ENGLISH 5, 6 – CULTURALLY RELEVANT MEXICAN AMERICAN VIEWPOINT: GRADE 11CURRICULUM NOT ADOPTED Course Scope & Sequence: In this course, students will explore the major periods of Mexican American literature, beginning with the oral tradition that drew heavily from Native American, Spanish and Mexican folklore and ending with contemporary works. Students will read critically from a variety of genres and formats, and respond thoughtfully in discussions and through writing. Literature exploration in this course will entail a careful study of each text, its literary merit and form and its place in the canon, as well as comparisons with works generally taught in mainstream courses. Along with considering the content of each work, students will examine the cultural, historical, and political contexts of the literature, as well as how issues of race, class and gender affect the production and meaning of these works. Students will articulate and elaborate their thoughts and analyses by writing expository, analytical and creative essays. Additionally, students will become conversant with the language of literary analysis and rhetoric, including figurative language. Furthermore, students will keep a dialectic journal and engage in Socratic Seminars and Literature Circle Discussion groups. I. ORAL TRADITION Enduring Understanding: Mexican American literature features elements from traditional oral forms: folktales, proverbs (dichos), legends, ballads (corridos), and historical accounts passed along by word-of-mouth. Examples of Lesson Objectives: Beginning with the overarching theme of "Roots and Traditions," students will 1. Examine the origins of Mexican American literature and the ways in which Mexican American writers have drawn inspiration from oral traditions, at times reinterpreting ancient tales from a contemporary perspective. 2. Keep a reflective journal with entries for each of the assigned readings, beginning with their reaction to the pairing of the poem “Song of Spring” by Nezahualcoyotl with the song and lyrics to “Primavera” by Danny Valdez. 3. Assess the importance of oral traditions, songs and storytelling in Mexican American history and culture (e.g., the song De Colores). 4. Analyze folktales and legends, such as the legends of La Llorona, Popocatepetl and Ixtaccihuatl, and Juan Diego and the Virgin Mary, to determine why such stories endure, how they are used, and what they reveal about human nature. 5. Describe the ways in which oral traditions continue to influence Mexican American literature, art and culture today (e.g., The Burning of Kookooee Festival in Albuquerque, NM; and the use of corridos, such as “Supermán es illegal,” to address current issues). 6. Analyze the ways in which various Mexican American writers incorporate in their works elements of pre-Columbian culture (e.g., curanderismo, the symbolism of Aztlán, and Common Core State Standards: CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and TUCSON UNIFIED SCHOOL DISTRICT 1|Page ENGLISH 5, 6 – CULTURALLY RELEVANT MEXICAN AMERICAN VIEWPOINT: GRADE 11 CURRICULUM NOT ADOPTED human sacrifice). 7. Discuss how Mexican American authors and other artists use Spanish phrases and names to add meaning to their work (e.g., the names of characters in Sandra Cisneros’s short story, “Woman Hollering Creek”). listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. TUCSON UNIFIED SCHOOL DISTRICT 2|Page ENGLISH 5, 6 – CULTURALLY RELEVANT MEXICAN AMERICAN VIEWPOINT: GRADE 11 CURRICULUM NOT ADOPTED II. 1528-1848: THE SPANISH AND MEXICAN PERIOD Enduring Understanding: The Mayan civilization of Mexico and Central America developed one of the world’s three founding writing systems—recording works of poetry, history, philosophy and science. Tragically, Europeans destroyed the bulk of Mayan literature during the 16th century. Thus, the emergence of literature in the Southwest can be traced to the arrival of Spanish explorers, missionaries and soldiers. These early colonizers were eager to chronicle their experiences in the lands we now know as the states of Arizona, California, New Mexico and Texas. Their writings, however, provide a decidedly one-sided account of the newcomers’ systematic efforts to dominate the homelands of various Native American nations and to suppress the native people’s resistance. Examples of Lesson Objectives: Under the overarching theme of "strength and resiliency,” students will 1. Read Gaspar Perez de Villagra’s account of the siege of Acoma and the letter from Governor Don Antonio de Otermin detailing events from the Pueblo Revolt of 1680, and write a short description of the attitude that Villagra and Otermin exhibited about the region’s native people, citing evidence from both texts. 2. Discuss the concept of race and the system of classification introduced into the Southwest by the Spaniards. 3. Read about the Mayan writing system and explain why Mayan writing did not spread beyond the borders of the Mayan Empire, how its literature came to be almost completely destroyed, and how researchers eventually succeeded in recovering the ability to decipher the few surviving works. 4. Hold a press conference. One person will volunteer to be Sor Juana Inés, and another will volunteer to be the Bishop to whom she writes. The rest of the class will act as the press corps of Mexico City in 1690, and will ask questions of the role players. (e.g., What are the Bishop’s concerns? Why does Sister Inés insist on writing?) 5. Compare the view presented in the essay “La Raza Cósmica” to current information available on-line about Mexico’s racial history (e.g., the website http://www.afromexico.com/ ). 6. Compose a journal entry about the way they identify themselves racially and ethnically, including information about the origins of their ancestors, and their feelings about their heritage. 7. Investigate the meaning of the Spanish-derived names for any Common Core State Standards: CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. CCSS.ELA-Literacy.RI.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. CCSS.ELA-Literacy.L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies. TUCSON UNIFIED SCHOOL DISTRICT 3|Page ENGLISH 5, 6 – CULTURALLY RELEVANT MEXICAN AMERICAN VIEWPOINT: GRADE 11 CURRICULUM NOT ADOPTED two of the following U.S. states and territories, including why the names were selected, who selected them, and what alternatives (if any) may have been considered: Arizona, California, Colorado, Florida, Montana, Nevada, New Mexico, Northern Mariana Islands, Puerto Rico, and Texas. 8. View and discuss the film Harvest of Empire, based on the book by Juan González. TUCSON UNIFIED SCHOOL DISTRICT 4|Page ENGLISH 5, 6 – CULTURALLY RELEVANT MEXICAN AMERICAN VIEWPOINT: GRADE 11 CURRICULUM NOT ADOPTED III. 1848-1965: The Mexican American Period Enduring Understanding: Mexican Americans have strong indigenous roots and are native to this continent, yet in the United States many Mexican Americans have been treated as outsiders, as “strangers in their own land.” Despite the fact that Mexican Americans greatly contributed to the development of the mining, ranching and agricultural industries of the Southwest, and served valiantly in the U.S. military during the Civil War, both World Wars and Korea, the community struggled against racial discrimination and economic exploitation from politically superior forces. Those courageous struggles are well documented in the Mexican American literature of that period. Examples of Lesson Objectives: Students will 1. View The Ballad of Gregorio Cortez (based on the corrido of the same title) and discuss how effectively today’s civil rights laws address the kinds of misunderstandings and injustices depicted in the film. 2. Examine the development of the Treaty of Guadalupe Hidalgo, including the changes that the Congress made to articles IX, X and XI, and assess the impact that those changes had on the Mexican American community. 3. Describe the role that Spanish language newspapers played in the lives of the Mexican-origin population during the nineteenth and the early part of the twentieth centuries, especially in voicing an eloquent and forceful defense of their community’s language, cultural identity, civil rights, patriotism, and constitutional protections. 4. Discuss “Indifference,” a poem by the indigenous Mexican poet Rosario Castellanos (who influenced Chicana feminist poets) to William Shakespeare’s Sonnet 30. How do they each express the pain of lost or unrequited love? How do they differ in structure, narration, tone and mood? 5. Read an excerpt from José Vasconcelos’s autobiography, “Ulises Criollo,” and describe how the residents of Sásabe, Arizona, must have felt about the U.S. cavalry that entered their town in 1885. Use quotes from the excerpt to support your interpretation. 6. Compare excerpts from Anthony Quinn’s autobiography, The Original Sin, to those from Mary Helen Ponce’s autobiography Hoyt Street. 7. Describe how the Mexican American community in Tucson evoked in Mario Suarez’s short story “El Hoyo” contrasts Common Core State Standards: CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) CCSS.ELA-Literacy.RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. CCSS.ELA-Literacy.RI.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-Literacy.RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). CCSS.ELA-Literacy.RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). CCSS.ELA-Literacy.RI.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenthcentury foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features. CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the TUCSON UNIFIED SCHOOL DISTRICT 5|Page ENGLISH 5, 6 – CULTURALLY RELEVANT MEXICAN AMERICAN VIEWPOINT: GRADE 11 CURRICULUM NOT ADOPTED with the Tucson community they know today. 8. Use on-line resources to explore the Recovering the U.S. Hispanic Literary Heritage project. effective selection, organization, and analysis of content. CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. CCSS.ELA-Literacy.L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. TUCSON UNIFIED SCHOOL DISTRICT 6|Page ENGLISH 5, 6 – CULTURALLY RELEVANT MEXICAN AMERICAN VIEWPOINT: GRADE 11 CURRICULUM NOT ADOPTED IV. 1965-1980: The Rise of Chicano Literature Enduring Understanding: The 1960s heralded a dramatic change in Mexican American politics, featuring the UFW movement led by Cesar Chávez and Dolores Huerta in California and nationwide, the Crusade for Justice led by Rodolfo “Corky” González in Colorado, the Land Grant Alliance led by Reies López Tijerina in New Mexico, the Chicano Student Movement in Arizona and other Southwestern states, and the national Chicano Moratorium against the War in Vietnam. The historic militancy came to be known as the Chicano Movement. It was part of a general expression of social discontent, demanding respect for free speech, civil rights, Black Power, Gay Pride, Women’s Liberation, and the American Indian Movement. Along with a growing willingness to confront the nation’s dominant political structures, Mexican Americans across the region generated a powerful wave of literary expression, collectively considered the rise of Chicano literature. Examples of Lesson Objectives: Students will 1. Identify the major events in the decades leading up to (c. 1930-1960) and during the height (c. 1965-1980) of the Chicano Movement (e.g., the founding of LULAC and the G.I. Forum; the Grape Boycott, the death of Rubén Salazar, and the student walkouts); and the major writers associated with the movement. 2. Compare how a foundational Anglo-American writer and a foundational Chicano writer address a common short story theme, such as the supernatural (e.g., Hawthorne’s “Young Goodman Brown” and Rivera’s “It Was a Silvery Night.” 3. Analyze a work from the cannon of Chicano novels, using the tools of literary analysis (e.g., after reading Bless Me, Última, analyze the significance of the conflict between Englishspeakers and Spanish-speakers that Antonio encounters at school. Why is language so important in the novel? In what sense does this conflict give Antonio perspective on the conflict within his family?) 4. Explain how art is affected by society (e.g., the role of women), and how art, in turn, influences society (e.g., literature by women). 5. Identify the struggles that are revealed in the plays, short stories, poetry, essays, music, film or art by any two established Chicano artists (i.e., Luis Valdez, Daniel Valdez, Tomás Rivera, Alurista, Rudolfo Anaya, Rodolfo “Corky” González, Estella Portillo Trambley, Ricardo Sánchez, Ángela de Hoyos, Tino Villanueva, Luis Omar Salinas, and Manuel Acosta (muralist)). Common Core State Standards: CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). CCSS.ELA-Literacy.RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenthand early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. CCSS.ELA-Literacy.RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. CCSS.ELA-Literacy.L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. TUCSON UNIFIED SCHOOL DISTRICT 7|Page ENGLISH 5, 6 – CULTURALLY RELEVANT MEXICAN AMERICAN VIEWPOINT: GRADE 11 CURRICULUM NOT ADOPTED 6. Examine the cultural and historical conditions that led to the use of the terms Chicano, Chicano/a, Chicana/o, and Chican@, and the forces that have historically determine the status of these terms. 7. Write journal entries including free writing activities, reflections to music and art, and connections between the rise of Chicano Literature and other literary movements. 8. Write their own poetry, after participate in response groups to the reading of I Am Joaquín, and participate in a class Poetry Slam. TUCSON UNIFIED SCHOOL DISTRICT 8|Page ENGLISH 5, 6 – CULTURALLY RELEVANT MEXICAN AMERICAN VIEWPOINT: GRADE 11 CURRICULUM NOT ADOPTED V. El Teatro Enduring Understanding: Founded in 1965 by Luis Valdez, El Teatro Campesino (The Farmworkers’ Theater) was created to support the Cesar Chávez-led strike against the politically powerful growers who dominated the grape industry in California’s San Joaquín Valley. Working together as a group that included some campesinos, the Teatro created a unique form of theater called actos, initially involving short, dramatic skits (typically no more than fifteen minutes long) that were improvisational, bilingual, and intended to educate the audience about the economic and social injustice suffered by Mexican Americans laboring in the nation’s fields. By the 1970s the Teatro’s increasingly sophisticated works took on a wider range of social justice issues while reaching a wider audience, culminating in 1978 with the critically acclaimed play Zoot Suit. Examples of Lesson Objectives: Students will 1. Discuss the working conditions that Cesar Chávez and other farmworkers found intolerable. 2. Collaborate in a small-group study of a Mexican American playwright and representative works (e.g., Luis Valdez, Carlos Morton, Nephtalí de León, Francisco Burruel, Ysidro Macías, Estela Portillo-Trambley, Cherrie Moraga, and Josefina López). 3. Identify literary terms relating to theatrical plays (i.e., puns, allusion, slapstick, aside, soliloquy, monologue, acts and scenes). 4. View the DVD edition of the 1972 television adaptation of Los Vendidos and compare it to the 1981 film version of Zoot Suit, re-reading selected scenes from the plays before critiquing the works’ merits and discussing their overarching themes. 5. Work in small groups to perform key scenes from Zoot Suit, covering the play’s major themes (stereotyping, resistance, injustice, etc.). 6. Participate in large class discussions about the strategies initially employed by the Teatro to achieve its goals: the use of stereotypes, hand-lettered signs, bilingual dialogue, improvisation, flatbed trucks as stages, and skits of abbreviated length. 7. Compare Henry Reyna's fictional life in Zoot Suit with the historical Henry Leyvas's life, and create a well-developed thesis statement explaining why Valdez may have made the choices he did in fictionalizing Henry's life for the stage. Support the thesis with specific details from specific Common Core State Standards: CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). CCSS.ELA-Literacy.RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.RI.11-12.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, TUCSON UNIFIED SCHOOL DISTRICT 9|Page ENGLISH 5, 6 – CULTURALLY RELEVANT MEXICAN AMERICAN VIEWPOINT: GRADE 11 CURRICULUM NOT ADOPTED passages. 8. Read two or more on-line accounts about the events leading up to the Sleepy Lagoon murder case as reported in newspapers at the time, and determine whether the term "Zoot Suit Riots" is really appropriate for what happened in Los Angeles in June 1943. 9. Write an analysis of the symbolism inherent in the iconic flag of the United Farm Workers. 10. After listening to the song Brown-Eyed Children of the Sun, write a song lyric, a poem, or a reflection that expresses their beliefs about the dignity of work versus the exploitation of the working poor. and a range of formal and informal tasks. CCSS.ELA-Literacy.L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. TUCSON UNIFIED SCHOOL DISTRICT 10 | P a g e ENGLISH 5, 6 – CULTURALLY RELEVANT MEXICAN AMERICAN VIEWPOINT: GRADE 11 CURRICULUM NOT ADOPTED VI. Depictions of Public Education in Mexican American Literature Enduring Understanding: The Mexican American experience in U.S. public schools is a mixture of triumph and tragedy. From the beautiful and touching account of Luis Valdez’s first-grade teacher revealing to him the magic of theater, to the hilarious depiction of a school play in Bless Me, Última, to the traumatic lesson about responding to a teacher’s racist comments taught to two boys in Rain of Gold, schooling in America is an important and frequently explored subject in Mexican American literature. Examples of Classroom Objectives: Students will 1. Discuss the role of literature as a form of social change, communal healing, historical memory and revolution; and indicate verbally when they recognize these themes in assigned texts and films. 2. Read exemplar texts conceptualizing the Mexican American experience in U.S. public schools, starting with the short story “Tacos in a Paper Bag” by Luis Valdez. 3. Research and use scholarly and nonfiction texts to compose a speech relating to education (e.g., importance of the court cases such as Romo v. Laird and Mendez v. Westminster, which served as a basis for arguments in Brown v. Board of Education; or the value of ethnic studies in public schools; or the history of bilingual education in Tucson). 4. Develop peer-editing skills using student speeches and essays. 5. Read and discuss an excerpt from Chapter 17 of Victor Villaseñor’s Rain of Gold. 6. Participate in class discussion comparing similar events in the texts and the films Stand and Deliver, The Lasting Legacy of the Chicano Student Walkouts, and The Dream Is Now; and compose in class reflections based on their readings and viewings. 7. Practice their persuasive writing skills by writing a position paper on issues relating to English acquisition and bilingual education (e.g., the impact of Lau v. Nichols and No Child Left Behind on the education of English learners). 8. Analyze and compare characters across multiple texts (e.g., Tere Ávila, the teacher’s aide in Denise Chávez’s Loving Pedro Infante; teacher Arturo Hernández in his non-fiction narrative Peace in the Streets; the poems Elena and Common Core State Standards: CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). CCSS.ELA-Literacy.RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). CCSS.ELA-Literacy.RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. CCSS.ELA-Literacy.L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to TUCSON UNIFIED SCHOOL DISTRICT 11 | P a g e ENGLISH 5, 6 – CULTURALLY RELEVANT MEXICAN AMERICAN VIEWPOINT: GRADE 11 CURRICULUM NOT ADOPTED comprehension or expression. Graduation Morning by Pat Mora) 9. Read Chapter 13 from Los Tucsonenses by Thomas E. Sheridan. 10. Keep an on-going journal to reflect on the connections and tensions they experience in response to each text that they read. 11. Engage in productive community service to promote increased awareness of issues relating to their readings. TUCSON UNIFIED SCHOOL DISTRICT 12 | P a g e ENGLISH 5, 6 – CULTURALLY RELEVANT MEXICAN AMERICAN VIEWPOINT: GRADE 11 CURRICULUM NOT ADOPTED VII. Depictions of Life and Death Along the Border Enduring Understanding: For most of American history, the U.S.-Mexico border was either open or so lightly regulated that the United States was effectively open to everybody. The border region, where six Mexican states meet four U.S. states, is a vast area with distinctive mixture of cultures, languages, customs, myths, geologic features, physical dangers, and spectacular landscapes. For writers in general, and for many Mexican American authors in particular, it is an irresistible subject to explore. Examples of Classroom Objectives: Students will 1. Read biographical stories and other non-fiction accounts about life and death along the border (e.g., Luis Alberto Urrea’s The Devil’s Highway, Margaret Regan’s “The Irish Orphan Abduction,” Alberto Álvaro Ríos’s Capirotada: A Nogales Memoir. 2. Identify and discuss some of literary techniques (e.g., symbolism, motif, tone, code-switching, metaphor) used by these authors, and explain how their techniques enhance their works. 3. After reading Crossing Over: A Mexican Family on the Migrant Trail by Ruben Martínez, describe their personal experiences with the border or word-of-mouth accounts from interview subjects about the border, noting connections between those accounts and the details described in their readings. 4. View the film Lone Star and write an account of the ways the film depicts the irony of persistent efforts to enforce cultural, political and economic distinctions—even as people’s lives tend to blur the differences and become intertwined. 5. Photograph or video record the “borders” that exist at the school, areas that formally distinguish teachers from students, such as assigned entrance and exit points, or classes where students are segregated for “pedagogical” reasons (ELLs, GATE, exceptional education); and informal regions (such as lunch areas or after-school hangouts) informally taken over by certain student groups (seniors, athletes, nerds, immigrants, or linguistic or ethnic groups, etc.); then stage a PowerPoint presentation about the project. 6. Discuss how the label “illegal immigrants” unfairly defines a group of people rather than describes a particular action, and Common Core State Standards: CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). CCSS.ELA-Literacy.RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently. CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. CCSS.ELA-Literacy.RI.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. CCSS.ELA-Literacy.L.11-12.5 Demonstrate understanding of figurative language, word TUCSON UNIFIED SCHOOL DISTRICT 13 | P a g e ENGLISH 5, 6 – CULTURALLY RELEVANT MEXICAN AMERICAN VIEWPOINT: GRADE 11 CURRICULUM NOT ADOPTED carefully follow ethical standards and school guidelines to avoid identifying individual students and to protect all students from being indiscriminately labeled during the project. 7. Engage in pre-writing, peer editing, and an extensive revision process when preparing the creative project. relationships, and nuances in word meanings TUCSON UNIFIED SCHOOL DISTRICT 14 | P a g e ENGLISH 5, 6 – CULTURALLY RELEVANT MEXICAN AMERICAN VIEWPOINT: GRADE 11 CURRICULUM NOT ADOPTED VIII. Scars of War Enduring Understanding: Whether engaging in campaigns of resistance and rebellion on U.S. soil against Anglo incursions or fighting under the Stars and Stripes in U.S. foreign wars, Mexican Americans have bravely shed blood in military action. For contemporary Mexican American authors writing about war, the focus has been on the experiences of veterans who served in Vietnam, Kuwait, Afghanistan, or Iraq. Their stories at times explore the ways in which soldiers from different ethnicities bond under the pressure of combat; at other times they reveal how serving a patriotic duty does not eliminate the racism and discrimination Mexican American veterans face when they return home. Examples of Lesson Objectives: Students will 1. Detail the images, sounds, emotions, and physical challenges experienced by combatants, as described in the assigned readings. 2. After reading and discussing an excerpt from Dalton Trumbo’s Johnny Got His Gun, use the internet to obtain information about IED-related injuries, summarizing the findings in their journals. 3. Read and discuss the World War II short stories “Ichiro Kikuchi” and “Sugamo” by Américo Paredes; and the nonfiction account “Rosita the Riveter: Midwest Mexican American Women During World War II, 1941-1945” by Richard Santillán. 4. Read the New York Times article “A Nation at War: Immigrant Marines; Latinos Gave Their Lives to New Land” by Tim Weiner. 5. View the spoken word performance “Brown Dreams” by Paul Flores and discuss how the speaker uses the details in the Weiner article to imagine a soldier’s final thoughts. 6. Analyze one of the Leroy Quintana poems about war assigned in class (i.e., “A Restaurant in Munich”; “Poem for Our Dog Afraid of Thunder on a Rainy Day”; or “First Encounter”) and explain the setting, who the narrator is, and what the narrator is must be feeling. 7. Write an essay identifying connections between the characters in the Ricardo Pimentel short story “July 1969” and the Alfred Vea novel Gods Go Begging.” 8. After viewing the film Amigo, research the history of Mexican Americans in the Bataan Death March during the Japanese occupation of the Philippines. Common Core State Standards: CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-Literacy.RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. CCSS.ELA-Literacy.RI.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. TUCSON UNIFIED SCHOOL DISTRICT 15 | P a g e
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