Latino Genius: Hipólito Paul Roldán

Lesson Plans created by Lora Beth Escalante

Doctoral student at the University of Texas at San Antonio

Hipólito “Paul” Roldán
Community Developer

MacArthur Genius Aware Honoree 1988

Lesson Plan Title-
Friend of Neighborhoods

Learning Level- Grade level 6-12

Background Information:

Hipólito Paul Roldán is a visionary in the field of housing development for Hispanics, dedicated to building better communities. His creativity is evident in the more than 3,400 affordable apartments and townhouses in Chicago’s predominantly Hispanic neighborhoods that have been constructed during his leadership of the Hispanic Housing Development Corporation (HHDC). Through his mission-oriented mindset, the HHDC has also developed more than 80,000 square feet of retail and office space in an effort to infuse life into underdeveloped areas. Upon receiving the MacArthur genius award in 1988, Mr. Roldán immediately created the Teresa and Hipólito Roldán Community Development Scholarship Fund for young Hispanics pursuing careers in urban planning and real estate development. Over a dozen students have already benefited from his generosity. His other recognitions include Chicago Friend of Neighborhood Award, 2002, and 2005 Builder of the Year by El Nuevo Constructor magazine.

Mr. Roldán worked as a New York City cab driver and served in combat duty in Vietnam before pursuing a bachelor’s degree from St. Francis College and a master’s degree in urban studies from Long Island University in New York. What Hipólito simply calls “doing the right thing” includes the establishment of Tropic Construction, an HHDC subsidiary and general contractor that provides opportunities for low-income people to gain access to construction skills and assignments. Ultimately, Mr. Roldán is an inspirational business leader with a heart of gold. The many communities and boards on which he serves or has served are a testimony to his commitment to the continued success of affordable urban housing development and thoughtful, and strategic community planning.

TEKS standards addressed in this lesson-

(2) History The student understands the contributions of individuals and groups from various cultures to selected historical and contemporary societies. The student is expected to:

(A) explain the significance of individuals or groups from selected societies, past and present; and

(B) describe the influence of individual and group achievement on selected historical or contemporary societies.

(11) Communication- The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:

publish information in a variety of ways including, but not limited to, printed copy and monitor displays

Pre-Instruction or Prerequisite Knowledge/Skills-

Basic Internet search capabilities and basic writing skills

Lesson Duration-

2-3 sessions in computer lab, 1-2 hours each
Peer writing/revising sessions, optional

Learning Location-

Computer Lab, classroom

Materials-

Computers with Internet connection and Power Point and printer/paper

Learning Objectives-

Students will be able to explain the significance of Mr. Roldán’s work, including the establishing of over 4,600 residential housing units in Chicago, Illinois for underdeveloped areas and underprivileged residents, the formation of Hispanic Housing Development Corporation (HHDC), and Tropic Construction, a general contractor that provides opportunities for low-income people to gain access to construction trades.
Students will be able to describe past events in Mr. Roldán’s life that led to his personal achievements as well as his contributions to present society.

Procedure-

Explain that the class will be learning about an influential community developer named Hipólito “Paul” Roldán who is based in Chicago, Illinois.
Describe the three choices for final contributions to class after research is complete. Any choice will be presented in the form of Power Point presentation:

a) Students may choose to research the foundation of the Hispanic Housing Development Corporation in Chicago and describe Mr. Roldán’s role as founder and CEO.
b) Students may choose to research Mr. Roldán’s life, detailing how past events in his life led to his contributions to society (timeline).
c) Students may research Tropic Construction, the HHDC subsidiary and general contractor that provides opportunities for low-income people to gain access to the construction trades, and report on how it has positively affected Hispanic communities.

Specify that work should be accomplished individually, but peer revision of work is encouraged.
Take students to computer lab or demonstrate with an LCD projector in class the basic process of constructing a Power Point presentation. Have students experiment with different designs and formats before beginning research.
Students research the topic of their choice.
Allow enough time in class for development of research and presentations.

Evaluation-

Students share their Power Point presentations with the class. Assess their learning with an appropriate presentation and/or writing rubric (see rubric example below).

Lesson 2

Lesson Plan Title- Career pathways

Learning Level- Grade level 6-12

TEKS standards addressed in this lesson- Knowledge and skills

(2) The student knows how to locate, analyze, and apply career information. The student is expected to:

access career information using print and on-line
resources to complete an educational and/or training plan for a career pathway;

Pre-Instruction or Prerequisite Knowledge/Skills-

§ This lesson should follow lesson on Mr. Roldán’s work
§ Practice with researching information online

Lesson Duration-

1-2 hours

Learning Location-

Classroom, computer lab, community resources

Materials-

Computers with Internet connection and printer/paper, LCD projector
Resources within the school, such as career counselor, advisors.

Learning Objectives-

Students will be able to access career information using print and on-line resources to complete an educational and/or training plan for a career pathway.

Students will be able to access scholarship fund information directly related to the career path that interests them.

Procedure-

1. Share information they have discovered about Mr. Roldán’s career path into urban planning. Activate background knowledge by inquiring about Mr. Roldán’s academic training that enabled him to become a community developer. Where did he study/train? What type of planning was necessary? What sacrifices or financial obligations did his training entail?
2. Demonstrate in the computer lab (or using an LCD projector in your classroom) how to access information about scholarship funds available. Highlight Mr. Roldán’s scholarship fund: Teresa and Hipólito Roldán Community Development Scholarship Fund. Who might benefit from this scholarship? Why do you think Mr. Roldán create this fund?
3. Have student research different scholarship opportunities available in their field of interest. This may be done in partners, as many students will not be familiar with this research venue.
4. Each student will write a one-page summary of their interested field of work and what scholarships or funds are available. Teacher may wish to compile these summaries to share with entire class. This information will help students begin a career path portfolio.

Evaluation-

Students share their findings with the class and/or create a career path display in your classroom with information. Students evaluate classmates on relevant information shared on a sliding scale of 1-4.

Resources:

"Friend of Neighborhoods, 2002." The Chicago Neighborhood Development Awards. 7 Sept. 2007 .

French, Desiree. "Community Builder Profile." Urban Land Institute. 07 Sept. 2007 .

http://www.pointsoflight.org/awards/prescommunityvol/winner_details.cfm?ID=850