MacArturos Reunion @ UTSA!

 LOCOS, DREAMERS AND VISIONARIES

2007-09-30T20:35:00.000-07:00

Celebrating Los MacArturos:

Locos, Dreamers and Visionaries!

Geniuses in the Making Project

We present to you our work. We consider ourselves Geniuses in the Making and we would like to help teachers in the Geniuses in the Making of all their students. This blog was developed by graduate students in the Doctor of Philosophy degree in the culture, literacy and language program from the Division of Bicultural-Bilingual Studies at the University of Texas at San Antonio. The blog consists of lesson plans aimed at secondary students but each lesson plan can be adapted for lower grades. We have also included resource materials for the successful implementation of the lessons.

Within this program, Professor Dr. Ellen Riojas Clark teaches our advanced doctoral seminar BBL 7253 Latino Issues in Education. This seminar examines many of the key issues in the education of Latino students. It presents the experiences of a range of different Latino ethnic groups who often share the same struggles in U.S. schools. The course begins with a critical look at how Latino students have been socially constructed and moves toward a greater understanding of the political, social, and economic forces shaping the challenges that Latinos have faced in accessing education in this country In essence, the field reflects a dire need for curricula that can interest, motivate, and stimulate Latina/o students, in their self-concept and academic quest. We hope to address this need with these lesson plans. We invite you to attend the events so that you can personally experience the power of the MacArturo Latino Geniuses.

Ph.D. in Culture, Literacy, and Language students:
Malena Salazar, Irma Vargas Rosas, Jessica Muniz, Carmen Guzman-Martinez, Lora Beth Escalante, Claudia Treviño Garcia, and Lorena Claeys

Professor:
Dr. Ellen Riojas Clark
Contact: ellen.clark@utsa.edu
Division of Bicultural-Bilingual Studies
University of Texas at San Antonio

Presented at the Texas Association for Bilingual Education Annual Conference, San Antonio, TX, October 4, 2007.

 INVITATIONS & POSTERS

2007-09-30T14:45:00.000-07:00

Invitation:

Posters:

 GENIUSES IN THE MAKING! WHO WE ARE

2007-09-27T18:50:00.000-07:00

Dear reader(s),

With guidance from our own homegrown genius, Dr. Ellen Riojas Clark, we have set out to create lesson plans highlighting the contributions of Latino MacArthur (los MacArturos) fellowship award recipients. We hope you enjoy exploring this site and find our lesson plans useful as reference material for your classroom. Although we have tried to incorporate as many aspects as we deemed necessary, should you find any gaps or oversights that require changes, please do not hesitate to let us know. As you can see, we are open to suggestions and welcome your constructive comments.

We hope you enjoy this site. Its contents reference links from many other very interesting sources for teachers, as well as for the general public, who might be interested in further investigating the MacArturos.

Sincerely,

Carmen, Claudia, Irma, Jessica, Lora Beth, Lorena, Malena, and Dr. Clark

Carmen Guzman-Martinez

Carmen is currently a doctoral student in the Bicultural-Bilingual Studies department. She was born and raised in San Antonio, TX. Her research interests include cultural studies, critical pedagogy, promotoras, and community based organizations. She is involved in UTSA's Mexican American Studies Student Organization (MASSO) and the National Association for Chicano and Chicana Studies (NACCS). She also works as a teaching assistant in the department and has taught BBL 3403-Cultural and Linguistic Diversity in a Pluralistic Society and BBL 3033-Mexican Americans in the Southwest.

Claudia Treviño-García
Loca, Dreamer and Visionary: Claudia Treviño García is a first generation Mexicana/Chicana. She has a B.A. in Interdisciplinary Studies with Bilingual/ESL Education Certification and an M.A. In Bicultural-Bilingual Education, both from the University of Texas at San Antonio (UTSA). She taught 13 years in the San Antonio Independent School District, 10 of which were at Storm Elementary, a Dual Language Campus. She is currently in her second year of her doctoral studies at the UTSA. Her research interests include, teacher retention, pre-service teacher preparation, induction year support and teacher ethnic identity. She is currently the Assistant Director for the Academy for Teacher Excellence. She currently lives in San Antonio, Texas with her husband Gus and their three children Gustavo (18), Carolina (17) and Jonathan (12).
*

Irma Vargas Rosas

Irma Vargas Rosas is first generation Chicana, born and raised in Chicago, IL. She has three degrees from the University of IL, Chicago. She obtained a B.A. in Political Science and Spanish in 1996. Then she continued and obtained two masters degrees: an M.A. in Hispanic Studies specializing in Applied Linguistics in 1998 and M.Ed. specializing in Bilingual Education in 2003. She was a classroom teacher for several years in Chicago and in San Antonio, Texas and has experience in dual language, transitional bilingual, and ESL programs. She is currently a doctoral student in the College of Education and Human Development at the University of Texas, San Antonio in the Culture, Literacy, and Language Program. She currently lives in San Antonio with her partner Rita and their two perritos Corbatín and Lalito.

Jessica Muniz

Jessica B. Muniz, LMSW is currently a doctoral student in the Bicultural-Bilingual Studies department. She was born and raised in San Antonio, Texas and has lived here her entire life. She currently works at UTSA as a psychotherapist in the Counseling Services department. She received her BA in 1998 and her MSW in 2001 from OLLU. Jessica is the proud mother of 4 children ages 18, 16, 11, and 8 and is happily married to Ben. The identity of being mother, wife, professional, student, and Latina is the focus of research that Jessica wishes to investigate, hence her decision to pursue a PhD in Culture, Language and Literacy. How do Latinas continuously live within the borders of their daily lives and still maintain a sense of identity independent from the cultural worlds that define their gender roles? These lived experiences are interwoven daily as Jessica navigates her life. Specifically Jessica has become interested in studying gender and culture and its impact on the educational paths that Latinas follow. Jessica is interested in narratives or testimonios of young Latinas who continue to pursue higher education and how that success changes their lived experiences. If Jessica had time and money for a hobby, she would spend time traveling!

Lora Beth Escalante

Lora Beth is a doctoral student in the Bilingual-Bicultural Department at the University of Texas at San Antonio.Previously, she taught third grade in a bilingual classroom for five years with Denver Public Schools and has participatedin district-wide curriculum development. Her teaching passion is second language acquisition and teacher professional development.

Lorena Claeys

I was born in Laredo Texas and raised in Nuevo Laredo, Tamaulipas, México. I moved to Corpus Christi, TX at the age of 15. I graduated from Del Mar College with an Associate of Arts Degree. I also obtained a Bachelor’s Degree in Interdisciplinary Studies and Masters’ Degrees in Curriculum & Instruction and Educational Administration from Texas A&M University. I taught ESL through the content areas of mathematics and science to middle level recent immigrant students at Martin Middle School’s New Comer Program entitled CALP in Corpus Christi ISD. As a coordinator and director I have managed and directed the implementation of Title III/VII, Title V and Transition to Teaching programs. Presently, my research interest as a PhD doctoral student and executive director for the Academy for Teacher Excellence at the University of Texas at San Antonio (UTSA) is in the area of educator preparation. Specifically, my studies focus on protective factors, motives and assets for the purpose of designing effective interventions for the preparation and retention of minority and other teacher candidates who work with culturally and linguistically diverse students.

Malena Salazar

As a former English language learner, fully recognizing the difficulties involved in acquiring a new language, I am cognizant of the need to include cultural studies within the teaching profession, hence my interest in pursuing a Ph.D. in the areas of culture, literacy and language. Not surprisingly, my research interests are varied but tightly interlaced, woven into a fabric that incorporates culture, identity, language, and technology. To me these things are inseparable, in today’s world they go hand in hand as many of the lesson plans herein attest. My hobbies and habits are many, among the good ones is a need to document through photography (on any given day, I’ll be carrying some kind of camera), among the bad ones is my pack-rattiness…but then again, I’m an ESL teacher/ethnographer in perpetual training.

Dr. Ellen Riojas Clark

Dr. Ellen Riojas Clark is a Professor in the Division of Bicultural Bilingual Studies at the University of Texas at San Antonio. She has written extensively on the relationship between the constructs of self-concept, ethnic identity, self-efficacy and good teaching. Another area of research is in the area of gifted language minority students. She has developed and presented many graduate summer institutes at UTSA that focused on Latino literature and culture, multicultural education collaborative approaches, curriculum development, cooperative learning and restructuring schools for language minority students.

Dr. Clark serves as the Research Coordinator for the Academy for Teacher Excellence, U.S. Department of Education projects. And has served as the Co-PI for the Rockefeller Foundation Project: Knowledge, Culture, and Construction of Identity in a Transnational Community: San Antonio, TX and was the Educational Content Director for the Scholastic Entertainment PBS children's cartoon series, Maya and Miguel.

She is a native San Antonian where she attended public schools including Edison High School, San Antonio College, Trinity University, UTSA, and the University of Texas at Austin where she received her Ph. D. She is the mother of two engineer daughters and the abuela of four granddaughters. Dr. Clark is one of the Dos Abuelas who write book reviews and travel articles for the Express-News.

Dr. Clark was selected as Queen Huevo by the San Anto Cultural Center and has appeared in several documentaries including Hollydays on PBS, where you can see her every Christmas making her famous tamales.

Latino Genius: Camilo José Vergara

2007-09-27T17:07:00.000-07:00

Latino Genius:

Camilo José Vergara

Building photo essays from the ground up:
A lesson plan based on the photography of Camilo José Vergara

Lesson plan by Malena Salazar, M.A., Doctoral Student
Division of Bicultural-Bilingual Studies
The University of Texas – San Antonio
October 2007

Every photograph, besides being a document of what the camera sees,
also testifies to the relationship between the photographer and the subject of the photo.
--Minneapolis Institute of Arts

I use photographs as a means of discovery, as a tool with which to clarify visions and construct knowledge about a particular place, or city.
--Camilo José Vergara

BACKGROUND INFORMATION

Various electronic sources documenting the life and work of Camilo José Vergara:

Wikipedia.com (http://en.wikipedia.org/wiki/Camilo_Jos%C3%A9_Vergara):

Camilo José Vergara (b. 1944) is a Chilean-born, New York-based writer, photographer and documentarian. He was born in Santiago, Chile. Vergara is noted for photographing the same buildings and neighborhoods multiple times over many years to capture changes over time.
Vergara won a MacArthur Foundation "genius grant" in 2002 and served as a fellow at the Mid-Atlantic Regional Center for the Humanities (MARCH) at Rutgers University in 2003/2004. He received the Robert E. Park Award of the American Sociological Association for "The New American Ghetto" in 1997.

In 1995, Vergara made a controversial proposal that 12 square blocks of downtown Detroit be declared a "skyscraper ruins park," an "American acropolis," for the preservation and study of the deteriorating and empty skyscrapers. "We could transform the nearly 100 troubled buildings into a grand national historic park of play and wonder, an urban Monument Valley.... Midwestern prairie would be allowed to invade from the north. Trees, vines, and wildflowers would grow on roofs and out of windows; goats and wild animals—squirrels, possum, bats, owls, ravens, snakes and insects—would live in the empty behemoths, adding their calls, hoots and screeches to the smell of rotten leaves and animal droppings." (Metropolis, April 1995).

Vergara received a B.A. (1968) in sociology from the University of Notre Dame and an M.A. (1977) in sociology from Columbia University, where he also completed the course work for his Ph.D. (not yet awarded). His work has been published in seven books:

1989, Silent Cities: The Evolution of the American Cemetery. ISBN 0910413223
1995, New American Ghetto. ISBN 0813522099
1999, American Ruins. ISBN 1580930565
2001, Twin Towers Remembered. ISBN 1568983514
2001, Unexpected Chicagoland. ISBN 1565847016
2004, Subway Memories. ISBN 1580931464
2005, How the Other Half Worships. ISBN 0813536820

Metrotimes.com (http://www.metrotimes.com/20/19/Features/culRuins.htm):

Ruins & redemption: Maybe celebrating Detroit's crumbling architecture isn't such a crazy idea after all
by Michael Haggerty
2/09/00

It’s not the kind of plan those interested in historic restoration like to hear, but Vergara’s proposal magnified the problem the abandoned buildings present as well as drawing attention to what they represent. While the current dilapidated state of buildings such as the David Broderick Tower and the Michigan Central train depot clearly indicates a decline, the buildings themselves are also symbolic of Detroit’s past achievements.

For that reason, Vergara says even if these buildings aren’t restored, they should not be destroyed. Rather, he suggests that such buildings need to be preserved as symbols of the aspirations they represented when built.

This is particularly true in Detroit, where the concentration of pre-Depression architecture is one of the largest in the country. "Where else do you have these things, and what would you replace them with if you knocked them all down?" he says.

The National Building Museum (http://www.nbm.org/Exhibits/past/2000_1996/Ghetto.html):

The New American Ghetto:Photographs of Camilo José VergaraJanuary 26 - May 5, 1996

The New American Ghetto is an exploration, conducted over nearly two decades, of some of the poorest and most segregated neighborhoods in New York, Newark, Los Angeles, Chicago, Detroit, and other smaller cities. Through photographs and text, I chronicle the profound transformation that these places have experienced since the riots of the 1960s. Included here are successive photographs of the same places that track change over time-the kinds of changes that have made the conditions of today's ghetto profoundly different from those of an earlier era.

My examination of scores of ghettos across the nation reveals three types: green ghettos, characterized by depopulation and by vacant land and ruins over-grown by nature; institutional ghettos, publicly financed places of confinement designed mainly for American-born minorities; and new immigrant ghettos, deriving their character from an influx of immigrants, mainly Latino and West Indian. The New American Ghetto illustrates the ongoing entropy and struggling reconstruction existing in our urban centers today. Some communities have continued to lose population; others have emerged from what were once ethnic, blue-collar neighborhoods; some sections of older ghettos have remained stable, working neighborhoods or have been rebuilt. Cityscapes that were once central to the life and identity of the nation are vanishing, raising fundamental questions: Do we want cities? And how do we interpret what is left behind?

LESSON PLAN

Lesson Plan Title
Building photo essays from the ground up: A lesson plan based on the photography of Camilo José Vergara

Overview of Lesson Plan
In this lesson, students will consider the contexts in which photographs are taken and create original photo essays on topics of their choice.

Learning Level
Grades: 6-8, 9-12TEKS
§110.49. Analysis of Visual Media (One-Half Credit).
(b) Knowledge and skills.
(1) The student recognizes/interprets visual representations as they apply to visual media. The student is expected to:
(A) identify the historical development of visual media;
(B) distinguish the purposes of various media forms such as information, entertainment, and persuasion; and
(C) recognize strategies used by media to inform, persuade, entertain, and transmit culture such as advertising, perpetuation of stereotypes, use of visual representations, special effects, and language.
(2) The student analyzes and critiques the significance of visual representations. The student is expected to:
(C) analyze techniques used in visual media;
(D) explore the emotional and intellectual effects of visual media on viewers

Lesson Duration
2 sessions, 1 hour

Learning Location
Language Arts Classroom or Journalism (with computer access for students)

Learning Objectives
Students will:
1. Analyze photographs to discover their contexts.
2. Consider the influence of photographer Camilo José Vergara on by reading and discussing the website Invincible Cities, http://invinciblecities.camden.rutgers.edu/intro.html
3. Explore Camilo José Vergara’s philosophy about taking pictures of semi-ruined, abandoned buildings; research images on a particular topic in preparation for taking their own pictures on the same topic.
4. Create original photo essays and artist statements.

Resources / Materials
photographs by Camilo José Vergara (images projected onto a screen); images can be found online at Invincible Cities, http://invinciblecities.camden.rutgers.edu/intro.html
pens/pencils
paper
classroom board
copies of Site Introduction by Camilo Vergara found online at http://invinciblecities.camden.rutgers.edu/intro.html (one per student)
resources that contain photographs that may interest students; found in photography books, periodicals, reference books, computers with Internet access, etc.
digital or disposable cameras (one per student)
computers for students to download and print digital photographs

Activities / Procedures
Step 1. WARM-UP/DO-NOW:
Prior to class, prepare a projector to show the series of photographs taken by Camilo José Vergara found in Invincible Cities, http://invinciblecities.camden.rutgers.edu/intro.html .
As students enter the room, ask them to examine the images.
As a class, discuss the following questions for each photograph (written on the board or overhead):
-What are these pictures of?
-What do you think the real-life context is for these pictures?
-Why do you think they were taken?
-What title would you give this series of photographs? Why?

After discussing the series of photographs, read aloud the caption or accompanying text, as well as the title. Then ask students the following questions (written on the board or overhead):-How do the photographs capture the context?-What was happening when the picture was taken?

Step 2. CLASS READ AND DISCUSS SITE INTRODUCTION.
Have the class read and discuss copies of SITE INTRODUCTION by Camilo Vergara found online as pdf files at http://invinciblecities.camden.rutgers.edu/Images%20as%20a%20Tool%20of%20Discovery.pdf
focusing on the following questions:
a. Who is Camilo José Vergara?
b. What type of work does he do?
c. Why does he employ the use of still photography?
d. What is he trying to accomplish with his photography? Why?
e. How does Camilo José Vergara chose his subject?

Step 3. CLASS DISCUSSION OF QUOTE.
As a class, discuss the following quotation by Camilo José Vergara:

“For me a visual history of urban America organized around portraits of minority residents would be very limited. People are often engaging; their feelings and emotions are moving; yet it is often difficult to know much about them from photographic likenesses. I found that images of the physical communities in which people live often better reveal the choices made by residents and city officials over the long haul. When presented together as a series, photographs of the built environment constitute the essential element of an urban history told from the ground up. I use photographs as a means of discovery, as a tool with which to clarify visions and construct knowledge about a particular place, or city.”

Ask students the following questions:
What does this quotation mean to you?
What topics is he talking about?
List these topics on the board, as well as any other ideas that may be relevant to this quotation. Topics may include the ghetto, poverty, race, politics, pollution, education, urban life, etc.

Pair work:
Divide the class into pairs.
Explain that each pair will be creating a photo essay that will include at least five photographs with captions.
What issue, event, location, person, movement, etc. is worth documenting?
What images would help to capture that issue, event, location, person, movement, etc.?
Allow students time to choose a subject from those previously written on the board or come up with their own.
Once student pairs have agreed on their subjects, allow time for them to research existing photographs.
Encourage students to take notes on the kinds of images they find, and to answer the following guiding questions (written on the board or copied into a handout):-How has the issue, event, location, person, movement, etc. been captured to date?-Which images are most effective? Why?-Which images are least effective? Why?-What images would make your subject appear ordinary or clichéd?-Discuss new ways your subject can be photographed, including contexts, locations, angles, etc.

Step 4. WRAP-UP/HOMEWORK:
Student pairs take pictures for their photo essays and develop or print them. They then choose the five images that best illustrate their thoughts as reviewed during the main activity. Student pairs then write captions for each image. Individually, students prepare artist statements expressing what they hope others will learn from their photo essays. Students present photo essays with captions, along with their artist statements, in a future class as part of a photojournalism exhibit.

Further Questions for Discussion:
-Why do people take pictures?-How are photographs used in your everyday life?-How can the use of photographs enhance the landscape of a city?-Why might an influential photographer/artist not be very well-known?

Evaluation / Assessment

Students will be evaluated based on participation in class and pair discussions, thorough research and analyses of images on their chosen topics, completion of photo essays, and thoughtful artist statements. Refer to Addendums A and B for grading rubrics.

[CLICK HERE FOR ADDENDUM A HYPERLINK AND ADDENDUM B HYPERLINK]

Vocabulary

rehabilitation, abandonment, visual history, fortification, empty lots, visual language of art and advertisement, social containers, public billboards, urbanization, ethnography

Extension Activities

1. Write an essay explaining how a photograph is different from a painting, sculpture, dance, or song.
2. Create an illustrated timeline of Camilo José Vergara’s career and body of works. Include images that have helped to define his work as a photographer and ethnographer.
3. Interview a family member about a mentor he or she has had. Explore the ways this mentor influenced his or her life. Prepare a newspaper article illustrating your findings.

Technology related exploration - Research the photography equipment used by Camilo José Vergara. Choose one, and create a “How It Works” poster. Write a brief essay comparing this piece of equipment to a camera you could use for your photo essay.

References

Camilo José Vergara. (2006, October 24). In Wikipedia, The Free Encyclopedia. Retrieved September 13, 2007, from http://en.wikipedia.org/w/index.php?title=Camilo_Jos%C3%A9_Vergara&oldid=83459666

Haggerty, M. (2000, February 9). Ruins & redemption: Maybe celebrating Detroit's crumbling architecture isn't such a crazy idea after all. Metrotimes. Retrieved September 11, 2007, from http://www.metrotimes.com/20/19/Features/culRuins.htm

Minneapolis Institute of Arts. (n.d.). Get the picture: Liebling. In Retrieved September 22, 2007, from http://www.artsmia.org/get-the-picture/liebling/frame05.html

Sale, M. & Anderson, B. (2006, October 20). The candid camera: Creating photo essays that keep it real. The New York Times Company. Retrieved September 12, 2007, from http://www.nytimes.com/learning/teachers/lessons/20061020friday.html

The National Building Museum. (1996). The new American ghetto: Photographs of Camilo José Vergara (January 26 - May 5, 1996). Retrieved September 14, 2007, from http://www.nbm.org/Exhibits/past/2000_1996/Ghetto.html

Vergara, C. J. & Gillette, H. (2005). Invincible Cities. Retrieved September 12, 2007, from http://invinciblecities.camden.rutgers.edu/intro.html

Latino Genius: Baldemar Velazquez

2007-09-27T17:05:00.000-07:00

Latino Genius: Baldemar Velazquez

(Farm Labor Leader)

Lesson plans created by Irma Vargas Rosas, M.A., M.Ed, doctoral student

Program in Culture, Literacy, and Language

Division of Bilingual Bicultural Studies
University of Texas, San Antonio

Lesson Plan Title – Critical Evaluation, Writing & Art
Learning Level
Grades 6-12
Pre-Instruction or Prerequisite Knowledge/Skills
Basic critical analysis, writing, and art skills
Lesson Duration
4-5 sessions, 1-2 hours each
Students may choose to do research outside of class.
Learning Location
Computer lab and/or classroom
Materials
Can of Campbell’s Vegetable Soup, chart paper, Jar of Vlasic Pickles, Computers with Internet connection and printer/paper, poster boards, markers, arts&crafts material

Powerpoint available: [Coming soon]

Learning Objectives (Teacher may wish to modify them as she/he deems necessary: http://www.tea.state.tx.us/teks/)

Grades 6-8

English Language Arts/Reading
TEKS 15B: The student is expected to write to influence such as to persuade, argue, and
request.
15F: The student is expected to compare text events with his/her own and other readers’ experiences.
14A: The student is expected to generate ideas and plans for writing.
Fine Arts (Art)
4A: The student is expected to interpret, evaluate, and justify artistic decisions in personal artworks.
2C: The student is expected to demonstrate technical skills effectively, using a variety of art media and materials to produce designs, drawings, paintings, prints, sculptures, ceramics, fiberart, photographic imagery, and electronic media-generated art.

Grades 9-12

English Language Arts/Reading
9B: The student is expected to compare text events with his/her own and other readers' experiences.
Fine Arts (Art)
4A: The student is expected to interpret, evaluate, and justify artistic decisions in personal artworks.
2C: The student is expected to demonstrate technical skills effectively, using a variety of art media and materials to produce designs, drawings, paintings, prints, sculptures, ceramics, fiberart, photographic imagery, and electronic media-generated art.

Procedure

1.) Before mentioning Baldemar Velazquez and who he is, teacher will present the can of soup and pickles to students.

2.) In groups of 4-5, students will discuss and write what they know about the two products.

3.) Teacher will write the information on chart paper.

4.) Teacher will ask: Who is a MacArthur genius?

5.) Teacher will use Internet site to discuss the MacArthur Foundation and Fellows (geniuses). www.macfound.org/programs/fel/fel_overview.htm

6.) Teacher will inform students that Baldemar Velazquez is a MacArthur genius.

7.) Teacher will say: the can of soup and jar of pickles are a few of the reasons why Baldemar Velazquez is a genius.

8.) Students will investigate the life and successes of Baldemar Velazquez (Google Scholar, Google, etc.) by focusing on the 5Ws and How. http://en.wikipedia.org/wiki/Five_Ws

Sample Questions: Who is Baldemar Velazquez?; Where does he live or work?; What does he do?; How does he make a difference in the community?; When did he get the MacArthur Fellowship?; Why did he get the fellowship?

9.) Students discuss their research findings on Baldemar Velasquez and teacher will list them on chart paper (5Ws and H). The following is some information regarding Baldemar Velazquez that the teacher may use:

Baldemar Velasquez, human rights activist and founder and president of the Farm Labor Organizing Committee (FLOC) AFL-CIO, was born in Pharr, Texas Feb. 15, 1947. His parents were migrant farmworkers, and Velasquez began working in the fields when he was six, picking berries and tomatoes.He attended Pan American University in Edinburg, Texas from 1965-66. Ohio Northern University in Ada 1966-67 and from 1967-69 attended Bluffton College, where he graduated with a BA in Sociology. He formed Farm Labor Organizing Committee (FLOC) in 1967. During 1989-90, Velasquez received his degree in Practical Theology. He received his advanced degree in 1991 and was ordained that year as Chaplain to the farmworkers by Rapha Ministries. Two major honors came to Velasquez in 1994 when 29 national Hispanic organizations chose him as the recipient of the Hispanic Heritage Leadership Award. That year he also received Mexico's Aguila Azteca Award - the highest award Mexico can give a non-citizen.

10.) Teacher will review concepts ‘human rights’ and ‘self-determination;’
http://www.floc.com/; http://www.m-w.com/dictionary/human%20rights;
http://www.m-w.com/dictionary/self-determination

11.) Students will research current events of human rights’ abuse for farm laborers.

12.) Students will select two causes/missions for farm laborers’ rights, one at the state level (Texas or any other state or Puerto Rico) and the other at the national level. Teacher may wish to focus only on one.

13.) Students will write a letter to each of the causes using a persuasive essay in letter format: http://grants.coehd.utsa.edu/ATE/support/Latino_Genius/Rubric_Letter_Writing.pdf; http://grants.coehd.utsa.edu/ATE/support/Latino_Genius/Rubric_Escribir_una_carta.pdf;

http://grants.coehd.utsa.edu/ATE/support/Latino_Genius/Rubric_Persuasive_Essay.pdf

http://grants.coehd.utsa.edu/ATE/support/Latino_Genius/Rubric_Escrito_persuasivo.pdf Teacher may wish to make extra copies.

14.) Students will create posters for their causes. Students may wish to use them in a political demonstration, display them in the classroom, hallway or entry way to the school.

15.) Teacher will conclude the lessons by engaging students in conversation using the following two questions:

· Who is a genius?
· How have the experiences gained through these activities made you think about your future?

Evaluation

The teacher may use the rubrics to assess students or other forms as she/he deems appropriate.

About the Author

Irma Vargas Rosas is first generation Chicana, born and raised in Chicago, IL. She has three degrees from the University of IL, Chicago. She obtained a B.A. in Political Science and Spanish in 1996. Then she continued and obtained two masters degrees: an M.A. in Hispanic Studies specializing in Applied Linguistics in 1998 and M.Ed. specializing in Bilingual Education in 2003. She was a classroom teacher for several years in Chicago and San Antonio, Texas and has experience in dual language, transitional bilingual, and ESL programs. She is currently a doctoral student in the College of Education and Human Development at the University of Texas, San Antonio. She currently lives in San Antonio with her partner Rita and their two perritos Corbatín and Lalito.

Latina Genius: Maria Varela

2007-09-27T17:00:00.000-07:00

Maria Varela

1999 MacArthur Fellow

One Picture of the People of our Country

Getting to Know a Latina Genius!

Maria Varela is a community organizer living in Albuquerque, NM. Her work focuses on how rural communities, rural cultures and rural ecosystems survive and flourish. The balance among “cultural experiences, ecology, and economic activities either sustain or starve our communities” (MacArthur Latino Fellows Bios).

Introduction
This lesson was developed as part of the Discovering the Genius in You curriculum which is based on the MacArthur Latino Fellows Bios and the MacArturo Latin@Genius: Locos, Dreamers & Visionaries reunion.

Students will have the opportunity to explore contributions made to U.S. society by Latinos by visiting websites. They will be asked to look for specific Latinos who have been recipients of awards granted by the MacArthur Foundation.

Content Area and Grade Level
This lesson is designed for grades 6-8. Its focus is on contributions of Latinos to historical or contemporary societies, which is appropriate for the 6-8 grade curriculums in the state of Texas.

Curriculum Standards
Outcomes:
Students will:
Identify Latino Geniuses using the 5Ws: who,what,when,where,and why?
Make a timeline that shows the contributions they have made in our community/society.
Design a poster/PowerPoint to inform the community and increase the public's awareness about the contributions of Latinos to society.
Do a presentation explaining the significance, achievements and influence of individuals on society to the class.

Social Studies Standards Addressed:
§113.22. Social Studies, Grade 6.
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.
22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(A) use social studies terminology correctly;
(B) use standard grammar, spelling, sentence structure, and punctuation;
(C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and
(D) create written, oral, and visual presentations of social studies information.
§113.23. Social Studies, Grade 7
22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(A) use social studies terminology correctly;
(B) incorporate main and supporting ideas in verbal and written communication;
(C) express ideas orally based on research and experiences;
(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and
(E) use standard grammar, spelling, sentence structure, and punctuation.
§113.24. Social Studies, Grade 8
(31) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(A) use social studies terminology correctly;
(B) use standard grammar, spelling, sentence structure, and punctuation;
(C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and
(D) create written, oral, and visual presentations of social studies information.

Technology Embedded:
1. BASIC OPERATIONS AND CONCEPTS:
Students demonstrate an understanding of operation of technology systems.
2. TECHNOLOGY PRODUCTIVITY TOOLS:
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
Students use technology to locate, analyze, and collect information from a variety of sources.

Procedures:
Implementation Overview
"Getting to Know a Latino/a Genius!" has been designed for the classroom/library/computer lab setting, where a whole class can work on it at once or student pairs can work together as a computer/library assignment. The lesson is organized so that a pair of students can follow the directions listed below at the computer to complete 11 tasks. Ideally, this project will take about ten, 45-minute lab periods. Here is a sample of how it might go:

Day One
Task 1: As a whole group in the classroom, we will brainstorm what we know and what we would like to learn on a K-W-H-L Chart about Latino/a Geniuses.
Download the K-W-H-L Chart template:
http://www.education-world.com/tools_templates/kwhl_nov2002.doc
Task 2: We will be introduced to the Mission Statement of "Los MacArturos" and provide an overview of the MacArthur Foundation.
Task 3: As a whole class, we will begin exploring the reasons why Maria Varela is known as a Latino Genius and complete the 5Ws Template to plan and organize the straight news article.
Download a 5 Ws Template
As a large group visit internet sites to read and gather information about Maria Varela and respond to the 5Ws Template and discuss his contributions to society.
Task 4: Discuss Maria Varela’ achievements and influence in society. Also discuss the reasons he was selected as a MacArthur Foundation Fellow. Create a Timeline using biographical information found in the following internet sites:
http://www.sric.org/voices/2001/v2n2/index.html
http://www.geneseo.edu/news/nrap.php?pg=MariaVarela.html
http://www.takestockphotos.com/pages/varela.html
http://pages.prodigy.net/bluemountain1/bonmf1ii.htm
Task 5: Choose a partner and select a Latino/a` Genius to investigate. The next week you will be working with your partner to do the following on the person you have selected:
1) complete a 5Ws Chart Download a 5 Ws Template
2) create a timeline
Download the Timeline template:
http://pesd.alevelhigher.com/technology_and_learning/on-line_learning/pdfs/creating_timelines_from_templates.pdf
3) design a poster/PowerPoint
4) present to class the news story

Days Two thru Five
Task 6: Visit Internet sites (listed below) and take notes on each. Complete 5Ws Chart and create timeline.On the third day, ask the students to complete a "Day Three Self-Evaluation."

Days Six and Seven
Task 7: Discussion with another group of students. Use PowerPoint to display findings or concept maps (e.g. Pictures, 5Ws Charts, and Timelines) which shows the contributions made to society by the Latino Geniuses each group is investigating.

Day Eight
Task 8: Class discussion.See 5Ws Charts and Timelines from class discussions
Task 9: Choose an important idea or tip to increase the public's awareness about Latino’s contributions. Make a poster that will be hung in your community.

Days Nine and Ten
Task 10: Complete a self-evaluation rubric.
Task 11: Share work in 3-5 minute presentations.

Resources Needed
Technology stuff you'll need:
At least 2 computers (one with Internet access)
Microsoft Word, or any type of word processing program
PowerPoint Software
Websites your students will access:
http://www.sric.org/voices/2001/v2n2/index.html
http://www.geneseo.edu/news/nrap.php?pg=MariaVarela.html
http://www.takestockphotos.com/pages/varela.html
http://pages.prodigy.net/bluemountain1/bonmf1ii.htm

Human resources you might consider:
A guest speaker Latino Genius or another Latino Leader from the community for more information
An aide or parent helper to guide the students and help out with any computer glitches
On-line teacher support for other ideas and support

Entry Level Skills and Knowledge
Technology stuff your students (and you) will need to know:
How to navigate on the Internet: links, URLs, bookmarks, going back and forth
How to open and save files
How to use word processor to create Timeline
How to use PowerPoint to create concept maps (brainstorms) and presentations

Evaluation
Before students begin any of the 11tasks, they should be provided with a rubric on what they will be evaluated. At the end of the lesson, students will complete an evaluation for themselves, and one for their partner. Click: http://rubistar.4teachers.org/ to customize a rubric for this lesson.
Students could be evaluated in five areas: Participation, Brainstorm and Notes, Concept Maps (5Ws Chart and Timeline), Poster, and Presentation.
The teacher will review the students self evaluations and make changes or additions as necessary.

Possible Variations
Introduce this project by asking students to name and share stories of Latinos leaders in the community, city, state, country, or countries from where students or their parents have immigrated.
Read literature about Latinos who have made an impact in United States societies.
Get involved. Send letters (snail-mail or e-mail) to public school libraries and local public librarians to add more books, journals, and videos related to Latinos to the library collection.

Conclusion
Through this lesson students will discover more about Latinos in the United States. Encourage them to share what they learn with others to increase the awareness about the contributions that this group has made in U.S. Society.

Last updated on September 29, 2007
by Lorena Claeys, University of Texas at San Antonio
If there are any questions, comments, or recommendations,feel free to e-mail me. Just click on my name above.

References

This lesson was based on a template from http://www.instantprojects.org/
The following electronic resources were accessed to gather information to create this lesson plan:
http://www.tea.state.tx.us/rules/tac/chapter113/ch113b.html Chapter 113. Texas Essential Knowledge and Skills for Social StudiesSubchapter B. Middle School
http://www.sandracisneros.com/macarturos_schedule_2007.php MacArturos 2007 Reunion

http://www.sandracisneros.com/macarturos_bios.php MacArturos Biographies

http://www.sandracisneros.com/macarturos.php MacArturos Mission Statement

http://www-tc.pbs.org/newshour/extra/teachers/lessonplans/socialstudies/Vote2004/news_h5.pdf

http://pesd.alevelhigher.com/technology_and_learning/on-line_learning/pdfs/creating_timelines_from_templates.pdf
Timelines Microsoft Template
http://www.sric.org/voices/2001/v2n2/index.html The inspiration for this issue of Voices from the Earth started out quite simply - a phone conversation with Maria Varela.
http://www.geneseo.edu/news/nrap.php?pg=MariaVarela.html Maria Varela to Speak at SUNY Geneseo April 2.
http://www.takestockphotos.com/pages/varela.html Take Stock Images of Change
http://pages.prodigy.net/bluemountain1/bonmf1ii.htm Beyond Origins of New Mexico Families-A website maintained by José Antonio Esquibel

Latino Genius: Hipólito Paul Roldán

2007-09-27T12:07:00.000-07:00

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

Latino Genius: Cecilia Munoz

2007-09-27T11:20:00.000-07:00

Critically Engaging the Issue of Immigration
Lesson plan by Carmen Guzman-Martinez, M.A., Doctoral student
Division of Bicultural-Bilingual Studies
October 2007

Various electronic sources documenting the life and work of Cecilia Muñoz:

http://www.findarticles.com/p/articles/mi_m0DXK/is_10_17/ai_63817007
http://gale.cengage.com/free_resources/chh/bio/munoz_c.htm

“Cecilia Muñoz was born in Detroit, Michigan on July 27, 1962. Her parents came to the U.S. from La Paz, Bolivia. As an undergraduate student she attended the University of Michigan-Ann Arbor. As a graduate student she attended the University of California-Berkeley. Currently, she is the vice president of the office of research, advocacy, and legislation at the National Council of La Raza. Munoz, 37, is a leader in immigration and civil rights policy and is a major force in such issues as the legalization of undocumented immigrants, family-based immigration rights, and access to welfare benefits and education. Her accomplishments include working as the head of Legalization Outreach Programs (Catholic Charities) in Chicago in 1996, Muñoz assisted 5,000 immigrants obtain U.S. citizenship. In this organization, she continues to work as an advocate and activist against discrimination, inhumane welfare reform for immigrants, and inhumane immigration policy. Muñoz has also spoken against anti-immigration groups.”

http://www.macfound.org/:
“The MacArthur Fellows Program awards unrestricted fellowships to talented individuals who have shown extraordinary originality and dedication in their creative pursuits and a marked capacity for self- direction. There are three criteria for selection of Fellows: exceptional creativity, promise for important future advances based on a track record of significant accomplishment, and potential for the fellowship to facilitate subsequent creative work. The MacArthur Fellows Program is intended to encourage people of outstanding talent to pursue their own creative, intellectual, and professional inclinations. In keeping with this purpose, the Foundation awards fellowships directly to individuals rather than through institutions. Recipients may be writers, scientists, artists, social scientists, humanists, teachers, entrepreneurs, or those in other fields, with or without institutional affiliations. They may use their fellowship to advance their expertise, engage in bold new work, or, if they wish, to change fields or alter the direction of their careers.”

Lesson Plan Title
Critically Engaging the Issue of Immigration

Learning Level
Grade level 11-12

TEKS Standards
113.32 United States History Studies Since Reconstruction (One Credit):
(24) Social studies skills: The student applies critical thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: (G) support a point of view on a social studies issue or event.

Pre-Instruction or Prerequisite Knowledge/Skills
Basic Internet search capabilities
Basic writing skills
Understanding of what a state representative is and does

Lesson Duration
5 sessions, 1-2 hours each

Learning Location
Computer Lab, online, and in classroom

Materials
· Local newspaper
· Stamps (2 per student)
· Computers with Internet connection and printer/paper

Learning Objectives
· Students will learn about Cecilia Muñoz and her work with the National Council of La Raza.
· Students will support a point of view on the issue of immigration by writing letters to their community’s local newspaper and state representative.

Procedure
1.) Teacher will present a lecture about Cecilia Muñoz.

2.) Students will use the internet to search for information about the National Council of La
Raza:
http://www.nclr.org/

3.) Students will use the internet to search for information about immigration:
http://en.wikipedia.org/wiki/Immigration

3.) Using the attached sheet of questions, students will take notes on the three topics of
Cecilia Muñoz, the National Council of La Raza, and immigration.

4.) Students will use the local or national newspaper to learn how to write letters to the
editor:
http://www.oznet.ksu.edu/NEAreaOffice/lettereditor.htm

http://www.mysanantonio.com/opinion/

5.) Students will work in groups (3-4 students) and discuss opinions on immigration.

6.) Students will take an individual stance on the issue of immigration (for or against).

7.) Students will write a “Letter to the Editor” expressing their stance and mail them.

8.) Students will use the internet to search for their state representative:
http://www.house.state.tx.us/resources/faq.htm#who_rep

9.) Students will learn how to write a letter to his or her state representative:
http://www.chabotcollege.edu/Library/abby/letterstoreps.html

10.) Students will write a letter to their state representative and mail them.

Latino Genius: Hugo Morales

2007-09-27T11:12:00.000-07:00

Hugo Morales

1999 MacArthur Fellow

one picture of the people of our country

Getting to Know a Latino Genius!

Hugo Morales is the Executive Director of Radio Bilingüe, Inc. In October 1976, Mr. Morales and an all-volunteer staff of current and former farm workers and artists founded Radio Bilingüe, which began radio broadcast operation on July 4, 1980 over the entire San Joaquin Valley. Mr. Morales is responsible for the administration Bilingüe of Radio (MacArthur Latino Fellows Bios).

“Here in the Central Valley, we have migrants who come from the most remote parts of Mexico, places where radio is the medium. We're using the latest technology to try to help people swap news and advice across a political border.”

“It goes beyond connecting families. It's about preserving our culture, something corporate radio won't address.”

http://thinkexist.com/quotes/hugo_morales/

Introduction
This lesson was developed as part of the Discovering the Genius in You curriculum which is based on the MacArthur Latino Fellows Bios and the http://www.sandracisneros.com/macarturos_schedule_2007.php.
Students will have the opportunity to explore contributions made to U.S. society by Latinos by visiting websites. They will be asked to look for specific Latinos who have been recipients of awards granted by the MacArthur Foundation.

Content Area and Grade Level
This lesson is designed for grades 6-8. Its focus is on contributions of Latinos to historical or contemporary societies, which is appropriate for the 6-8 grade curriculums in the state of Texas.
Curriculum Standards
Outcomes:
Students will:

1. Identify Latino Geniuses using the 5Ws: who, what, when, where, and why?
2. Make a timeline that shows the contributions they have made in our community/society.
3. Design a poster/PowerPoint to inform the community and increase the public's awareness about the contributions of Latinos to society.
4. Do a presentation explaining the significance, achievements and influence of individuals on society to the class.

Social Studies Standards Addressed:
§113.22. Social Studies, Grade 6.
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.
22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(A) use social studies terminology correctly;
(B) use standard grammar, spelling, sentence structure, and punctuation;
(C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and
(D) create written, oral, and visual presentations of social studies information.
§113.23. Social Studies, Grade 7
22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(A) use social studies terminology correctly;
(B) incorporate main and supporting ideas in verbal and written communication;
(C) express ideas orally based on research and experiences;
(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and
(E) use standard grammar, spelling, sentence structure, and punctuation.
§113.24. Social Studies, Grade 8
(31) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(A) use social studies terminology correctly;
(B) use standard grammar, spelling, sentence structure, and punctuation;
(C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and
(D) create written, oral, and visual presentations of social studies information.

Procedures:

Implementation Overview
"Getting to Know a Latino/a Genius!" has been designed for the classroom/library/computer lab setting, where a whole class can work on it at once or student pairs can work together as a computer/library assignment. The lesson is organized so that a pair of students can follow the directions listed below at the computer to complete 11 tasks. Ideally, this project will take about ten, 45-minute lab periods. Here is a sample of how it might go:

Day One
Task 1: As a whole group in the classroom, we will brainstorm what we know and what we would like to learn on a K-W-H-L Chart about Latino/a Geniuses.
Download the K-W-H-L Chart template:
http://www.education-world.com/tools_templates/kwhl_nov2002.doc
Task 2: We will be introduced to the Mission Statement of "Los MacArturos" and provide an overview of the MacArthur Foundation.
Task 3: As a whole class, we will begin exploring the reasons why Hugo Morales is known as a Latino Genius and complete the 5Ws Template to plan and organize the straight news article.
Download a 5 Ws Template
As a large group visit internet sites to read and gather information about Hugo Morales and respond to the 5Ws Template and discuss his contributions to society.
Task 4: Discuss Hugo Morales’ achievements and influence in society. Also discuss the reasons he was selected as a MacArthur Foundation Fellow. Create a Timeline using biographical information found in the following internet sites:
http://www.hablamosjuntos.org/signage/signage_oversight/pac.asp
http://www.radiobilingue.org/archive/03_03_14_hugomorales.htm
http://www.cpb.org/pressroom/release.php?prn=146
http://www.cpec.ca.gov/Commission/MemberPage.ASP?CM=35
http://www.current.org/people/peop909morales.html
http://www.lannan.org/lf/bios/detail/hugo-morales/
Task 5: Choose a partner and select a Latino/a` Genius to investigate. The next week you will be working with your partner to do the following on the person you have selected:
1) complete a 5Ws Chart Download a 5 Ws Template
2) create a Timeline
Download the Timeline template:
http://pesd.alevelhigher.com/technology_and_learning/on-line_learning/pdfs/creating_timelines_from_templates.pdf
3) design a poster/PowerPoint
4) present to class the news story

Days Two thru Five
Task 6: Visit Internet sites (listed below) and take notes on each. Complete 5Ws Chart and create timeline.On the third day, ask the students to complete a "Day Three Self-Evaluation."

Days Six and Seven
Task 7: Discussion with another group of students. Use PowerPoint to display findings or concept maps (e.g. Pictures, 5Ws Charts, and Timelines) which shows the contributions made to society by the Latino Geniuses each group is investigating.

Resources Needed
Technology stuff you'll need:
At least 2 computers (one with Internet access)
Microsoft Word, or any type of word processing program
PowerPoint Software
Websites your students will access:
http://www.hablamosjuntos.org/signage/signage_oversight/pac.asp
http://www.radiobilingue.org/archive/03_03_14_hugomorales.htm
http://www.cpb.org/pressroom/release.php?prn=146
http://www.cpec.ca.gov/Commission/MemberPage.ASP?CM=35
http://www.current.org/people/peop909morales.html
http://www.lannan.org/lf/bios/detail/hugo-morales/

Human resources you might consider:
A guest speaker Latino Genius or another Latino Leader from the community for more information.
An aide or parent helper to guide the students and help out with any computer glitches
On-line teacher support for other ideas and support .

Entry Level Skills and Knowledge
Technology stuff your students (and you) will need to know:
How to navigate on the Internet: links, URLs, bookmarks, going back and forth
How to open and save files
How to use word processor to create Timeline
How to use PowerPoint to create concept maps (brainstorms) and presentations

Evaluation
Before students begin any of the 11tasks, they should be provided with a rubric on what they will be evaluated. At the end of the lesson, students will complete an evaluation for themselves, and one for their partner. Click: http://rubistar.4teachers.org/ to customize a rubric for this lesson.
Students could be evaluated in five areas: Participation, Brainstorm and Notes, Concept Maps (5Ws Chart and Timeline), Poster, and Presentation.
The teacher will review the students self evaluations and make changes or additions as necessary.

http://thinkexist.com/quotes/hugo_morales/ Hugo Morales Quotes

http://www.tea.state.tx.us/rules/tac/chapter113/ch113b.html Chapter 113. Texas Essential Knowledge and Skills for Social StudiesSubchapter B. Middle School

http://www.sandracisneros.com/macarturos_schedule_2007.php MacArturos 2007 Reunion

http://www.sandracisneros.com/macarturos_bios.php MacArturos Biographies

http://www.sandracisneros.com/macarturos.php MacArturos Mission Statement

http://www-tc.pbs.org/newshour/extra/teachers/lessonplans/socialstudies/Vote2004/news_h5.pdf 5Ws Template

http://pesd.alevelhigher.com/technology_and_learning/on-line_learning/pdfs/creating_timelines_from_templates.pdf
Timelines Microsoft Template

http://www.hablamosjuntos.org/signage/signage_oversight/pac.asp Advisory Committee Bios

http://www.radiobilingue.org/archive/03_03_14_hugomorales.htm Hugo Morales is the Executive Director of Radio Bilingüe, Inc. In 1976, Mr. Morales and an all-volunteer staff of farmworkers, former farmworkers, and artists founded Radio Bilingüe, which began radio broadcast operation on July 4, 1980 over the entire San Joaquin Valley.

http://www.cpb.org/pressroom/release.php?prn=146 Washington, D.C., May 15, 1999 -- The Corporation for Public Broadcasting (CPB) has named Hugo Morales, founder and Executive Director of Radio Bilingue, the recipient of the 23rd annual Edward R. Murrow Award, public radios highest honor.

http://www.cpec.ca.gov/Commission/MemberPage.ASP?CM=35 Hugo Morales was appointed to the California Postsecondary Education Commission by the Senate Rules Committee on June 11, 2003, to represent the general public.

http://www.current.org/people/peop909morales.html Radio Bilingue's Hugo Morales receives the Murrow

http://www.lannan.org/lf/bios/detail/hugo-morales/ Detailed Biographical Information

Latina Genius: Amalia Mesa-Baines

2007-09-27T11:10:00.000-07:00

Chicana Genius: Amalia Mesa-Baines

(Artist and Cultural Critic)

Lesson plan created by Irma Vargas Rosas, M.A., M.Ed., doctoral student

Program in Culture, Literacy, and Language

Division of Bilingual Bicultural Studies

University of Texas, San Antonio

Lesson Plan Title – Critical Evaluation, Writing & Art
Learning Level
Grades 6-12
Pre-Instruction or Prerequisite Knowledge/Skills
Basic critical analysis, writing, and art skills
Lesson Duration
4-5 sessions, 1-2 hours each
Student may choose to do research outside of class.
Learning Location
Computer lab and/or classroom, art room
Materials
Computers with printer/paper, chart paper, art supplies

PowerPoint available: [Coming soon]

Learning Objectives (Teacher may wish to modify them as she/he deems necessary: http://www.tea.state.tx.us/teks/)

Grades 6-8

English Language Arts/Reading
TEKS 2A: The student is expected to interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives.
15C, F: The student is expected to write to inform such as to explain, describe, report, and narrate; compare text events with his/her own and other readers’ experiences.
Fine Arts (Art)
TEKS 3A, B: The student is expected to identify in artworks the influence of historical and political events; compare specific artworks from a variety of cultures
4A, B: The student is expected to conduct in-progress analyses and critiques of personal artworks; and analyze original artworks, portfolios, and exhibitions of peers to form conclusions about formal properties and historical and cultural contexts.

Grades 9-12

English Language Arts/Reading
TEKS 20A, B: The student is expected to investigate the source of a media presentation or production such as who made it and why it was made; deconstruct media to get the main idea of the message's content.
9B: The student is expected to compare text events with his/her own and other readers' experiences.
1A: The student is expected to write to report and describe.
Fine Arts (Art)
TEKS 3A, B: The student is expected to compare and contrast historical and
contemporary styles, identifying general themes and trends; describe general
characteristics in artworks from a variety of cultures
4A: The student is expected to interpret, evaluate, and justify artistic decisions in personal artworks

Procedure

1.) A day prior to the beginning of lesson, teacher will ask students to bring a piece of art that decorates a wall in their homes to class the next day. Students will understand that they must ask their parent(s) for permission, if they bring in one of their pieces. Teacher may provide a few extra pieces in case some students don’t bring any.

2.) The day that begins the lesson, teacher will present the rubric for analyzing a piece of art

http://grants.coehd.utsa.edu/ATE/support/Latino_Genius/Rubric_Analysis_of_a_Piece_of_Art.pdf;

http://grants.coehd.utsa.edu/ATE/support/Latino_Genius/Rubric_Analisis%20_de_un_trabajo_de_arte.pdf

Teacher may wish to make extra copies.

3.) Students will write an expository essay. http://www.geocities.com/fifth_grade_tpes/expository.html

4.) Teacher will explain how reading a book and using contextual clues to understand can also be applied to “reading” art.

5.) Students will understand that art can also be read and elements can be tied to convey the full meaning of the work. http://www.csupomona.edu/~plin/ews410/read_paintings.html

6.) Students will work in groups of 4-5 to read the pieces of art they brought from home. Students will write their ideas down to help them write their essay.

7.) Teacher will create a concept web on chart paper with the word ‘genius’ in the center.

8.) Teacher will ask: Who is a genius?

9.) Teacher will write students’ suggestions on the chart paper

10.) Teacher will use Internet site to discuss the MacArthur Foundation and Fellows (geniuses). www.macfound.org/programs/fel/fel_overview.htm

11.) Teacher will inform students that Amalia Mesa-Baines is a MacArthur genius.

12.) Students will research the life and successes of Amalia Mesa-Baines (Google Scholar, Google, etc.) by focusing on the 5Ws and How. http://en.wikipedia.org/wiki/Five_Ws

Sample Questions: Who is Amalia Mesa-Baines?; Where does she live or work?; What does she do?; How does she make a difference in the community?; When did she get the MacArthur Fellowship?; Why did she get the fellowship?

13.) Students will discuss their research findings on Amalia Mesa-Baines while teacher lists them on chart paper (5Ws and H). The following is some information regarding Luis Alfaro that the teacher may use:

Amalia Mesa Baines is a San Francisco based artist, scholar and curator. She has been involved in the Chicano art movement since the 1960s and is best known for her installation work featuring altars and ceremonial themes. The driving force of her artistic vision is what she terms the "feminine Rasquachismo or Domesticana . . .that is simultaneously contestatory and passionately affirming of our histories as women and our situation of struggle."

14.) Teacher will review concepts ‘Chicano’ and ‘Chicano Movement.’ http://content.cdlib.org/xtf/view?docId=ft058002v2&chunk.id=d0e7791&toc.depth=1&toc.id=d0e6486&brand=eschol;
http://www.chicano-art-life.com/movement.html

15.) Teacher will accentuate the importance of gender in the Spanish language. The ‘o’ is used for masculine or the combination of feminine and masculine. The ‘a’ is used for feminine. Historically the ‘a’ is regularly dismissed so the ‘a’ has to be included in ‘Chicano’ to assure that the feminine is included. This functions much like ‘her/his’ or ‘she/he’ in English.

ChicanA and ChicanA Movement
ChicanA/o Movement
MexicanA/o
LatinA/o

16.) Students will work in groups of 4-5 to answer the following question: Why is Amalia Mesa-Baines an artist and cultural critic?

17.) Students will choose one of Amalia Mesa-Baines’ artistic pieces in order to read it and write another expository essay.

18.) As the culminating activity, students will replicate the same piece they choose in her style. Teacher may want to collaborate with the art teacher(s) in the school.

19.) Teacher will conclude the lessons by engaging students in conversation using the following two questions:

· Who is a genius?
· How have the experiences gained through these activities made you think about your future?

Evaluation

The teacher may use the rubric to assess students or other forms as she/he deems appropriate.

Teacher Resources

Mesa-Baines, A. (1993). Ceremony of spirit: Nature and memory in contemporary Latino
art. San Francisco: The Mexican Museum.

About the Author

Irma Vargas Rosas is first generation Chicana, born and raised in Chicago, IL. She has three degrees from the University of IL, Chicago. She obtained a B.A. in Political Science and Spanish in 1996. Then she continued and obtained two masters degrees: an M.A. in Hispanic Studies specializing in Applied Linguistics in 1998 and M.Ed. specializing in Bilingual Education in 2003. She was a classroom teacher for several year in Chicago and San Antonio, Texas and has has experience in dual language, transitional bilingual, and ESL programs. She is currently a doctoral student in the College of Education and Human Development at the University of Texas, San Antonio. She currently lives in San Antonio with her partner Rita and their two perritos Corbatín and Lalito.

Latino Genius: Reuben Martinez

2007-09-27T11:05:00.000-07:00

Photographs and biography were found at the following link:

http://www.pbs.org/now/arts/martinez.html#

Lesson plans created by

Claudia Treviño García M.A., M.Ed & Doctoral Student

Ph. D. Program in Culture, Language and Literacy

Division of Bicultural-Bilingual Studies

University of Texas at San Antonio

Background Information

Rueben Martínez was born in Miami, Arizona, a small mining town in 1940. Both of his parents were miners laboring on different shifts and young Rueben taught himself to read. A professional barber and entrepreneur for more than forty years, Martínez was disturbed by reports that Americans spent little money or time on reading. In 1993, he founded Libreria Martínez Books and Art Gallery, a small business operating out of his barbershop. By 1999, the bookstore had expanded and moved into its own location, and, in 2001, he launched a second venue dedicated to children’s literature. Líbrería Martínez Books is now among the largest commercial sellers of Spanish-language books in the country, serving as the cornerstone of cultural events and community activities that promote the benefits of reading to Hispanic-Americans and Spanish-speaking immigrants. Rueben Martínez is also the co-founder of the Latino Book Festival. The Festival, which now travels to several American cities each year, motivates Spanish-speaking people to value literature, to read for themselves, and to read to their children. In 2004 Martínez was award the prestigious MacArthur fellowship, the first ever given to a bookseller. The MacArthur Foundation stated that Martínez "elevated bookselling from a business to a campaign in support of underserved populations. Martínez’ unique brand of entrepreneurship and advocacy is an important complement to institutional and program efforts to enrich and anchor the lives of a large and growing population in America."

Líbrería Martínez
Latino Book and Family Festival
The MacArthur Fellows Programs
Literacy and Library Resources
http://www.pbs.org/now/arts/martinez.html

Lesson Plan Title

¡Cuentamé un cuento!...Tell me a story!

Learning Level

Grade level 9-12

TEKS Standards

§113.31. Implementation of Texas Essential Knowledge and Skills for Social Studies, High School

(24) Social studies skills The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:

(A) Locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information

§110.42. English I(4)Writing/inquiry/research.

The student uses writing as a tool for learning.C) Compile information from primary and secondary sources in systematic ways using available technology

Pre-Instruction or Prerequisite Knowledge/Skills

Basic Internet search capabilities,basic writing and library skills

Lesson Duration

3-4 sessions, 1-2 hours each

Students may choose to do research outside of the classroom as well

Learning Location

Computer Lab, online, in the classroom, at home or in community library, community elemenatry school

Materials

variety of children's books, construction paper, markers, stapler, pencils (optional: camera, voice recorder)

Learning Objectives

Students will be able to

1. Read about and analyze the life of MacArthur Genius Reuben Martinez in order to write his biography.

2. Explore and examine a variety of latino children's books and choose one to read aloud to an elemenatry "compadre" or "comadre".

3. Create a book with their elementary "compadre" or "comadre" to publish and display at their respective schools and possibly at their community public library.

Procedures

Task 1:

High school students will read Reuben Martinez's biography and then use the 5 Ws graphic organizer to write down what they have learned about this genius. The following link will provide you with an exmaple of this graphic organizer.

http://www.enchantedlearning.com/graphicorganizers/star/

They will use the link below to learn more about Reuben and to complete this activity.

http://www.pbs.org/now/arts/martinez.html

Task 2:

Once students have completed their biography, they will visit the closest community public library to check out at least 2 children's books. If they do not have a library card, they can ask the teacher to check a book out for them or apply to get a card for themselves.

Below is the link to help students locate the libray closest to their home/community.

http://www.sanantonio.gov/library/branch/

Below are links that will provide you with a list of suggested award winning children's books or studnets may pick one of their favorites.

http://www.lbff.us/sponsors/press-room/latinobook/index.htm

http://www.nea.org/readacross/resources/bilingualbooks.html

Task 3

After choosing a book, the students will practice reading it with a partner to assure that book chosen is read with expression and fluency to encourage the elemenatry students to become engaged in listening and reading.

Below are some links to help guide you in a read aloud.

http://www.nncc.org/Literacy/better.read.aloud.html

http://www.rif.org/parents/tips/tip.mspx?View=31

High school students can also choose to record themselves reading the book out loud in order to give the recording to the elementary "compadres"/"comadres" as a token of remembrance. (If students, school faculty/staff or the community can donate a copy of the book read to the child it can also be given).

Task 4

Student will read the book of their choice to elementary "compadre" or comadre".

Then, they will write a book together about their experience with this book. Students can use the 5Ws graphic organizer in task one (above) to help organize their book content.

Task 5

The students will publish their books and dispaly them at their respective school libraries. One week it can be showcased in the elemenatry school and another week at the high school.

Extension Activity:

Students can take pictures of the experience along the way in order to create a memory board and display with the biography they wrote about Reuben Martinez and the book published with their elementary compadres/comadres. To share project with the community they may want to contact either the main library or the community library to display their projects.

Evaluation/Assessment

The teacher may use the rubrics to assess students or other forms as she/he deems appropriate. The following link can help you design your own.

http://rubistar.4teachers.org/index.php?screen=NewRubric&section_id=3#03

About the Author

Claudia Treviño García is a first generation Mexicana/Chicana. She has a B.A. in Interdisciplinary Studies with Bilingual/ESL Education Certification and an M.A. In Bicultural-Bilingual Education, both from the University of Texas at San Antonio (UTSA). She taught 13 years in the San Antonio Independent School District, 10 of which were at Storm Elementary, a Dual Language Campus. She is currently in her second year of her doctoral studies at the UTSA. Her research interests include, teacher retention, pre-service teacher preparation, induction year support and teacher ethnic identity. She is currently the Assistant Director for the Academy for Teacher Excellence. She currently lives in San Antonio, Texas with her husband Gus and their three children Gustavo (18), Carolina (17) and Jonathan (12).

Latino Genius: John Jesurun

2007-09-27T11:02:00.000-07:00

Lesson plan created by Jessica B. Muniz, MSW, Doctoral StudentProgram in Culture, Literacy, and LanguageDivision of Bicultural Bilingual StudiesUniversity of Texas, San Antonio

Background Information

John Jesurun, a winner of the MacArthur "Genius" Fellowship in 1996, is widely acknowledged as one of the foremost innovators of avant-garde theater, creating virtuoso works that overlap media and language in surprising and unpredictable ways. Each episode of CHANG IN A VOID MOON plays with various media forms, pop-cultural constructs and entertainment genres. Essentially a soap opera, the drama (comedy and mystery) of "Chang…" revolves around the exploits of a businessman by that name and his schemes to defraud the Peters clan, a wealthy family steeped in severe dysfunction. The construction of "Chang…" is as important as its text. It is converged by the influence of film, television and radio rather than by theatrical convention. Scenes begin and end abruptly, as if cut and spliced together. Camera effects are replicated: actors are frequently suspended on platforms in various configurations to suggest overhead shots, long shots, and shots from below. Stagings have included helicopter rescues, sailboat races, a floating saxophone, car crashes and chases.

Like all of Jesurun’s work, Chang is driven by word-play: puns, allusions, and non-sequiturs. Playful phrasing enhances the dialogue’s rhythmic quality, and speaking Jesurun’s dialogue, his characters create a nearly symphonic chorus. Throughout the play, rhythms are often interrupted then redeveloped. This style, distinctly Jesurun’s, has been viewed as a precurser of “sampling” which anticipated the technique’s casual and widespread use in all forms of pop music. Music is by Barbez, a New York art-rock ensemble. The New Yorker has written, “Barbez includes a brilliant theremin player who smokes cigarettes and a full –throated Russian singer who comes across like Joan of Arc with a sense of Humor. They cover everything from Bertolt Brecht to Black Sabbath, but the real attractions is their melodically haunting originals. With a folk-music sound located somewhere between turn-of-century Eastern Europe and modern America, it’s arty rock that moves between brooding and winking.”

Born in Battle Creek, MI in 1951, John Jesurun was originally trained as a sculptor at the Philadelphia College of Art and studied film at Yale before turning to playwriting in the early 1980's. He was the Associate Producer of "The Dick Cavett Show." for two years. He has received grants and fellowships from the Rockefeller and Guggenheim Foundations as well as the NEA. In addition to La MaMa, his works have been presented in major venues and festivals both nationally and internationally. Jesurun's work has long been distinguished by his use of film and video to destabilize the audience's sense of reality. In 1986, his "Deep Sleep" had two 70-minute films projected on facing screens while the five actors were caught in between. The on-screen actors warned their live equivalents, "Do you see the machines? They're the projectors. They are projecting you...You must get off that roll of film so that when the film runs out you'll be safe."

With "Chang…," Jesurun has consistently worked with some of New York’s most exciting performers. Over the years his company has featured: Steve Buscemi, Ethyl Eichelberger, the performance artist John Kelly, Black-Eyed Susan. George Osterman, David Cale, Michael Tighe, Rebecca Moore, Frank Maya, Mimi Goese, and choreographer Neil Greenberg, among others. Many of these performers first came to prominence with their work in "Chang…," and most of them continue to appear in new episodes. Jesurun received an Obie in 1986 for "Deep Sleep." His other La MaMa works to-date are "Black Maria" (1987), "Red House" (1984), "Number Minus One" (1984), "Dog's Eye View" (1984), "Iron Lung" (1992), "Point of Debarkation" (1993), “Slight Return” (1995) and a revival of his most famous work, "Shatterhand Massacree," in 1992. His play "Philoktetes," written for Ron Vawter, has been published in the Yale Theater Magazine. It will be presented by The Club at La MaMa this Spring, from March 4 to 21, 2004. Jesurun's "Faust/How I Rose" will be presented at BAM's Next Wave Festival in Fall, 2004.

Lesson Plan Title

Finding out about A Genius

Pre-Instruction or Prerequisite Knowledge/Skills

Basic critical analysis, writing, and theatrical skills

Lesson Duration

4-5 sessions, 1-2 hours each

Students may choose to do research outside of class.

Learning Location

Computer lab and/or classroom, open space to rehearse

Materials

Computers with printer/paper, chart paper

Learning Objectives (Teacher may wish to modify them as she/he deems necessary)

Grades 6-8

English Language Arts/Reading

TEKS 2A: The student is expected to interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives.

15F: The student is expected to compare text events with his/her own and other readers’ experiences.

18A: The student is expected to choose the appropriate form for his/her own purpose for writing.

14A: The student is expected to generate ideas and plans for writing.

Fine Arts

TEK 4A: The student is expected to demonstrate in dramatic activities that theatre is areflection of life.

Grades 9-12

English Language Arts/Reading

TEKS 20A, B: The student is expected to investigate the source of a media presentation or production such as who made it and why it was made; deconstruct media to get the main idea of the message's content.

1A: The student is expected to write in a variety of forms with an emphasis on literary forms such as fiction, poetry, drama, and media scripts

9B: The student is expected to compare text events with his/her own and other readers' experiences.

Fine Arts

TEKS 2A, C: The student is expected to demonstrate safe use of the voice and body; portray believable characters when applying acting concepts, skills, and techniques.

Tasks

1.) Teacher will ask: Who is a genius? Students will develop a definition of "genius" to include concepts of ethnicity.

2.) Teacher will write students’ definitions on chart and discuss different concepts of the definition of "genius"

3.) Teacher will use Internet site to discuss the MacArthur Foundation and Fellows (geniuses). www.macfound.org/programs/fel/fel_overview.htm

4.) Teacher will inform students that John Jesurun is a MacArthur genius.

5.) Students will conduct an internet search on John Jesurun to create a timeline on his works.

6.) Students create a poster/powerpoint presentation utilizing the 5Ws and How to display in their classroom on John Jesurun. http://en.wikipedia.org/wiki/Five_Ws

7.) Students will work in groups of 4-5 students to choose area of interest based on John

Jesurun's theatre works or art, to write a play which they will perform in their classroom.

8.) Teacher will review the components of a play http://www.ehow.com/how_2045040_write-play.html

9.) Students will use their lived experiences and search engines to find information about their area chosen.

10.) Students will work with their group to write the play.

11.) Each group will distribute a final copy of their play to the teacher for review.

12.) Students will perform their play to their classmates.

13.) Students will evaluate the group process and the final work of art based on evaluation components decided by teacher.

14.) Teacher will conclude the lessons by engaging students in conversation about defining "genius" and what has changed in the student's mind about what "genius" means.

Latino Genius: Ramon A. Gutierrez

2007-09-27T11:00:00.001-07:00

Uncovering Our Familial Histories: An Examination of Cultural and Linguistic Experiences

Lesson plan by Carmen Guzman-Martinez

Division of Bicultural-Bilingual Studies

University of Texas at San Antonio

October 2007

Various electronic sources documenting the life and work of Ramon Gutierrez:
http://www.oah.org/activites/lectureship/2006/lecturer.php?id=135

“Ramón Gutiérrez is professor of history and ethnic studies at the University of California, San Diego. He founded the university’s ethnic studies department in 1989 and is also founding director of its Center for the Study of Race and Ethnicity. Most recently, he coedited, with Richard J. Orsi, Contested Eden: California Before the Gold Rush (1998) and is currently working on two books, Community, Patriarchy, and Individualism: A Cultural History of the Chicano Movement, 1965-1990 and Crucifixion, Slavery, and Death: Genizaro Politics and Identity in New Mexico, 1700-1990.”

http://www.macfound.org/:
“The MacArthur Fellows Program awards unrestricted fellowships to talented individuals who have shown extraordinary originality and dedication in their creative pursuits and a marked capacity for self- direction. There are three criteria for selection of Fellows: exceptional creativity, promise for important future advances based on a track record of significant accomplishment, and potential for the fellowship to facilitate subsequent creative work. The MacArthur Fellows Program is intended to encourage people of outstanding talent to pursue their own creative, intellectual, and professional inclinations. In keeping with this purpose, the Foundation awards fellowships directly to individuals rather than through institutions. Recipients may be writers, scientists, artists, social scientists, humanists, teachers, entrepreneurs, or those in other fields, with or without institutional affiliations. They may use their fellowship to advance their expertise, engage in bold new work, or, if they wish, to change fields or alter the direction of their careers.”

Lesson Plan Title
Uncovering Our Familial Histories: An Examination of Cultural and Linguistic Experiences

Learning Level
Grade level 11-12

TEKS Standards
§113.39. Social Studies Research Methods (One-Half Credit): 4) Social studies skills. The student understands how data can be collected from a variety of sources using a variety of methods. The student is expected to: (A) collect information from a variety of sources (primary, secondary, written, and oral) using techniques such as questionnaires, interviews, and library research; and (B) use various technology such as CD-ROM, library topic catalogues, networks, and on-line information systems to collect information about a selected topic.

Pre-Instruction or Prerequisite Knowledge/Skills
Basic Internet search capabilities and basic writing skills

Lesson Duration
5 sessions, 1-2 hours each

Learning Location
· Computer Lab, online, and in classroom
· Student will conduct research outside of classroom

Materials
· Printer/paper

Learning Objectives
· Students will learn about Ramon Gutierrez.
· Students will learn about their familial history.
· Students will conduct interviews with family members.
· Students will write a family history essay.
· Students will be able to type their essay and print a copy of the essay.

Procedure
1.) Teacher will teach about Ramon Gutierrez.

2.) In a class discussion ask students to think about voices heard or not heard in history and how their family and cultural community has contributed to the history of this nation.

3.) Students will pick a family member to interview.

4.) Using the internet, students will learn how to conduct life history interviews:
http://dohistory.org/on_your_own/toolkit/oralHistory.html

5.) Students will create questions for their life history interviews.

6.) Students will practice interviewing one another.

7.) Students will interview their chosen family member.

8.) Using the internet, students will learn how to write oral history essays:
http://teacher.scholastic.com/activities/writing/

9.) Students will write, type, and print out their family history papers.

The end product should be a well-organized and flowing description of their topic. If students have access to pictures, they can include a collage of pictures as well.

Latino Genius: Dr. Pedro José Greer, Jr.

2007-09-27T10:50:00.000-07:00

Lesson Plans created by Lora Beth Escalante

PhD student at the University of Texas at San Antonio

Bilingual-Bicultural Department

Background Information on Dr. Greer

Dr. Pedro José Greer Jr. is a distinguished Cuban-American physician who was born in Miami, Florida. He was recently appointed assistant dean of academic affairs at Florida International University’s College of Medicine. The experience and vision he brings to the medical world is groundbreaking and inspirational. After the Cuban Revolution in 1959, Dr. Greer’s family settled in Miami, where he attended Christopher Columbus High School and the University of Florida. He earned his medical degree at the Pontificia Universidad Católica Madre y Maestra in the Dominican Republic. During his residency at Jackson Memorial Hospital, where he completed specialties in gastroenterology and hepatology, Dr. Greer encountered an unidentified homeless man in an isolated bed who was dying from tuberculosis in the mid-1980s. It seemed incredible to him that such a devastating disease was taking a life during modern times in Miami. This encounter, coupled with the spirit of his deceased sister, inspired Dr. Greer to start a free clinic for the homeless of Miami. He started offering free medical consultations in the Camillus House, a homeless shelter, and later after applying for several grants, was able to fully finance a clinic in which over 100 physicians currently serve.

Dr. Greer has cared for those who nobody wanted to look upon, much less lend a helping hand. His medical skills as well as his human touch have made to Miami a better place to live. Celebrated with many papal awards and the recipient of the MacArthur Genius Award, Dr. Greer continues his life long quest to better the world in which he lives.

Dr. Pedro José Greer Jr.

Assistant Dean of Academic Affairs
Florida International University
College of Medicine

MacArthur Genius Award Honoree 1993

Lesson 1

Lesson Plan Title- Dr. Greer’s Influence-
Past and Present

Learning Level- Grade level 6-12

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
§ At least one copy of Waking Up in America by Dr. Pedro José Greer, Jr.
§ Pictures of homeless people

Learning Objectives-

§ Students will be able to explain the significance of Dr. Greer’s contributions to Miami’s current medical facilities for homeless and underprivileged residents.
Students will be able to describe past events in Dr. Greer’s life that led to his personal achievements as well as his contributions to present society.

Procedure-

1. Distribute pictures of homeless people to students. Ask students to discuss what needs the people in these pictures have that are not being met.

2. Read-Aloud a section or chapter from Waking Up in America. Briefly introduce the author and have students discuss their reactions from the selection (in partners or whole class).

3. Explain that the class will be learning about an influential Cuban American doctor whose work has significantly influenced medical treatment of underprivileged individuals in Miami.
4. Ask high level thinking questions, such as the following:
- Who has Dr. Greer affected through his medical work?
- What led Dr. Greer to start serving the homeless?
- When did Dr. Greer open his first clinic for the homeless in Miami?
- How did Dr. Greer obtain the funds necessary to open a free clinic?
5. 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 read Dr. Greer’s book and present the highlights from each chapter.
b) Students may choose to research Dr. Greer’s life using online resources, including past events that led to his contributions to society (timeline).
c) Students may highlight a significant event in Dr. Greer’s life by creating a play script between two or more characters with a detailed description of the setting.

6. Specify that work should be accomplished individually, but peer revision of work is encouraged.
7. 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.
8. Students research Dr. Greer’s life or begin reading book.
9. 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 rubistar.4teacher.org for specific writing rubrics.

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:

(A) access career information using print and on-line
resources to complete an educational and/or training plan
for a career pathway;
(B) access career information using interviews with business
and industry representatives to create a career resource file

Pre-Instruction or Prerequisite Knowledge/Skills-

§ This lesson should follow lesson on Dr. Greer’s Influence
§ Practice with question formation for interviews

Lesson Duration-

1 hour
time needed to conduct brief interview with
medical professional

Learning Location-

Classroom, computer lab, medical work environment

Materials-

§ Computers with Internet connection and
printer/paper
§ Resources that connect them to health care professionals.
§ Digital cameras, if available and able to be checked out by students.

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 career information using interviews with business and industry representatives to create a career resource file.

Procedure-

1. Share information they have discovered about Dr. Greer’s career path into the health care field. Activate background knowledge by inquiring about Dr. Greer’s academic training that enabled him to become a doctor. Where did he study/train? What type of planning was necessary? What sacrifices or financial obligations did his training entail?
2. Facilitate students’ opportunities for interviews in the medical field. Interviewees can be doctors their families know, including their own dentist, eye doctor, doctors who helped in the delivery of themselves or their siblings, clinical nurses, etc.
3. Have students brainstorm questions that would be appropriate to ask a health care professional concerning their career path and job responsibilities and standards. Share as many ideas as possible during class. Students may partner with 2-3 other classmates to formulate questions and then share out. Also have students write of list of possible professionals they know or their family knows that they might be able to interview.
4. Instruct students to choose 4-5 questions they think will be the most helpful in understanding the career path of the person they are interviewing. The questions should help illicit practical and specific information concerning the specific area of expertise of each professional.
5. Interviews can be conducted by phone, email, or in person. Personal interviews are preferred, as the work environment can also be observed. Digital pictures are highly encouraged (may be offered as extra credit) as they will help class visualize work environment and participant. Students will be given 2-3 weeks to conduct interviews and then share their experiences in class.

Evaluation-

Information gleaned through interviews should be shared in the form a 1-2 page typed paper. The content may be shared in dialogue or essay form. Assess papers using an appropriate writing rubric and/or self or peer evaluation form. See rubric below created through rubistar.4teacher.org

Resources:

Balmaseda, Liz. "December 2002 Hispanic of the Year." Hispanic Magazine.Com. 07 Sept. 2007

http://www.hispaniconline.com/magazine/2002/dec/CoverStory/index.html

Greer, Jr., Dr. Pedro José, and Liz Balmaseda. Waking Up in America. New York: Touchstone, 1999. 11-197.

"Local Leadership: Profile: Dr. Pedro Jose Greer, Jr." Local Leadership Online. 09 Sept. 2007

“Winner Profile” VolunteerResource.org. 26 Sept.

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

Perspectives in Health - The magazine of the Pan American Health Organization

Volume 10, Number 1, 2005

Latino Genius: Guillermo Gómez-Peña

2007-09-27T10:40:00.000-07:00

Latino Genius:

Guillermo Gómez-Peña

Constructing the self:
A lesson plan based on the border identities of Guillermo Gómez-Peña

Lesson plan by Malena Salazar, M.A., Doctoral Student
Division of Bicultural-Bilingual Studies
The University of Texas – San Antonio
October 2007

BACKGROUND INFORMATION

Biographical note about Guillermo Gómez-Peña from The new world border: Prophesies, poems, and loqueras for the end of the century (1999):

Guillermo Gómez-Peña is an internationally acclaimed multimedia performance artist, social and cultural critic, and author. Born in 1955 and raised in Mexico City, he first came to the United States in 1978. Since then he has been exploring cross-cultural issues in his performance art, multilingual poetry, journalism, video, radio, and installation art.

Gómez-Peña was a founding member of the Border Arts Workshop/Taller de Arte Fronterizo (1985-1990), a contributor to the radio program “Crossroads” (1987-1990), and editor of the experimental arts magazine The Broken Line/La Línea Quebrada (1985- 1990). He is a regular contributor to the national radio news magazine “Latino U.S.A.,” and contributing editor at High Performance Magazine and The Drama Review. He has received the Prix de Parole, New York’s Bessie Award, and the MacArthur Genius Award, among numerous other fellowships and prizes.

Gómez-Peña’s performance work and critical writings have been instrumental in the development of the debates on cultural diversity, identity, and U.S.-Mexico relations. He has won a well-deserved reputation as one of the most effective interpreters of cultural otherness in the United States.

LESSON PLAN

Lesson Plan Title
Constructing the self: A lesson plan based on the border identities of Guillermo Gómez-Peña

Overview of Lesson Plan
In this lesson, students will examine their own identities and read about the border-crossing experiences of Guillermo Gómez-Peña. They then write personal poems or speeches illustrating how their identities evolved.

Learning Level
Grade level 9-12

TEKS
§110.52. Creative and Imaginative Writing (One-Half to One Credit).
(b) Knowledge and skills.
(1) The student writes for a variety of audiences and purposes to develop versatility as a writer. The student is expected to:
(A) write expressive, informative, and persuasive literary texts effectively;
(F) use word choice, sentence structure, and repetition to create tone; and
(2) The student selects and uses recursive writing processes for self-initiated and assigned writing. The student is expected to:
(C) use vocabulary, sentence structure, organization, and rhetorical devices appropriate to audience and purpose;
(D) use effective sequence and transitions to achieve coherence and meaning;

Lesson Duration
2 sessions, 1-2 hours each

Learning Location
Language Arts/English as a Second Language Classroom

Learning Objectives
Students will:

1. Examine their identities by creating a series of pie charts.

2. Consider the cultural and linguistic and emotional experiences of Guillermo Gómez-Peña as a migrant performance artist and writer by reading the introduction of The Free Trade Art Agreement/El tratado de libre cultura (see addendum A for a copy); and related selected vocabulary that the artist chose to illustrate with his own definitions relating to his identity as a border-crosser (see addendum B for vocabulary list).

3. Examine identity through the language of the essay; consider their own identities in preparation for writing poems or speeches.

4. Write poems or speeches entitled, “How I Became Me.”

Resources / Materials
--INTRODUCTION to The Free Trade Art Agreement/El tratado de libre cultura on pages 5 through 6; provided in Addendum A (make copies for each student). (Reference book: Gómez-Peña, G. (1999). The new world border: Prophesies, poems, and loqueras for the end of the century. Monroe, OR: City Lights Books.)

--Note to the teacher: For a different text by Guillermo Gómez-Peña, the teacher should select examples of his written work that are age appropriate for this lesson. See additional references below.

--VOCABULARY list: selection from Glossary of Borderismos; provided in Addendum B (make copies for each student).

--Short video of a spontaneous poetry activity: puro ¡SLAM! (see Addendum C).

--paper, pens, pencil

--classroom board

--resources about various cultural, religious, and social rites of passage (encyclopedias, global history textbooks, reference books, computers with Internet access, etc.)

Activities / Procedures
ACTIVITY 1.
WARM-UP/DO-NOW:
--On a blank sheet of paper, students respond to the following task (written on the board for easier access): “Draw a pie chart illustrating the different aspects of your identity. For example, slivers of the "pie" might represent various places you have lived, roles you play (such as daughter, sister, aunt, cousin, etc.), the race/ethnicity/culture passed on to you by your parents or guardians (Mexican American, Neuyorican, Chicana, etc.), your religion, or even aspects of who you are such as your love of soccer or reading, etc. (your role as student, leader, etc.). Your charts will be shared with a partner.”

--After a few minutes, allow students time to pair up and discuss their answers. Then ask the class as a whole which characteristics were most important in defining who they are. Why? Students may grade each other’s work, or teacher may elect to do so for each student.

ACTIVITY 2.
As a class, read and discuss the INRODUCTION to the essay The Free Trade Art Agreement/El tratado de libre cultura (Gómez-Peña, 1996, p. 5-6), focusing on the following questions (refer to Addendum A for essay):

What is the topic of Guillermo Gómez-Peña’s essay?

How are aspects of Guillermo Gómez-Peña’s identity represented in his essay?

How do you interpret Guillermo Gómez-Peña’s comment that, “for me the border is no longer located at any fixed geopolitical site. I carry the border with me, and I find new borders wherever I go”?

How do the life experiences of Guillermo Gómez-Peña’s reflect in his identities? What is his culture? What is his language?

ACTIVITY 3.
--Explain to students that they will be participating in a spontaneous poetry activity in which they create a class poem using words and phrases from Guillermo Gómez-Peña’s essay (Addendum A) and vocabulary words (Addendum B). Allow students five minutes to skim through the article and highlight or underline words and phrases that relate to identity and borders in some way. Then ask students to spontaneously and randomly share the words and phrases they highlighted or underlined. It is acceptable for words and phrases to repeat. Encourage all students to participate at least once in this activity. When students have exhausted their lists of words and phrases, discuss what themes or characteristics stand out the most.

--To analyze their respective identities, students will be working individually to create a poem or speech entitled, “How I Became Me.” This poem will describe how the student has become who s/he is now, and will express who s/he hopes to be in the future. To facilitate this exercise, students will view a short video of a puro ¡SLAM! poetry performance as an example of a spontaneous poetry activity (refer to Addendum C for links, or click on the following:
http://www.puroslam.com/video/amandapoetwmv.htm or
http://www.puroslam.com/video/anastaciowmv.htm).

To help students write their poems or speeches, ask them to consider the answers to the following questions (copied into a handout or written on the board):

-Where were you born?

-Where were your parents born?

-Where do you live?

-With whom do you live?

-With which race do you identify?

-What language or languages do you speak?

-What religion do you practice? Is this the same or different from that of your family? (If applicable, consider biological parents vs. guardians.)

-What aspects of your life illustrate your culture, race, or heritage?

-What values are important to you? How have these values affected your life so far? How might these values shape your future?

-What are some major beliefs that shape the way you think and act? How have these beliefs affected your life so far? How might these beliefs shape your future?

-What interests or hobbies have shaped your life up to this point? How have these interests or hobbies affected your life so far? How might these interests or hobbies shape your future?

-What are the five most important life events that have made you who you are today?

Allow time for students to discuss challenges or questions they faced while defining their identities. Were there any questions that they would add to the list posed to them during class? If so, what are they? How will these answers further explain their identities?

ACTIVITY 4.
WRAP-UP/HOMEWORK:
Students write their “How I Became Me” poems or speeches. In a future class, students share their work as part of a celebration of self by either reading their work or having a poetry slam in the classroom. Encourage students to bring in photographs or other personal items that can help illustrate their thoughts, feelings, and ideas for the oral presentations of poems or speeches.

Further Questions for Discussion:

-Why is identity important?

-How might culture and language instill a strong sense of identity in children?

-How have your parents’ or guardian’s culture and language affected your identity?

Evaluation / Assessment
Students will be evaluated based on completion of 1) pie charts, 2) participation in class discussions, and 3) presentation of well written “How I Became Me” poems or speeches. Please refer to Addendum D (Activities 1-3) for grading rubrics.

Vocabulary
border zone, Third World, First World, border-crossers, cultural exiles, homelessness, uprooted, border culture, migrants

Extension Activities
1. Create a personal timeline illustrating the borders you have crossed and expect to go through in your lifetime. Consider events that are cultural, social, religious, etc. Include pictures or drawings to illustrate these events.
2. Write an essay that considers whether or not your experiences are typical for someone in your age group. What makes you just like everyone else at this age? What makes you different? How do you explain these similarities and differences?

Interdisciplinary Connections
Fine Arts- Create a collage illustrating your identity. Include words, people, objects, and symbols that help explain all facets of who you are. Write a brief artist’s statement explaining what you created.

References

Gómez-Peña, G. (1999). The new world border: Prophesies, poems, and loqueras for the end of the century. Monroe, OR: City Lights Books.
puro ¡SLAM! (2007). Retrieved on September 22, 2007, from http://www.puroslam.com/index.htm

Sale, M. & Khan, J. (2007, June 9). How I Became Me: Writing poems or speeches exploring identity. The New York Times Company. Retrieved on September 18, 2007, from http://www.nytimes.com/learning/teachers/lessons/20070309friday.html

Craven, III, J. A. & Hogan, T. (2001). Assessing student participation in the classroom. Science Scope, 36-39.

____________________________________________________

Addendum A.

INRODUCTION to the essay The Free Trade Art Agreement/El tratado de libre cultura (Gómez-Peña, 1996, p. 5-6).

I am a migrant performance artist. I write in airplanes, trains, and cafés. I travel from city to city, coast to coast, country to country, smuggling my work and the work and ideas of my colleagues. I collaborate with artists and writers from various communities and disciplines. We connect with groups who think like us, and debate with other who disagree. And then I carry the ideas elsewhere. Home is always somewhere else. Home is both “here” and “there” or somewhere in between. Sometimes it’s nowhere.

I make art about the misunderstandings that take place at the border zone. But for me, the border is no longer located at any fixed geopolitical site. I carry the border with me, and I find new borders wherever I go.

I travel across a different America. My America is a continent (not a country) that is not described by the outlines on any of the standard maps. In my America, “West” and “North” are mere nostalgic abstractions—the South and the East have slipped into their mythical space. For example, Quebec seems closer to Latin America than to its Anglophone twin. My America includes different peoples, cities, borders, and nations. For instance, the Indian nations of Canada and the United States, and also the multiracial neighborhoods in the larger cities all seem like Third World micro-republics than like communities that are part of some “western democracy.” Today, the phrase “western democracy” seem hollow and quaint.

When I am on the East Coast of the United States, I am also in Europe, Africa, and the Caribbean. There, I like to visit Nuyo Rico, Cuba York, and other micro-republics. When I return to the U.S. Southwest, I am suddenly back in Mexamerica, a vast conceptual nation that also includes the northern states of Mexico, and overlaps with various Indian nations. When I visit Los Angeles or San Francisco, I am at the same time in Latin America and Asia. Los Angeles, like Mexico City, Tijuana, Miami, Chicago, and New York, is practically a hybrid nation/city in itself. Mysterious underground railroads connect all these places—syncretic art forms, polyglot poetry and music, and transnational pop cultures function as meridians of thought and axes of communication.

Here/there, the indigenous and the immigrant share the same space but are foreigners to each other. Here/there we are all potential border-crossers and cultural exiles. We have all been uprooted to different degrees, and for different reasons, but not everyone is aware of it. Here/there, homelessness, border culture, and deterritorialization are the dominant experience, not just fancy academic theories.

____________________________________________________

Addendum B.

VOCABULARY list: selection from "Glossary of Borderismos" (Gómez-Peña, 1996, p. 240-244).

alien A term used by opportunistic politicians and sleazy reporters to describe any legal or illegal immigrant, people with heavy accents or exotic clothes, and people who exhibit eccentric social, sexual, or aesthetic behavior.

Aztlán The “original land” in Aztec mythology. According to Chicano poets it was located in what now is the U.S. Southwest. Also, the name of a trucking company in East L.A.

border pop A transnational music and fashion movement that encompasses, among other loqueras and rhythms, punkarachi, heavy nopal, rapguango, mambop, jarochabilly, techno-banda, huapunko and the bizarre Tex-Mex Banghra movement.

Canochi An upside-down or inverted Chicano, meaning, a Mexican who has become Chicanized (or Chicano-ized?) without ever having to leave Mexico.

Chica-lango Half Chicano and half “chilango” (a derogative term for a hegemonic Mexico City hipster who happens to believe that Mexico City is the center of the continent – even if it is true).

Chicanadians Second generation Mexicans living in Canada and/or children of Mexican and Canadian parents living in the U.S. Please do not confuse this term with “Can-aliens,” which refers to any undocumented Canadian, inside or outside of Canada.

jaina Spanglishization of “honey.” Sweetheart, novia, torta, chava, chuca, mi locota, etc.

Latinos Alpinos Latino settlements in the Swiss Alps and the Rocky Mountains. Also, the name of a Chilean postpunk band.

pocho S/he who bastardizes the Spanish language and Mexican aesthetics. Infamous pochos include the members of Culture Clash, Sandra Cisneros, Ana Castillo, and Guillermo Gómez-Peña.

Spanglishization A continental infection for which there is no cure.

____________________________________________________

Addendum C.

Short video options of a spontaneous poetry activity: puro ¡SLAM!

--Amanda Flores back in 2006 at puro ¡SLAM!
National poetry slam
2006 under 21 slam 2nd
http://www.puroslam.com/video/amandapoetwmv.htm

--Anastacio at puro ¡SLAM!
“Lowrider”
http://www.puroslam.com/video/anastaciowmv.htm

____________________________________________________

Addendum D.

Rubrics for grading identity pie charts and class participation, and “How I Became Me” poems or speeches. Teacher may delete or modify as needed.

Rubric for Activity 1: Pie chart rubric-different aspects of identity
[CLICK HERE FOR HYPERLINKED FILE]

Teacher Name:

Student Name:

DESCRIPTION

4 Makes a complete and detailed description of the subject matter and/or elements required in a identity chart

3 Makes a detailed description of most of the subject matter and/or elements required in identity chart

2 Makes a detailed description of some of the subject matter and/or elements required in identity chart

1 Descriptions are not detailed or complete.

CONTENT

4 Shows a full understanding of the task

3 Shows a good understanding of the task

2 Shows a some understanding of of the task

1 Does not seem to understand the task very well.

INTERPRETATION

4 Forms a hypothesis about the symbolic or metaphorical meaning of identity chart and is able to support this with evidence from his/her life

3 Student identifies the literal meaning of the identity chart

2 Student can relate how the identity chart makes him/her feel personally

1 Student finds it difficult to interpret the meaning of the identity chart

____________________________________________________

Rubric for Activity 2: Class participation rubric-Free Trade Art Agreement
[CLICK HERE FOR HYPERLINKED FILE]

Teacher Name:

Student Name:

COMMUNICATION

EXCEEDS EXPECTATIONS
• Raises relevant questions and shares ideas with peers
• Offers clear and concise oral and written presentation of personal ideas and understanding, indicating that time has been devoted to thinking about the topic

MEETS EXPECTATIONS
• Occasionally participates in group discussions, but rarely initiates or accepts a leadership role in guiding the group
• Does not elaborate on his or her understanding
• Often does not complete expression of his or her thoughts or ideas

FAILS TO MEET EXPECTATIONS
• Provides no oral or written evidence of understanding activity or discussion topics
• Never or rarely raises relevant questions
• Never or rarely provides oral or written communication

RESPECT

EXCEEDS EXPECTATIONS
• Listens to others; encourages others to contribute ideas; accepts alternative perspectives; is tolerant of the
shortcomings of others; and helps others to succeed in class

MEETS EXPECTATIONS
• Is tolerant of others, but often dominates the group activity or discussion
• Listens to the ideas of others, but generally maintains personal views and ideas

FAILS TO MEET EXPECTATIONS
• Dismisses the thoughts and ideas of others; possibly uses rude or abusive language to ridicule
• Offers ideas that are limited to his or her personal opinions

CLASS PRESENCE

EXCEEDS EXPECTATIONS
• Frequently volunteers to participate in classroom activities
• Demonstrates his or her focus on classroom activities by appropriate eye contact and alert posture

MEETS EXPECTATIONS
• Occasionally participates in group discussions
• Provides ideas or comments that are largely restricted to reiterations of other’s ideas or comments

FAILS TO MEET EXPECTATIONS
• Sits passively in class
• Does not participate in group discussions
• Does not pay attention to classroom activities

____________________________________________________

Activity 3: Oral presentation rubric-"How I became me"
[CLICK HERE FOR HYPERLINKED FILE]

Teacher Name:

Student Name:

CONTENT
4 Shows a full understanding of the topic.

3 Shows a good understanding of the topic.

2 Shows a good understanding of parts of the topic.

1 Does not seem to understand the topic very well.

ORGANIZATION AND OVERALL IMPACT
4 The form of the poem is appropriate to the subject. The poem enables the audience to see, hear, feel, or think about the subject in a new way or in a more potent way than ever before.

3 The form of the poem is appropriate to the subject. The poem enables the audience to see, hear, feel, or think about the subject.

2 The form of the poem should be more appropriate to the subject. The poem enables the audience to see, hear, feel, or think about the subject, but this is accomplished through cliches, wornout images, or other predictable choices.

1 The form of the poem is not appropriate to the subject. The poem does not enable the audience to see, hear, feel, or think about the subject.

ELEMENTS OF POETRY
4 Sensory details and figurative language create vivid images that contribute significantly to the meaning of the poem; sound devices, such as rhyme, alliteration, or onomatopoeia, are used effectively and contribute to the meaning of the poem. Word choice is vivid and exact throughout.

3 Sensory details and figurative language contribute to the meaning of the poem; sound devices, such as rhyme, alliteration, or onomatopoeia, also add to the meaning of the poem. Most word choices are precise.

2 Sensory details and figurative language may be overused, underused, or inappropriate to the subject;; sound devices, such as rhyme, alliteration, or onomatopoeia, may be overused or underused, or they may fail to add to the meaning of the poem. Word choices may be vague, repetitive, or imprecise.

1 There is no use-or consistently confusing or inappropriate use-of sensory details, figurative language, or sound devices. Words may be misused or unclear.

PREPAREDNESS
(optional)
4 Student is completely prepared and has obviously rehearsed.

3 Student seems pretty prepared but might have needed a couple more rehearsals.

2 The student is somewhat prepared, but it is clear that rehearsal was lacking.

1 Student does not seem at all prepared to present.

GRAMMAR, USAGE, MECHANICS, AND SPELLING
(optional)
4 There are few or no errors in mechanics, usage, grammar, or spelling.

3 There are some errors in mechanics, usage, grammar, or spelling.

2 The poem is difficult to understand at times because of errors in mechanics, usage, grammar, or spelling.

1 The poem is consistently difficult to understand because of errors in mechanics, usage, grammar, or spelling.

____________________________________________________

Latina Genius: Sandra Cisneros

2007-09-27T10:30:00.000-07:00

Picture Courtesy of Ray Sebastian

Lesson plans created by Claudia Treviño García M.A., M.Ed & Doctoral Student
Ph. D. Program in Culture, Language and Literacy
Division of Bicultural-Bilingual Studies

University of Texas, San Antonio

This biography was found at the following link:
http://www.gradesaver.com/classicnotes/authors/about_sandra_cisneros.html

Background Information

Born December 20, 1954 in Chicago, Sandra Cisneros is an American novelist, short-story writer, essayist, and poet. Cisneros is one of the first Hispanic-American writers who has achieved commercial success. She is lauded by literary scholars and critics for works which help bring the perspective of Chicana (Mexican-American) women into the mainstream of literary feminism.
Cisneros received her B.A. from Loyola University in 1976 and her M.F.A from the University of Iowa Writers' Workshop in 1978. This workshop marks an important turning point in her career as a writer. Cisneros had periodically written poems and stories while growing up, but it was the frustrations she encountered at the Writer's Workshop that inspired Cisneros' realization that her experiences as a Latina woman were unique and outside the realm of dominant American culture. Thus, Cisneros decided to write about conflicts directly related to her upbringing, including divided cultural loyalties, feelings of alienation, and degradation associated with poverty. These specific cultural and social concerns, coupled with Cisneros' feelings of alienation as a Latina writer, came to life five years later in The House on Mango Street (1983).
In addition to writing, Cisneros has taught at the Latino Youth Alternative High School in Chicago and has been a college recruiter and counselor for minority students at Loyala University of Chicago. She served as literature director for the Guadalupe Cultural Arts Center in San Antonio, Texas, and was an artist in residence at the Foundation Michael Karolyi in Venice, France. She has been a guest professor at California State University, University of California, Berkeley, University of California, Irvine, University of Michigan, Ann Arbor and the University of New Mexico, Albuquerque. Cisneros is also a member of PEN and Mujeres por la Paz, a women's peace group which helps organize. Cisneros was the only daughter among seven children, and her brothers’ attempts to make her assume a traditional female role is reflected in the feminist strains of her writing, glorifying heroines who dream of economic independence and celebrating the "wicked" sexuality of women. The family frequently moved between the United States and Mexico because of her father's homesickness for his native country and his devotion to his mother who lived there. Consequently, Cisneros often felt homeless and displaced. She began to read extensively, finding comfort in such works as Virginia Lee Burton's The Little House and Lewis Carroll's Alice's Adventures in Wonderland. Today, Cisneros' works give both solace and realistic lessons about feelings which, as a child, she felt were uniquely hers, namely cultural division, loneliness and shame.

A prime example of how Cisneros' writing speaks to the experiences of the forgotten or invisible of American society is The House on Mango Street. In this work, widely celebrated by critics, teachers, adults and adolescents alike, Cisneros introduces the reader to Esperanza- a poor, Latina adolescent who longs for a room of her own and a house of which she can be proud. Although Cisneros is noted primarily for her fiction, her poetry has also garnered attention. In My Wicked, Wicked Ways (1987), Cisneros writes about her native Chicago, her travels in Europe, and, as reflected in the title, sexual guilt resulting from her strict Catholic upbringing. A collection of sixty poems, each of which resembles a short story, the work exemplifies one of Cisneros' acclaimed knack for combining and crossing the boundaries of genre.
Cisneros' other works include Woman Hollering Creek and Other Stories (1991), and the poetry collections Bad Boys and Loose Woman (1994). She has also written a book for juveniles, Pelitos (1994). Cisneros has also contributed to numerous periodicals, including Imagine, Contact II, Glamour, The New York Times, The Los Angeles Times, The Village Voice and Revista Chicano-Riquena. These works, short in titles but great in fresh literary ideas and cultural resonance, have garnered Sandra Cisneros wide critical acclaim as well as popular success. By reaching deep into her Chicana-Mexican heritage and articulating sensations of displacement and longing, Sandra Cisneros has created a lasting tribute to those who must conquer similar battles as she, and has thereby left a lasting friend for all who have let their imaginations build a house all their own.

Lesson Plan Title

Sandra Cisneros: An Artist and Activist-Fuerza e Inspiración

Please access the webquest below at the following link for Lesson Procedures

http://instantprojects.org/webquest/webquest.php?AuthorID=12484

Learning Level
Grade level 9-12

TEKS Standards:

§113.31. Implementation of Texas Essential Knowledge and Skills for Social Studies, High School
(24) Social studies skills The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:
(A) Locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information

§110.42. English I
(4)Writing/inquiry/research. The student uses writing as a tool for learning.
C) Compile information from primary and secondary sources in systematic ways using available technology

Pre-Instruction or Prerequisite Knowledge/Skills
Basic Internet search capabilities and basic writing skills

Lesson Duration
1-2 sessions, 1-2 hours each
Student may choose to do research outside of the classroom as well

Learning Location
Computer Lab, online, in the classroom, at home or in community library

Materials
Computers with Internet connection and printer/paper,

Learning Objectives
Task 1: Student will be able to conduct research in order to write a bibliography about writer and MacArthur Fellow, Sandra Cisneros
· Students will be able to type their bibliography and print a copy to post on the classroom bulletin board and display in final display in the library.

Task 2:Using the information written in your biography research to create a book which will highlight a variety of events, accomplishments or contributions

Task 3:Contsruct a timeline focusing on Sandra's works and/or life events

Task 4:Write your own biography (autobiography). This too can be displayed in the form of a book or timeline!

Evaluation

Included in the webquest (see link above)

About the Author

Latino Genius: John Bonifaz

2007-09-27T10:25:00.000-07:00

Lesson plans created by Claudia Treviño García M.A., M.Ed & Doctoral Student

Ph. D. Program in Culture, Language and Literacy

Division of Bicultural-Bilingual Studies
University of Texas at San Antonio

This biography and photographs were found at the following link:

http://www.johnbonifaz.com/about

About John Bonifaz

John Bonifaz is a dedicated leader who has spent years working with citizens across the country to protect the right to vote and to broaden citizen participation in the democratic process. In 1994, John founded the National Voting Rights Institute, based in Boston, and, after directing the organization for a decade, he now serves as its general counsel. NVRI today is a prominent legal and public education center committed to preserving the right of all citizens to vote and to participate in the electoral process on an equal and meaningful basis. Since founding NVRI, John has been at the forefront of many of the key voting rights struggles facing the nation today.

Some highlights of his work at NVRI include: Leading the fight in the courts for presidential candidates Michael Badnarik and David Cobb in their demand for a full recount in Ohio of all of the votes cast for President in the 2004 general election. Defending the Massachusetts Clean Elections Law, which was passed overwhelmingly by the voters of the Commonwealth in 1998. John led the effort to challenge the Massachusetts legislature's refusal to fund the law and NVRI won a landmark ruling from the Massachusetts Supreme Judicial Court, forcing the state to provide the necessary funds to all qualified candidates running in the 2002 state elections.
Working to overhaul the nation's campaign finance system by defending mandatory campaign spending limits, public financing of elections, and other important campaign reforms. John and NVRI are pressing for a US Supreme Court review of a 1976 ruling which equated money with speech and sanctioned today's system of unlimited campaign spending

John has led a challenge to today's exclusionary system on voting rights grounds, linking the movement for change in the way we finance our elections to earlier civil rights struggles.
In 1999, in recognition of his path breaking work with the National Voting Rights Institute, the John D. and Catherine T. MacArthur Foundation awarded John with a prestigious MacArthur Foundation Fellowship.

In addition to his leadership of NVRI, John has also been at the forefront of opposing the Bush administration's war in Iraq. In February and March 2003, John served as the plaintiffs' lead counsel in John Doe I v. President Bush, a constitutional challenge to President Bush’s war against Iraq absent a congressional declaration of war or equivalent action. John represented a coalition of US soldiers, parents of US soldiers, and Members of Congress (led by Representatives John Conyers, Jr. and Dennis Kucinich) arguing that the president's planned first-strike invasion of Iraq violated the War Powers Clause of the US Constitution.

John is the author of: Warrior-King: The Case for Impeaching George W. Bush (NationBooks-NY, foreword by Rep. John Conyers, Jr., January 2004), on the illegality of the Iraq war. The book presents an accounting of the John Doe I v. President Bush case and its meaning for the United States Constitution. He has also written numerous articles on the war and on the fight for democracy here at home which have appeared in publications such as The Boston Globe, The New York Times, The Los Angeles Times, TomPaine.com, The Columbia Law Review, and The Yale Law & Policy Review. John is also a co-founder of AfterDowningStreet.org, a national coalition of veterans' groups, peace groups, and public interest organizations seeking a formal congressional investigation into whether President Bush has committed impeachable offenses in connection with the Iraq war. The coalition, launched in May 2005, focuses on the new and compelling evidence revealed by the release of the Downing Street Minutes, showing that the President may have engaged in a conspiracy to deceive and mislead the United States Congress and the American people about the basis for sending the nation to war.

John continues to maintain a private practice with his father, Cristóbal Bonifaz, which specializes in international human rights and environmental law cases. John and his father serve as co-counsel for thousands of indigenous people living in the Ecuadorian and Peruvian Amazon in an ongoing case against the Texaco oil company for the company's environmental destruction of their homeland. John was instrumental in launching a landmark case against the Unocal oil and gas company on behalf of Burmese villagers for human rights abuses connected with the company's construction of a major gas pipeline in Burma.
John has been active in social movements for change from a very young age. As a college student at Brown University, John worked to register thousands of voters, participated in the nuclear disarmament movement, and fought for the university's divestment from companies doing business in then-apartheid South Africa. After graduating from Brown, John served as the scheduler for United States Senator Edward M. Kennedy in his 1988 re-election campaign. While attending Harvard Law School. He has served as a leader of La Alianza, the Latino law students association, and helped to lead the fight for faculty diversity at the school. . In 1990, John was one of 11 Harvard Law students who, along with a coalition of student groups, sued the school for discrimination in the hiring of its faculty.

Following his graduation from Harvard Law School in 1992, John moved to Washington, D.C., to serve as the staff attorney for the Center for Responsive Politics. He moved back to Massachusetts in 1994 to start the National Voting Rights Institute and to join his father's law practice. John and his wife, Lissa Pierce Bonifaz, live in Jamaica Plain, Massachusetts. Lissa holds a doctorate in bilingual education and works as a professor at Lesley University in Cambridge, where she teaches in the Language and Literacy Division of Lesley's School of Education.

John's parents, Deirdre and Cristóbal, live in Conway, Massachusetts, and his sister Margarita lives in Northampton. Deirdre grew up in nearby Whately, Massachusetts, and, during John's childhood, she founded and directed a national non-profit cooperative supporting low-income artisans across the country. Cristóbal emigrated to this country from Ecuador when he was sixteen and became a chemical engineer. He later became a lawyer while John was in high school. Margarita has worked tirelessly for the past fifteen years as a teacher in the Amherst public school system.

Lesson Plan Title :

Your Vote Counts

Level

9-12

TEKS Standards:
§113.31. Implementation of Texas Essential Knowledge and Skills for Social Studies, High School

(19) Citizenship.

The student understands the importance of effective leadership in a democratic society. The student is expected to:
(A) describe qualities of effective leadership

(24) Social studies skills

(A)The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:

(A) Locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information

§110.42. English I

(4)Writing/inquiry/research

The student uses writing as a tool for learning.

C) Compile information from primary and secondary sources in systematic ways using available technology

Pre-Instruction or Prerequisite Knowledge/Skills

Basic Internet search capabilities and basic writing skills, knowledge of Microsft Publisher

Lesson Duration

3-4 sessions, 1-2 hours each

Student may choose to do research outside of the classroom as well

Learning Location

Computer Lab, online, in the classroom, at home or in community library

Materials

Computers with Internet connection and printer, markers, pencil, magazines, glue, construction paper, printing paper

Objectives

The purpose of this lesson is to focus on the importance of voting. This lesson is designed to focus on our democratic responsibility as law-abiding citizens, then hopefully all students will make it their civic duty to impose their right to vote. Also, this lesson is designed to empower students to speak with confidence and authority.

Task 1

Students will be able to conduct research in order to write a bibliography about John Bonifaz, MacArthur Fellow. Students will be able to type their bibliography and print a copy to use for future reference.

In their bibliography they can use the following guiding questions:

Who is John Bonifaz?

How did he get involved in voting rights?

Where did he study?

Why was he selected as a MacArthur Genius? How have his contributions benefited our nation?

The following links will provide you with information about John Bonifaz.

http://www.johnbonifaz.com/about

http://macarturos.blogspot.com/2007/09/biographies-of-latino-geniuses.html

Task 2

The students will review the voting process using the following link.

http://bensguide.gpo.gov/9-12/election/index.html

1. Students will work in groups of 3 to design a voting brochure for elementary students.

2. First, students will conduct research using the above link.

3. Students will begin the first draft of their brochure. This brochure must include illustrations or pictures. Teacher will hen provide feed back.

4. Edit brochure and turn in final draft for evaluation.

Task 3

1. Showcase photos of people elected due to the voting process. You can gather pictures by going to Google images and type in "voting". Save, these pictures, print and display in your classroom.

2. Ask students to share any experiences they have had with voting (going to the polls with their parents, in the media, etc.)

3. Record their responses on a web to capture every students' input. Label web:
My Knowledge about voting

4. Discuss why it is important to vote. Some guiding questions can be:
What are some of the issues that people have voted on either in you local community, state or nation?
Who can vote and how old do you have to be to vote?
When do people go out to vote? Give examples.
Why is it important to vote?

Task 4

Students will be given the task to brainstorm what they think are character traits of a good leader. This is to help them become aware of what to look for in a person when they are voting.

(Examples: Honest, Respectful, Responsible,Giving)

1. In groups of 4 they will come up with a list of 5 traits minimum. They are to discuss why they chose these traits and be prepared to report their words to the rest of the group.

2. One person will be designated the speaker of the group, two the recorders, and one the timekeeper. Allow the students at least 15 minutes to work on this assignment.

3. Following presentations students will make a collage using magazine clippings that show these characteristics. These will be done individually.

Task 5

Use the following webquest link to provide a guide to your next activity...class elections. I found this through a simple search. You ca create your own webquest by going to:

http://cte.jhu.edu/techacademy/web/2000/poling/webquesthome.html

This webquest serves as guide for you to help get organized to prepare students to hold class elections and/or run for class office.

You can create your own webquest by going to the following link:

http://www.instantprojects.org/webquest/main.php

Evaluation

The teacher may use the rubrics to assess students or other forms as she/he deems appropriate. The following link can help you design your own.

http://rubistar.4teachers.org/index.php?screen=NewRubric&section_id=3#03

About the Author
Claudia Treviño García is a first generation Mexicana/Chicana. She has a B.A. in Interdisciplinary Studies with Bilingual/ESL Education Certification and an M.A. In Bicultural-Bilingual Education, both from the University of Texas at San Antonio (UTSA). She taught 13 years in the San Antonio Independent School District, 10 of which were at Storm Elementary, a Dual Language Campus. She is currently in her second year of her doctoral studies at the UTSA. Her research interests include, teacher retention, pre-service teacher preparation, induction year support and teacher ethnic identity. She is currently the Assistant Director for the Academy for Teacher Excellence. She currently lives in San Antonio, Texas with her husband Gus and their three children Gustavo (18), Carolina (17) and Jonathan (12).

Latina Genius: Ruth Behar

2007-09-27T10:20:00.000-07:00

Lesson plan created by Jessica B. Muniz, MSW, Doctoral Student
Program in Culture, Literacy, and Language
Division of Bicultural Bilingual Studies
University of Texas, San Antonio

Background Information

Ruth Behar was born in Havana, Cuba, the eldest child of two very young parents. Her mother’s family was from Poland and Russia and they spoke Yiddish, while her father’s family was from Turkey and spoke Judeo-Espanyol. The marriage of her parents, a polaca and a turco, was a merging of two different Jewish civilizations that were constantly clashing. Ruth left Cuba just before turning five years old.

Ruth grew up in a series of humble brick apartments in Queens, a long subway ride from the bright lights and high culture of the city of New York. She studied for three years at Wesleyan University (B.A. Letters 1977) and then went directly to graduate school at Princeton University (M.A. Anthropology 1980; Ph.D. Anthropology 1983). Growing up an immigrant child speaking Spanish at home, Ruth was drawn to the Spanish-speaking world. As an anthropologist she has been fortunate to be able to spend periods of her life in Spain, Mexico, Cuba, and, most recently, Argentina. Ruth writes about these travels in her books: The Presence of the Past in a Spanish Village: Santa María del Monte (Princeton, 1986; expanded paperback, 1991), Translated Woman: Crossing the Border with Esperanza's Story (Beacon Press, 1993, Tenth Anniversary Edition, 2003), and The Vulnerable Observer: Anthropology That Breaks Your Heart (Beacon Press, 1996).

Translated Woman was named a Notable Book of the Year in 1993 by the New York Times. The book was adapted for the stage by PREGONES Theater, a Latino theater company based in the Bronx, New York. The stage adaptation, with live music and songs based on the book, has been performed in New Hampshire, the University of Michigan, the University of Minnesota, and at the Painted Bride Theater in Philadelphia. Translated Woman will be published in Spanish as Platícame algo aunque sea una mentira: Las historias de mi comadre Esperanza with Fondo de Cultura Económica in 2007.

As a cultural anthropologist, Ruth has the opportunity to study her own identity and as such she has been exploring the different facets of what it means to be a Cuban Jew. Her new book, An Island Called Home: Returning to Jewish Cuba (Rutgers University Press, 2007), is an account of her journey back to Cuba in search of the new Jewish community that has taken root on the island since the revolution.

Ruth is now at work on Double Diaspora: How My Cuban Jewish Tribe Found Home Again, in which she takes up the story of the Cuban Jews who have resettled in Miami since the 1960s (forthcoming with University of Florida Press).

Ruth is the co-editor, with Deborah Gordon, of Women Writing Culture (University of California Press, 1995), which has become a classic text about women anthropologists and their contributions to the art of ethnography.

As the editor of Bridges to Cuba/Puentes a Cuba (University of Michigan Press, 1995), she has created a forum for the voices of Cubans on and off the island seeking reconciliation and a common culture and memory. She is currently co-editing, with Lucía Suárez, a new anthology, The Portable Island: Cubans at Home in the World, which brings together reflections by Cubans on their condition as a global diasporic people.

Ruth also write essays, poetry, and fiction. Her essays can be found in The Female Body: Figures, Styles, Speculations (University of Michigan Press, 1991), Her Face in the Mirror: Jewish Women on Mothers and Daughters (Beacon Press, 1994), King David's Harp: Autobiographical Essays by Jewish Latin American Writers (University of New Mexico Press, 1999), and How I Learned English (National Geographic Books, 2007).

Ruth Behar’s story “La Cortada” was selected by Joyce Carol Oates for inclusion in the anthology Telling Stories: An Anthology for Writers (Norton, 1997). More of her stories appear in The House of Memory: Stories by Jewish Women Writers of Latin America (The Feminist Press, 1999), Telling to Live: Latina Feminist Testimonios (Duke University Press, 2001), and The Schocken Book of Modern Sephardic Literature (Schocken Books, 2005).

Ruth Behar’s poems are published in Witness, Michigan Quarterly Review, Tikkun, Latino Stuff Review, Brújula, Prairie Schooner, The American Voice, and Bridges. They also can be found in Sephardic American Voices: Two Hundred Years of a Literary Legacy (Brandeis University Press, 1996), Little Havana Blues: A Cuban-American Literature Anthology (Arte Público Press, 1996), The Prairie Schooner Anthology of Jewish-American Writers (Lincoln: University of Nebraska Press, 1998), Wáchale: Poetry and Prose about Growing Up Latino in America (Cricket Books, 2001), and Burnt Sugar/Caña Quemada: Contemporary Cuban Poetry in English and Spanish (Free Press, 2006).

She has a longstanding relationship with Ediciones Vigía in Matanzas, Cuba, an editorial collective that produces handmade artisanal books in small editions. A book of Ruth’s prose poems, Everything I Kept/Todo lo que guardé, inspired by the Cuban poet Dulce María Loynaz, was published in a bilingual English/Spanish edition by Ediciones Vigía in 2001.
Ruth Behar also wrote, directed, and produced Adio Kerida/Goodbye Dear Love: A Cuban Sephardic Journey, an 82-minute video documentary distributed by Women Make Movies (http://www.wmm.com/). The film focuses on the life stories of Sephardic Cuban Jews living in Cuba, Miami, and New York. It has been shown in film festivals and community centers all over the world.

Ruth Behar has received several prestigious awards, including the MacArthur Foundation “genius” fellowship in 1988, a John Simon Guggenheim award in 1995, and a Fulbright award in 2007. She received the Distinguished Alumna Award in Recognition of Outstanding Achievement and Service from Wesleyan University in 1997.
Latina Magazine named her, in 1999, one of the 50 Latinas who made history in the twentieth century.

Ruth Behar is a Professor of Anthropology at the University of Michigan, where she is also affiliated with programs in Women’s Studies, Latina/o Studies, Latin American and Caribbean Studies, and Jewish Studies. At Michigan she has received two Excellence in Education Awards, the D'Arms Faculty Award for Distinguished Graduate Mentoring in the Humanities, and an Institute for the Humanities Faculty Fellowship. She has worked with many vibrant students over the years that, like her, have tried to find ways to do their work as cultural anthropologists without silencing their artistic souls.

http://www.ruthbehar.com/

Lesson Plan Title
Ruth Behar: Poet, Writer, Filmaker, Anthropologist

Learning LevelGrade level 9-12TEKS Standards:
§113.31. Implementation of Texas Essential Knowledge and Skills for Social Studies, High School(24) Social studies skills The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:(A) Locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information

§110.42. English I(4)Writing/inquiry/research. The student uses writing as a tool for learning.C) Compile information from primary and secondary sources in systematic ways using available technology

Pre-Instruction or Prerequisite Knowledge/SkillsBasic
Internet search capabilities and basic writing skills

Lesson Duration
1-2 sessions, 1-2 hours each
Student may choose to do research outside of the classroom as well

Learning Location
Computer Lab, online, in the classroom, at home or in community library

Materials
Computers with Internet connection and printer/paper

Learning Objectives
Task 1: Student will be able to conduct research in order to write a bibliography about poet, writer, filmmaker, anthropologist and MacArthur Fellow, Ruth Behar· Students will be able to type their bibliography and print a copy to post on the classroom bulletin board and display in final display in the library.

Task 2:Using the information written in your biography research to create a book which will highlight a variety of events, accomplishments or contributions

Task 3:Contsruct a timeline focusing on Ruth Behar's works and/or life events

Task 4:Write your own biography (autobiography) to include culture and it's impact on your identity. Students can present this to the class.

(This may be displayed in the form of a book or timeline, or poster sessions).

Evaluation
The teacher may use the rubrics to assess students or other forms as she/he deems appropriate.

Latino Genius: Joaquin Avila

2007-09-27T10:10:00.000-07:00

Chicano/a Civil Rights: Understanding the Fight for Political Equity

Lesson plan by Carmen Guzmán-Martinez, M.A., Doctoral Student
Division of Bicultural-Bilingual Studies
University of Texas at San Antonio

October 2007

Various electronic sources documenting the life and work of Joaquin Avila:
http://www.legalfoundation.org/2005/JoshAlex-Avila-Intro.htm
“Joaquin Avila grew up in Compton, California. He graduated as valedictorian from Centennial High School. After graduating he went on to Yale. Following Yale, Joaquin went on to Harvard Law School, where he served as Comments and Case editor on the Harvard Civil Rights Law Review. He graduated in 1973 and went on to clerk on the Alaska Supreme Court. Joaquin followed his passion to the Mexican American Legal Defense and Education Fund, MALDEF, the preeminent Latino civil rights organization. He became General Counsel in 1982. While at MALDEF, Professor Avila formulated and implemented a national Latino civil rights agenda. Professor Avila has received numerous awards and accolades throughout his distinguished career, including the California State Bar Loren Miller Legal Services Award, the MacArthur Fellowship (1996), and the Benito Juarez award from the Hispanic National Bar Association.”

Lesson Plan Title
Chicano/a Civil Rights: Understanding the Fight for Political Equity

Learning Level
Grade level 11-12

TEKS Standards
113.32 United States History Studies Since Reconstruction (One Credit): (18) Citizenship: The student understands efforts to expand the democratic process. The student is expected to: (A) Identify and analyze methods of expanding the right to participate in the democratic process, including lobbying, protesting, court decisions, and amendments to the U.S. constitution. (C) Explain how participation in the democratic process reflects our national identity.

Pre-Instruction or Prerequisite Knowledge/Skills
· Basic Internet search capabilities and basic writing skills.
· Components of a research paper.

Lesson Duration
4 sessions, 2 hours each

Learning Location
Computer Lab, online, and in classroom

Materials
· Computers with Internet connection
· PBS Documentary-Chicano! Episode 4: Fighting For Political Power
· Printer/paper

Learning Objectives
· Students will watch the PBS documentary Chicano! Episode 4 and discuss the Chicano/a Movement.

· Student will be able to write a timeline on voting rights in the Latino/a community.
· Students will be able to write a research paper about Joaquin Avila, MALDEF, the Chicano Movement, and voting rights.
· Students will be able to type their essay and print a copy of the essay.

· Students will engage/examine a school policy.

Procedure
1.) Teacher will present a lecture about the meaning of the cultural and political term “Chicano/a”:
http://en.wikipedia.org/wiki/Chicano

2.) Teacher will present about Joaquin Avila and his work.

http://www.metnews.com/articles/avil0821.htm

http://news-service.stanford.edu/news/1997/april9/avila.html

http://www.legalfoundation.org/2005/JoshAlex-Avila-Intro.htm

3.) Teacher can view a summary of the documentary at:
http://www.albany.edu/jmmh/vol3/chicano/chicano.html

4.) Students will watch the documentary, Chicano! Episode 4: Fighting For Political
Power.

5.) Teacher will discuss the following questions with students:
-What does the word “Chicano/a” mean?
-What political struggles were seen in the film?
-Do you think that Chicano/as, Latino/as, Mexicans, Mexican Americans are still fighting for political equity?

6.) Students will use the internet to search for information on voting rights:
http://en.wikipedia.org/wiki/Voting_rights_in_the_United_States

7.) Students will create a timeline about voting rights:
http://www.readwritethink.org/student_mat/student_material.asp?id=7
http://www.readwritethink.org/materials/timeline/

8.) Students will use the internet to search for information on MALDEF and voting
rights:
http://www.maldef.org/immigration/index.htm

9.) Using the attached sheet, students must write notes. They are not allowed to print
every page they find on their topic.

10.) Once research is completed, direct students to develop an outline (give instruction if
needed) on their topic.

11.) Once outlines are complete, ask students to develop paragraphs for each section of
the outline.

12.) When every paragraph is complete, ask students to develop a complete rough draft
of the entire paper.

13.) Working in groups (no more than four students per group), students will then
proofread their papers. They may ask opinions from the instructor.

14.) After a final draft is complete, students will be asked to give their paper a title and
type the paper in a word processing program.

15.) Once the paper is complete, ask students to print a copy for review (Some instruction
may be needed at this point). The end product should be a well-organized and flowing description of their topic.

16.) Students will work in groups (3-4 students) and read final drafts.

17.) Students will discuss in groups (3-4) a school policy (e.g. school uniforms) and examine why it was implemented. Questions that may be discussed:
-Who is the policy aimed at?
-Who made the rule?
-Why was the rule needed?
-Is it still needed?
-Is there an alternative rule that would be or could be more effective?

18.) Students will propose a school policy and investigate how to implement it (e.g. school board, Student Council, PTA).

19.) Students will present (5-10 minutes) their findings in classroom.

20.) Students will reflect on:
-Concepts learned
-Implications of voting rights for Chicano/as
-The process of implementing and voting on school policy

Evaluation
The instructor may write their own rubric for grading purposes.

Resources
http://www.legalfoundation.org/2005/JoshAlex-Avila-Intro.htm http://en.wikipedia.org/wiki/Chicano
http://www.metnews.com/articles/avil0821.htm http://news-service.stanford.edu/news/1997/april9/avila.html
http://www.albany.edu/jmmh/vol3/chicano/chicano.html http://en.wikipedia.org/wiki/Voting_rights_in_the_United_States
http://www.readwritethink.org/student_mat/student_material.asp?id=7 http://www.readwritethink.org/materials/timeline/
http://www.maldef.org/immigration/index.htm

Latino Genius: Luis Alfaro

2007-09-27T10:02:00.000-07:00

Latino Genius: Luis Alfaro

(Writer and Performance Artist)

Lesson plan created by Irma Vargas Rosas, M.A., M.Ed., Doctoral Student

Program in Culture, Literacy, and Language

Division of Bicultural Bilingual Studies

University of Texas, San Antonio

Lesson Plan Title – Critical Evaluation, Writing & Theatre

Learning Level
Grades 6-12

Pre-Instruction or Prerequisite Knowledge/Skills
Basic critical analysis, writing, and theatrical skills

Lesson Duration
4-5 sessions, 1-2 hours each
Students may choose to do research outside of class.
Learning Location
Computer lab and/or classroom, open space to rehearse

Materials
Computers with printer/paper, chart paper

PowerPoint available: http://grants.coehd.utsa.edu/ATE/support/Latino_Genius/Luis_Alfaro.pdf

Learning Objectives (Teacher may wish to modify them as she/he deems necessary: http://www.tea.state.tx.us/teks/)

Grades 6-8

English Language Arts/Reading
TEKS 2A: The student is expected to interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives.
15F: The student is expected to compare text events with his/her own and other readers’ experiences.
18A: The student is expected to choose the appropriate form for his/her own purpose for writing.
14A: The student is expected to generate ideas and plans for writing.

Fine Arts
TEK 4A: The student is expected to demonstrate in dramatic activities that theatre is a
reflection of life.

Grades 9-12

English Language Arts/Reading
TEKS 20A, B: The student is expected to investigate the source of a media presentation or production such as who made it and why it was made; deconstruct media to get the main idea of the message's content.
1A: The student is expected to write in a variety of forms with an emphasis on literary forms such as fiction, poetry, drama, and media scripts
9B: The student is expected to compare text events with his/her own and other readers' experiences.

Fine Arts
TEKS 2A, C: The student is expected to demonstrate safe use of the voice and body; portray believable characters when applying acting concepts, skills, and techniques.

Procedure

1.) Teacher will create a concept web on chart paper with the word ‘genius’ in the center.

2.) Teacher will ask: Who is a genius?

3.) Teacher will write students’ suggestions on the chart paper

4.) Teacher will use Internet site to discuss the MacArthur Foundation and Fellows (geniuses). www.macfound.org/programs/fel/fel_overview.htm

5.) Teacher will inform students that Luis Alfaro is a MacArthur genius.

6.) Students will review ‘author’s purpose’ in literature and how applies to other sources (i.e. television, movies, theatre, etc.). http://www.teach-nology.com/worksheets/language_arts/authors/

7.) Teacher will distribute and review all rubrics for this project. http://grants.coehd.utsa.edu/ATE/support/Latino_Genius/Rubric_Collaborative_Skills.pdf;

English and Spanish versions included. Teacher may wish to make extra copies.

8.) Students use their knowledge of author’s purpose to research Luis Alfaro’s life using Google Scholar and by focusing on the 5Ws and How. http://en.wikipedia.org/wiki/Five_Ws

Sample Questions:
Who is Luis Alfaro?; Where does he live or work?; What does he do?; How does he make a difference in the community?; When did he get the MacArthur Fellowship?; Why did he get the fellowship?

9.) Students will discuss their research findings on Luis Alfaro while teacher will list them on chart paper (5Ws and H). The following is some information regarding Luis Alfaro that the teacher may use:

Luis Alfaro is a Chicano writer/performer known for his work in poetry, theatre, short stories, performance and journalism. Alfaro is also a producer/director who spent ten years at the Mark Taper Forum as Associate Producer, Director of New Play Development and co-director of the Latino Theatre Initiative. He is featured in over 25 anthologies, has an award-winning spoken word CD, and was nominated for a local Emmy for his short film, CHICANISMO. He is a member of New Dramatists, an associate artist at Playwrights Arena and Cornerstone Theatre Company in Los Angeles.

10.) Teacher will review concepts ‘Chicano,’ ‘Chicana,’ and ‘social justice.’ http://content.cdlib.org/xtf/view?docId=ft058002v2&chunk.id=d0e7791&toc.depth=1&toc.id=d0e6486&brand=eschol;
http://en.wikipedia.org/wiki/Social_justice

11.) Students will discuss possible ideas for social justice in the City of San Antonio, State of Texas, and/or the United States.

12.) Teacher will list the topics on the board.

13.) Students will work in groups of 4-5 students to choose topic(s) that they will incorporate into the writing of a play which they will perform.

14.) Teacher will review the components of a play http://www.ehow.com/how_2045040_write-play.html

15.) Students will use their lived experiences and search engines to find information about their topic(s).

16.) Students will work with their group to write the play.

17.) Students will distribute copies of the final copy to all members of the group and the teacher.

18.) Students will perform their play.

19.) Students will evaluate the collaboration between members of their group. (Teacher may decide to have student the data for mathematical purposes.)

20.) Teacher will conclude the lessons by engaging students in conversation using the following two questions:

· Who is a genius?
· How have the experiences gained through these activities made you think about your future?

Evaluation
The teacher may use the rubrics to assess students or other forms as she/he deems appropriate.

Teacher Resources
1. Alfaro, L. (2000). Straight as a line. In C. Svich & M.T. Marrero (Eds.), Out of the fringe:

Contemporary Latina/Latino theatre and performance (pp. 1-42). St. Paul, MN: Theatre

Communications Group.

2. Alfaro, L. (1998). Downtown. In H. Hughes & D. Román (Eds.), O solo homo: the new queer

performance (pp. 313-348). New York: Grove Press.

3. Román, D. Teatro viva!: Latino performance and the politics of AIDS in Los Angeles. In E.L.

Bergmann & P.J. Smith (Eds.), ¿Entiendes?: Queer readings, Hispanic writings (pp. 346-

369). Durham: Duke University Press.

About the Author

 LESSON PLANS

2007-09-26T12:20:00.000-07:00

 BIOGRAPHIES OF LATINO GENIUSES

2007-09-25T14:08:00.000-07:00

Los MacArturos
http://www.sandracisneros.com/macarturos_bios.php

Joan Abrahamson
Community Development Leader

Joan Abrahamson is president of the Jefferson Institute, a public policy institute that identifies and implements innovative approaches to current policy problems. She was assistant chief of staff to Vice President George H. W. Bush from 1981 to 1985. She has also worked with the U.N. Human Rights Commission and UNESCO's Division of Human Rights and Peace, where she designed new procedures for the treatment of alleged violations of human rights. She planned and implemented the Vienna International Congress on the Teaching of Human Rights and the International Symposium on the Political Participation of Women. In 1985 she was named a MacArthur Fellow. She is president of the Jonas Salk Foundation and founding chair of the Barbara Bush Foundation for Family Literacy. http://www.usc.edu/libraries/partners/laih/fellows/JoanAbrahamson_000.php

*

Luis Alfaro
Writer and Performance Artist

Luis Alfaro is a Chicano writer/performer known for his work in poetry, theatre, short stories, performance and journalism. Alfaro is also a producer/director who spent ten years at the Mark Taper Forum as Associate Producer, Director of New Play Development and co-director of the Latino Theatre Initiative. He is featured in over 25 anthologies, has an award-winning spoken-word CD, and was nominated for a local Emmy for his short film, Chicanismo. He is a member of New Dramatists, an associate artist at Playwrights Arena and Cornerstone Theatre Company in Los Angeles.

http://www.calarts.edu/schools/theater/faculty/alfaro_luis.htm

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Joaquin Avila
Voting Rights Advocate

Joaquin Avila, grew up in Compton, California. He graduated as valedictorian from Centennial High School. After graduating he went on to Yale. Following Yale, Joaquin went on to Harvard Law School, where he served as Comments and Case editor on the Harvard Civil Rights Law Review. He graduated in 1973 and went on to clerk on the Alaska Supreme Court. Joaquin followed his passion to the Mexican American Legal Defense and Education Fund, MALDEF, the preeminent Latino civil rights organization. He became General Counsel in 1982. While at MALDEF, Professor Avila formulated and implemented a national Latino civil rights agenda.Professor Avila has received numerous awards and accolades throughout his distinguished career, including the California State Bar Loren Miller Legal Services Award, the MacArthur Fellowship, and the Benito Juarez award from the Hispanic National Bar Association. http://www.legalfoundation.org/2005/JoshAlex-Avila-Intro.htm

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Ruth Behar
Cultural Anthropologist

Ruth Behar was born in Havana, Cuba and came to live in New York with her family in 1962. She received her B.A. in Letters (1977) from Wesleyan University, and her M.A. (1980) and Ph.D. in Cultural Anthropology (1983) from Princeton University. She resides in Ann Arbor and is Professor of Anthropology at the University of Michigan. She is also affiliated with University of Michigan programs in Women's Studies, Latina/Latino Studies, and Latin American and Caribbean Studies. She has written about her experience of crossing cultural borders as a poet, essayist, fiction writer, editor, and ethnographer. She is now turning to documentary filmmaking to seek yet another expression of her unique vision of the meaning of home in an age of travel and homesickness. As a Cuban woman of the diaspora, Ruth Behar is committed to seeking reconciliation and a common culture and memory with Cubans on the island. http://www.ruthbehar.com/ruthbio.htm

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John C. Bonifaz
Lawyer and Voting Rights Advocate

John C. Bonifaz is the founder of the National Voting Rights Institute (NVRI). Bonifaz, a public interest lawyer, uses innovative litigation to reexamine campaign finance reform arguments typically debated on first amendment grounds. Through the National Voting Rights Institute, an organization he founded, Bonifaz recasts the legal arguments to focus on fourteenth amendment protections, challenging the relationship between money and politics. Mr. Bonifaz is a 1992 cum laude graduate of Harvard Law School. He has written and spoken extensively around the country on the anti-democratic nature of the private financing of public elections and on the federal court battle to hold Texaco accountable for its reckless oil drilling practices in the Ecuadorian Amazon. http://www.equaljusticesociety.org/about_bonifaz.html

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Sandra Cisneros
Writer

Sandra Cisneros was born in Chicago in l954, the third child and only daughter in a family of seven children. She studied at Loyola University of Chicago (B.A. English 1976) and the University of Iowa (M.F.A. Creative Writing 1978). Her books include a chapbook of poetry, Bad Boys (Mango Press 1980); two full-length poetry books, My Wicked Wicked Ways (Third Woman 1987, Random House 1992) and Loose Woman (Alfred A. Knopf 1994); a collection of stories, Woman Hollering Creek and Other Stories (Random House l991); a children's book, Hairs/Pelitos (Alfred A. Knopf 1994); and two novels, The House on Mango Street (Vintage 1991) and Caramelo (Knopf 2002). http://www.sandracisneros.com/html/about/bio.html

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Guillermo Gomez-Pena
Writer and Interdisciplinary Artist

Performance artist Guillermo Gómez-Peña was born and raised in Mexico City in 1955. He came to the United States in 1978 and has been exploring cross-cultural issues and North-South relations ever since. He works in a wide variety of media, including performance art, bilingual poetry, journalism, radio, television and video, and installation art. His art focuses, on the one hand, the exotic and folkloric stereotypes of Mexico still popular in the United States, and on the other, the cultural nationalism often associated with politically charged Chicano art. He currently lives in San Francisco. http://www.learner.org/catalog/extras/wabios/gomezpena.html

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Pedro Jose Greer, Jr.
Physician and Community Health Specialist

Dr. Greer established a network of medical clinics to serve the poor and homeless population of Miami. The Camillus Health Concern clinics are staffed by over 100 physicians and in part by medical students. More than 10,000 indigent men, women, and children are treated at the CHC clinics every year. Dr. Greer was appointed as the first dean of homeless education at the University of Miami School of Medicine.

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Ramon Gutierrez
Historian

Ramón Gutiérrez is professor of history and ethnic studies at the University of California, San Diego. He founded the university's ethnic studies department in 1989 and is also founding director of its Center for the Study of Race and Ethnicity. Most recently, he coedited, with Richard J. Orsi, Contested Eden: California Before the Gold Rush (1998) and is currently working on two books, Community, Patriarchy, and Individualism: A Cultural History of the Chicano Movement, 1965-1990 and Crucifixion, Slavery, and Death: Genizaro Politics and Identity in New Mexico, 1700-1990. http://www.oah.org/activities/lectureship/2006/lecturer.php?id=135

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John Jesurun
Playwright and Director

John Jesurun is a playwright,director,designer living in New York. His presentations integrate elements of language, film,architectural space and media.His exploded narratives cover a wide range of themes and explore the relation of form to content.They challenge the experience of verbal, visual and intangible perceptions. His work is distinguished by his integrated creation of the text,direction,set and media design.http://en.wikipedia.org/wiki/John_Jesurun

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Rueben Martinez
Bookseller

Martinez's business, Libreria Martinez Books and Art Galleries, began its life as a small shelf in a barber shop in Santa Ana, Calif. For years, Martinez, a barber and the son of Mexican copper miners, lent copies of books like Juan Rulfo's El Llano en llamas to his customers. Eventually, he started selling books by Latino writers. By 1993, the book business had so outgrown its shelf that Martinez decided to put down his shears and turn the shop into a bookstore. He began hosting readings and community events, and Libreria Martinez was soon thronged with people. Martinez was fast becoming a leading advocate of literacy and cultural education in the Latino community. From 1997 until 2001, he partnered with actor Edward James Olmos to establish the Latino Book and Family Festival. It has since become the country's largest Spanish-language book exposition, now held regularly in four states.http://www.inc.com/magazine/20050401/26-martinez.html

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Amalia Mesa-Bains
Artist and Cultural Critic

Amalia Mesa Baines is a San Francisco based artist, scholar and curator. She has been involved in the Chicano art movement since the 1960s and is best known for her installation work featuring altars and ceremonial themes. The driving force of her artistic vision is what she terms the "feminine Rasquachismo or Domesticana... that is simultaneously contestatory and passionately affirming of our histories as women and our situation of struggle." http://www.csupomona.edu/~plin/women2/part3.html

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Hugo Morales
Radio Producer

Hugo Morales is the Executive Director of Radio Bilingüe, Inc. In October 1976, Mr. Morales and an all-volunteer staff of current and former farm workers and artists founded Radio Bilingüe, which began radio broadcast operation on July 4, 1980 over the entire San Joaquin Valley. Mr. Morales is responsible for the administration Bilingüe of Radio. http://www.hablamosjuntos.org/whoweare/nac/hugo_morales.asp

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Cecilia Munoz
Civil Rights Policy Analyst

Cecilia Munoz is vice president of the office of research, advocacy and legislation at the National Council of La Raza. Munoz, 37, is a leader in immigration and civil rights policy and is a major force in such issues as the legalization of undocumented immigrants, family-based immigration rights and access to welfare benefits and education. http://findarticles.com/p/articles/mi_m0DXK/is_10_17/ai_63817007

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Hipolito (Paul) Roldan
Community Developer

Roldan is CEO of Hispanic Housing Development Corporation in Chicago. He has Developer over 1,900 affordable apartments and townhouses in 22 developments for families and elderly residents of several Hispanic communities in Chicago.http://www.nahb.org/fileUpload_details.aspx?contentTypeID=3&contentID=63273&ContentID=74497

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Maria Varela
Community Development Leader

Maria Varela is a community organizer living in Alburquerque, NM. Her work focuses on how rural communities, rural cultures and rural ecosystems survive and flourish. The balance among "cultural experiences, ecology, and economic activities either sustain or starve our communities." http://www.lajicarita.org/98jan.htm

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Baldemar Velasquez
Farm Labor Leader

Baldemar Velasquez, human rights activist and founder and president of the Farm Labor Organizing Committee (FLOC) AFL-CIO, was born in Pharr, Texas Feb. 15, 1947. His parents were migrant farmworkers, and Velasquez began working in the fields when he was six, picking berries and tomatoes.He attended Pan American University in Edinburg, Texas from 1965-66. Ohio Northern University in Ada 1966-67 and from 1967-69 attended Bluffton College, where he graduated with a BA in Sociology. He formed Farm Labor Organizing Committee (FLOC) in 1967. During 1989-90, Velasquez received his degree in Practical Theology. He received his advanced degree in 1991 and was ordained that year as Chaplain to the farmworkers by Rapha Ministries. Two major honors came to Velasquez in 1994 when 29 national Hispanic organizations chose him as the recipient of the Hispanic Heritage Leadership Award. That year he also received Mexico's Aguila Azteca Award — the highest award Mexico can give a non-citizen. http://www.floc.com/html/BVbio.html

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Camilo Jose Vergara
Photographer

Camilo José Vergara (b. 1944) is a Chilean-born, New York-based writer, photographer and documentarian. He was born in Santiago, Chile.Vergara received a B.A. (1968) in sociology from the University of Notre Dame and an M.A. (1977) in sociology from Columbia University, where he also completed the course work for his Ph.D. (not yet awarded). http://www.answers.com/topic/camilo-jos-vergara

We extend our thanks to Sandra Cisneros for letting us borrow these biographies from her web site.

 MISSION STATEMENT/MACARTHUR FOUNDATION

2007-09-25T07:00:00.000-07:00

Locos, Dreamers and Visionaries!

We took the liberty of borrowing the following statement posted online by Sandra Cisneros, our local MacArtura (http://www.sandracisneros.com/macarturos.php):

Los MacArturos

Mission statement
"Los MacArturos" is a collective of Latino/a MacArthur Fellows. We are a self-initiated, self-organized collective. Our aim is to unite to assist one another in our individual activist efforts, and to share our creativity and expertise with la comunidad.
Originally we came together as a reunion, our purpose to inspire Latino youth. Our first reunion began in San Antonio, Texas, in October of 1997. It was called "An Ofrenda: de Alma, Corazon, y Mente." The San Antonio community members that organized this event asked us to focus on our young people, so the nature of our programs were performances and lectures, educational for the most part.

The original idea was to meet annually in every city where a Latino MacArthur Fellow lived, but the series died out after five years, though we did meet in San Jose, Los Angeles, Toledo, and Chicago.

Ten years after our first reunion, we could not have imagined the Latino community would be in such crisis. We are reviving the reunion because we feel a great urgency to reunite and assist one another, as well as to lend our collective expertise to the cities we call home.
Our efforts this time are aimed at creating a think tank, and encouraging thinking outside the box. For this purpose we are attempting to mix disciplines, and create "Dream Circles" with local and invited experts in various fields, as well as the community-at-large.
We want to encourage local genius, both young and established, to brainstorm and imagine San Antonio ten years forward. We believe that uniting in this way we will be able to leave behind a legacy of ideas. It was our experience in the past that border-crossing disciplines — that is, having labor organizers mixing with performance artists, anthropologists with voting rights specialists, etc. — allowed us to see solutions to problems in new and creative ways.
It is then with this dream of uniting our Locos, Dreamers, and Visionaries, local and invited, that we hope to dream a new San Antonio.

About the MacArthur Foundation
The John D. and Catherine T. MacArthur Foundation is a private, independent grantmaking institution dedicated to helping groups and individuals foster lasting improvement in the human condition. Through the support it provides, the Foundation fosters the development of knowledge, nurtures individual creativity, strengthens institutions, helps improve public policy, and provides information to the public, primarily through support for public interest media.
With assets of over $6 billion and grants and program-related investments totaling approximately $225 million annually, MacArthur is one of the nation's largest private philanthropic foundations. The Foundation believes its grantmaking is most effective when focused on relatively few areas of work, combined with sufficient resources over a long enough period of time to make a measurable difference. The Foundation makes grants and loans through four programs.

The Program on Global Security and Sustainability focuses on international issues, including human rights and international justice, peace and security, conservation and sustainable development, higher education, migration, and population and reproductive health. MacArthur grantees work in 65 countries, and the Foundation has offices in India, Mexico, Nigeria, and Russia.

The Program on Human and Community Development addresses issues in the United States that include community and economic development; housing, with a focus on the preservation of affordable rental housing; juvenile justice reform; and education, with an emerging interest in how digital media impact learning.

The General Program supports public interest media, including public radio, television, and the production of independent documentary film. Grants are also made to arts and cultural institutions in the Chicago area and for special initiatives, currently including intellectual property rights in a digital environment.

The MacArthur Fellows Program awards five-year, unrestricted fellowships to individuals across all ages and fields who show exceptional merit and promise of continued creative work. It is limited to U.S. citizens and other residents of the United States.
John D. MacArthur (1897-1978) developed and owned Bankers Life and Casualty Company and other businesses, as well as considerable property in Florida and New York. His wife Catherine (1909-1981) held positions in many of these companies and served as a director of the Foundation.

The Foundation benefits in its work from diversity at all levels of its operations. In working with other organizations and individuals, the Foundation values those who understand and share its commitment to diversity.

Here's what the community is saying...

From nalac.org:
Los Macarturos, the Latino MacArthur Genius Grant recipients, will gather in San Antonio Oct. 4-6 for a remarkable reunion weekend of public platicas and performances. Don’t miss this rare opportunity to see Sandra Cisneros, Guillermo Gómez-Peña, Ruth Behar, Luis Alfaro, Ramon Gutierrez, Rueben Martinez, Baldemar Velasquez, Camilo Jose Vergara, Paul Roldan, Cecilia Munoz, Amalia Mesa-Baines, Dr. Pedro Greer, MD, Maria Varela and others engaging in lively discussions about the current state of Latino art and culture.
source: http://www.nalac.org/

From mysanantonio.com:
The MacArturos, as Latino recipients of the MacArthur Foundation "genius grants" have dubbed themselves, are gathering again on the 10th anniversary of their first meeting in San Antonio to address issues facing the Latino community. "Latino Genius: Locos, Dreamers & Visionaries" will run Oct. 4-6. During the event, the 18 MacArturos — including Sandra Cisneros, anthropologist Ruthg Behar and labor organizer Baldemar Velasquez — will address issues affecting the Latino community. Discussions and performances will be held at several venues, including the Esperanza Peace & Justice Center, UTSA and San Fernando Cathedral.
participants: Joan Abrahamson, community development leaderLuis Alfaro, writer and performance artistJoaquin Avila, voting rights advocateRuth Behar, cultural anthropologistJohn C. Bonifaz, lawyer and voting rights advocateSandra Cisneros, writerGuillermo Gómez-Peña, writer and interdisciplinary artistPedro José Greer Jr., physician and community health specialistRamón Gutiérrez, historianJohn Jesurun, playwright and directorRueben Martinez, booksellerAmalia Mesa-Baines, artist and cultural criticHugo Morales, radio producerCecilia Muñoz, civil rights policy analystHipolito (Paul) Roldan, community developerMaria Varela, community development leaderBaldemar Velasquez, farm labor leaderCamilo José Vergara, photographer
source: http://www.mysanantonio.com

From Texas Public Radio:
Latin geniuses to meet in San Antonio August 2, 2007 · San Antonio is set to host a gathering of official Latino geniuses. Writer Sandra Cisneros announced that the 18 Latino MacArthur Fellows are coming to San Antonio for a historic melding of minds. The local celebration of MacArturos will be in the first week of October and there will a battery of free special events across the city. Texas Public Radio’s Yvette Benavides has the story.
Click to listen to the interview: MP3 Download
source: http://www.tpr.org/index.html