see any of the film’s themes, traditions, experiences or stories playing out in the novel. Just as the film depicts, does Nilda have trouble maintaining her identity while also desiring to become part of the American culture and society? (5-10)

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3.Look back at the poems read aloud in class on Tuesday. Look more closely at the voice of the speaker. Discuss and define with students the literary term ‘voice’. Talk about how the author’s voice is important so readers can get a sense of the writer. Discuss elements of style in the poems, including their language, syntax, diction and tone. Define these for students and provide examples within the poems. Discuss also the format of the poem--why was this format chosen? For what purpose? These are the questions all readers of poetry should ask. Each word is chosen with care, but why this word, why in this context? Are the words more formal or are they slang? Does the speaker use punctuation, repetition, or alliteration? Students should know these words, but always make sure. Let them know they will have to use some of these skills to look at these poems on the test--it may be responding to the title, a phrase, or an entire line. They will be asked to make personal commentary drawing from their knowledge of the novel and of the history/background. (1015 minutes--may have to continue tomorrow) 4.For homework, students will be asked to explain in a 1-2 page essay the title of the film “Mi Puerto Rico.” They should consider why Ortiz calls it My Puerto Rico? Can she speak for herself as well as her entire country of people? Is she speaking only of her identity on the island, or her identity off it as well? This will be due Friday, but they should bring in a draft or some notes to discuss with peers Thursday. Students should read until page 110 for tomorrow as well. Assessment: For this, did they do the questionnaire? That is, did they actively watch the documentary and answer the questions. Then when discussing the poems, can they provide some sort of analysis or observation? The real assessment will be more summative in the form of the short essay due Friday and the test on the PowerPoint/movie questions (taken from the questionnaire handed back), and the ability to analyze an aspect of one of the poems from the PowerPoint.

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Borderlands y Crossing Borders (3 days) Grade: 11th Objectives: Students will... • Be able to define a borderland and understand how borderlands exist wherever two or more cultures edge each other, where people of different races occupy the same territory. • Understand how borders can be physical, racial, cultural, societal, etc. • Watch a video, read excerpts from novels, study a current tragedy flying under the radar, look at images, and watch a clip from a film to show the experience of those living at the border, crossing the borders, and the challenges and struggles they face. • Understand the use of “Spanglish,” the language of the Borderlands. • Understand the history of the U.S./Mexican border • Write in the first person to provide a continuation of a voice they have already experienced in film and provide their feelings, thoughts, moods, fears, and persona for the main character in a film. • Discuss what forces influence human migration, particularly across the U.S./ Mexican border. • Write a paper from the perspective of someone either living in a borderland or crossing the border •Recognize literary elements that contribute to voice in a piece of writing. Rationale: Students, throughout this unit, have looked closely at the Puerto Rican experience in terms of the novel Nilda, as well as vignettes from The House on Mango Street, and the history of the island of Pu-

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erto Ricans and their experience migrating and living in America. They have begun to experience analysis of poems and quotes from novels in respect to literary devices, historical and contemporary context, and their own opinions. Students have looked at voice and style of Puerto Rican authors. Now, I want to give them a different perspective and identity to study and engage with, that of the Mexican-American, the Mexican immigrant crossing the border in the United States, or the experience of Mexicans just a few hundred yards from America. this lesson may also be a good jumping off point for studies on U.S. immigration and economic policy, as well as domestic issues influenced by undocumented immigrants. MI State Standards: C.E. 1.2.3, CE 3.4.1, CE 3.1.1, CE 3.1.4

Day 1: Borderlands and visual images and Al Otro Lado, a film Materials: Computer/Projector: Google Earth, images of the U.S./Mexican border, the film Al Otro Lado Agenda: 1.Begin with talking about what anyone knows about the U.S./Mexican borders, Mexico, illegal and legal immigrants, borderlands, etc. Tell them that in 2004, a record 460 migrants died trying to cross the border into the U.S. (U.S. Census Bureau). And that, despite the risks, Mexicans continue to leave their homes to come to the U.S. as illegal immigrants in search of greater economic opportunity. (10-15 minutes) 2.Open Google Earth to show where this border is located. Show pictures as well of the border to make it more clear and visual (for example, the ones below). Discuss. (10 minutes)

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3.Begin watching “Al Otro Lado” after students have been shown where the main character Magdiel’s fishing village, Sinaloa, is on Google Earth or on a map. The film is about a man at a symbolic crossroads in his life. As he seeks a better life, he decides to leave his home and cross illegally into the United States. His story provides insight into forces that influence human migration, particularly across the U.S. border. The film can and may be watched in clips. There is a clip of Magdiel singing corridos, or Mexican ballads. I would ask students to pay attention to the words (poverty, lack of economic opportunity, etc). Then ask students about what economic challenges Magdiel faces. What options does he see for his future? How does this compare with the options they see for their future? Putting themselves in Magdiel’s situation, what would they choose? The other clips help These pictures are of the point of the border where Tijuana touches San Diego. Photos from Alex Hayner.

to

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explain

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choices and his firm beliefs

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about what the U.S. holds even for an illegal immigrant. Are his expectations realistic? Could they leave their family and their friends? Ask students what they think the economic, political, cultural, historical, and geographical forces influencing Magdiel’s choices might be? They will have to draw from the historical knowledge we have studied of Puerto Ricans and how they could transfer this knowledge with educated guesses. Then I would show the clip of Magdiel beginning his journey illegally crossing the border after he found someone to help him. End with Magdiel’s song about his journey. (20 minutes) 4.For homework, have students think about what could have happened to Magdiel. Then have them write a short story (2-3 pages double-spaced) from Magdiel’s point of view, using the voice and perspective they think he would employ in writing. This short story should serve as the final chapter of Magdiel’s story so they can explain what happened to him after he crossed the border. They should draw from the film clips especially, as well as class discussion and/or research on illegal Mexican immigrants in the U.S.. The short story is to be turned in by Thursday. I might also recommend to students, after showing them the trailer, the film “La Misma Luna.” Assessment: Participation in class discussion as well as interaction with the film clips, photos, and maps is part of the assessment. The research will be practice for the formal assessment at the end of the novel, so I won’t go too in-depth in explaining how the research process should go. I want them to try it out on their own first. I will remind them to cite their sources. If they don’t remember how to do so, we can go over MLA format and in-text citations, which will again be covered when assigning the research project. I will assess their short stories based on their understanding of the clips from the movie as well as their application of class discussion and/or research.

Day 2: Poems about the Mexican/U.S. border and the Mexican experience, history and Borderlands Materials: Historic background powerpoint, handout of poem “We Call Them Greasers” by Gloria Anzaldua,

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Agenda, and “The Homeland, Aztlan/ El Otro Mexico”, a poem. 1.Begin with the poem “We Call Them Greasers.” Have a student read it aloud and remind them when reading to take notes, underline/highlight, and try to look for the poetic and narrative style, the speaker’s voice, the word choice and structure of the lines, and figurative language. They should also underline words they don’t know, such as “ranchos in line 2.” Ask students about the author’s choice of speaker? Why did she choose someone observing the Mexican field workers or braceros, not of the workers? Why did she choose such an aggressive and violent speaker? What mood or tone does this create? (10-15 minutes) 2. Next lecture on the Mexican-U.S. history. Remind students to take notes again, as they will be quizzed on this information. The PowerPoint will cover The Texas Rangers and the U.S. Border Patrol, the Great Depression, the Bracero Program, the United Farmworker’s Union and Cesar Chavez, and Operation Wetback. (20 minutes) a. Define for them as well the Spanish word los atravesados, a stereotypical and deragatory terms used for the people who live in Borderlands: the squint-eyed, the perverse, the queer, the troublesome, the mongrel, the mulato, the half-breed, the half dead; in short, those who cross over, pass over, or go through the confines of the “normal.” 3. Show students another poem and discuss as a class. This poem is titled “The Homeland, Aztlan/ El Otro Mexico.” The poem is written using both English and Spanish so it may be difficult for students to understand the Spanish parts. Tell students this “code-switching” is the language of the Borderlands. Parts of the poem will reflect back on the pictures looked at the day before, as one of the lines says, “I walk through the hole in the fence to the other side” and “I press my hand to the steel curtain--chainlink fence crowned with rolled barbed wire--rippling from the sea where Tijuana touches San Diego.” (15 minutes) 4. Ask students to provide their opinions on this quote:

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• “The U.S. border es una abierta where the Third World grates against the first and bleeds. And before a scab forms it hemorrhages again, the lifeblood of two worlds merging to form a third country--a border culture. Borders are set up to define the places that are safe and unsafe, to distinguish us from them. A border is a dividing line, a narrow strip along a steep edge. A borderland is a vague and undetermined place created by the emotional residue of an unnatural boundary. It is in a constant state of transition. The prohibited and forbidden are its inhabitants.” (Gloria Anzaldua) •I’d like students to respond to this class in writing for the rest of the hour. Their response should be turned in before they leave, unless they’d like until tomorrow. Assessment: Again, I will assess their ability to see into the poem’s speaker’s voice and to do their best to try to analyze the use of poetic style, the language (figurative and otherwise), and the form. Then I will assess their assessment of the quote provided. Did they use the knowledge the possess of the border? Did they perhaps do any outside research if they took it home over night? Were they able to provide a reasoning for the contradictions in the quote? Do they better understand the life of the mestiza, or border people? Can they grasp why these people would feel anger, hatred, and exploitation for being treated like transgressors and aliens?

Day 3: “Spanglish” Key Questions: • Since we’ve previously discussed “Spanglish” and have seen it used in poetic writing and in novels, how would you define it? • What factors do you thing have promoted its use?

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• What differences do you think exists between Spanglish and the other languages spoken by past and present immigrant communities? Agenda: 1.To begin students thinking about the emergence of Spanglish and its implications in our country, listen to a NPR interview with Ilan Stavans, author of Spanglish: The Making of a New American Language. 2.Give a few brief descriptions (before the interview) a few terms linguists use to describe the linguist phenomena many understand to be hallmarks of Spanglish: a.Code-switching: when bilinguals use elements of both languages in conversation either between sentences or within a single sentence. (this would be touched on earlier--but defined now as a reminder.) b. Loanword: a word taken directly form another language with little or no translation. c.Language contact: borrowing vocabulary and other language features from another language. 3.Listen to interview: http://www.npr.org/templates/story/story.php?storyId=1438900 4.Then ask the following questions: a. In what ways does language change with each new generation? b. Why do people seem to distrust Spanglish so much? c. Is Dr. Stavans excited about the change? Why? d. How does using Spanglish change the user’s identity? e. Is he supportive of the English-only movement? f. What do the words “encuentro” and “mestizaje” mean in the context of the interview? 4.Have students create an interview with at least ten questions they would ask someone who spoke Spanglish. The questions should be tasteful and mindful not to offend. This will be turned in for points. Extra credit

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if they can interview someone they know who speaks Spanglish, or is bilingual in English and Spanish. This will further their knowledge of the Latino experience in the United States. Assessment: Does their interview show their knowledge of the terms defined in class and discussed in the interview? Is their interview careful to not offend the interviewee? Can they use any of their other previous classroom knowledge from discussions, PowerPoints, research, films, etc. to enhance their interview questions? After this lesson, assign their summative assessment research project. This project will be composed of: •

A 4-5 page paper about another Latino or Chicano ethnic group and their history, their situation in

their home country, as well as their immigration or migration experience, and the challenges or triumphs they have had in America. Give the example of the Central American experience in Odyssey to the North by Mario Bencastro. Students will understand they have to do outside research and will have to cite information in MLA format. There will be a day for going over this format/research process. We can hopefully go to the computer lab for some in-class research. Provide an excerpt of Odyssey to the North so students understand that the Latin American experience of trying to find opportunities in any way possible does not just extend to Mexicans and Puerto Ricans. The paper should touch on, but not be limited to: the United State’s role, their lives in their home country, language, the label of immigrant, home customs, inequality, culture shock, poverty, citizenship, work/labor, sacrifice, family, sense of identity (to home, language and new home), and the -isms that allow Americans to reject Latin Americans as citizens and sometimes as people. •

The second part of the research project will be to write a short story, poem, song, or some other writ-

ten representation from the perspective of a person from their chosen group of people.

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•

The third part will be to create a visual representation. This can be a picture/drawing, photograph, col-

lage, poster, or if they would like and have the technological experience, a video. These projects will be presented to the class in the last two days of class. They should be well informed of their Latino or Chicano group the time of presentations.

A Voice for the Voiceless (2-3 days) Grade: 11th Unit: Identity and Immigration in America: The Latino and Chicano Experience Objectives: Students will... •Be informed about the slew of murders taking place in Juarez, Mexico so as to understand the severity of the situation near the Mexican-U.S. border and the social significance of the cruel and horrific crimes. •Understand America’s involvement or connection via the maquiladoras, which have economically exploited the Mexican people who work near the border, specifically young women. •Understand that just because this isn’t happening literally in the U.S., it is still something we need to deal with. •Know that we cannot remain passive and silent, and if we continue to do so, we’re just perpetuating the violence that is occurring vastly, silently, and unjustly against women. •Understand the difference between the Third World and the First World

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•Understand the crimes that occur against women in both countries •Learn about border patrol and NAFTA •Understand the economic situation in Juarez •Talk about police corruption Rationale: The unit has looked at the experience of crossing borders and living in America as a minority group, but what about those who are living South of the border in an economic and violent crisis. MI Standards Addressed: CE 3.1.1

Day 1: Materials: Projector/on-line access for NPR and YouTube, handouts of quotes/excerpt of Desert Blood Agenda: 1.Watch YouTube videos about the Juarez Murders http://www.youtube.com/watch?v=QvQu9umhV8Y&feature=PlayList&p=458F4B0826D26DBC&playnext=1&playnext_from=PL&index=1 2.Listen to NPR’s “Trail of Juarez Murders” http://www.npr.org/templates/story/story.php?storyId=10373937. 3.Have the class talk about these unbelievable and horrible crimes. Talk about why no one is informed of the serial killings. What do we think is the main cause of the brutal murders: Gangs? Drug cartels? Police corruption? Maquiladoras? Have students speculate as to the cause, as well as the lack of publicity surrounding the murders. Why are the police not actively searching for the killers? How has this been allowed to continue for more than 16 years? What is the killers’ motives? Why are almost all the victims women?

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Have students read an excerpt from a fictional account of the Juarez murders called Desert Blood by Alicia Gasper De Alba, most specifically the quotes: a.“Poor Juarez, so far from the truth, so close to Jesus” “Poor Juarez, so close to Hell, so far from Jesus.” “People like to pretend they can cover the sun with one finger, while the truth is shining all over the place. Talk about the quotes in class until the end of the hour using the knowledge they have. b. For homework, have them make a written or visual representation of these quotes or of the Juarez murders. These will be presented the day after tomorrow. Assessment: Did they listen attentively? Did they appear engaged? Did they ask questions? Although I will be facilitating most of the questions and the discussion and trying to engage all students, were they also able to respond to one another? This material is so interesting though I doubt it will be difficult to get their attention

Day 2: Materials: Students’ presentations Presentation and Discussion day. Agenda:

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1.I wanted today to just be about each student’s presentation. This is such a serious subject that my hope is that each project will have been thoughtful and executed well. I will have each presenter present and then have time for questions from their peers. (30-40 minutes) 2.The rest of class will be for further discussion and questions about the Juarez murders. This is a difficult and horrendous topic so I know students will have questions and they should feel comfortable asking them. Assessment: Did their project reflect a true and genuine representation of the quotes of the Juarez murders. Did the project look like they put time and effort into it? Were they able to explain to the class why they chose to do what they did? Were they able to see the world in a different way. This lesson is about opening their eyes to something they most likely will have been sheltered from and it is important to try to understand as much as possible about these brutal decades of murder they have been shrouded with a veil of silence. There is a website that students can go to where donations can be made or shirts can be bought that helps the cause of trying to find the young missing girls and trying to solve these crimes: http://thejuarezproject.com/2007/03/28/help-the-young-women-of-ciudad-juarez-by-writing-to-these-corporations.aspx •Other lesson ideas: Crimes against women/ Femicide (continuation of Juarez murders) Diaspora Closer look at the culture in Latin American countries Coyotes (guides to crossing the border) Cuba/America

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Calendar on next page.

Monday

Tuesday

What does it mean to be  Discuss beginning of  Puerto Rican in Amer­ Nilda ica? Puerto Rico history  “What do you think it  PowerPoint lecture means to American?”  activity Begin watching “Mi Pu­ erto Rico” Nilda quote and discus­ sion HW: Nilda pgs. 41­80 HW: Nilda pgs. 1­40

Wednesday Continue watching “Mi  Puerto Rico” Discuss film in context  of Nilda

Thursday

Friday

Futher discussion of the  Puerto Rican experi­ ence and Nilda.  How does Nilda’s child­ hood experience and  her maturity reflect how  Puerto Ricans live in the  U.S.

Essay on title of “Mi Pu­

Poems from Power­ Point­­remind them of  the class they have had  on using voice in writ­ ing. Also look at figurat­ Peer Review drafts or  ive language, reminding  outlines for their essay  them of definitions of  due tomorrow. these style elements  (pass out a handout) HW: Nilda pgs. 81­100 Assign essay explaining  the title of the film “Mi  Puerto Rico.” This will  due Friday, bring a draft  for tomorrow.

erto Rico” due. Remind students they  have a test on Monday  and to study their lecture  and movie notes, as well  as their figurative lan­ guage definitions. HW: Continue reading  Nilda for next week. Try  to be at pg. 130.

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Monday

Tuesday

Monday

Tuesday

Test on Puerto Rican 

Excerpt of The House  on Mango Street. Focus  on her writing style and  the vignettes (define).  For tomorrow write a  page long vignette in  Cisnero’s style.

history with America,  poems, and “Mi Puerto  Rico” questionnaire HW: Nilda. 131­170

Monday

Wednesday Wednesday

Thursday Thursday

Friday Friday

Audience + Mode/Genre  Media: Latin American  = Voice lack of representation.  Show statistics and sev­ Discuss modes/genres  eral ad campaigns.  we’ve encountered:  Look at the role Latin  poem,  Americans often play in  documentary/film, nov­ films. els. How does voice  Discuss Esperenza in  change based on the  HW: Finish Nilda. Re­ relation to Nilda. Also,  different mode or  view class and home  how does this novel de­ genre? notes for Nilda test to­ pict the themes and  morrow. subjects of Nilda? How does mode/genre  shape the voice of the  Discussion: “How would  text? you feel to be on the  outside of two cultures?” Turn in page long Cis­ nero­style vignette. HW: Nilda pgs. 171­210 HW: Nilda pgs. 211­250.

End of Nilda reading  test. Mostly open­ended,  some multiple choice.  Some will be quote iden­ tification and explana­ tion. 

Tuesday

Friday

Wednesday

Thursday

Tell students will be  moving on to  Mexico/U.S. border on  Monday.

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Monday

Tuesday

Wednesday

Thursday

Friday

Begin Borderlands and  Crossing Borders Les­ sons

Watch more clips of “Al  Otro Lado” and watch  the trailer of “La Misma  Luna” as a form of re­ commendation.

Quote from “The Home­ land, Aztlan/ El Otro  Mexico”: Students will  respond in writing to this  quote in relation to what  we have studied thus  far. They should draw  from prior knowledge.

Magdiel short story due.

Spanglish interview due.

Assign final research  project on another  Latino or Chicano  people that will be due  the Monday after next.  Pass out assignment  sheets and provide ex­ amples of other people  they could study.

Research day in com­ puter lab. Pass out MLA  handout and direct to  Purdue’s OWL site as  another reference for  correctly citing material.  Remind them Wikipedia  is not a legitimate  source. 

Google Earth/photos of  the border and Sinaloa  (as background for film)

Poetry: “We Call Them  Greasers” Look at poet­ Touch on topics of im­ ic and narrative style.  migrants, borderlands,  Also, at choice of  border patrol, economic  speaker: what does this  opportunities, etc. do for the poem?

What would it be like to  be a person who felt  they didn’t really belong  in one place or another? Cartoons about Mexic­ an­U.S. relationships  Spanglish lesson and  (country and people).  NPR interview. (code­ Talk about stereotypes  switching, language  that exist and are per­ contact, identity, etc.)  petuated. Focus on what this does  to someone’s identity.

Begin watching “Al Otro  Lado” clips

PowerPoint lecture on  U.S./Mexican history. 

HW: Have students  think about Magdiel’s  situation and write a  short sequel­like story  from Magdiel’s point of  view employing his  voice and perspective.

Poem: “The Homeland,  Aztlan/ El Otro Mexico”  Discuss code­switching  along with the meaning  of the poem. Remember  pictures looked at yes­ Create interview for a  terday. bilingual person or  someone who speaks  Spanglish. Extra credit if  can get a real interview.  This will be due Friday.

Help with finding re­ sources.

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Monday Monday Juarez Murder lesson. YouTube videos and  NPR interview on the  subject.

Tuesday Tuesday

Alicia Gasper de Alba’s  novel Desert Blood.  Read aloud excerpts to  continue the discussion.  Journal on this in con­ Talk in depth on the  text of everything else  subject matter: motives,  we’ve covered in the  lack of publicity, female  unit. victimes, length of time  case unsolved, Americ­ Discuss several quotes  an maquiladoras, etc. and ask students to re­ spond in a creative way  for homework. This can  be a written or visual  representation. Provide  example of past stu­ dents’ work: pink back­ ground, black cross and  quotes from victims of  sexually violent crimes.  “Take Back the Night.”  Will present material to­ morrow.

Wednesday

Thursday

Friday

Wednesday

Thursday

Friday

Presentation and re­ sponse day.

Time to work on re­ search projects in the  computer lab.

Time to work on re­ search projects in the  computer lab.

Further discussion and  question about the  Juarez murders. Point  students to the Juarez  Project website. Put of visual projects  around the room. Time to work on re­ search projects.

Final Projects will be  due Monday. Late projects will not be  accepted.