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In the heights (a new Musical)Stage notes, A field guide for teachers
Citation preview
IN THE HEIGHTS
A tool for using the theater across the curriculum to meetNational Standards for Education
Production Overview Lesson Guides Student Activities At-Home Projects Reproducibles
Copyright 2007, Camp Broadway, LLCAll rights reserved
This publication is based on In The Heights with music and lyrics by Lin-Manuel Miranda, book by Quiara Alegria Hudes, conceived by Lin-Manuel Miranda and directed by Thomas Kail. The content of the In The Heights edition of StageNOTES: A Field Guide for Teachers is fully protected under the copyright laws of the United states of America and all other countries with which the United States has reciprocal copyright relations. All rights regarding publishing, reprint permissions, public readings, and mechanical or electronic reproduction, including but not limited to, CD-ROM, information storage and retrieval systems and photocopying, and the rights of translation into foreign languages are strictly prohibited.
Printed in the United States of AmericaFirst Digital Edition: November 2007
For more information on StageNOTES and other theatre arts related programs, contact:
Camp Broadway, LLC336 West 37th Street, Suite 460New York, New York 10018Telephone: (212) 575-2929Facsimile: (212) 575-3125Email: [email protected]
Table of
Contents
3
Using the Field Guide and Lessons................................................................................................4Authors Note............................................................................................................................................5Synopsis and Character Breakdown...............................................................................................6
Overture to HISTORY............................................................................................................................7 HistoryDiscussionLesson....................................................................................................15 HistoryWritingLesson...........................................................................................................16 HistoryExperientialLesson..................................................................................................17 HistoryToGoLesson.............................................................................................................18
Overture to LANGUAGE ARTS.........................................................................................................19 LanguageArtsDiscussionLesson.....................................................................................25 LanguageArtsWritingLesson...........................................................................................27 LanguageArtsExperientialLesson..................................................................................28 LanguageArtsToGoLesson..............................................................................................29
Overture to LIFE SKILLS.....................................................................................................................30 LifeSkillsDiscussionLesson................................................................................................34 LifeSkillsWritingLesson......................................................................................................35 Life Skills Experiential Lesson............................................................................................36 Life SkillsToGo Lesson........................................................................................................37
Overture to BEHAVIORIAL STUDIES..............................................................................................38 BehaviorialStudiesDiscussionLesson............................................................................44 BehaviorialStudiesWritingLesson..................................................................................45 BehaviorialStudiesExperientialLesson.........................................................................46 Behaviorial StudiesToGo Lesson....................................................................................47
Overture to THE ARTS.........................................................................................................................48 TheArtsDiscussionLesson.................................................................................................52 TheArtsWritingLesson.......................................................................................................53 TheArtsExperiential Lesson..............................................................................................54 TheArtsToGoLesson..........................................................................................................55
In The Heights Resources....................................................................................................................56
Camp Broadway is pleased to bring you the In The Heights edition of StageNOTES,the22ndinourseries.WeareproudtobeaffiliatedwiththisexcitingandinnovativenewmusicalcelebratingtherichanddiverseLatincommunity.ThisguidehasbeendevelopedasateachingtooltoassisteducatorsintheclassroomwhoareintroducingthestoryinconjunctionwiththeBroadwayproduction.
ByusingStageNOTES,youwillunderstandhowIn The HeightsexploresLatinimmigration(History),expandsourvocabulary (Language Arts),illuminatesthehumancondition(Behavioral Studies),aidsinourownself-exploration(Life Skills)andencouragescreativethinkingandexpression(The Arts).
TheCampBroadwaycreativeteam,consistingoftheatereducators,scholars,researchersandtheaterprofessionals,hasdevelopedaseriesoflessonplansthat,althoughinspiredbyandbasedonthemusicalIn The Heights,canalsoaccompanyclassstudy.Toassistyouinpreparingyourpresentationofeachlesson,wehaveincluded:anobjective;anexcerptfromthescriptofIn The Heights;adiscussiontopic;awritingassignment;andaninteractiveclassactivity.Thereproduciblelessons(handouts)accompanyeachlessonunit,whichcontains:anessayquestion;acreativeexercise;andanafterhoursactivitythatencouragesstudentstointeractwithfamily,friends,orthecommunityatlarge.
ThecurriculumcategoriesofferedintheIn The HeightsstudyguidehavebeeninformedbythebasicstandardsofeducationdetailedinContentKnowledge:ACompendiumofStandardsandBenchmarksforK-12Education,2ndEdition,writtenbyJohnS.KendallandRobertJ.Marzano(1997).ThisdefinitivecompilationwaspublishedbyMid-ContinentRegionalEducationLaboratory,Inc.(McREL)andtheAssociationforSupervisionandCurricularDevelopment(ASCD)afterasystematiccollection,reviewandanalysisofnoteworthynationalandstatecurriculardocumentsinallsubjects.
TheIn The Heightsstudyguideisforyou,theeducator,inresponsetoyourneedforastandards-compliantcurriculum.WetrulyhopethisstudyguidewillhelpyouincorporatethethemesandcontentofIn The Heightsintoyourclassroomlessons.
PhilipKatzProducingDirector
Using the
Field guide and Lessons
4
Authors
NoteThisismyumpteenthdraftoftheintroductiontothisstudyguide.Imhavingtroublewritingit,probablybecauseIcannotbelievethatitactuallyexists.
In The Heightsbeganasascribbleinthemarginsofmyastronomynotebookduringmysophomoreyearofcollege.Asourprofessordronedonaboutthesizeoftheuniverseandthemassofobjectsinspace,Idoodledthosethreewords,In The Heights,overandoveragain,spinningmythoughtsintoauniverseofmyown.Perhapsthatswhyitssodifficultformetowritetheintroductiontoastudyguide:In The HeightswasconceivedwhenIshouldhavebeenstudying.
IwasbornandraisedinNewYorkCity.MyparentswerebothborninPuertoRico.Andeverysummer,mysisterandIweresentbacktomydadshometownofVegaAlta,PuertoRico,togetspoiledbymygrandparentsandlearnSpanishtheoldfashionedway,sinkorswim.Evenattheageoffive,mySpanishaccentwasbadenoughforthekidsinVegaAltatocallmeGringoandAmericano,andexcludemefromstickballgames.SoIstayedclosetotheAbuelosandAbuelasofPuertoRico,mygrandparentsandtheirfriends,whodidntmindhavingalittleAmericankidscribblingontheirfrontporch,whocouldunderstandmySpanishthroughitstorturedconjugationsandverb-tenseagreements.Iwouldspendhoursonthoseporches,imaginingwhatmylifewouldbelikeifIhadbeenbornhere.Wouldtheyletmeplaystickball?WouldIbemorePuertoRican?
WhenIstartedgoingtoHunterCollegeElementarySchool,ontheUpperEastSideofManhattan,IquicklybecameawareofhowPuertoRicanIwas.Mostofmyschoolfriendswerewhite,Jewish,andlivedontheUpperWestandEastsidesofManhattan.WhenItoldthemIlivedonDyckman-200thstreet,theyhowledwithlaughterandsaid,IsthatintheBronx?AndyetIknew,eventhen,thatmyneighborhoodwasspecial.WhilemycontemporarieslivedwithintheirrigidManhattangrid,IspenthoursroamingthewildsofInwoodHillPark.IindulgedmedievalfantasiesaroundtheCloisters,imaginingitasmyownprivatecastle.Imarveledthatmygrandparentscouldvisitandmakethemselvesunderstood,becauseeveryonespokeSpanish.TheyplayedsalsaandmerengueatmylocalMcDonalds.WeplayeddominoesonthecurbandspentournickelsonNow&LatersandQuarterWatersfromthelocalbodega.IntheabsenceofPuertoRico,thispan-Latinneighborhood,whereeveryonewasfromeverywhere,becamemyhome.
Andnowyouholdthisremarkablestudyguideinyourhands.Thisstudyguide,whichshinesalightonthehistoryofourneighborhood.ItilluminatestheLatinoleadersIneverlearnedaboutinschool.Itdiscussestheuniversalthemesofhomeandcommunity,andfiguringoutwhoyouareinaworldwherethatisntalwayssoeasy.IamveryproudofwhatthegoodpeopleatCampBroadwayhaveputtogether,andhopeyouuseitwellinyourclassroomstoenrichthelivesofyourstudents.
Andkeepaneyeoutforthatkidinthebackofyourclassroom,scribblinginthemargins.Heorsheisdreamingofworldswehaventyetimagined,scribblingtowardaplacewehaventyetseen.Engagethosekids,getthemoutofthemargins,andtheresnotellingwheretheymayleadyou.
Siempre,Lin-ManuelMiranda
5
Synopsis and Character
breakdown
Usnavi De La Vega24 year old owner of De La Vegas Bodega, his parents emigrated from the Dominican Republic and have since passed away. He lives with Abuela Claudia (Grandmother Claudia), who isnt actually his grandmother but they are as close as family. Usnavi is in love with Vanessa and remains the eyes and ears of his Washington Heights neighborhood.
Nina Rosario19 year old Nina has just finished her freshman year at Stanford University. She is the daughter of Kevin and Camilia Rosario. Nina
is the only member of her family and friends who made it to college. She is best friends with Vanessa and a beacon of hope and inspiration to all who know her; she represents the opportunity outside of the Heights.
Kevin RosarioIn his forties and owner of Rosario Car and Limousine, Kevin is a husband to Camila and father to Nina. While Kevin was born and raised in Arecibo, Puerto Rico, he immigrated to New York City with Camila. Kevin immediately started working to provide a better life for his newly-arrived family. He is stubborn, hot tempered at times and can be quick to act without thoughts of repercussions.
Camilla RosarioAlso in her forties, she is the co-owner of Rosario Car and Limousine with her husband Kevin. Also from Arecibo, Puerto Rico, she fell in love with Kevin at 19 and immigrated with him to New York City. She is cool-headed yet keeps a subtle but strong leash on Kevin.
Her daughter Nina has just returned for the summer from her first year at Stanford.
BennyNow a 24 year old cab driver for Rosario Car and Limousine, he once was a street punk and hoodlum, often finding himselfin trouble. Kevin saw promise in Benny and helped shape him into a responsible, hard-working young man. Benny has enormous respect for Kevin and sees him as a father figure. Eventually falling in love with Nina, Benny sees a future for them by becoming a businessman. He and Usnavi are best friends.
VanessaA 19 year old shampoo girl at Danielas Salon, Vanessa is strong, intelligent and grew up with Benny and Usnavi. Though Usnavi
would like to be something more than Vanessas friend, he has never made any attempt. Vanessa dreams of leaving to create her own life away from her alcoholic mother.
In The Heights is an award-winning musical about life in Washington Heights, a tight-knit community where the coffee from the corner bodega is light and sweet, the windows are always open, and the breeze carries the rhythm of three generations of music.
During its acclaimed Off-Broadway run, In The Heights
Sonny15 years old and Usnavis cousin, Sonny is spending the summer working for Usnavi at the bodega. He usually hangs out on the street with his friend Graffiti Pete but avoids trouble. He is an extremely intelligent young man who strives to emulate Usnavi. Passionate to solve the social and economic problems of the city, he is someone that needs guidance or risks ending up a street punk.
Abuela ClaudiaIn her late 60s, she raised Usnavi after his parents passed away and continues to live with him. She emigrated from Cuba when she
was very young. Of all the characters, Abuela Claudia has been in The Heights the longest. She struggled to learn English, struggled to find work and in turn has helped others who have followed in her path. She is clearly the matriarch of the neighborhood.
DanielaIn her thirties, she is the owner of Danielas Salon. Savvy to say the least, she is quick witted, brassy and outspoken. While she retains a motherly relationship with Vanessa, she remains the gossip queen of the neighborhood. No-nonsense, she has built a successful business but is being forced out the neighborhood because of the rent hikes.
CarlaIn her mid-twenties, she is a hairdresser at Danielas salon. Born and raised in Queens, she is a pure, sweet, innocent and loving
young woman who is devoted to her family and friends though she is easily taken advantage of because of her naivety. She and Daniela are best friends.
Graffiti PeteAn 18-year old graffiti artist and the nemesis of Usnavi, he is always hanging out on the streets, dancing to his boom box music, spraying any surface he can. Usnavi is unhappy that Sonny and Graffiti Pete are friends because Graffiti Pete epitomizes everything that Usnavi hopes that Sonny will not grow up to be.
Piragua GuyIn his mid-thirties, he walks the hot and humid streets of Washington Heights selling piraguas (flavored ice shavings) to earn a living.
He represents a rhythm of the islands in the big city.
quickly became an audience phenomenon and a critical success. Its easy to see why: with an amazing cast, a gripping story and incredible dancing, In The Heights is an authentic and exhilarating journey into one of Manhattans most vibrant communities. And with its universal themes of family, community and self discovery, In The Heights can be enjoyed by people of all ages and backgrounds.
Broadway audiences will soon find out what it takes to make a living, what it costs to have a dream and what it means to be home. . .In The Heights.
6
Overture to
historyImmigration:The Key to the City
In The Heightsissetinthe
vibrantupperManhattan
neighborhoodofWashington
Heights;aneighborhood
characterizedbyits
predominantlyHispanic
populationandalivelymixof
culturaltraditionsastheytake
shapeinthecontextoflifein
NewYorkCity.
MorethananyothercityinAmerica,ManhattanandNewYorksotherfour
boroughsaredefinedbyavariedimmigrantpopulation.Infact,thirty-six
percentofthecityspopulationisforeignborn.Thesights,soundsand
smellsthatdrawvisitorsfromallovertheworldemanatefromdistinct
neighborhoodcommunitiescreatedbyotherswhocameinwavesfrom
aroundtheworldandsettledhere.
OntheLowerEastSide,bestknownas
thehomeofNewYorksJewishghetto,
youcanstillvisitKatzsdelicatessen.
UptownintheInwoodsection,youll
stillfindseveraloftheoldIrishpubsas
wellastheDyckmanFarmhouseMuseum,alittleknownrepositoryof
ManhattanhistorydedicatedtotheoriginalDutchsettlersofthearea.
Thoughtheseoldimmigrantneighborhoodsretainsomeoftheiroriginal
characterandculture,muchhasbeen
subvertedovertimebyassimilation,
newimmigrantgroupsmovingin
andeconomicchangeinwhichsmall
neighborhoodbusinessesgiveway
tocorporateentitieswhentherents
becometoohigh.
1. Understanding and analyzing chronological relationships and patterns:
nAnalyze influence of specific beliefs on these times. How would events be different in the absence of these beliefs?
nAnalyze the effects specfic decisions had on history. How would things have been different in the absence of these specific decisions?
2. Understanding the historical perspective:
nUnderstand that the consequences of human intentions are influenced by the means of carrying them out.
nUnderstand how the past affects our private lives and society in general.
nPerceive past events with historical empathy
nEvaluate credibility and authenticity of historical sources.
nEvaluate the validity and credibility of different historical interpretations
Summary of Standard for Historical Understanding
7
WashingtonHeightsspans35blocksatthenorthernendofManhattanandwasoriginallysettledbyoldimmigrant
populations,primarilyofEuropeandescent.AlargeJewishcommunitywithrootsinanearlierimmigrantinflux
stillinhabitstheHudsonHeightsarea.ThedominantpopulationintheneighborhoodtodayisHispanic,comprisedlargelyofDominicans,butalsoofotherSpanishspeakingpopulationsincludingPuertoRicansandCubans.TheethnicatmospheretheycreatehereisstillverymuchalivewiththesoundsofMerengue,SalsaandconversationsinrapidSpanishmixedwithEnglish;thearomasofempanadasandsweetplantains;andthecolorfulstorefrontsofsmallfamily-runbusinessesthatlinethestreets.
Today,theneighborhoodisclearlyhometoits
Hispaniccommunitybutthiswasntalwaysthe
case.Once,thesepeoplewerestrangersinastrange
place.Sowhatweretheforcesthatdrovethemfrom
theirhomesandfamilyandallthatwasfamiliarto
facethedangersandhardshipsofajourneytoan
unknowncountry?Ittakespowerfulmotivationto
drivepeoplefromtheirancestralhomelandsandthe
historyofemigrationisthehistoryofpeopledriven
touprootthemselvesbyoppressionofonesortor
another:economic,politicalorreligious.Beginning
inthe1600swavesofEuropeanssetoutforthe
Americancontinentforalloftheseandother
reasons.TheDutchwerethefirsttocometoNew
York,expandingtheircommercialempire.Theywere
soonfollowedbytheEnglishwhosought
politicalandreligiousfreedomandtheIrishand
Scottishdrivenfromhomebythepotatofamine.Later
theJewsofEasternEuropecameseekingrefuge
fromthepogroms.Intheearly20thcentury,southern
8
Puerto Rican Day Parade - 1966
Early Puerto Rican immigrants
Europeanslefttheircountriesandcamehere
seekingjobsandopportunity.AfterWWII,itseemed
thewholeworldwasonourdoorstep,hopingto
escapethepost-
wareconomic
hardshipsathome
andtosharein
theburgeoning
economic
opportunitieshere,
thegatewaytothe
landofopportunity
andasylum.
Itwasinthis
mid-centurywave
thatLatinopopulationsbegantoarriveinlarge
numbers.Sincethattimethesenewimmigrants
haveincreasinglybecomeasignificantpartofthe
texturedand
colorfulfabricof
NewYorkCity.
Technically,most
PuertoRicans
migratedrather
thanimmigrated
totheUS.The
JonesAct,passed
in1917,conferred
UScitizenship
onPuertoRicans
andrevisedtheirformofgovernmenttoclosely
emulatethatofaUSstate.Previously,whileunder
theoppressionofSpanishrule,relativelyfewPuerto
RicanswereabletoimmigratetotheUSasthe
passagebysteamshipwasprohibitivelyexpensive.
Itwasntuntilthemid-twentiethcenturyGreat
Migrationthattheybegantoarriveandsettlein
NewYorkCityinlargenumbers,particularlyinEast
Harlem,whichlater
becameknownas
SpanishHarlemorEl
Barrio.Driveninitially
bytheeconomic
hardshipoftheGreat
Depression,whichwas
evenworseonthe
islandthanhereonthe
mainland,andlaterby
thepostWorldWarII
searchforopportunity
knownasthegreat
wave,theywerenowaidedbytheadventofthe
moreaffordableairtravel.Thisinfluxcontinued
untilthe1970swhenareverse-migrationoccurred
inwhichmanyPuerto
Ricansreturnedto
theislandtobuy
homesandinvest
inlocalbusinesses
there.Intheinterim,
thepresenceof
thissignificantnew
populationinNew
YorkCityhadresulted
inthefirstwidespread
recognitionofaLatino
communityinthe
politicalandculturallandscapeofthecity.Thefirst
PuertoRicanDayparadewasheldin1958.Today,
thereareroughly1millionPuertoRicanslivingin
NewYorkCity.
9
Fidel Castro
Mariel Boatlift
Rafael Trujillo
ThoughUStroops
occupiedCubaaspart
oftheaftermathofthe
Spanish-AmericanWar,
Cubansdidnotbegin
immigratingtotheUS
insignificantnumbers
until1959whenFidel
Castroassumedpower.
Thelargestpartofthe
expatriatemassesthatleftCuba,settledinMiami,
FloridabutmanymadetheirwaytoNewYorkCity.
AsCastrosrevolutiontookholdandhisideologies
andalliancesmovedfurtherandfurtherinthe
directionofcommunism,hisnewgovernmentseized
privateproperty,nationalizedcompaniesandsent
manymoreCubans,manyofwhomweremiddle
class,fromthe
islandinexile.
In1980,
unrestdueto
asuddenly
declining
economy
prompted
Castrotoannouncethatanyonewhowishedto
leavecoulddoso.Theresultcametobeknownas
theMarielBoatlift,achaotic,impromptuexodusin
which125,000peoplelefttheislandduringasix
monthperiod.Since1994,emigrationtotheUShas
beenregulatedbymutualUS-Cubaagreement.Over
1millionCubanshaveemigratedfromtheisland
since1959.Whilemanymorehavemadeitsafely
toourshores,itisestimatedthat30-40,000may
havediedintheattempt.MostCubanresidentsof
NewYorkCitycanbefoundintheareajustsouthof
WashingtonHeights.
In1961,DominicandictatorRafaelTrujillowas
assassinatedresultinginalooseningofemigration
policy.Fearingpoliticalbacklashathomeandseeing
opportunityinAmerica,large
numbersofDominicans
begantoimmigrateto
theUSfromtheirnative
SantoDomingo.Another
surgecameafewyears
laterfacilitatedbytheUS
Militaryoccupationof
theDominicanRepublic
beginningin1965andbolsteredbyfavorable
employmentconditionshereintheStates.During
the1960sroughly93,000Dominicansimmigrated
totheUScomparedwithlessthan10,000inthe
1950s.
Timeline of Hispanic Immigration to New York City
1898 The Treaty of Paris ends the Spanish-American War and assigns ownership of Puerto Rico to the US.
1917 Puerto Ricans are granted US citizenship through the passage of the Jones Act.
1945 The great wave of Puerto Ricans (and other populations) begins as immigrants seek economic opportunity after WWII.
1958 1st Puerto Rican Day Parade
1959 Castro assumes power; Cubans flee to the US in large numbers.
1961 Dominicans begin to arrive after the assassination of dictator Trujillo.
1965 Second wave of Dominicans arrive with occupation of US troops.
1968 - President Lyndon Johnson designates a week in September as Hispanic-American week.
1974 - The United States Congress passed the Equal Educational Opportunity Act to create equality in public schools by making bilingual education available to Hispanic youth.
1980 Mariel Boatlift brings over 100,000 Cubans from the island to the US.
1998 Puerto Rican week established by Mayor Guiliani.
10
Today,theDominicanRepublicsendsthefourth
largestLatinoimmigrantpopulationtotheUS
(afterMexico,PuertoRicoandCuba)withhalfofall
DominicanimmigrantssettlinginNewYorkCity,
formingthecityslargestimmigrantgroup.In
fact,WashingtonHeightsishometothelargest
concentrationofDominicansoutsideofthe
DominicanRepublicandisaffectionatelyknownin
thecommunityasQuisqueyaHeights.Quisqueyais
acolloquialterm,which,amongotherthings,refers
totheDominicanRepublic.
Everyimmigrantgroupbringsitsculturealongwith
it.ManyhavearrivedontheshoresoftheUSwith
nothingmorethantheshirtsontheirbacksbut
insidethemselvestheyhavealwayscarriedwith
themtherichnessoftheirtraditions.Thelanguage,
themusic,thefood,theart,thebeliefsandthepride
intheirnativecountriesareresponsibleforthemany
vibrantandvariedneighborhoodsaround
thecity,insomecasesneglected
neighborhoodsthathave
foundnewlife.
Butthatnewlifecanbeacomplexone.Insome
waystheimmigrantsjourneyreallybeginsafter
hearrives.Thatjourneyisfindingawayofgoing
forward,negotiatingthetensionbetweentheneed
toassimilateandtheequallypowerfulneedto
preserveculturalidentity.
Nowhereisthismoreinevidencethanin
WashingtonHeightswhereDominicanflags
flyalongsidethestarsandstripesandwhere
amixofSpanishandEnglishisspokenon
everystreetcorner.The
entrepreneurial
spiritofAmericaisreflectedinthe
ubiquitoussmallbusinessesthatlinethe
streetslabeledwithSpanishnames.
Thisintersectionofculturesisbothacelebration
andasourceofconflictwithwhichevery
immigrantcommunitymustcontendandwith
whicheveryindividualwithinthatcommunity
mustcometoterms.Itisariteofpassage.Thisis
thecelebrationandtheconflictatthecoreofIn
the Heights.
11
Hispanic Voices of ChangeInIn the HeightsNinahasreturnedtotheneighborhoodfromherfirstyearatStanfordUniversity.
Shesdevotedtoherfamilyandcommunityandfeelsdeeplyconflicted.Ultimately,itbecomes
clearthatherfuturemustbeginwithembracingtheeducationalopportunityshesbeengiven.
Then,perhaps,shecanbecomeanagentofchangeforherpeople.
Arrivinginthelargestnumbersbeginningin1945withseveralmajor
surgescominginthe1960s,theHispanicpopulationintheUShad
rapidlygrowntosignificantnumbersbytheeraofthecivilrights
movement.Discriminationmademanifestinlowerwages,poor
educationandotherissuesaffectingopportunityandqualityof
lifeinspiredLatinostoaddtheirvoicestothecallforchange.
Importantfiguresinthecivilrightsmovementemergedfrom
theirranksandsincethattime,Hispanicshavehadanincreasingly
influentialvoiceinAmericanpoliticsandpolicy.
Dr. Antonia PantojaEducator, Social Worker, Civil Rights Leader and Feminist
BorninSanJuan,PuertoRicoin1922,Dr.AntoniaPantojawasapioneerintheadvancementofUSPuertoRicancausesandconditions.Thankstothesupportofwealthyneighbors,shewasabletoattendtheUniversityofPuertoRicowheresheobtainedateachingcertificate.In1944,withWorldWarIIstillinfullswing,PantojacametoNewYorkand,likesomanyatthetime,foundajobworkinginafactoryasawelder.
ShelaterwonascholarshiptoHunterCollegewheresheobtainedaBAandby1954shehadearnedherMastersfromColumbiaUniversity.
In1957shefoundedthePuertoRicanForum,dedicatedtothefosteringofeconomicself-sufficiency.Wellaware,fromherownexperience,ofthedifferenceopportunityandeducationcanmake,PantojafoundedAspira (toaspireinSpanish)in1961.Aspira,anon-profitorganizationservicingLatino
youthinNewYorkCityandcommittedtopromotingcommunity,educationandapositiveself-image,wastobecomeperhapshermostsignificantandlastingcontribution.OvertheyearsAspirahasofferedcareercounselingtoover50,000Latinostudents.Graduatesoftheprograminclude:FernandoFerrer(formerBronxPresidentandNYCMayoralcandidate),AnthonyRomero(Exec.Dir.OftheAmericanCivilLibertiesUnion),JimmySmits(successfulPuertoRicanactor)andNinfaSegarra(formerPresidentoftheBoardofEducationofNewYork).
ThefocusofPantojaslaterworkshiftedtoplacemoreemphasisoneducationreform.Shewasresponsibleformajorstridesintheinstitutionofbi-lingualeducationintendedtoassistnativeSpanish-speakingstudentsintransitioningthroughthelanguagebarrier.
12
Joan BaezSinger-Songwriter
KnownastheQueenofFolkMusic.BaezwasbornonStatenIslandthedaughterofaMexican-Americanphysicist.Aniconofthe1960scivil-rightsmovement,shewasoneoftheleadingvoicesofsocialconsciousnessandthecivilandhumanrightsstruggleofthe1960sand1970s.Infact,herpoliticalactivismeventuallyeclipsedher
musicalsuccesses.HerrenditionofWeShallOvercomesungatconcertsandprotestsdefinedtheera.
Today,Hispanicleadersareprominentingovernment,socialorganizations,businessandthearts.
Ida CastroLawyer and Public Official
IdaCastrowasbornin1953inNewYorkCityofPuertoRicandescent.Inspiredbythebigotryandandracismshewitnessedasafirst-graderintheBronx,Castrohasmadeitthefocusofhercareertodowhatshecantodefendtherightsofthedisenfranchised.
ShespentmuchofherchildhoodinPuertoRicoandreceivedherBAdegreefromtheUniversityofPuertoRico.ShelaterattendedRutgersUniversityinNewJersey,wheresheearnedbothanM.A.inlaborstudiesandaJ.D.In1976shejoinedthefacultyofRutgersLaborEducationCenterattheInstituteforManagementandLaborRelations.AmonghermanycareerfirstswasbecomingthefirstHispanicwomantobetenuredasanassociateprofessoratthe
Institute.
Castroalsoservedinvariouspositionsasanemploymentandlaborlawattorney.Thenin1989sheaidedDavidDinkinsinwinninghisbidforMayorasthefirstHispanicwomantoserveasdeputycampaignmanagerofasuccessfulmayoralcampaigninNewYorkCity.
Beginningin1994,CastrojoinedtheU.S.DepartmentofLaborbecomingtheActingDirectoroftheWomensBureauin1996.Uponenteringtheoffice,Castroreaffirmedhercommitmenttopromotingtherightsofwage-earningwomen,focusingincreasedattentiononolderandveryyoungwomenandwomenofcolor.Hermostsignificantfirstcamein1998,whenPresidentBillClintonappointedhertoChairtheU.S.EqualEmploymentOpportunityCommission.ShewasthefirstLatinatoholdthatoffice.TheEEOCwascreatedbyCongressin1964asaresultofTitleVIIoftheCivilRightsAct.TheCommissionsprimaryroleistopromoteandenforceequalemploymentopportunitiesregardlessofrace,color,age,sex,religiousfaith,nationalorigin,ordisability.Duringherthreeyearsastheagencysleader,Castrowasresponsibleformanyimprovementsaffectingtheoverallqualityofservicetothepublic.Beginningin2002,shebecameSeniorAdvisorandDirectoroftheDemocraticNationalCommitteesWomensVoteCenter.
The Legacy
13
Francisco J. NuezComposer, Conducter, and Founder of the Young Peoples Chorus of New York City
BorninNewYorkCityofDominicandescent,Nuezisacomposer,conductor,andvisionary.Hisinnovativeideashavemadehimaleadingfigureinmusiceducation.TheYoungPeoplesChorusofNewYorkCity,whichhefounded,hasbeenenormouslysuccessful,reachingchildrenfromalloverthecity.
Forhisexemplaryworkwithchildren,Mr.Nuezhasbeenpresentedwithnumerousawards,suchastheChildChampionawardfromChildmagazine,aLibertyAwardfromtheNewYorkPost,andaLuminaryAwardfromCasitaMaria.Hewasnamedoneofthe100MostInfluentialHispanicsof2005byHispanicBusinessmagazine.
Anthony RomeroExecutive DirectorAmerican Civil Liberties Union
RomerohasdevotedhiscareertotheadvancementandprotectionofcivilrightsandlibertiesandwasgiventheidealopportunitytoshowthiscommitmentwhenheassumedleadershipoftheACLU.Thiscameatanauspicioustime:inSeptemberof2001,aweekbeforetheterroristattacks.Sincethen,throughitsnationalSafeandFreecampaign,theorganizationhasmadeitaprioritytofightforpoliciesandpracticesthatmaintaincivillibertieswithoutcompromisingtheheightenedsecuritywenowlivewith.Onthissubject,Romerohasco-authored:InDefenseofOurAmerica:TheFightforCivilLibertiesintheAgeofTerror,justpublishedin2007.
Inadditiontohisstrongleadershipduringdifficulttimes,Mr.RomerohasledthemostsuccessfulmembershipdriveintheACLUs85-yearhistory,with75,000newmembersduringhistenure.Thisunprecedentedgrowthhasallowedfortheexpansionoflitigationandlobbyingaswellasnewprogramsthataddressracialjustice,religiousfreedom,privacy,reproductivefreedomandlesbianandgayrights.
BorninNewYorkCitytoparentswhocameherefromPuertoRico,hewasthefirstinhisfamilytograduatefromHighSchool.HewentontoobtaindegreesfromStanfordUniversityLawSchoolandPrincetonsWoodrowWilsonSchoolofPublicPolicyandInternationalAffairs.Later,RomerowasawardedanhonoraryDoctoratefromtheCityUniversityofNewYorkSchoolofLawandwasnamedoneofTimeMagazines25MostInfluentialHispanicsinAmerica.
14
Discussion Objective
Researchanddiscusstheethnicoriginsoffamiliesandthehardshipsofimmigration.
Teaching Tips
Wesay,IamanAmerican.Whatdoesthatmeantoyou?Howwouldyoudefinetheterm?DopeoplefromcountrieshistoricallyconsideredpartofTheAmericasfityourprofile?Why?Whynot?
From the ScriptAct 1, Scene 1
Usnavi,amaincharacter,ownsabodegastartedbyhisparents.HeusesaraprefraintolamenthislongingfortheDominicanRepublicandthehardshipsanduncertaintyoflivingonthefringesofsocietyinanewcountry.
USNAVII AM USNAVI & YOU PROBLY NEVER HEARD MY NAMEREPORTS OF MY FAME ARE GREATLY EXAGGERATEDEXACERBATED BY THE FACT
THAT MY SYNTAX IS HIGHLY COMPLICATED CUZ I EMIGRATED FROM THE SINGLE GREATEST LITTLE PLACE IN THE CARIBBEAN DOMINICAN REPUBLICI LOVE IT
JESUS IM JEALOUS OF ITBUT BEYOND THAT, EVER SINCE MY FOLKS PASSED ON,I HAVENT GONE BACKI GOTTA GET ON THAT...
THAT WAS ABUELA, SHES NOT REALLY MY ABUELA,BUT SHE PRACTICALLY RAISED ME, THIS CORNER IS HER ESCUELA!YOURE PROBLY THINKIN, IM UP THE CREEKI NEVER BEEN NORTH OF NINETY SIXTH STREETWELL YOU MUST TAKE THE A TRAINEVEN FARTHER THAN HARLEM TO NORTHERN MANHATTAN AND MAINTAIN
GET OFF AT 181st, AND TAKE THE ESCALATORI HOPE YOURE WRITING THIS DOWN, IM GONNA TEST YA LATERIM GETTING TESTED TIMES ARE TOUGH ON THIS BODEGA,TWO MONTHS AGO SOMEBODYS BOUGHT ORTEGASOUR NEIGHBORS STARTED PACKIN UP AND PICKIN UPAND EVER SINCE THE RENTS WENT UPITS GOTTEN MAD EXPENSIVEBUT WE LIVE WITH JUST ENOUGH
ExerciseSetasideavisitationday.Havestudentsinviteguestsfromthecommunitywhoareimmigrantstoclass.Invitethemtotelltheirstoriesandsharetheirexperiences.Encouragestudentstoaskquestions.Whatmadethemdecidetocomehere?Didtheyalreadyhavefamilyhere?Didtheycomealone,orwithothers?Whatanecdotesorstoriescantheyshare?Whathardshipsdidtheyendure?Ifrecentimmigrantscannotbefound,familymembersorfriendsofpastimmigrantswhoarefamiliarwiththeirstoriescanbeinvited.
WeoftenhearpeoplesaythatAmericaisthebestcountryintheworld.Inthescript,UsnavitalksaboutreturningtotheDominicanRepublic.Didanyofthevisitorseverconsiderreturningtotheircountries?Why?Isitsurprisingthatanimmigrantmightlongforhisorheroldcountry?Whymightthatbe?Gotothewebsite: www.thelostys.com/immigrants_who_returned_home.html.Discussthearticleanditsimplications.
HISTORYDiscussion Exercise
15
YEAH IM A STREETLIGHT,CHOKING ON THE HEATTHE WORLD SPINS AROUNDWHILE IM FROZEN IN MY SEATTHE PEOPLE THAT I KNOW ALL KEEP ON ROLLING DOWN THE STREETBUT EVERY DAY IS DIFFERENTSO IM SWITCHIN UP THE BEATCUZ MY PARENTS CAME WITH NOTHINGAND THEY GOT A LITTLE MOREAND SURE, WERE POOR, BUT YO,AT LEAST I GOT THE STOREAND ITS ALL ABOUT THE LEGACYTHEY LEFT WITH ME, ITS DESTINYAND ONE DAY ILL BE ON A BEACH
WITH SONNY WRITING CHECKS TO ME
Discussion Objective
Recognizeanddocumentthecontributionsofimmigrantstotheculture.
Teaching Tips
Whatjobsdoimmigrantsperformthatareconsideredmenial?Isanyjob,ifitservesthepublicinterest,menial?Someeducatedimmigrantstakelow-payingjobs.WhatdoyouthinkaboutanEgyptianlawyerwhodrivesalimousine?ALatvianviolinistwhosellslifeinsurance?
From the ScriptAct 1, Scene 8
Abuela(Grandmother)orClaudiareminiscesaboutwhenshefirstcametoAmerica.Achorusofcharacters--twogenerationsremovedfromClaudiasbutobviouslyfamiliarwithherstory--fillsinthedetails.
ABUELA CLAUDIAFRESH OFF THE BOAT IN AMERICAFREEZING IN EARLY DECEMBERA CROWDED CITY IN NINETEEN FORTY THREE!LEARNING THE ROPES IN AMERICAIN ESPANOL, I REMEMBERDANCING WITH MAYOR LAGUARDIAALL OF SOCIETY WELCOMING MAMI AND ME!HA!
ENSEMBLEYOU BETTER CLEAN THIS MESS!
ABUELA CLAUDIAPACIENCIA Y FE . . .
ENSEMBLEYOU BETTER LEARN INGLES!
ABUELA CLAUDIAPACIENCIA Y FE . . .
ENSEMBLEYOU BETTER NOT BE LATE . . .YOU BETTER PULL YOUR WEIGHT . . .ARE YOU BETTER OFF THAN YOU WERE WITH THE BIRDS OF LA VIBORA?
ENSEMBLEPACIENCIA Y FE . . .
ExercisesUsinganonlineSpanish/Englishdictionary,translatetheexpressionPacienciayFe(PatienceandFaith).Thinkaboutatimewhenyoucouldhaveappliedtheexpressiontoyourownlife.Writeashortessaytosharewiththeclass.
ReadHunger of Memory: The Education of Richard Rodriquez.Howdoeshisstory,writtenbythechildofMexicanimmigrants,differfromthoseofthechildren,say,ofMexicanmigrantworkers.
PretendyouveimmigratedtoMexico.CollectsamplesofjobapplicationsinSpanish(manycompaniesnowhavetheseavailable).Workingingroups,onceagainusingaSpanish/Englishdictionary,trytofillitout.Prepareabasicresumeofskills,inSpanish.
HISTORYWriting Exercise
16
ABUELA CLAUDIASHARING DOUBLE BEDS, TRYING TO CATCH A BREAK, STRUGGLING WITH ENGLISHLISTENING TO FRIENDS, FINALLY GOT A JOB WORKING AS A MAIDSO WE CLEANED SOME HOMES, POLISHING WITH PRIDE, SCRUBBING THE WHOLE OF THE UPPER EAST SIDETHE DAYS INTO WEEKS, THE WEEKS INTO YEARS, AND HERE I STAYED.
ENSEMBLEPACIENCIA Y FE . . .
ABUELA CLAUDIAAND AS I SAY THESE WORDSMY HEARTS ABOUT TO BREAK
AND AY MAMA, WHAT DO YOU DO WHEN YOUR DREAMS COME TRUE?IVE SPENT MY LIFE INHERITING DREAMS FROM YOU.
Experiential Objective
Sensitizestudentstotheisolationfeltbyimmigrantsfromtherestofsociety.
Teaching Tips
Definetheterm,MeltingPot.DoesitaccuratelydescribeAmericanculture?Explain.Howdoyoufeelaboutbi-lingualeducationinschools?Earlyimmigrantsdidnothavethisadvantage.Neitherdosomestudentstoday.Whatmustthatbelike?Howdoyouthinkitaffectstheirassimilationintotheculture?
From the ScriptAct 2, Scene 5
TheCityexperiencesablackout.PeopleofthebarriobantogetherasagroupunitedintheirLatinAmericanethnicity.Acarnivalatmosphereensues.
SONNY & PIRAGUA GUYCARNAVAL!
DANIELADEL BARRIO...
WE DONT NEED ELECTRICIDAD!GET OFF YOUR BUTT, AVANZA!SACA LA MARACA, BRING YOUR TAMBOURINECOME AND JOIN THE PARRANDA!...
ENSEMBLECARNAVAL!
BARRIO!
CARLAOOH, ME ME ME, DANI I HAVE A QUESTION.I DONT KNOW WHAT YOURE CANTANDO.
DANIELAJUST MAKE IT UP AS YOU GOWE ARE IMPROVISANDOLAI LE LO LAI LO LE LO LAIYOU CAN SING ANYTHINGCARLA WHATEVER POPS INTO YOUR HEADJUST SO LONG AS YOU SING
CARLAMY MOM IS DOMINICAN-CUBAN, MY DAD IS FROM CHILE AND P. R., WHICH MEANS:IM CHILE-DOMINI-CURICAN, BUT I ALWAYS SAY IM FROM QUEENS!
ExercisesHaveaSpanishteacherteachpartofanEnglishlessoninSpanish,usinganoccasionalEnglishphraseasexplanation.Quizthemonthelessonandseehowtheydo.
During9/11peoplebandedtogether.Onepoignantimageshowsaman,obviouslyRastafarian,beinghelpedthroughthesmokebyanotherinabusinesssuit.Intheexcerptcharactersseeksolaceineachother.Theirattempttocreateacarnivalatmosphereseemsstrained.ThereisasenseofisolationfromtherestoftheCity.
Immigrantstendtostaywithintheirowncommunities.Why?Forprivatereflection,makealistofpeopleinyourimmediatesocialgroup.Listthingsyouhaveincommonandthingsyoudonot.Makethesamelistforpeopleoutsideofyourgroup.Wouldyoubefriendsomeoneonthesecondlist,oraretheybetteroffwiththeirownkind?Whatdoyoumeanbythat?
HISTORYExperiential
17
To Go Objective
AppreciateimmigrationasadrivingforceinAmericanculturefrombothanhistoricalandpracticalperspective.
Teaching Tips
AlthoughtheplayfocusesonTheHeights,anditslargelyHispanicpopulation,manyissuescommontothatpopulationhavebeensharedbyallgroupsimmigratingtoAmerica.Besuretoreinforcethisconceptwithstudents,who,viewingtodaysheadlines,tendtoassociateproblemswithonlyHispanics.
To Gohistory
ExerciseInthesection,Immigration,TheKeytotheCity,thetextreads:Every immigrant group brings its culture along with it. Many have arrived on the shores of the US with nothing more than the shirts on their backs but inside themselves they have always carried with them the richness of their traditions. The language, the music, the food, the art, the beliefs and the pride in their native countries are responsible for the many vibrant and varied neighborhoods around the city, in some cases neglected neighborhoods that have found new life.
AmajorcontributionbyimmigrantstoAmericanculturehasbeenthroughfood.FromtheChinesetotheItalians,tothePolesandMexicans,Americanspalatesnowenjoythewidestvarietyofdelicaciesimaginable.Wevecomealongwayfromtheboiledbeefoftheoriginalsettlers!Makealistoffoodsyouenjoywhichoriginatedinothercountries.Combinethelistsandcomeupwithaninternationalmenu.Setasideadayandaskvolunteerstocookthedishesforsamplingbytheclass.
Gotoimmigration.about.com;clickonlinkstofamousimmigrantsfrombusiness,politicsandthearts.Howmanyofthesepeoplehaveyouheardof?Howmanymorecanyouthinkofthatarenotonthelists.Pickyourfavoritecategoryandfindoutallyoucanaboutoneofthenotables.
Notes
18
ForthemanyHispaniccommunitiesinNewYorkCity,culturalidentityresides,
morethananywhereelse,intheirlanguage.Itisacruciallinktothepast,and
moreimportantly,ameansofpreservingtheircultureforfuturegenerations.
Historically,EuropeanimmigrantshavebeeneagertoadoptEnglishastheir
primarylanguageinanefforttoquicklyassimilate,toessentiallyshifttheir
culturalidentity.NativeSpanish-speakerslivinginAmerica,ontheotherhand,
holdonsteadfastlytotheirnativetongue.ThoughtheylearnEnglishasthey
must,tosurviveandtothrive,thenewlanguageisnevermistakenforthe
dominantoneintheirlives.TheirchildrenlearnEnglishinschoolandwillspeak
acombinationofthetwolanguagesamongtheirpeersontheplayground.
Evenso,theywillspeakandbespokentoalmostexclusivelyinSpanishathome
andelsewhereinthatcommunity.
InWashingtonHeights,asinmostHispanicneighborhoods,thatcommunityis
comprisedofseveraldifferentSpanish-speakingpopulations.Itis,infact,the
commonlanguageandthedesiretohearandspeakitthatbringsHispanics
ofvariousculturestogetherinoneneighborhood.Withinthatcommon
framework,however,therearemanydialecticalvariationsdependingonthe
speakerscountryoforigin.MexicanSpanishisdifferentfromDominican
WritingnDemonstrates competence in the general skills and strategies of the writing processnPrewriting, drafting and revising, editing and publishingnDemonstrates competence in the stylistic and rhetorical aspects of writingnUses grammatical and mechanical conventions in written compositionsnGathers and uses information for research purposes
Summary of Standard for Language Arts
ReadingnDemonstrates competence in the general skills and strategies of the reading processnDemonstrates competence in the general skills and strategies for reading a variety of literary textsnDemonstrates competence in the general skills and strategies for reading a variety of informational textsListening and SpeakingnDemonstrates competence in speaking and listening as tools for learning
Language,powerfullyandimmediately,definesculturalidentity.ImaginewalkingdownastreetinNewYork,acitywhere170languagesarespoken.Basedonappearance,youmightnotevenconsiderthatthepeoplewalkinginfrontofyouorbesideyouarefromanywherebutNewYork;butwhenaredtrafficlightbringsyoucloseenoughtohearasnippetoftheirconversation,thelanguagetheyarespeakingmaytellyouthattheyhavecomefromsomewherefaraway.
The Art and Soul ofCreating Language
Overture to
language Arts
19
SpanishwhichisdifferentfromColombianSpanish,etc.Naturally,thevariousaccentslenddifferentsoundsto
thespokenlanguagejustasAmericanEnglishsoundsdifferentfromBritishEnglish.Therearealsodifferences
inthemeaningsassociatedwithcertainwords.
The Word Is. . .
GuaGua
Puerto Rico = bus
Mexico = the sound a dog makes
Soforexample,itwouldhelptoknowifsomeonewasfromColombiaorSpainwhenorderinglunch.Andyou
mightnotwanttotellsomeonefromMexicothattheycancatchtheguaguaonthecorner.Then,ofcourse,
thereareanynumberofinadvertentlyprofanefauxpasthatcanproveembarrassingorevendangerous
dependingonthecircumstances.Tofurthercomplicatematters,differentgroupsusedifferentwordsfor
Englishequivalents.
China / oPuerto Rico = orange Colombia = child
Therearegrammaticaldifferences,too.Forexample,peoplefromtheCaribbeanusemoresubjectpronouns
thanthosefromMexicoorSouthAmerica.Overall,however,thesedifferencesdontsignificantlyhinder
communication.
AninterestingstudyoftrendsinSpanishdialectsamongNewYorksmajorHispanicgroups(PuertoRicans,
Dominicans,CubansandColombians)soughttodiscovertowhatextentsomeofthedialecticalvariation
willleveloutasoneusagetakesprecedentoveranother.Theanswerturnsouttobecomplexandtakesinto
accountseveralfactorsincludingcomparativesizeofthepopulations,frequencyofindividualwordusageand
socio-economicstatus.Thestigmatizationofcertaingroupsandtheprideofotherscanoverrulelinguistic
factors.Nevertheless,itseemsclearthatovertime,wordpreferenceswillbattleitoutandsomelevelingwill
occur,movingtowardthecreationofauniqueNewYorkSpanishdialect.
Dominican = aretes
Earrings
Puerto Rico = pantallas
Cuban = maquina
Car
Colombian = berlina
Dominican = Carro
Colombian = anden
Sidewalk
Cuban = aCera
20
boCadilloColombia = tree Spain = sandwich
Language purists sometimes associate linguistic correctness with old or original forms. While its important to be aware of current accepted forms in
order to use good grammar, the fact is that languages are not static. They evolve and change continuously as cultures come into contact with each other and cross-pollinate ideas and the vocabularies that express them.
Justasanewstrainofthelanguagearisesfromtheinter-minglingofSpanishdialects,whereverSpanishandEnglish-speakingcommunitiesco-existorbordereachotheranexchangeoflanguagecomponentsalsooccurs.
ThepoweroftheEnglishlanguageisdueinlargeparttoarichvocabularyderivedfrommanylanguages.Inaddition
totheLatinrootssharedbybothlanguages,manySpanishwordshavetransferredintocommonEnglishusageintheiroriginalform.SomeofthosewordshavecomefromtheCaribbeanculturesthroughtradeassociations.OtherscamebywayoftheMexicanandSpanishpresenceinwhatisnowtheSouthwesternUS.And
English/Spanish Interplay:Necessity is the Mother of Invention
manyarenamesoffooddishesnotpreviouslyintheEnglishculinaryvocabulary.
Morerecentlyhowever,thereversetrendisdominatingthelinguisticlandscapeintheformofSpanglish,acolorful,informalhybridthatappearstobespreadingatapace
tomatchthefastestgrowingethnicgroupinNewYorkCity.
PuertoRicanlinquistSalvadoTioiscreditedwithcoiningthetermSpanglishinthe1940s.Thereisstillnosingle,specificformulabywhichwordscombinetoformnewexpressionsbutlinguistshaveidentifiedseveralwaysinwhichitoccurs,thoughitisalwaysfluidandspontaneous,
The large words on these pages are a sample of Spanish words that are now part of our everyday English vocabulary. Others are: armadillo, machismo, albino, flotilla, barracuda, armada and burro.
Other common English vocabulary words adapted from Spanish
English Word
AlcoveCanyonChaps
KeyMustangTornado
Spanish Word
AlcobaCanon
ChaparrerasCayo
MestengoTronada
Some words adapt in meaning when they transfer into English
English/Spanish Word
BonanzaCanastaMacho
Sombrero
Original Spanish Word
calm seas/fair weatherbasketmale
any kind of hat
21
TheinterestingquestionaboutthegrowinguseofSpanglishamongHispanicsis:doesthisrepresentacorruptionordegradationoftheirnativetongueorisitawayofholdingontotheirlanguageandculturalidentitywhichmightotherwisebelostaltogetherthroughassimilation?Eitherway,somebelievethatSpanglishwilleventuallyhavealastingimpactonSpanishthroughouttheSpanish-speakingtheworld.Wemayevenbewitnessingthecreationofanewandseparatelanguage.
In In the Heights, Kevin, the owner of the local Taxi and Limo company uses Code Switching or Word Substitution.
Borrowing and phonetically adapting an English word (to make it sound more Spanish) is another example of Spanglish, as when Daniela offers Vanessa an advance on her paycheck:
All drivers, atencion! Bajen las ventanas, apaguen el aire. I got three cars overheated already.
Its an estretch but I can do it.
Phonetic Translation,directlyadaptingawordtosomethinginventedbasedonthesoundofthe
Englishword,isanothermethod.Forexampleusingquaraforquarterorpantijosforpanty hose.
Thisoftenoccurswheninventedwordsareneededtoidentifycompletelynewideasorexperiences.
Direct Translation,ofanEnglishphraseorexpressionforexample:Te llamo para atras. (Ill call
you back.)
Spanglish Dictionary
Spanglish
aplicationbiper
cuitearinsulacion
liberiamarqueta
rentartroca
yonque
English
applicationbeeperto quit
insulationlibrarymarketto renttruck
junk yard
Spanish Translation
solicitudlocalizador
cesar, renunciaraislamientobibliotecamercadoalquilarcamion
sitio de chatarra
22
ThephenomenonofRapandHipHopmusiccouldbedescribedasthecreationofbothalanguageandan
artform.BornintheBronxsectionofNewYorkCityinthemid-1970s,what
wasthencalledDiscoRapwastheinventionoftheDJsofthetimewho
beganisolatingthepercussionbreaksofsongs
duringwhichanemcee(MC)wouldtalkto
thedancers,infusingtheatmospherewith
excitement.TheDJsbegantomixexcerpts
ofmusictrackswithrhythmicscratching
soundsandoverthisstrong,driving
backgroundbeat,theMCorrapperadded
extemporaneousrhymingspokenlines.These
arethebasiccomponentsofHipHopmusic
today.Addbreakdancingandgraffitiartand
youhavetheculturalcocktailknownasthe
HipHopmovement.
The Created Language of the DisenfranchisedRap and Hip hop
The narrator and central character of In the Heights, Usnavi, uses Rap to introduce himself, his world and the language of the show.
With this introduction, weve already learned a lot about the world were entering. Above all, we know that an intentional self-consciousness about language will be part of the journey. In a perfect marriage of form and content, the story about what happens on a Washington Heights street corner will be told in the forceful, poetic and sometimes brutal language of the street: Rap.
IAMUSNAVIANDYOUPROBLYNEVERHEARDMYNAMEREPORTSOFMYFAMEAREGREATLYEXAGGERATEDEXACERBATEDBYTHEFACTTHATMYSYNTAXISHIGHLYCOMPLICATEDCUZIEMIGRATEDFROMTHESINGLEGREATESTLITTLEPLACEINTHECARIBBEAN
23
Bytheearly80sthemovementhadafirm
toeholdinthepopularmusiclandscape.As
anaccessibleoutletforartisticexpression,
thevoiceofinnercityyouthwasbeingheard.
Creatively,however,theformseemedto
haverunitscourseduetothelimitationsand
similaritiesbetweensongsofthediscoand
funkbackgroundbeats.Butnewtechnology
ofthetimeallowedformoresophisticated
musicalaccompanimenttodevelopincluding
morecomplexlayeringofbeatsandsampling.
Atthesametime,Raplyricsbecamemuch
morecomplexintheiruseofmetaphorand
inclusionofsocialmessages.Thiswatershed
pointintheevolutionofthemusicwastheendof
OldSchoolandthebeginningoftheNewSchool
musicthatgainedhugemainstreamsuccessinthe
80s.
Usingthevocabularyandthesyntaxofthestreet
combinedwithrhymeandrhythm,RapandHip
Hopareelevatedtouniqueformsofmusical
poetrythatgivevoicetothepreviouslyvoiceless
anddisenfranchised.Andwhilethemusichas
beencriticizedfortheuseofprofaneandviolent
language,atthesametimeitcanaccommodate
profoundemotion.Somehow,itisthecontrastofhis
vulnerabilityexpressedthroughthistoughsounding
streetRapthatmakesBennysdeclarationoflove
neartheendoftheshowsodevastatinglyromantic.
FORREALTHOUGHITHINKIMAYBESORTOFLOVEYOUFORREALTHOUGHMYSOCIOECONOMICSTATUSISREALLOWBUTILLDOWHATIMUSTFORYOURTRUSTTHISAINTLUSTTHISISMUCHMUCHMORE!ANDIMATYOURDOOR!
ThroughoutthelifespanofRapandHipHopto
date,therehavebeenthosewhohaveclaimedthat
thismusicalphenomenonisapassingfad.Butat
30yearsandgoingstrong,HipHophassecuredits
placeinpopularmusichistory.
24
Discussion Objective
Recognizeattitudesthatpsychologicallydifferentiatethevalues,needsandaspirationsofgroupsoutsideofyourown.
Teaching Tips
Peoplewantdifferentthingsfromlife.Givesomeexamples.Doyourthinkyourlifegoalsaresuperiortothoseofothers?Why?Wouldyoubefriendapersonwhoseaspirationsarelowerthanyourown,ordoyoudiscountthatinselectingfriends?Ifyouwouldnot,saywhyandprovidereasons.Ifyouwould,assesswhatimpactthoseassociationsmighthaveonyourownfutureontheirfuture.
From the ScriptAct 1, Scene 7
UsnavisuggestsBennybuyalotteryticketandadiscussionensueswithseveralcharactersabouthowtheywouldspendthemoneyiftheywonit.Bennyfirstsayshedspenditoneducationthatwouldmakehimrichthensayshedthrowabigblockpartyfortheneighborhoodsoeveryonecouldbreatheabitandforgettheircaresandfinancialwoes.Othercharactershavetheirownideas,includingSonnywhodimprovethingsinthebarrioandVanessawhoduseitashervehicleout.
USNAVITake Five Lotto. Hold up, we sold a winner yesterday?
BENNYSomebody won?
SONNYYo, I want a cut of your cut!...
BENNYWhats the payout? Dont tell me no five hundred dollars.
96,000...
GRAFFITI PETETHATS A LOT OF SPRAY CANS
BENNYYO.IF I WON THE LOTTO TOMORROWWELL I KNOW I WOULDNT BOTHER GOIN ON NOSPENDIN SPREEID PICK A BUSINESS SCHOOL AND PAY THE ENTRANCE FEE!THEN MAYBE IF YOURE LUCKY, YOULL STAY FRIENDS WITH ME!ILL BE A BUSINESSMAN, RICHER THAN NINAS DADDY!DONALD TRUMP AND I ON THE LINKS AND HES MY CADDY!MY MONEYS MAKIN MONEY, IM GOIN FROM PO TO MO DOUGH!I WANT THE BRASS RING, LIKE FRODO!...
FOR REAL, THOUGH, IMAGINE HOW IT WOULD FEEL GOIN REAL SLOWDOWN THE HIGHWAY OF LIFE WITH NO REGRETSAND NO BREAKIN YOUR NECK FOR RESPECT OR A PAYCHECKFOR REAL THOUGH, ILL TAKE A BREAK FROM THE WHEEL AND WELL THROWTHE BIGGEST BLOCK PARTY, EVERYBODY HERE...
CARLACHECK ONE TWO THREEWHAT WOULD YOU DO WITH NINETY SIX GS
DANIELAWHO ME?
CARLAI MEAN IF ITS JUST BETWEEN YOU AND ME
language artsDiscussion Exercise
25
CARLAI MEAN IF ITS JUST BETWEEN YOU AND ME
DANIELAESA PREGUNTA ES TRICKY!
CARLAI KNOW
DANIELAWITH NINETY SIX GSID START MY LIFE WITH A BRAND NEW LEASEATLANTIC CITY WITH A MALIBU BREEZE...
USNAVIITS SILLY WHEN WE GET INTO THESE CRAZY HYPOTHETICALSYOU REALLY WANT SOME BREAD THEN GO AHEAD CREATE A SET OF GOALSAND CROSS THEM OFF THE LIST AS YOU PURSUE EM, AND WITH THOSE NINETY SIX I KNOW PRECISELY WHAT IM DOIN...
WHATM I DOIN? WHATM I DOIN?IT TAKES MOST OF THAT CASH JUST TO SAVE MY ASS FROM FINANCIAL RUINSONNY CAN KEEP THE COFFEE BREWIN, AND ILL SPEND A FEW ON YOU CUZ THE ONLY ROOM WITH A VIEWS A ROOM WITH YOU IN IT.AND I COULD GIVE ABUELA CLAUDIA THE REST OF ITJUST FLY ME DOWN TO PUERTA PLATA, ILL MAKE THE BEST OF ITYOU REALLY LOVE THIS BUSINESS?...
SONNYYo! WITH NINETY SIX THOUSAND, ID FINALLY FIX HOUSIN,GIVE THE BARRIO COMPUTERS AND WIRELESS WEB BROWSIN,YOUR KIDS ARE LIVIN WITHOUT A GOOD EDUMACATION,CHANGE THE STATION, TEACH EM ABOUT GENTRIFICATION.THE RENT IS ESCALATIN...
VANESSAIF I WIN THE LOTTERY, YOULL NEVER SEE ME AGAIN...ILL BE DOWNTOWN, GET A NICE STUDIO, GET OUT OF THE BARRIO
ExerciseAllofthesecharactersaredecentpeopleyetsomearemorealtruisticthanothers.PresentthesameoptiontotheclassthatUsnavipresentstoBennyandtheothercharacters.Use$1millionasaroundfigure.Haveeachstudentmakeachronologicallistbasedontheirownparticularpriorities.Thenaskthemtoputthemselvesintheplaceofanotherpersonwhomayhavemoreorlessmoneythantheyhave.Havethemredotheirlistsanddiscusschangeswiththeclass.
Analyzingeachcharactersparticularsituationandpersonality,havestudentsexplainwhytheythinkeachhaschosenhowtospendthemoney.BennyandSonnybothsuggestdegreesofaltruismintheiranswers;askhowmanystudentswouldusetheirmoneytoimprovethelivesofpeoplelessfortunate.WhydotheythinkSonnywouldputallhismoneyintoimprovinghisneighborhoodasopposedtoBennywhowoulduseittofirstmakeabetterlifeforhimself,andthengiveabitbacktothecommunityenoughtomakethemhappyforalittlewhile,despitetheeverydaygrindoftheirexistence?IsBennysgoaltobecomeanotherDonaldTrumprealistic?Why?Whynot?
Bennysadvicetosetgoalsandpursuethemseemssage.Studentsshouldmakealistoftheirowngoals:calculatecosts;assesswhatportionoftheir$1milliontheywouldneedtoachievethemwiththehelpofaparentoradult.Iftheyranoutofmoney,whichoneswouldgetdroppedfromthelist.
WhothinksVanessaisjustifiedinherdecisiontotakethemoneyandrun?Why?
Discussion Exercise(contd)language artsDiscussion Objective
Recognizeattitudesthatpsychologicallydifferentiatethevalues,needsandaspirationsofgroupsoutsideofyourown.
Teaching Tips
Peoplewantdifferentthingsfromlife.Givesomeexamples.Doyourthinkyourlifegoalsaresuperiortothoseofothers?Why?Wouldyoubefriendapersonwhoseaspirationsarelowerthanyourown,ordoyoudiscountthatinselectingfriends?Ifyouwouldnot,saywhyandprovidereasons.Ifyouwould,assesswhatimpactthoseassociationsmighthaveonyourownfutureontheirfuture.
Notes
26
Writing Objective
Interpretingthemotivesofmaincharactersandwritingshortscenesinbriefnaturaldialogueexpressingtheemotionsofeach.
Teaching Tips
MostteensandtheirfamiliesdisagreeonoccasionandNinassituationwillnotbeforeigntothem.Many,withstrongmalefigureswillsenseKevinsdictatorialyetwell-meaningcharacter.Well-meaningaside,decisionsmademightnotalwayscoincidewiththeinterestsofthepersonorpeopleinvolved?Wheredoeslegitimateauthorityendandanindividualspersonalrighttochooseapathbegin.Isthereroomforconsensusthatmightbeineveryonesbestinterest?
From the ScriptAct 1, Scene 11
Overdinner,KevinsayshessellingtheirbusinesssoNinacangobacktoStanford.Camilaquestionshisdominanceoverfamilydecisions.Ninainsistsshewillnotreturntoschool,andsheandherchildhoodfriend,Benny,bothleaveinanger.
KEVINI sold Rosarios. Youre going back to Stanford.
CAMILAKevin, this had better be a joke.
KEVINUptown Investment takes over in two weeks.
CAMILAUptown? Ay dios mio, they offered us nothing!
KEVINIt was enough, mi vida.
NINAWait. Dad, Im finding a job. I have an appointment to visit CUNY on Monday!
KEVINWhat, so you end up just another girl stuck in el barrio?
VANESSAWhy you gotta look at me when you say that?
BENNYHold up, did I just lose my job?
CAMILANo, you didnt. (To KEVIN.) I do the payroll, the banking, your chaotic paperwork. We worked twenty years to build this company. I worked!
KEVINFor what, Cami? Twenty years for what?
NINAWhat about your employees?
BENNYYou cant just kick us to the curb.
USNAVIYour drivers are half my customers.
KEVINIm not a welfare office! Family comes first, above everything.
Writing Exerciselanguage arts
ExerciseTheencounterleavesthesituationunresolvedandsendsNinaandBennyfleeingintotheNewYorknight.ConcernforherwelfarebringsCamilaandKevintogetherincommonconcern,butitisobviousthatmanyobstaclesexisttothefamilysunity.Theresastrongsenseofchangeintheair,forthemandthecommunityatlarge.
Havestudentsconjectureashowtheirownfamilymighthandlethissituation.HowdotheyseeKevinandCamilaasparents?Shouldallofthecharactershavebehavedmorematurely?Inwhatway?
Usingcharactersintheplay,studentsrewritetheabovescenewiththeirownoriginaldialogue.Tellthemtheirwordscanchangetheoutcome,iftheywish.
27
BENNYThe day you hired me you said I was family.
KEVINThats business. This is my daughter.
CAMILAYou are all my family, and you have my word: we are not selling Rosarios.
KEVINIm making the damn deal!
CAMILAThis is our business.
KEVINIt was in my name!
CAMILADinners over.
(She exits.)NINA
Mom!
VANESSAExcuse me. Im not good enough to sit with the bourgeoisie. (VANESSA exits.)
CLAUDIACon permiso. (USNAVI and CLAUDIA exit.)
NINA(To BENNY.) Benny, I had no idea, I swear
KEVINNina, stay away from him!
BENNYGood luck at college. (He exits.) (NINA and KEVIN are alone.)
NINAYou know I will never touch that money.
KEVINSo help me god, you are flying back to California. (She exits.) Nina!
Experiential Objective
Recognizehowothersoftenmakeitpossibletoachieveagoalormakeadreamcometrue.
Teaching Tips
Suggesttostudentshowparentssacrificetosendtheirchildrentocollege.Discusstherealitiesofcost,andwhattheymighthavehadforthemselvesinstead.Aresuchsacrificesappreciatedorexpected?Why?Whatisthevalueoffriendshipintimesofneed?Thinkamomentabouthowthingsusedtobewhentheywereyounger.Isitbetterorworsenow?Inwhatway?Dotheysometimeslongforanothertime,whentheywereyounger,likeUsnaviandhisAbuela.DoyouthinktheyrecrazyforgivinguplifeinAmericaandreturningtotheDominicanRepublic?Askhowmanystudentshaveevermoved,andiftheymisstheoldplace.
From the ScriptAct 2, Scene 3
TheblackoutisoverandUsnavichecksonAbuela.Sheissittinginherapartmentwithabagonherlap,fullofmoney.ShetellshimsheisgivinghimathirdandathirdtoSonny.
USNAVIABUELA.ARE YOU OK?
CLAUDIA/USNAVI PACIENCIA Y FE! PACIENCIA Y FE!
USNAVILET ME SEE IT AGAIN!
CLAUDIAWE KEPT IT SAFE.
CLAUDIAUSNAVI, PLEASE PROMISE ME YOULL GUARD THIS WITH YOUR LIFE.
USNAVIABUELA, IVE NEVER SEEN
CLAUDIAA THIRD FOR YOU.
USNAVIUH HUH UH HUH. UH HUH UH HUH.
CLAUDIAA THIRD FOR ME!
Experientiallanguage arts
USNAVINO PARE SIGUE SIGUE!
CLAUDIATHE REST FOR SONNYAND WITH OUR SHARE OF THE MONEYAND WITH OUR SHARE OF THE MONEY
DREAM OF THE SEASIDE AIR!SEE ME BESIDE YOU THERE!THINK OF THE HUNDREDS OF STORIES WE WILL SHARE!YOU AND I...
CLAUDIA AY, WELL FIND YOUR ISLAND
USNAVIAY MY ISLAND SKY
CLAUDIAAY, FIND YOUR ISLAND
USNAVIAND WHATEVER WE DO ITS
BOTHYOU AND I!
ExercisesUsnavichoosestostayinTheHeightsandrunhisparentsstore.NinadecidestogobacktoStanford.BennysayshewilltrytovisitherinCaliforniabutisstayingandplanningtostarthisownbusiness.Thingsintheneighborhoodarechangingasarethelivesofthecharacters,allofwhomareinsomewaymovingoninlife.
Havestudentsdiscusshowtheyfeltgoingfromkindergartentofirstgrade,andfromgradetogradesincetheyvebeeninschool.Wasittraumatic?Isitstill?Whydotheythinkpeopleresistchange?WhydidittakethenearbreakupofhismarriageandlossofhisdaughterforKevintorealizehismachismowasruininghisfamily.WhydidittakesolongforUsnavitoreturntotheislandofhisbirth;forVanessatoseekabetterjobandmovetoabetterarea;forSonnyandthegirlsatthesalontogetonwiththeirlivesasnewAmericans?
Foraweek,havestudentssitinadifferentseateachdaywhentheycometoclass.Askthemhowitfeels.Askthemtositatdifferentlunchtables.Inadiary,havethemrecordtheirfeelingsandanydifficultiesthatmightresultfromthechanges.Relatethefeelingstowhatimmigrantsmightexperience.HavethemlisthowmanythingsmightbeverydifferentherethanonaCaribbeanIsland.Whatbenefitsdidtheresidentsofthebarriohaveinlivinghereasopposedtolivingonanisland?WhydoyousupposeitmghtbedifficultforthesepeopletoadjusttolifeinalargebustlingCitylikeNewYork?
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To Go Objective
Appreciateplaywritingasanartencouragingthecreativeuseoflanguageandforms.
Teaching Tips
DiscusswhypeopleinareaslikeWashingtonHeightshaveadoptedtheirownwayofspeakingfromaculturalstandpoint.Turnthediscussionintoonefocusingonimmigrantpopulations.Explorereasonswhyethnicminoritiestendtoholdontotheirlanguageandspeakitwithintheirowncirclesandcommunitiessimplybecauseitscomfortable.Askstudentstothinkofsituationstheyvebeeninrecentlywheretheydonotfeelcomfortableandtrytoanalyzewhytheyfeltthatway.
To Golanguage arts
ExerciseVariedvoicesamongethnicgroupshasbecomenotonlyanacceptedformofcommunicationbutacolorfuladditiontothevernacular.Itsuseintheartformsofmusic,playwritingandliteratureisbynowwellestablished.MixingandmatchingsoundsandalmostmusicaldeliverypepperedwithSpanishhasbecomethevoiceofthebarrio.Anartistexpressingthosecharactersmustmimicthesoundsindigenoustothevoice.Lestweforget,theillustriousThomasHardywasheavilycriticizedfortheheavyDorchesterbrogueofhischaracters.CarolynChuteshottothetopoftheliterarychartswithherfeudingbackwoodsMaine-speakcharactersinThe Beans of Egypt Maine.Inshort,itsallnothingnew.HavestudentsresearchtenSpanishwords,thentellthemtowriteashortstory,twoorthreeparagraphsinthevoiceofaresidentofWashingtonHeights.
Notes
29
Thinking and ReasoningnUnderstandsandappliesthebasicprinciplesofpresentinganarguementnUnderstandsandappliesbasicprin-ciplesoflogicandreasoningnEffectivelyusesmentalprocessesthatarebasedinidentifyingsimi-laritiesanddifferences(compares,contrasts,classifies)nUnderstandsandappliesbasicprinciplesofhypothesistestingandscientificinquirynAppliesbasictrouble-shootingandproblem-solvingtechniquesnAppliesdecision-makingtechniques
Summary of Standard for Life Skills
Working With OthersnContributestotheoveralleffortofagroupnUsesconflict-resolutiontechniquesnWorkswellwithdiverseindividualsandindiversesituationsnDisplayseffectiveinterpersonalcommunicationskillsnDemonstratesleadershipskills
Self-RegulationnSetsandmanagesgoalsnPerformsself-appraisalnConsidersrisksnDemonstratesperseverancenMaintainsahealthyself-conceptnRestrainsimpulsivity
Overture to
Life Skills
Life WorknMakeseffectiveuseofbasictoolsnUsesvariousinformationsources,includingthoseofatechnicalnature,toaccomplishspecifictasksnManagesmoneyeffectivelynPursuesspecificjobsnMakesgeneralpreparationforenteringtheworkforcenMakeseffectiveuseofbasiclifeskillsnDisplaysreliabilityandabasicworkethicnOperateseffectivelywithinorganizations
Paciencia y Fe
In the Heights opens on the eve of the Fourth of July also known as Independence Day. On this day Americans celebrate with fireworks and barbeques the fact that we are no longer under British rule, but are instead, as a nation, and therefore as individuals, in control of our own destiny.
WhatdoesthisIndependencemeantothosewhohaverecentlyarrivedonour
shores?Itis,infact,thereasontheyhavecome.InAmerica,theyarefreeof
politicalandreligiouspersecution,freeofeconomicoppression,freetopursue
theAmericandream.Formany,thismeansowningyourownbusiness.After
all,untilrelativelyrecently,small,family-ownedbusinesseswerethebackbone
oftheAmericaneconomyandwereesteemedbythecommunitiestheyserved
andbythenationasawholeasiconsofAmericansuccess.Today,many
smallbusinessesaregivingwaytobigbusinessesandthecharacterofour
neighborhoods,ourtownsandperhapsourdreamsischanging.
Likethecornerdrugstoreinasmalltown,UsnavisBodegaisboththeheart
andnervecenterofthecommunity.Itswherepeoplecometosocialize,to
gatherinformationandsmallnecessitiesandtofindcomfortintimesofcrisis.
Yet,itisastruggletomakeagoofthissmallbusinesslefttohimbyhisparents
whocamefromtheDominicanRepublicwithadreamofAmericansuccess.
Hewatchesasothersmallbusinessesaredrivenoutoftheneighborhoodor
areforcedbyrisingrentstoclosealtogether.
Thechallengeofmovingbeyondthisstruggle,ofrealizingthedreamof
successinAmericaseemstoodauntingattimesandUsnavidreamsinstead
ofalifeofleisurebackintheDominicanRepublic.So, In the Heightsgives
usanother,perhapsmorecommon,versiontodayoftheAmericandream:
winningthelottery;instanteconomicfreedom.Butwiththewinningticketin
hisgraspandtheislandlifeathisfingertips,Usnavidecidesinsteadtostayand
buildhisbusiness.
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YOUAINTGOTNOSKILLS!
Howwillhedoit?Youaintgotnoskills!hisfriendBennychideshimwith
goodhumor,evenasUsnavirecitestoateehowBennylikeshiscoffeeand
whichpaperhellbebuying.Duringthecourseoftheshow,hedemonstrates
that,infact,hehasalltheskillsneededtobeasuccessfulbusinessman.He
knowshiscustomersandcaresaboutthem;hesresourcefulincriseslarge
andsmallandiswillingtoworkhardandtryoutnewideas.Mostimportantly,
hehassomethinggiventohimbyhisabuelathatsevenmorevaluablethan
thewinningticket-therecipehewillneedinordertosucceedinbuildinghis
business.Thereareonlytwoingredients:PacienciayFe(patienceandfaith).
ANDIFNOTME,WHOKEEPSOURLEGACIES?WHOSGONNAKEEPTHECOFFEESWEETWITHSECRETRECIPES..THISCORNERISMYDESTINY.
StageNotesspokewithaWashingtonHeightsbodegaownerwhocamefromtheDominicanRepublicasateenagerafterhisfatherdied.HisfamilyhasownedandmanagedrestaurantsinNewYorkformanyyearsandheworkedinthatbusinessgaininghisearlytraining.Now,hestryinganewbusinessventureofhisown.LikeUsnavi,hefindsitdiscouragingattimesbuthealsoappreciatestherewards.
Hisstoryfollows...
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SN: You went to boarding school in the Dominican Republic?
Roberto:Yes.ThenwhenIcamehere,IwastoldthatIneededtwomoreyearsofschooltostudyEnglish.SoIfinishedhighschoolhereandthenIwenttoCommunityCollegeforabouttwoyears.Ididntgraduatethough.Istartedgettingtoknowaboutmoney,but,Iwantedtohelpmymom.MymomwasstrugglingandIwas19yearsold.Iwasconsideredamaninmycountry.Ineededtoworkandthentherewastheneighborhoodandmyfriends...So,Idroppedout.ButImplanningongoingback.
SN: In the neighborhood at the time, did you find it hard to resist the temptation to get involved in things you shouldnt; things that would bring in a lot of money fast?
Roberto:Yestherewasalotoftemptation,becauseyoudseeguysandgirlsandyoudidntwanttobeleftout.
SN: So, how did you get started in business?
Roberto:Myfamilyusedtoownalotofrestaurants.Theyownedrestaurantsalltheirlives.(Severalontheupperwestside)andonewayuptownonDyckmanStreetthatwasmyuncles.Hegotkilledthere.Hegotshot.Hewasprettywellknownpoliticallybecausehewasinvolvedineverything;hewasagoodbusinessmanandhisfamilyalwayshadbusinesses.Hewastherockofthefamily.Heknewpeopleandeverybodyknewhim.
SN: Did you learn from your uncle?
Roberto:ThefirstdaythatIcameheretheytookmefromtheairporttohisrestaurant.ThefirstthingthathesaidtomewasYouwanttoknowwhyyoucametothiscountry?Startopeningboxes.Heputmetoworkrightaway,assoonasIgothere!Hesaid,Soyoullknowwhyyoucamehere:nottohavefun;youcameheretowork.Andhegavemeaboutseventy-dollars.Thatwasalotofmoneyin1982buthehadputmetoworkfirst.Hewassaying,Nowthatyoudidthework.Itshere.Youregoingtogetmoneybutyouvegottowork.
SN: How long have you owned your business?
Roberto:Lessthanayear.Itsnew.AfriendofminewantedtomoveonsoImtakingoverhisbusiness.ThisisapersonwhosknownmeeversinceIcamehereandhegavemeagooddeal.Heshadthestoreforthirtyyears.
SN: Have you ever managed a store before?
Roberto:No.IworkedwithhimforamonthsohecouldteachmeandnowImlearningasIgo.
SN: Hows business?
Roberto:YouvegottoputinalotofeffortbutIhavealotofregularcustomers.Theresabigco-opacrossthestreetandIminthemiddleoftheblocksoIvegotagoodlocation,butitsalotofhardwork.Theresalwayssomethingmissing.Assoonasyoucomebackfrombuyingsomething,theressomethingelsetoreplace.
SN: Do you have help?
Roberto:Withastore,youhavetorunitwithyourfamilyorsomeoneyoureallytrustbecausethingsdontrunaswellwithoutyouthere.
SN: What are the things a young person needs to consider in order to succeed if they want to work toward starting a business?
Roberto:Youvegottosetagoal.Workhardforit.Locationisimportantbutsoisheart.Youvegottoputyourheartintoit.Inthebeginningyourenotgoingtogainmuch,butyoullgetrecognitionandifyouregooditsgoingtoworkout.Sometimesthingsdontgoaswellasyouplannedbutyouvegottakeepon.Ifyoustartsomething,justtryanddoittotheend.
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SN: Is it satisfying?
Roberto:Yes.Therespectthatyougetfromthecommunityisworthit.
SN: Youve said that its hard work and a struggle. What do you do to help the business succeed?
Roberto:Withagrocerystorethemainthingisthatyoucantbemissinganything.Ilearnedthatfrommyauntwhoownedtherestaurants.Shetoldmetoneversaythatyoudonthavesomething.Ifyoudonthavesomething,tellthecustomersitwilljusttakeacoupleofminutesandgobuyitatthestoreorwhatever.Becauseifyoudonthaveit,thatpersonmaynevercomeback.Itsbasicallythesamethingwiththestore.Youvegottohaveeverything.Andnowthattheneighborhoodisgettingsodiverse,theywillcometoyouforallkindsofthings.ItellmycustomersIfyoudontseesomethinghere,letmeknowandnexttimeyoucome,Illtrytohaveit.AlsoItrytogetfamiliarwiththeneighborhoodandeveryonearoundthere.Befriendlysopeoplefeelcomfortable.Iftheydontfeelcomfortableinmystore,theyregoingtogotoanotherone.
SN: With big businesses pushing out smaller ones all over the city how are you managing?
Roberto:ItsbeenalittlebiteasierformebecausemyrentdidnotgoupwentItookoverthebusiness.Peopleinmyneighborhoodpayalotmore.OnBroadway,therentcanbe$10,000.Ivebeenlucky.Also,theneighborhoodischangingsomuchthatyouhavetobeopentoothercultures.
SN: The bodega on my corner is my lifeline. Its the place I know I can go and get something I need anytime of day or night.
Roberto:IhavecustomerslikeyouthatlivearoundmyneighborhoodsoIjustgivethemthephonenumberandwhenevertheyneedanythingtheycancallmefromhomeandIlltrytogetit.Iftheycantgetoutoftheirhouse,Itrytogetittothem.Itrytomakeitaseasyaspossibleforthemtousemystore.
SN: That sounds like small-town America. Thats got to feel good.
Roberto:Yes.Exactly.Intheendyouseetheresults
SN: Youve said that eventually you want to get back to your roots in the restaurant business by owning your own. What have you learned from owning and running this bodega that you would take with you into your next venture?
Roberto:Befriendlywiththepeople.Youvegottogaintheloveandthetrustofthepeople.Sotheyllloveyouandyourplace.
SN: If someone offered you a lot of money right now, if you won the lottery, would you stay and make a go of a business here or would you go back to the Dominican Republic where youd be a very rich man?
Roberto:No.ThisiswhereIam.Thisishomenow.Thisishome.
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Discussion Objective
Showhowgoodlifeskillsempowerpeopleinchallengingsituations.
Teaching Tips
Howwelldoyoumanageconflict?Whenwasthelasttimeyouhadtodoit?Howwelldidyoudo?Maybeyoureanaturalatit.Maybeyoufindituncomfortable.Whyisitanimportantskillthesedays?
ExercisesPresentahypothetical:Afamilymovesintoyourneighborhoodfromanothercountry.Theircustomsaredifferent.Atendencytogatherinlargegroupsonweekendsandplayloudmusicannoystheneighbors.Oneneighborthreatensthenewcomers.Usingroleplaywithstudentsplayingvariousroles,allowdifferentstudentstoplaymediator.Theclassvotesonwhowasthebestmediator.Why?
Someconflictsareinterpersonal.Internalconflictcanbeeverybitascomplicatedasthoseinvolvingothers.Dividestudentsintogroups.Onestudentsharesapersonalconflictwiththeothers,whothensuggestsolutions.Theconflictedstudentchoosesthebestresolutionandsharesitwiththeclass,alongwiththeprocesswhichledhimorhertochooseitovertheothers.
Pretendyouhavenotreadtheplayscript.Discusshowyouwouldresolvetheissuesconfrontedintheaboveexcerptbytheplayscharacters.
Life skillsDiscussion
34
From the ScriptAct 1, Scene 11
WhenthedispatchercallsoutatRosariosBennyshowshiscompetencebytakingoverandfillingin.
KEVINThe dispatcher called out.
BENNYHey, boss, Ill cover the radio.
KEVINYou dont speak Spanish.
BENNYFive years with these drivers?
KEVINYoure not Latino.
CAMILAHow much English did you speak when you started here? Benny is honorary Latino.
KEVIN hands BENNY the radio.)BENNY
Ahem, theres a new voice riding the heat wave today
KEVINJust get them from point A to point B.
BENNYI got your back.
Bennys Dispatch.
CHECK ONE TWO THREE. CHECK ONE TWO THREE.THIS IS BENNY ON THE DISPATCH. YO.ATENCION, YO, ATTENTION,ITS BENNY, AND ID LIKE TO MENTIONIM ON THE MICROPHONE THIS MORNINHONK YA HORN IF YOU WANT IT.
OKAY, WE GOT TRAFFIC ON THE WEST SIDEGET OFF AT 79th, AND TAKE THE LEFT SIDEOF RIVERSIDE DRIVE, AND YA MIGHT SLIDEWEST ENDS YA BEST FRIEND IF YOU CATCH THE LIGHTSAND DONT TAKE THE DEEGANMANNY RAMIREZ IS IN TOWN THIS WEEKENDSORRY DOMINICANS, TAKE ROUTE EIGHTY SEVEN, YOU AINT GETTING BACK IN AGAIN . .
Writing Objective
Listeningtoandunderstandingothers,andexpressingthatunderstanding.
Teaching Tips
Whatdoesselfabsorbedmean?Howdoesthinkingonlyofoneselfaffectrelationshipswithothers?withtheworldatlarge?Doyouthinkpeoplecanlearntolisten?Whatthingskeeppeoplefromwantingtolisten?
From the ScriptAct 2, Scene 2
Itsthemorningaftertheblackout.Vanessacomesintothestorelookingforcoffee.SheintimatestoUsnavithatshesangrybecauseshehadtowalkhomealonefromtheclubandbecausehedidntcallher.UsnaviexplainsthathehadtocheckonAbuelawhoiselderlyandnotinthebestofhealth.
USNAVI (To Vanessa)I still got a gas range, can I make you some coffee?
VANESSAYou got actual stuff to deal with.
USNAVIListen, about last night, Sonny was calling, Abuela was alone
VANESSAMy phone didnt ring once all night. No one wanted to know if I was okay.
USNAVII meant to call.
VANESSASorry about your bodega. (Exits.)
GRAFFITI PETEEnters.) Yo, Sonny, come check out my new wall! I painted it by candlelight!
SONNYShh, the mans having female troubles.
ExercisesReadanewspaperarticle.Listeningwithouttakingnotes,studentswritesummariesofthearticle.Havethemreadtheirsummaries,whilefellowstudentscritiqueitformissinginformation.Askhowmissingdetailsmightaffecttheirunderstandingofthesubject.
Thinkofadisagreementyouvehadwithparents,afriendorsomeoneelse.Brieflydescribingthenatureofthedisagreement,writeadialoguebetweenyourselfandtheothetperson.Havefellowstudentsreadthedialoguesaloud.Classlistenerspickoutlineswhereoneortheotherdoesnotappeartobelistening.
GenderExercise:Writethestatementontheboard:Dowomenormenthinkmoreaboutthemselvesthanothers?Employingrolereversal,haveafemalestudenttakeUsnavispartandamalestudentVanessas.Studentstakenotesonhoweachreacts.Aretheirreactionsdifferentfromthecharactersintheplay?Howso?
Life skillsWriting
35
Experiential Objective
Developcriticalthinkingskillsrelevanttodecision-making.
Teaching Tips
Peopleoftenholdviewsthathavelittlebasisinfact.Areyouoneofthem?Howaptareyoutoadopttheviewsofothersbecauseyoulikethem,orbecausetheyareyourfriends,orhaveauthority?Isthisagoodorbadthing?
Life skillsExperiential
From the ScriptAct 1, Scene 4
Vanessaisonthephoneatworkwiththeelectriccompanyregardingapastduebill.Therealityofherdysfunctionalfamilylifeisrevealed,andshesingsaboutherhopesforthefuture.
VANESSASorry, its Con Edison. I gave my mom half my check to pay the bills
DANIELAY que pas, she drank it away? Vanessa, when are you going to get out of that toxic environment?...
VANESSATHE ELEVATED TRAIN BY MY WINDOW DOESNT FAZE ME ANYMORETHE RATTLING SCREAMS DONT DISRUPT MY DREAMSITS A LULLABY, IN ITS WAYTHE ELEVATED TRAIN DRIVES EVERYONE INSANE BUT I DONT MIND, OH NO
IF I BRING BACK BOYS, THEY CANT TOLERATE THE NOISETHATS OKAY, CUZ I NEVER LET THEM STAYAND ONE DAY, IM HOPPIN THAT ELEVATED TRAIN AND IM RIDING AWAY!IT WONT BE LONG NOW!
THE BOYS AROUND THE WAY HOLLER AT ME WHEN IM WALKING DOWN THE STREETTHEIR MACHISMO PRIDE DOESNT BREAK MY STRIDEITS A COMPLIMENT, SO THEY SAYTHE BOYS AROUND THE WAY HOLLER AT ME EVERY DAY BUT I DONT MIND, OH NO
THE NEIGHBORHOOD SALON IS THE PLACE IM WORKING FOR THE MOMENTAS I CUT THEIR HAIR, LADIES TALK AND SHAREEVERY DAY, WHOS DOING WHO AND WHYTHE NEIGHBORHOOD SALON DOESNT PAY ME WHAT I WANNA BE MAKING BUT I DONT MINDAS I SWEEP THE CURB I CAN HEAR THOSE TURBOENGINES BLAZING A TRAIL THROUGH THE SKYI LOOK UP AND THINK ABOUT THE YEARS GONE BYBUT ONE DAYIM WALKIN TO JFK AND IM GONNA FLY!IT WONT BE LONG NOW!ANY DAY
ExercisesTheAmericanDream.Isitaclich?Areimmigrantsandsonsanddaughtersofimmigrantsshackledbyadifferentsetofrulesforgettingahead?DothesesamerestrictionsapplytoallAmericans?Stateyouropinionandgivereasonsforyourstatement.
Thinkofonespecificlifegoalyoumightliketoattain.Saywhyyouarelikelytoachieveit,ornotachieveit.Usingeducation,finances,andsocialstatusascriterion,howmightyouropportunitiesdifferfromthoseinTheHeights?HowdoyouthinkEnglishasasecondlanguageeffectsthedevelopmentofnecessaryskills.
Thinkofoneclasssubjectthatgaveyoutrouble.Didyougiveuponit,orsticktoit?Whatlifeskillsdidyouemploytogetthrough,ormighthaveemployedifyougaveup?Whatroledidmotivation,selfesteemandpositivethinkingplay?Discussthisasmetaphorforthestrugglesofthebarrio.
36
To Go Objective
Assessyourlifeskillsandhowyoucancultivatebetterones.
Teaching Tips
Notgoodwithpeople?Awordtothewisesaysyoudbettergetgoodatitifyouwanttosucceedinlife.Doesthatmeanasuddenmorphintoapeopleperson?No.Butyoucangetbetteratit.Apersonmaynotbenaturallyarticulatebuttheycanlearntocommunicatebetter.Howwillingareyoutoidentifyyourskillweaknessesandworkonthem?
Life skillsTo Go
ExercisesThepeopleofTheHeightswouldnotallowthemselvestobedefeatedbytheircircumstances,suggestingthatadversitysomehowstrengthensratherthanweakensresolvealifeskillinandofitself.
Howisyourdetermination?Onyourbrowser,searchforUNICEFlifeskilllist.GototheUNICEFlist:Whichlifeskillsarelifeskills?Thereyouwillfindanextensivecompilationofattributesinternationallyconsideredskillsimportanttoanindividualssuccessfuldevelopment.Whichonesapplytoresidentsoftheheights?
Makeachartoftheskillsandhangitinyourroom.Highlightskillsinwhichyouareweak.Foronemonth,attheendofeachday,putacheckmarknexttoaskillyouhaveworkedon.Yourgoalshouldbeasclosetothirtychecksaspossiblebytheendofthemonth.Makeanewchartthenextmonthandrepeatthecheckmarks.Attheendofsixmonthscountthecheckmarkstoseewhichskillsyouhaveworkedonmost,andwhichstillneedattention.Haveyouimprovedinanyareas?
37
From the ScriptAct 2, Scene 8
NinahasdecidedtoreturntoStanfordandfinishhereducation.Kevin,despiteprevioustendenciestowardbeingdictatorial,seemstohavelearnedathingortoandiswillingtochange.
NINA ...I want to go back to Stanford and finish what I started.
KEVINCamila?
CAMILAYes?
KEVINIm asking for your support on this.
CAMILASo then ask.
KEVINSeora Rosario, are we ready to sell the business?
CAMILAIll never be ready. But I know its the right time.
KEVINOkay. Then Ill be a mechanic again if thats what it takes.
NINAHow can I pay you back?
KEVINWhen I was nine I took some pieces of wood and made a box. I took a rag from the kitchen and an old coffee can. I walked to the plaza in Arecibo, and shined shoes for a nickel. At the end of the day there was thirty five cents in the can. Did I spend it on candy? Did I buy toys?
CAMILAYou bought shoe polish.
KEVINI always had a mind for investments. Nina Rosario, Bachelor of Arts. When that day comes, well call it even.
NINAI love you, Dad.
nUnderstands that group and cultural influences contribute to human development, identity, and behaviornUnderstands various meanings of social group, general implications of group membership, and different ways that groups functionnUnderstands that interactions among learning, inheritance and physical development affect human behaviornUnderstands conflict, cooperation, and interdependence among individuals, groups and institutions
Summary of Standard for Behaviorial Studies
Overture to
Behavioral studies
Assimilation or Acculturation?
Whats in theMelting Pot Anyway?
The past looms large in In the Heights. Every character has a heightened awareness of where they came
from and the journey, theirs or their familys, that brought them to the present. All are driven by that past
to take charge of the future.
AccordingtoastudyconductedbyTheWashingtonPost,theHenryJ.KaiserFoundationandHarvard
University,almost9outof10Hispanicsbelievethattheymustmaintaintheirownculture.Thesamestudy
showedthatalmost9outof10feelitisessentialforthemtoassimilateintoAmericansociety.Isthisa
conundrumorjustamatteroffindingabalance?
Withoutadoubt,thereisampleevidenceofassimilationinsecond,third,fourthandfifthgeneration
Hispanics.Witheachsuccessivegeneration,thereisahigherincidenceofinter-marriage,Englishfluencyand
homeownershipasureindicationofpermanentattachment.Atthesametime,thereisamongHispanics,
perhapsmorethananyotherimmigrantgroup,adesiretoholdontoculturaltraditions.
Doesassimilationmeanobliterationofculturalidentity?WhatsinsidethemeltingpotofAmericatoday?
Doesitlookandtasteofonehomogenoussubstance?Orisitaconcoctionmorelikeasteworevenasalad
withdistincttastesandcolorswhichcomplimenteachother?DoesEPluribusUnumstilltranslateinto
fromthemany,one,orisindiversity,unityamoreaptinterpretationtoday?Itsquitepossiblethatthe
rapidlygrowingHispanicpopulationintheUS,withitsstrongattachmenttoawidevarietyofculturalroots,is
redefiningthemeltingpot.
Who is Hispanic?ThetermHispanicwascreatedbytheUSCensusBureauasameansof
categorizingalargegroupofpeoplelivingintheUSwhohavecomefromany
oneof20differentcountriesoftheSpanishspeakingworld.Itdoesnotrefer
toaraceornationalityandHispanicsareself-designatedassuch.Whilethe
Spanishlanguagetheyshareistheprimaryunifierofthisdiversegroup,other
sharedSpanishinfluencessuchastheCatholicreligioncanalsobeimportant
commonculturalground.WhenyouaskaLatinotoidentifycultural/behavioral
characteristicsthatdistinguishHispanics,theywillusuallyanswer,Itdepends
onupbringing,countryoforigin,ethnicityetc.Nevertheless,mostpeopleagree
thatfirstgenerationHispanics:
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-shareamorerelaxedrelationshiptotimethanAmericanstypicallydo.Whereaswesaythatourclockruns,Hispanicsbelievethatelrelojande,(theclockwalks).
-shareadesiretoassociatethemselveswithgroups.Moreandmorereadily,theywillidentifythemselveswiththeoverallgroupcalledHispanic,alargeandpoliticallypowerfuldemographic.Atthesametime,theyareeagertoproclaimtheircountryoforiginaswhenPuertoRicansproudlyflytheirflag.
-shareasenseofprideintheirappearance.
-sharethelastinginfluenceofCatholicism.ThechurchisamoreimportantfocalpointinthefamilyandsociallifeofthecommunityonadailybasisthanitisformostAmericans.
-shareamorespiritualnatureandmaymorereadilybelieveinthesupernatural.
-sharetraditional/conservativesocialvalues,especiallyregardinggenderroles.Mostconsiderfinancialmatterstobethemansdomainwhilewomenareresponsibleforthehome.
-shareacustomofstandingincloserproximitytoaconversationalpartnerthanmostAmericanswhotendtokeepmoredistancebetweenthemselvesandothers.Latinpeoplealsotendtobemoreanimatedinconversation,usinghandgesturesandmorevolume.
-shareaverystrongcommitmentandsenseofresponsibilitytofamilybothimmediateandextended.Socialactivitycentersonthefamilywithchildrenbeingparticularlyhonoredandprotected.Often,eachchildwillhavetwosetsofgodparents.TheQuinceaneraisanimportantcomingofagecelebrationfor15yearoldgirls.
-shareanostalgiaandsometimesalongingfortheircountryoforigin.Thisismademanifestinthehomeawayfromhomecommunitiestheycreatewithinbigcitieswheretheycanbeimmersedintheirlanguage,food,musicandsocialcustoms.
-shareagreatloveofthefiestaincludingthemusicanddancethatalsoinfuseeverydaylife.Thepopularblockpartyisaperfectwaytocelebratecommunity.
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Thisisalotofsharingforadiversegroupofpeoplerepresentedbymanyracesandracialmixtures,coming
fromlocalesasdisparateastheCaribbeanislands,CentralandSouthAmerica.Notsurprisingly,thereare
alsodistinctdifferencesbetweentheculturesofindividualnationalities:foods,holidays,musicandcustoms
derivedfromthegeographyandtheuniqueandcomplexhistoriesofeach.Thosecultures,astheytransferto
HispaniccommunitiesintheUS,areinturninfluencedbythereasonsbehindtheimmigration.
BecauseofitslocationintheCaribbean,the
islandcountryofCubahasbeenacrossroadsof
Amerindian,European,Africanandcontinental
NorthAmericancultures.Cubanmusic,forexample,
developedfromSpanishandWestAfricanroots.
ThecabildosorsocialclubsoftheAfricanslaves
wereimportantinthisdevelopment.Santeria,
aCaribbeanreligionwhichcombinestraditional
NigerianbeliefswithsomefeaturesofCatholismand
whichprominentlyfeaturedtheuseofpercussion,
wasalsoasignificantinfluence.Themostfamous
genresofCubanmusicaretheMamboandthe
Rumba.ThisAfro-Cubanmusichasinturn
influencedthatofothercountries
includingSalsa,TangoandJazz.
CubancuisinecombinesSpanish,
Caribbean,Africanandtoa
lesserdegreeChineseinfluences.
AlthoughCubancookingonthe
islandhassufferedfromtheshortages