Latino/Hispanic Heritage Resource Packet - September 15-October 15 - Teaching for ...
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Latino/Hispanic
Heritage
Resource Packet
September 15—October 15Latino/Hispanic Heritage
Resource Packet
Table of Contents
Beyond Tacos and Mariachis: Making Latino/Hispanic Page 3
Heritage Month Meaningful
Test Your Knowledge: Latino/Hispanic Heritage Facts Quiz Page 5
Test Your Knowledge: Immigration Myths and Facts Quiz Page 6
Test Your Knowledge: Answers to Heritage Facts Quiz Page 7
Test Your Knowledge: Answers to Immigration Myths and Page 9
Facts Quiz
Teaching Idea Page 10
More Than One: Famous U.S. Latinos
Teaching Idea Page 11
Poem: So Mexicans Are Taking Jobs Away From Americans
Teaching Idea Page 12
Poem: Para Teresa
Resource List: Videos, Books, and Web Sites Page 14
Background: A Brief History of El Salvador Page 16
Guide prepared by Teaching for Change, www.teachingforchange.org.
Artwork by Rini Templeton, www.riniart.org
This guide was originally produced for use in Washington, D.C., where there is a large
Salvadoran population, yet very little information in schools about
Central America. Therefore the guide includes a brief history of El Salvador.
Page 2 Compiled by Teaching for Change, www.teachingforchange.org Latino/Hispanic Heritage Resource GuideBeyond Tacos and Mariachis:
Making Latino/Heritage Month Meaningful
School preparations for La- 2. Recognize the long history
tino/Hispanic Heritage month of Latinos in the United States
often include finding perform- and their great diversity.
ers, scheduling cultural events, There is a tendency to treat all
coordinating assemblies, and Latinos as immigrants, when in
planning special menus for the reality Latinos have been on this
cafeteria. Pulling together these land since before the pilgrims.
events can take a lot of time out There is also great diversity
of teachers' already overloaded among Latinos in terms of eth-
schedules. nic heritage, religion, class, na-
But what do these events tional origin, language, political
accomplish? Ironically, typical perspectives, and traditions.
heritage month programs and There are Latinos of African,
celebrations may do as much to European, indigenous, and
reinforce stereotypes as they do Asian heritage. Be sure that im-
to challenge them. It is im- ages of Latinos in the classroom
portant to acknowledge margin- reflect this rich diversity.
alized histories, but special 1. Determine what you want
events in isolation can affirm students to learn from the her-
itage celebrations. 3. Address the values, history,
stereotypes rather than negate
current reality, and power re-
them. If the events are limited to
Spend the first meeting prepar- lationships that shape a cul-
performances and food, for ex-
ing a list of instructional objec- ture.
ample, we might be left with the
tives — what is it that you want
impression that "Latinos only Heritage months frequently fea-
the school body to learn from
like to dance and eat." ture the crafts, music, and food
these events? Too often we skip
We can challenge ourselves this step and go directly to of specific cultures. While
to go deeper. In the same way drawing up a list of possible crafts, music, and food are im-
that educational reform has rec- presenters. In developing the list portant expressions of culture,
ognized the benefit of instruc- of instructional objectives, in isolation they mask the obsta-
tion that is holistic and interdis- spend some time asking stu- cles that people of color have
ciplinary, a similar approach is dents and parents of Latino/ faced, how they have confronted
called for in addressing cultural Hispanic heritage what they those obstacles, the great diver-
heritage. The following are would like their peers to under- sity within any cultural group,
some points to consider when stand about their heritage. The and the current reality of people
planning Latino/Hispanic herit- broader school community can in the United States. A few ex-
age events for your school. provide useful input to identify- cellent titles are: Open Veins of
ing the stereotypes that need to Latin America (Galeano), Occu-
be addressed and suggestions pied America (Acuña), or
for addressing these issues.
(Continued on page 4)
Latino/Hispanic Heritage Resource Guide Compiled by Teaching for Change, www.teachingforchange.org Page 3(Continued from page 3) heroes are portrayed as superhu- ous look at Latino/Hispanic stu-
Caribbean Connections: Mov- man. Children often cannot pic- dents’ experiences in the school
ing North (Sunshine). ture themselves in this history. and to make recommendations
Instead, we can teach about or- for improvement.
ganized movements for change.
4. Learn about food and dance
Children must learn from histo-
in context. 7. Examine the school’s year-
ry about how change really hap-
long curriculum.
Have students or teachers inter- pens if the curriculum is to
view parents about the dishes serve as a tool for them to build Are we using Hispanic Heritage
they plan to prepare. Instead of their future. month to celebrate the integrat-
collecting recipes, collect sto- For example, thousands of peo- ed curriculum, or do we try to
ries. Ask parents how they ple are responsible for the gains squeeze all of the Latino/
learned to make the dish and of the United Farmworkers Hispanic History into four
what they remember about the (ufw.org), yet students are given weeks? If the overall curriculum
person who taught them the rec- the impression that Cesar Chá- is still largely Eurocentric, then
ipe. These cultural texts can be vez singlehandedly launched the one can assume students learn
posted next to the dishes at the grape and lettuce boycotts. that white people are more im-
dinner or bound into a class- portant and that everyone else
room reader. In other words, plays a secondary role.
don’t ban potlucks and dance 6. Examine school policies and
practices. Honor Latino/Hispanic Heritage
performances; just make them month by providing time for
more meaningful. Heritage months are often used teachers to deepen their own
Students can interview guest to divert attention from inequal- background knowledge and
dancers or musicians about the ities in a school’s policies. Her- make plans to infuse Latino his-
stories behind their performanc- itage month posters in the hall- tory into their curriculums; for
es. Additionally, students can ways feature African American instance into class discussions
learn about the life of an artist in and Latino leaders, but a dispro- of books or movies.
children’s books such as The portionate number of African
Piñata Maker (George Ancona, American and Latino children
http:// are suspended each week. Herit- By Deborah Menkart, based on an
www.georgeancona.com/). age month greetings are spoken article in the Teaching for Change
publication Beyond Heroes and
in multiple languages during the
Holidays: A Practical Guide for K-
morning announcements, but no
5. Introduce leaders in the 12 Anti-Racist, Multicultural Edu-
effort is made to help children cation and Staff Development.
context of their organizations.
maintain their native language.
Children are given the false im- Honor Latino/Hispanic Heritage
pression that great people make month by forming a student-
history all on their own. Instead parent-teacher taskforce whose
of serving as an inspiration, the mission would be to take a seri-
Page 4 Compiled by Teaching for Change, www.teachingforchange.org Latino/Hispanic Heritage Resource GuideTest Your Knowledge:
Latino/Hispanic Heritage Facts Quiz
1. What is the difference between the terms Hispanic and Latino?
2. What percentage of the U.S. population is Latino?
3. Name the three largest Latino groups in the United States.
4. What is the largest group of Latinos living in Washington, D.C.?
5. Are all Latinos living in the U.S. immigrants?
6. Which U.S. states once belonged to Mexico?
7. Are Latinos of European, African, Indian, or Asian heritage?
8. Which Latin American countries have citizens of African descent?
9. What languages do Latinos and people from Latin America speak?
10. Identify one contemporary U.S. Latino/a writer, elected or appointed local or na-
tional official, and activist.
11. Describe the socioeconomic conditions for Latinos in the United States with at
least three statistics. For example: income as compared to non-Hispanic whites,
infant mortality as compared to non-Hispanic whites, incarceration as compared
to non-Hispanic whites, etc.
12. When is Independence Day in Mexico and Central America? Who did those
countries win independence from?
13. Who were the maroons?
Latino/Hispanic Heritage Resource Guide Compiled by Teaching for Change, www.teachingforchange.org Page 5Test Your Knowledge:
Immigration Myths and Facts Quiz
1. In 2004, the poorest immigrants arriving in the U.S. came from:
A) Central America B) Asia C) Africa D) Europe
2. The region with the highest percentage of immigrants in the U.S. with high school degrees is:
A) Europe B) Central America C) Africa D) Asia
3. The immigrant population that earns the highest median household income in the U.S. is:
A) Mexican B) Indian C) English D) African
4. In 1910, the U.S. population was 15% foreign-born. In 2004, the foreign-born percentage of the popu-
lation was:
A) 3% B) 8% C) 12% D) 22%
5. In 2004, one in how many children in the U.S. had at least one parent who was an immigrant?
A) 1 in every 9 children B) 1 in every 15 children
C) 1 in every 20 children D) 1 in every 5 children
6. In their lifetime, how much more will an average immigrant and his/her family pay in taxes than they
will receive in local, state and federal benefits?
A) $80,000 B) $10,000
C) $1,000 D) There is no disparity
7. Nationally, immigrants receive about $11 billion annually in welfare benefits. Approximately how
much do they pay in taxes?
A) $1.9 billion B) $25 billion
C) $61 billion D) $133 billion
8. Increased immigration tends to:
A) Produce higher wages for immigrants B) Produce higher wages for U.S. citizens
C) Produce lower wages for immigrants D) Produce lower wages for U.S. citizens
9. A 1992 survey found that it was common for Americans to go to Mexico for healthcare: More than
90% of Mexican physicians surveyed had treated Americans. The major reason U.S. citizens go to
Mexico for treatment is:
A) They believe that Mexican doctors are more qualified
B) Mexican doctors take all brands of insurance
C) Mexican doctors and prescription drugs are cheaper
D) The climate is better
Note: This quiz was prepared by the Applied Research Center, Oakland, CA.
Page 6 Compiled by Teaching for Change, www.teachingforchange.org Latino/Hispanic Heritage Resource GuideAnswers: Latino/Hispanic Heritage Facts
1. What is the difference between the terms already American citizens since Puerto Rico is
Hispanic and Latino? a Commonwealth of the United States. Those
Answer: Hispanic is a term coined by the fed- from Central and South America and the Car-
eral government for use in the census. It means ibbean are immigrants--but their relationship
“Spanish,” to describe a person of Spanish de- with the United States is not new. The United
scent and fluent in the Spanish language. States has invaded and greatly influenced the
Many people object to the term because Lati- region for the past 100 years.
nos are also of indigenous and African de-
scent. Latino is more inclusive of this diverse 6. Which U.S. states once belonged to Mexico?
heritage. (Due to public pressure, the Los An- Answer: Arizona, California, Nevada, New
geles Times, for example, no longer uses the Mexico, Texas, Utah, and parts of Wyoming,
term Hispanic.) Hispanic and Latino are both Colorado, and Oklahoma.
broad terms. Many people identify themselves
by their heritage as Mexican-American, Cuban 7. Are Latinos of European, African, indige-
-American, Puerto Rican, Salvadoran, etc.--or nous or Asian ancestry?
simply American. Chicano is a term for people Answer: Latino simply refers to one's heritage
of Mexican-American descent that activists as being from Latin America. Within Latin
adopted during the movement for social justice America there are people of indigenous, Afri-
in the 1960s. can, European, and Asian heritage. And there
are a great many people who are what is called
2. What percentage of the U.S. population is “mestizo,” or a mixture of indigenous, African,
Latino as of 2009? and European. (Note that we refer to the social
Answer: 15.8 % (Source: “State & County category of race since scientifically race as a
QuickFacts, USA,” U.S. Census Bureau, Au- category does not exist.)
gust 16, 2010.)
8. Which Latin American countries have citi-
3. Name the three largest Latino groups in the zens of African descent?
United States. Answer: All. In fact, the majority of popula-
Answer: Cuban-Americans, Puerto Ricans and tions in a number of Latin American countries,
Mexican-Americans. especially those in the Caribbean, are of Afri-
can descent.
4. What is the largest group of Latinos living
in Washington DC? 9. What languages do Latinos and people from
Answer: Salvadorans. Latin America speak?
Answer: Many languages. The majority of
5. Are all Latinos in the U.S. immigrants? people in Latin America speak Spanish; the
Answer: No. As Mexican-American filmmak- majority of Latinos in the United States speak
er Luis Valdes noted, "We did not, in fact, English or are bilingual. However, in Guate-
come to the United States at all. The United mala, for example, Mayan descendants speak
States came to us." Some Mexican-Americans over 20 indigenous languages. (There used to
trace their family roots in the United States to be many more languages, but a succession of
before the Declaration of Independence. The repressive governments since the Spanish con-
Puerto Ricans who migrate to the mainland are (Continued on page 8)
Latino/Hispanic Heritage Resource Guide Compiled by Teaching for Change, www.teachingforchange.org Page 7(Continued from page 7) 11. Describe the socioeconomic conditions for
quest has destroyed the language and culture Latinos in the United States with at least three
of many indigenous groups. For Columbus statistics. For example: income as compared
Day, students could compare the historic and to non-Hispanic whites; health insurance as
contemporary treatment and resistance of na- compared to non-Hispanic whites; incarcera-
tive peoples in the United States and Guatema- tion as compared to non-Hispanic whites, etc.
la. They would find many parallels.) In Brazil, Answer: The Ultimate Field Guide to the U.S.
the primary language is Portuguese. In Cuba, Economy provides substantial data for this
the Spanish is influenced by some Yoruba vo- question. An example: 21.5% of Latinos were
cabulary and syntax. living below poverty in the U.S. in 2007 as
compared to 8% of Whites and 24.5% of Afri-
10. Identify one contemporary U.S. Latino/a can Americans. The Children’s Defense
for each of the following: writer, elected local Fund’s Improving Children’s Health Report
or national official, and activist. from 2006 also provides substantial data. A
Answer few examples: 21.3% of Latino children were
Writers: There are many. Some writers stu- uninsured in the U.S. in 2002 as compared to
dents particularly enjoy are: Luis Rodríguez, 6.8% of White children and 10.1% of African
Always Running; Nicholasa Mohr, In Nueva American children; and Latino children were
York, Nilda; Sandra Cisneros, The House on almost twice as likely as White children to not
Mango Street; Julia Alvarez, In the Time of the be in excellent or very good health.
Butterflies, How the Garcia Girls Lost Their
Accents; Rudolfo Anaya, Bless Me, Ultima and 12. When is Independence Day in Mexico and
Albuquerque; Manlio Argueta, One Day of Central America? Who did those countries win
Life; Mario Bencastro, Shot in the Cathedral; independence from?
and Claribel Alegria, Luisa in Realityland. Answer: Central America, now a region, was
once its own nation. The countries that made
Elected and appointed officials: In total there are up that nation [Guatemala, El Salvador, Hon-
over 6,000 Latino elected and appointed officials duras, Nicaragua and Costa Rica] celebrate
in the country (Source: “About Us,” NALEO Edu- independence day on September 15 and Mexi-
cational Fund, 2009); this includes judges, police cans on September 16. These countries won
chiefs, justices of the peace, etc. Included in this independence from Spain.
figure are 2,170 elected officials in Texas (as of
2007.)
13. Who were the maroons?
Activists (individuals and groups): Dolores Answer: The maroons were enslaved Africans
Huerta, co-founder of the United Farmworkers in Latin America who escaped from slavery
(UFW); Dennis Rivera, president of the Health and established their own self-sustaining and
Care Employees Union and chair of the Rainbow self-governing communities. From this base
Coalition; MECHA—organization of high school they were able to return and free more people
and college students of Mexican American heritage from slavery. Maroon leaders that your stu-
who challenge discriminatory policies against dents could study include: Bayano (16th centu-
people of color; National Council of La Raza ry, Panama), Yanga (1524-1612, Mexico), and
(NCLR), the largest constituency-based national
Alonso de Illescas (1528-1585, Ecuador.)
Hispanic organization, serving all Hispanic nation-
ality groups in all regions of the country, formed in
NOTE: The answers to these questions are not
1968 to reduce poverty and discrimination and im- definitive. In some cases, there may be differences of
prove life opportunities for Hispanic Americans. opinion, particularly with regards to questions 1 and 7.
Page 8 Compiled by Teaching for Change, www.teachingforchange.org Latino/Hispanic Heritage Resource GuideTest your Knowledge:
Immigration Myths and Facts Quiz Answers
4. C.
1. A. In 2004, the United States was home to 34.2 mil-
24% of immigrants from Central America were lion immigrants, which made up 12% of the total
living in poverty in 2004. (Source: “Foreign-Born U.S. population. (Source: “Foreign-Born Popula-
Population Reaches 33 Million; Most from Latin tion Tops 34 Million, Census Bureau Estimates,”
America, Census Bureau Estimates,” U.S. Census U.S. Census Bureau News, Feb. 22, 2005.)
Bureau News, Aug. 5, 2004.)
5. D.
2. C. (Source: “Children of Immigrants: National and
Almost 89% of African immigrants have a high State Characteristics,” The Urban Institute.)
school diploma and 42.5% have a bachelor’s de-
gree or better, according to a Census Bureau study. 6. A.
Africans, as a group, are also better educated than (Source: “Immigrants and the Economy,” National
the general U.S. population: Only 84% of U.S.- Immigration Forum, Nov. 30, 2001.)In Texas, for
born adults have a high school diploma and 27% example, undocumented immigrants produced
have a bachelor’s degree or higher. (Sources: $1.58 billion in state revenues, which exceeded the
“African Immigrants in the United States,” Migra- $1.16 billion in state services they re-
tion Information Source, February 2009 and ceived.” (Source: “Undocumented Immigrants as
“Foreign-Born Exceed the Native-Born in Ad- Taxpayers,” Immigration Policy Center, Nov. 1,
vanced Degrees,” U.S. Census Bureau News, Jan. 2007.)
28, 2009.)
7. D.
3. B. (Source: “Immigrants and the Economy,” National
The median household income for U.S. residents Immigration Forum, Nov. 30, 2001.)
born in India is $91,195. Immigrants from Austral-
ia, South Africa and the Philippines have the next 8. C.
highest median incomes. Immigrants from Soma- “Although wages fell in California during the re-
lia and the Dominican Republic have the lowest cent wave of immigration, immigrants absorbed
median incomes among immigrants. In general, most of the adverse impact.” (Source: “The Fourth
the median household income for the entire United Wave,” by Thomas Muller and Thomas Espen-
States population is $50,740, and the median shade, 1985, cited in “Advocate’s Quick Reference
household income among immigrants is $46,881. Guide to Immigration Research,” NCLR, Aug.
(Source: Census Bureau Data Show Characteristics 1993.)
of the U.S. Foreign-Born Population,” U.S. Census
Bureau News, Feb. 19, 2009.) 9. C.
(Source: “Going to Mexico: Priced Out of Ameri-
Question to ponder: If Africans as a group are can Health Care,” Families USA Foundation, Nov.
the highest educated, why is their median 1992, cited in “Advocate’s Quick Reference Guide
household income ($30,134 in 2004) in the to Immigration Research,” National Council of La
lower half of the income scale? Raza, Aug. 1993.)
Latino/Hispanic Heritage Resource Guide Compiled by Teaching for Change, www.teachingforchange.org Page 9Teaching Idea...
More Than One: Famous U.S. Latinos
R esearching the life of a famous person is an assignment frequently given to youth during Latino/
Hispanic heritage month. These are just a few suggestions of Latinos in the United States that students can
research. Students can also be encouraged to interview local community members.
Alma Flor Ada Miriam Colón Tania León Eddie Palmieri
Children’s Author, Actress Conductor, Composer, Musician
Education Professor Music Director
Julia de Burgos Antonia Pantoja
Rodolfo Acuña Writer Rebecca Lobo Civil Rights Activist
Historian, Chicano Professional Basketball
Studies Professor Jesse de la Cruz Player Willie Perdomo
Labor Activist Writer
Isabel Allende Elizabeth Martínez
Writer Oscar de la Hoya Author, Activist Luis Rodríguez
Boxer Writer, Community Leader
Pablo Alvarado Amalia Mesa-Bains
Labor Organizer Junot Díaz Artist Helen Rodríguez-Trias
Writer Pediatrician, Activist
Julia Alvarez Nicholasa Mohr
Writer Martín Espada Writer Jimmy Smits
Writer Actor
Luis Alvarez Cecilia Muñoz
Physicist América Ferrera Politician, Lobbyist, Civil Hilda Solis
Actress Rights Activist Secretary of Labor
Judith Baca
Juan Gonzalez Gregory Nava Sonia Sotomayor
Muralist
Reporter Director, Writer Supreme Court Justice
Mario Bencastro
Antonia Hernández Adriana Ocampo Ana Sol Gutiérrez
Writer
Civil Rights Activist, NASA Scientist Computer Scientist,
Lawyer Elected Official
Ruben Blades
Ellen Ochoa
Musician Dolores Huerta Piri Thomas
Astronaut,
Civil Rights Activist Electrical Engineer Writer
Linda Chavez Thompson
Labor Leader John Leguizamo Edward James Olmos Nydia Velázquez
Actor, Comedian, Writer Actor
Sandra Cisneros U.S. Representative-NY
Writer
Page 10 Compiled by Teaching for Change, www.teachingforchange.org
Latino/Hispanic Heritage Resource GuideSo Mexicans Are Taking Jobs Away From Americans
O Yes? Do they come on horses
with rifles, and say, I see this, and I hear only a few people
Ese gringo, gimmee your job? got all the money in this world, the rest
And do you, gringo, take off your ring, count their pennies to buy bread and butter.
drop your wallet into a blanket
spread over the ground, and walk away? Below that cool green sea of money,
millions and millions of people fight to live,
I hear Mexicans are taking your jobs away. search for pearls in the darkest depths
Do they sneak into town at night, of their dreams, hold their breath for years
and as you’re walking home with a whore, trying to cross poverty to just having something.
do they mug you, a knife at your throat,
saying, I want your job? The children are dead already. We are killing
them, that is what America should be saying;
Even on TV, an asthmatic leader on TV, in the streets, in offices, should be saying
“We aren’t giving the children a chance to live.”
crawls turtle heavy, leaning on an assistant,
and from a nest of wrinkles on his face,
Mexicans are taking our jobs, they say instead.
a tongue paddles through flashing waves
What they really say is, let them die,
of lightbulbs, of cameramen, rasping
and the children too.
“They’re taking our jobs away.”
By Jimmy Santiago Baca
Well, I’ve gone about trying to find them,
asking just where the hell are these fighters.
Jimmy Santiago Baca, born in Santa Fe, New Mexico is
The rifles I hear sound in the night the author of eight collections of poetry and two memoirs,
are white farmers shooting blacks and browns among other publications. Baca wrote much of his poetry
while he was incarcerated, where he taught himself to read
whose ribs I see jutting out and starving chil- and write. He currently conducts writing workshops with
dren, low-income and incarcerated youth and adults across the
I see the poor marching for a little work, country. (Source: “Jimmy Santiago Baca,” Poets.org:
From the Academy of American Poets, 2010.) Poem re-
I see small white farmers selling out printed by permission of New Directions Publishing Cor-
to clean-suited farmers living in New York, poration from Immigrants in Our Own Lands and Selected
who’ve never been on a farm, Early Poems by Jimmy Santiago Baca (New Directions
Books, 1982.)
don’t know the look of a hoof or the smell
of a woman’s body bending all day long in
fields.
Teaching Suggestions...
1. Make two columns on the board labeled: “What they say,” and “What is really happening.” Working in small
groups, have the students fill in the columns based on the poem.
2. Ask the students if they agree with the poet. Do they see similar examples in their neighborhoods?
3. Discuss scapegoating. What is it? Who wins? Who loses?
Latino/Hispanic Heritage Resource Guide Compiled by Teaching for Change, www.teachingforchange.org Page 11Para Teresa by Inés Hernández-Ávila
A tí-Teresa Compean The game in which the winner I knew it the way I know I was
takes nothing alive
Te dedico las palabras estas
Asks for nothing We were good, honorable,
que explotan de mi corazón1
Never lets his weaknesses brave
That day during lunch hour
show. Genuine, loyal, strong
at Alamo which-had-to-be-its-
But I didn’t understand. And smart.
name
My fear salted with confusion Mine was a deadly game of
Elementary
defiance, also.
Charged me to explain to you
my dear raza
My contest was to prove
I did nothing for the teachers.
That day in the bathroom
I studied for my parents and beyond any doubt
Door guarded
for my grandparents that we were not only equal but
Myself cornered superior to them.
Who cut out honor roll lists
I was accused by you, Teresa That was why I studied.
Whenever their nietos’ 4 names
Tú y las demás de tus amigas appeared If I could do it, we all could.
Pachucas todas For my shy mother who mas- You let me go then,
Eran Uds. cinco. 2 tered her terror Your friends unblocked the
Me gritaban que porque me to demand her place in moth- way
creía tan grande3 ers’ clubs I who-did-not-know-how-to-
What was I trying to do, you For my carpenter-father who fight
growled helped me patiently with my was not made to engage with
math.
Show you up? you-who-grew-up-fighting
For my abuelos que me regala-
Make the teachers like me, pet Tu y yo, Teresa8
ron lápices en la Navidad5
me, We went in different directions
And for myself.
Tell me what a credit to my Pero fuimos juntas.9
people I was? Porque reconocí en aquel en-
tonces In sixth grade we did not un-
I was playing right into their derstand
hands, you challenged una verdad tremenda
Uds. with the teased, dyed-
And you would have none of que me hizo a mi un rebelde black-but-reddening hair,
it. Aunque tú no te habías
Full petticoats, red lipsticks
I was to stop. dadocuenta6
and sweaters with the sleeves
I was to be like you We were not inferior
pushed up
I was to play your game of You and I, y las demás de tus
amigas Y yo conformándome con lo
deadly defiance
que deseaba mi mamá10
Arrogance, refusal to submit. Y los demás de nuestra gente7
(Continued on page 13)
Page 12 Compiled by Teaching for Change, www.teachingforchange.org Latino/Hispanic Heritage Resource Guide(Continued from page 12) 11. And do you know what, I under- was the wiser choice and why.
Certainly never allowed to dye, stand you. Even more, I respect Then ask them to consider why
you. And, if you permit me, I students should have to make that
to tease, to paint myself name you my sister. choice at all. Ask what the school
I did not accept your way of Inés Hernández-Ávila is Professor would need to do to create a third
anger, & Chair in the Department of Native option for the Latino students, an
American Studies and Director of the option that is respectful of their
Your judgments Chicana/Latina Research Center at identity (language, history, litera-
You did not accept mine. UC Davis. She is Nez Perce on her ture, family, etc.) If the point has
mother’s side and Chicana on her not been raised, ask students why
But now in 1975, when I am father’s side.
they think the author chose to
twenty-eight Teaching Suggestions—— write the poem in both English
Teresa Compean. and Spanish.
1. Have students read the poem. If
the group is not bilingual in Eng- 4. Examine the issues of conflict
lish and Spanish, read each sec- and power in the poem.
I remember you. tion together. Or plan in advance
The Latino students at Alamo
Y sabes — to have a group of students read
School were getting into fights.
and prepare to enact the poem for Why? What was making them
Te comprendo, the rest of the group. Even with angry enough to want to fight?
the translations, some students
Es más, te respeto. might have questions. For exam- If you were a reporter writing
ple, why say “Alamo which-had- about the violence in the school,
Y, si me permites,
who would you say was
to-be-its-name.” (The Alamo was
Te nombro — “hermana.”11 responsible?
the nationalist battlecry of the
U.S. army when they took Texas Are the students violent, or are the
Notes ——- and then the rest of Mexico’s conditions?
1. To you, Teresa Compean, I dedi- northern territories, dispossessed Who benefits from the fact that
cate these words that explode great numbers of the now Mexi- the students are fighting among
from my heart. can Americans from their ances- themselves? Who loses?
tral lands and systematically
2. You and the rest of your friends, 5. Compare the conflict in the
stripped Mexican Americans of
all Pachucas, there were five of
their civil rights.) poem to conditions in your own
you.
school. The conflict can be within
3. You were screaming at me, ask- 2. Discuss the sequence of a race or ethnic group, between
ing me why I thought I was so events. First Teresa and her groups, between levels of students
hot. friends get angry at Inés. Why? in a tracked school, or between
What are some of the things the mainstream/special education or
4. Grandchildren’s.
Latino students are probably ex- mainstream/ESL. In one DC high
5. Grandparents who gave me gifts pected to give up to become “a school where this poem was dis-
of pencils at Christmas. credit” to their race? What is cussed, students identified similar
Inés’ response? Why do Teresa conflicts between established and
6. Because I recognized a great
and her friends back off? What newly arrived immigrant students
truth then that made me a rebel,
even though you didn’t realize it. did the author mean, “We went in from Central America; and be-
different directions, pero fuimos tween African American and La-
7. And the rest of your friends/And juntas [but we went together]”? tino students at the same school.
the rest of our people.
Discussing the poem helped stu-
3. Examine the issue of identity
8. You and I. dents to reflect on their own be-
in the school. From what we can
havior, recognizing how they
9. But we were together. see in the poem, the Latino stu-
were fighting each other while the
dents had the choice of being a
10. And I conforming to my moth- roots of the conflict were not ad-
teacher’s pet or being defiant.
er’s wishes. dressed.
Ask students to discuss which
Latino/Hispanic Heritage Resource Guide Compiled by Teaching for Change, www.teachingforchange.org Page 13Resource List: Films
This is a small sampling of many clothing retailer.” About Children and War
films on Latino and Latin Ameri- www.madeinla.com/. in Central America by Pat
can culture and history. There is Goudvis. Summary: This
a list of recent books and more The Ballad of Gregorio documentary about children
teaching materials at the web- Cortéz directed by Robert and war in South America
sites: Zinn Education Project, M. Young. Summary: Just offers a portrait of 10 boys
www.zinnedproject.org and who was Gregorio Cortez and girls growing up in the
Teaching for Change’s Busboys and what did he do to war- midst of war in Guatemala
and Poets Bookstore, bbp- rant his 10-day pursuit by and El Salvador. The chil-
books.teachingforchange.org. posses, sheriffs and rangers dren speak with honesty
across the state of Texas in and insight about war and
Films . . . . . June of 1901? That is a peace, justice, ethnic identi-
much contested point in ty, marriage and friendship.
Salt of the Earth directed history, in myth and in the
by Herbert Biberman. Sum- film that explores the nexus The Lemon Grove Inci-
mary: Tells the tale of a of the two…At root, Young dent: A Story of Early De-
real life strike by Mexican- explores the nature of for- segregation by Paul Espi-
American miners. The story eignness and stereotype as noza. Summary: The film
is set in remote New Mexi- well as the disintegration of examines the response of
co where the workers live fact that is a natural part of the Mexican American
in a company town in com- the storytelling process. community in Lemon
pany-owned shacks without Grove, California, to a 1930
basic plumbing. Put at risk El Norte directed by Greg- school board attempt to cre-
by cost cutting bosses, the ory Nava. Summary: Ma- ate a segregated school for
miners strike for safe work- yan Indian peasants, tired of the Mexican American chil-
ing conditions. As the strike being thought of as nothing dren of the district.
progresses, the issues at more than “brazos fuertes”
stake grow beyond that, and organizing in an effort Mi Familia directed by
driven by the workers' to improve their lot in life, Gregory Nava. Summary:
wives. are discovered by the Gua- …follows a Mexican-
temalan army. After the ar- American family through
Made in L.A by Almudena my destroys their village three generations, begin-
Carracedo and Robert Ba- and family, a brother and ning in the 1930s…this
har. Summary: “follows sister, teenagers who just movie explores the dynam-
the remarkable story of barely escaped the massa- ics of Mexican-American
three Latina immigrants cre, decide they must flee to families and culture in a
working in Los Angeles ‘El Norte’. way that's not often present-
garment sweatshops as they ed in mainstream cinema. It
embark on a three-year od- If the Mango Tree Could also examines issues famil-
yssey to win basic labor Speak: A Documentary iar to immigrants and their
protections from a trendy
Latino/Hispanic Heritage Resource Guide Compiled by Teaching for Change, www.teachingforchange.org Page 14families.” Return to El Salvador: A
Documentary About Life Af-
Romero. Directed by John ter the Civil War. Directed by
Duigan. Summary: This fea- Jamie Moffett. Summary:
ture film documents the life of This film is the compelling
depicting the life of assassi- story of vibrant Salvadoran
nated Salvadoran Archbishop individuals and communities
Óscar Romero. Romero was and the intricate geo-political
named Archbishop of El Sal- systems that have so pro-
vador at a time that the coun- foundly impacted their lives.
try was in turmoil. With the www.returntoelsalvador.com.
naming of Romero as Arch-
bishop the military hoped that Guazapa: Yesterday’s Ene-
Romero will “quiet the mass- mies. By Don North. Sum-
es.” At first, that is what mary: In 1983, war corre-
he precisely does. However, spondent Don North went be-
when he sees how the military hind the guerilla lines in El
murders and tortures people, Salvador to spend two months
including a dedicated priest in Guazapa, one of the bloodi-
and friend, Romero starts est battlegrounds of the civil
speaking out. Through radio war. Out of that experience
messages and peaceful came the revealing documen-
marches Romero becomes a tary…which shows the world
leader of the poor. In 1980, at the real civilian costs of that
the peak of the civil war in El conflict
Salvador, Romero is assassi- www.elsalvadorancivilwar.co
nated when he is saying mass. m
Zoot Suit Riots by Joseph When the Mountains Trem-
Tavares. Summary: A power- ble. By Pamela Yates and
ful film that explores the com- Newton Thomas Sigel. Shot at
plicated racial tensions and the the height of a heated battle
changing social and political between the heavily-armed
landscape that led up to the Guatemalan military and a
explosion on LA's streets in nearly defenseless Mayan
the summer of 1943. To un- population. As the first film to
derstand what happened dur- depict this previously unre-
ing those terrifying June ported war, it is firmly an-
nights, the film describes chored by the firsthand ac-
changes in the city's popula- counts of Rigoberta Menchú.
tion -- the influx of new immi-
grants, the booming war-time
economy, the huge number of
service men on their way to
the Pacific and a new genera-
tion of Mexican Americans.Background...
A Brief History of El Salvador
This guide was originally de- Salvador. The Pipils resist and Salvador has been killed. The
veloped for educators in Wash- drive them from the area. A relationship between people
ington, DC public schools year later, Alvarado and his and the land has also shifted
where the great majority of men return. For three years the dramatically. The land no
Latinos come from El Salva- Pipils fight the conquistadors. longer feeds the children of
dor. Therefore we included this After the Spanish victory, those that work on it because
brief history of the country. many indigenous persons flee the most fertile lands are used
to remote areas where they to grow indigo and cocoa for
Europe.
1000 A.D. Central America gains
Pipils begin to populate El independence from Spain in
Salvador. They call it 1821 and forms the United
Cuzcatlán, "Land of the Provinces of Central America.
Jewels" in the Nahuatl The provinces form
language, because of the independent provinces in 1838.
country's great beauty and its
very fertile land. The Pipils Coffee becomes the major
raise bees for honey and export crop. By the end of the
cultivate 15 crops including 19thcentury, coffee produces
corn, beans, fruits, pumpkins, continue to farm communally. 95% of the country's export
avocados, guavas, papayas, The Spaniards force the earnings. A few families, the
and sweet potato. remaining natives to work for oligarchy, own most of the
them under a system called the fertile land. They come to be
They share and farm the land encomienda. known as Las Catorce
communally, develop writing Familias.
and numerical systems, Spain awards huge tracts of
practice monogamy, smoke land to the conquistadors and
tobacco, establish a monetary the natives have to work for
colonists in the new territories. 1930s
system using cocoa plant seed In 1931 a U.S. Army officer
as the medium of exchange, In exchange for labor, the
colonists are supposed to comments that "there appears
play sports, and excel as to be nothing between these
carpenters and masons. The protect the Pipils and provide
religious guidance. In high priced cars and the oxcart
ruins of Pipil temples and with its barefoot
villages stand throughout El actuality, in the encomienda.
system the Pipils are treated as attendant.Thirty or forty
Salvador today. families own nearly everything
slaves. Those that resist are
tortured or killed. in the country. They live in
regal style. The rest of the
1524-1900 By the late 1800s, population has practically
Spanish conquistadors, led by approximately 80% of the nothing."
Pedro de Alvarado, invade El indigenous population in El (Continued on page 17)
Latino/Hispanic Heritage Resource Guide
Page 16 Compiled by Teaching for Change, www.teachingforchange.org(Continued from page 16) culture to avoid future and 24 "disappeared."
The Great Depression causes genocidal bloodletting. During Death squads target religious
coffee prices to decline. The La Matanza, the U.S. leaders, teachers, and
growers halve the wages of the government stations a military community organizers. One of
already poor indigenous coffee ship offshore to intervene if the their slogans is "Be a Patriot,
workers and reduce government needs assistance. Kill a Priest."
production, leaving many
thousands of indigenous Many students, peasants and
1960s campesinos decide that legal
families without work. In There is industrialization and a
1932, Pipils, armed only with opposition is no longer an
diversification of agriculture
their machetes, challenge the option in their struggle for
(cotton, shrimp, sugar).
growers in the Izalco region. justice and decide to take up
However, the income for the
The indigenous uprising is arms.
majority remains below the
timed to occur simultaneously poverty level. There is limited
with a worker's revolt in the access to
city. The revolt is organized by 1980
potable water,
the Communist party and its Archbishop Romero writes to
health care,
leader, Augustín Farabundo then-U.S. President Jimmy
employment,
Martí. and education. Carter and requests that the
The government, under the U.S. government stop funding
leadership of President General the military and use the money
Maximiliano Hernández 1970s to support the purchase of
Martínez, violently represses Students, fertilizer, seeds, school
the rebellion. Twenty to thirty teachers, labor supplies, and medicines to get
thousand peasants, many of groups, and at the root of the country's
them indigenous, are killed. religious leaders organize to poverty. Romero begs the
Soldiers tie the thumbs of the demand reforms to create a soldiers, "In the name of God,
peasants behind their backs, more equitable society. Soon stop the repression." Even after
take them to the back of the after, Vatican II leads many to the archbishop's request, the
church, and shoot them. Pipil take a preferential option for military aid from the U.S.
leader José Feliciano Ama's the poor. In 1972 and 1977, continues. A day later the
children are released from progressive candidates are Archbishop is killed while
school and taken to his elected, but due to fraudulent giving Mass. In December of
hanging. American historian elections they are not installed the same year, three North
Thomas Anderson states: "The in government. American nuns and one lay
extermination was so great that worker are raped, tortured, and
Many protest marches are
they could not be buried fast killed.
organized. One example is the
enough, and a great stench of 1975 protest of the Miss In 1980 the armed opposition
rotting flesh permeated the air University pageant. University groups join to form the FMLN
of western El Salvador." students protest the $1.5 (Farabundo Martí Front for
This massacre is known as La million spent on the pageant, National Liberation). The
Matanza. After La Matanza, because children all over the country is besieged by civil
the surviving Pipil population country are hungry. Police fire war—the most intense fighting
discard their traditional dress at the protesters, resulting in occurs between 1979 and
and deliberately mask their dozens killed and wounded, (Continued on page 18)
Latino/Hispanic Heritage Resource Guide Compiled by Teaching for Change, www.teachingforchange.org Page 171984. The government bombs January 16, 1992 victims who brought the case.
rural communities in order to After some 75,000 people have More than three hundred
remove support for the been killed or have Salvadoran troops leave to
guerillas. During much of the "disappeared," El Salvador's fight the U.S. war in Iraq. Tona
1980s the U.S. government civil war comes to an official Saca, the right-wing National
provides training for the end. Representatives of the Republican Alliance (ARENA)
Salvadoran military and police. government and of the FMLN candidate wins the March 2004
In addition, it sends $1 million formally sign a peace presidential election amidst
on average per day to the agreement. public warnings from U.S.
government of El Salvador to government officials not to
provide for the military battle vote for the FMLN candidate if
against the people of El December 1992 they want to keep receiving
Salvador. The U.S. State The United Nations issues a remittances from family
Department argues that the report revealing that of all the members in the U.S. Despite
opposition is a communist human atrocities committed popular dissent, the Salvadoran
threat. during the long civil war, 85% government signs the free-
were the work of the U.S.- trade agreement with the U.S.
Many church and grassroots backed Salvadoran army. The and other Central American
leaders argue that the U.S. Salvadoran legislature gives countries known as CAFTA in
government is funding the elite amnesty to those implicated.
government of El Salvador and December of 2004.
protecting the profits of the
multinationals who have
factories in the country. 1998-2001 Present
Natural disasters hit El Although the civil war has
Salvador, including Hurricane ended, people's lives have not
Mitch and two earthquakes. improved dramatically.
1989
Over 1,500 people die because Poverty is high and crime is a
A group of highly respected
of them and over a million lose serious problem given the high
Jesuit priests are murdered
their homes. rate of unemployment
during the night. Both the El
combined with the presence of
Salvadoran government and
arms following the war and the
the U.S. government are
infusion of gang problems
implicated in their deaths. The 2000
from the United States. The
FMLN attacks the city of San The U.S. retains an increasing
country's largest source of
Salvador, challenging the military presence in the
income is remittances from
government propaganda that country in the name of the
family members in the United
the military has the upper hand "war on drugs." Human rights
States.
in the war. workers are critical.
Peace talks are finally initiated
between the FMLN and the
government. However, the 2002-2004
negotiations are unsuccessful The U.S. court finds two
and the fighting continues. retired Salvadoran army
Despite the fighting, both sides generals responsible for the
agree to meet again. human atrocities committed
during the civil war and orders
them to compensate the
Page 18 Compiled by Teaching for Change, www.teachingforchange.org Latino/Hispanic Heritage Resource GuideYou can also read
