Ketchup & Salsa: Hispanic Influence in the U.S. A Spanish III curriculum unit Developed by Andrew Bell and Lauren Miralia

Transcription

1 Ketchup & Salsa: Hispanic Influence in the U.S. A Spanish III curriculum unit Developed by Andrew Bell and Lauren Miralia

2 Background Hispanics are the largest minority group in the U.S. as of 2009 Some Mexicans remained in the Southwest after it was ceded to the U.S. in Many of their descendants live there legally and are contributing citizens. There is a steady flow of immigrants from Central and South America to the U.S. Some Anglo-Americans have become uneasy with the immigration situation because of stereotypes that are reinforced by the media and politicians; therefore, they cannot see the many benefits that Hispanics have brought to the country.

3 Goals and Objectives (The student will possess ) BASIC: A knowledge of the vocabulary, expressions, and conjugations presented in the unit. A familiarity with the basic components of Hispanic foods, families, and faiths. VALUES: An understanding of the positive effects that diversity (specifically, the Hispanic culture) has on the culture of the U.S. FAITH-INFORMED: A knowledge and understanding of verses from Scripture that praise diversity and demand hospitality toward the stranger.

4 Outline of Unit I. Introduction to the Present Subjunctive mood A. Identification of forms/clue phrases B. Formation and use Topics of interest within the Hispanic community in the U.S.: II. Family* III. Business* IV. Faith* V. Final Project A. Written Defense [compiled/revised throughout the course] B. Oral Defense [last week of class] *each topic is accompanied by a video interview and activities

5 Present Subjunctive Mood Identification of forms/clue phrases Cloze activity ( Que me quedes tú by Shakira)

6 Present Subjunctive Mood Formation and use Bellwork ( Hazlo!)

7 Topic 1: Family / La familia Video interview with high school student from the Dominican Republic Venn diagram activity

8 Topic 1: Family / La familia Some guiding questions for the Venn diagram activity: 1. Cuáles son unas diferencias/semejanzas entre tu vida en los EE.UU. y la vida de nuestra amiga, Ana, en la República Dominicana? (Cuáles son unas diferencias/semejanzas entre la vida de Ana en los EE.UU. y su vida en la República Dominicana?) Use the following questions to draw out information that students do not readily provide: 2. Dónde y con quiénes almuerzas durante el día escolar en los EE.UU.? Dónde y con quiénes almuerza Ana en la República Dominicana? En los EE.UU.? 3. Qué lengua hablan tus profesores en los EE.UU.? Qué lenguas hablan los profes de Ana en la República Dominicana? En los EE.UU.? 4. Juegas algún deporte o algunos deportes? Qué deportes juegan los jóvenes en la República Dominicana? Qué diferencia nota Ana en el número de deportes disponibles en los EE.UU.?

9 Topic 1: Family / La familia Values level: discussion question for Venn diagram activity: Ana came to the U.S. with her family when she was ten years old. Based on what you have learned from Ana s interview, what do you think has been the most difficult part of changing countries and cultures? Why? If you had to move to a different country with a different language and culture, what would challenge you the most? Why?

10 Topic 1: Family / La familia Faith-informed level: discussion question for Venn diagram activity: Dios nos manda que amemos y respetemos a nuestros vecinos. En qué sentido puedes cumplir este mandamiento después de aprender más de la vida de un latino? Contesta usando por lo menos dos escrituras. Exodus 22:21 (Treat the foreigner well; you were once a foreigner) Luke 6:31 (Do unto others as you have them do unto you) Matthew 22:36-39 Teacher, which is the greatest commandment in the Law? Jesus replied: Love the Lord your God with all your heart and with all your soul and with all your mind. This is the first and greatest commandment. And the second is like it: Love your neighbor as yourself. All the Law and the Prophets hang on these two commandments.

11 Topic 2: Business / El negocio Warm-up Activity: También he comido Teacher-led instruction about ingredients & foods from Spanish speaking countries that have influenced U.S. cuisine

12 Topic 2: Business / El negocio Video interview with the owners of Compadres, a Mexican restaurant chain Class discussion questions:

13 Topic 2: Business / El negocio Online news article response:

14 Topic 3: Faith / La fe Video interview with a husband & wife from the Dominican Republic Individual video worksheet:

15 Topic 3: Faith / La fe Group/Class discussion of the video worksheet:

16 Topic 3: Faith / La fe Sample vocabulary quiz:

17 Final Project: Defense of Diversity Written in response to the prompt: Cuál es la importancia de los hispano-americanos en los EE.UU., y cuáles son los beneficios de una cultura diversa? Pre-writing activity:

18 Final Project: Written Defense The student will turn in: A formative draft A first draft A final draft

19 Final Project: Oral Defense Roles/Guidelines: Environment: the classroom will be set-up to resemble a courtroom. The teacher s desk will be the Judge s seat. A student s desk will be placed next to the Judge to represent the witness stand. The remaining desks will be set-up to resemble the jury box. Judge: the teacher is the judge. The judge will maintain order in the court at all times. The judge will render the final grade, but the jury will also have a say in the final verdict. The judge will call up each witness to give his/her defense. The judge will dismiss each witness when their turn has been completed. The judge will also ensure that the jury is attentive and cooperating at all times. The judge has the right to take away points from any jury members who are not participating appropriately (see Jury guidelines).

20 Final Project: Oral Defense Roles/Guidelines, cont.: Witness: will orally give his defense. Will speak clearly so that the judge and jury can understand him. Will have a steady pace (not too fast, not too slow). Will answer any questions that the judge asks. Jury: will be responsible for 10% of the witness s grade. Will fill out the rubric. Will follow classroom respect procedures.

21 Final Project: Oral Defense Jury Rubric/Peer Evaluation:

22 Final Project: Oral Defense

23 Video Clips Videos have interview questions in English as a hook for the students Video clips: Compadres (3:21-4:14) Ana (5:30-7:28) Mr. and Mrs. Mateo (7:30-9:54)

24 Stranger Questions from The Gift of the Stranger by David Smith and Barbara Carvill What images of strangers do we present through our course materials? Positive perception of the stranger (specifically, Hispanics in the U.S.) Positive perception of the culture & contributions of the stranger Stranger & his culture are valuable; we can learn from each other through humility and mutual respect What aspects of the stranger s experience are considered to be of interest? Categories within Hispanic culture: family, business, faith Students will have firsthand access to the experience of the stranger through video interviews.

25 Stranger Questions from The Gift of the Stranger by David Smith and Barbara Carvill For what kinds of interaction with the stranger do we prepare learners? The video interviews & associated activities cause the student to make connections between his own life and that of the stranger. The unit as a whole serves to develop the student s desire to hear & learn from the stranger in humility. How do these broader concerns relate to linguistic goals? The students learn vocabulary and proverbs from the target language in context assign greater meaning to them. In the final project, students express themselves in Spanish and examine their thoughts about the Hispanic presence in the U.S. & diversity as a whole.

26 Resources Avalos, Hector. Religion. Encyclopedia Latina: History, Culture, and Society in the United States. Ed. Ilan Stavans. 1 st ed Print. Bio.True Story. A&E Television, Web. 28 Nov < Flores, Yvette G. "Family." Encyclopedia Latina: History, Culture, and Society in the United States. Ed. Ilan Stavans. 1 st ed Print. Heise, Dorothy. Hispanic American Influence on the U.S. Food Industry. National Agricultural Library, Sept Web. 23 Nov < Latino Marketing and Advertising Consulting and Trends. Hispanic Trending, 15 Oct Web. 16 Oct < New York Authentic Mexican Food. Examiner, 19 Nov Web. 29 Nov < Roca, Ana. Spanish in the United States. Encyclopedia Latina: History, Culture, and Society in the United States. Ed. Ilan Stavans. 1 st ed Print. Smith, David, and Barbara Carvill. The Gift of the Stranger. Grand Rapids: Wm. B. Eerdmans Publishing Co., Print.