July29,2017

TalesfromtheChihuahuanDesert:BorderlandsNarrativesaboutIdentityandBinationalism

NationalEndowmentfortheHumanitiesandTheUniversityofTexasatElPasoth th

2017SummerInstituteforSecondarySchoolTeachers(Grades6–12)

Somosnuestroscuentos:Leyendas,historiasorales,ehistoriaspersonalesqueformannuestraidentidadenel

mundo

KateE.Hoin

1. BackgroundKateHoinisfromTroy,Michigan,andteachesSpanishatvariouslevelsinhighschoolaswellascommunitycollegeandforadultlearners.AfterattendingtheUniversityofMichigan,shestudiedinSevilla,Spain,foroneyear,livedinTexasforsevenyears,receivedherMAinSpanishLanguageandLinguisticsfromtheUniversityofHouston/UniversityofSalamanca,andtravelsasoftenaspossibletoSpanish-speakingcountries.Katieisanavidreader,aspiringwriter,chef-in-training,andsometimes-actress.

2. ContentorSubjectAreaswithKeywords

Spanish2,Spanish3,Spanish4,APSpanish,History,historia,OralHistory,historiasorales,Braceros,Detroit,SpanishLanguage,Elespañol,AdvancedSpanish,IntermediateSpanish,TexasHistory(Spanish),lahistoriadeTejas,Preterite/Imperfecttense,PastTense,elpasado

3. GradeLevelsandTimeRequired

UnitplanforSpanishIIorhigher(withmodification),6weeks(or4weeksifnotincludingtheExtendedLearning/Communityaspect)

4. InstructionalObjectivesandStudentLearning

Bytheendofthestudy,studentswillbeabletoread,listento,interpret,andanalyzeavarietyofhistoricaltextsinthetargetlanguage,aswellaspersonalstoriesandnarratives.Studentswillstudylegends,stories,andhistoriesfromtheborderregioninavarietyoftimeperiods.Inaddition,studentswillstudythebordertodayasitrelatestochildmigrantsthroughaninteractivewallthatcontainsthestoriesandexperiencesofchildmigrants.

Studentswillreadselectionsfromthechildren’sbookCaminosdelucesysombras:Historiasdeniños,niñasyadolescentesmigrantes.Fromtheirreadingsandpresentations,studentswillwriteshortmemoryvignettesfromtheperspectiveofachildmigrant,tolaterbeturnedintoaclassplaytobeperformedinSpanishfortheschoolcommunity.

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Iftimeallows,studentswillinterviewanativeorheritagelanguageSpanishspeakerinthelocalarea,andthenasaclasscreateanoralhistorymapthatsynthesizesthesestoriesandacollectivehistorytogetheroftheregion.Finally,studentswillinterviewafamilymember/familyfriendonhis/herexperienceonmovingtohis/hercurrentcity(inthiscase,Detroit,MI),andthenwritethisstoryinthetargetlanguageusingthepasttense.Studentswillreadtheirstoryaloud,orcreateamultimediapresentationofthestory,oftheirfamily’sarrivaltoDetroit.Studentswillbeabletoconjugateanduseappropriatelythepasttenseinthetargetlanguage.

InadditiontofollowingtheACTFLWorld-ReadinessStandardsforLearningLanguages,theobjectivesforthestudyareasfollows:

● Icanread,annotate,summarize,interpretandanalyzeavarietyofMexican

legendsandfolktalesinthetargetlanguage ● Icandescribepeople,placesandthingsinthestoriesIread ● IcancomparelegendsandstoriesthatIread ● Icansummarizeandnarrateevents,activities,andstoriesinthepast ● Icandescribeearlycivilizationsandtheiractivities ● Icanread,annotate,interpretandanalyzehistoricaltextsinthepastinthe

targetlanguage ● Icanread,annotate,interpret,andanalyzestoriesfromtheborder

betweenMexicoandtheUnitedStates ● Icanread,analyzeandinterpretmapsinthetargetlanguage ● Icandescribethelayoutofacityfromboththepresentdayandthepast ● Icandescribecontinuingactionsinthepast ● Icanusethepasttenseinthetargetlanguage ● Icancomparemovementsandbordersatvariouspointsinhistory ● Icancompareavarietyoforalhistoriesfromvariousmomentsthroughoutthe

historyoftheUS/Mexicoborder ● Icananalyzethebordersorborder-likespacesthatexistinmyowncommunity ● Icaninterviewapersonfromthelocalcommunitywithaconnectionto

thehistoryofthatcommunityinthetargetlanguage ● Icananalyzehowpersonalstoriesareshapedbygovernmentpolicy

andlegislation ● Icanwriteandpresentastoryfrommycommunityinthepasttenseof

thetargetlanguage

5. GuidingQuestionsandEnduringUnderstandings

GuidingQuestions1. Howdostoriesmakeuswhoweare?2. Howdoeshistoryshapeourstories?3. Howdomaps,movements,borders,andplacesshapeourstories?

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4. Howdoofficiallawsandpoliciesaffectourpersonalstories?5. Howdoourstoriesshapehistory?6. Howdoesimmigrationaffectchildrenandfamilies?7. Whatarethemotivationsforcrossingbordersandmigrating?8. HowarechildrenmigrantsaffectedbytheU.S.-Mexicoborder?Howistheir

experiencedifferentthanthatofadults?9. Whatbordersexistinourowncommunities?10. Howhavemyfamily’sstoriesshapedhistory?

EnduringUnderstandings

1. Behindhistory,policiesandlawsarepeopleandstoriesthatshouldbeconsideredinalloftheircomplexity.

2. Borders,places,movements,andspacesshapeourpersonalstories.3. Ourcollectivestoriesareapartofofficialhistory,andtheymatter.4. Mypersonalstoryandthestoryofmyfamilyhasshapedhistory,places,andleft

itsmarkontheworld.

6. MaterialsandResources

Forthisunit,studentswillneedthefollowing:● Notebook/paper/writingutensil ● Accesstoadevice-laptoportabletpreferred

Teachersshouldprovideaccesstothefollowinglinks:

• https://www.thinglink.com/scene/945534646525886467● https://www.thinglink.com/scene/945790077399728131● https://www.thinglink.com/scene/945918388650115075● http://www.programamesoamerica.iom.int/sites/default/files/Luces_y_sombras

.pdf

Teacherswillneedtopurchasethefollowingliterature:● “LaLlorona”-2-3versionsofthelegend ● “Bocón”(LisaLoomer)-https://www.dramaticpublishing.com/bocon● “IztaccíhuatlandPopocatépetlLegend”(AvancmosIItextbook)

7. Introduction InLisaLoomer’splay“Bocón”,thetitlecharacterMiguel,achildmigrant

fromCentralAmerica,istoldonpage25bytheVoiceKeeperwhenhisvoiceistakenawaythat“No,nohermano!Youdon’twantyourvoice.They’renothingbuttrouble!”Anditseemsinthisplay,Miguel’svoiceisinfacttrouble-questioning,cryingout,demandingaspacetobeheardinthisworld.Andinfact,thatiswhatourentireNEHinstituteon“TalesoftheChihuahuanDesert”hasbeenabout-thatour

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voicesmakeupthestorieswhichmakeupthehistoriesofthisborderland,andtheydeservetobeheard.

InthecourseofthisinstitutewehaveheardfromBorderPatrolAgentstoresidentsfromtheoldestbarrioinElPasotoscholarsandcommunityactivistsoftheCiudadJuárez/ElPasoMetroplexandwehavelearnedthateveryonehasastorytotell,andthatinthelongrunthesestorieswilldefinethecourseofourhistoryasanation,orasbinational,bilingualneighboringnations.

Thisunit,“Somosnuestroscuentos:Leyendas,historiasorales,ehistoriaspersonalesqueformannuestraidentidadenelmundo”speakstothispurpose.Instudyingthevoicesandthestoriesoftheborder,wecancomeclosertounderstandingthisfluid,blended,intertwinedregion,andhopefullycometounderstandthatitsstory,itshistoryisacomplexone,notsoeasilyexplainedawayinlegislature,ordefinedbyWashingtonrhetoric.

InYolandaLevya’stestimonyregardingherrecentfighttosavetotheDuranguitoneighborhoodofElPaso,shestatesthataprotestorcommented“Whenyouseemaps,Iseepeople”andindeed,inthislessonIinviteyouandyourstudentstoseethepeoplebehindthemaps.Ineachofthedigital“ThingLink”maps,youareconnectedtostories,histories,places,songs,videos,photographsthatIhopewillmakeyouquestionthesearbitrarybordersthatsurroundourcountry.

Ihopethatyouwillstudythesestories,andthatyouandyourstudentswillreadandempathizewiththechildrenmigrantsinthefinalpartofthelessontothinkaboutwhatitmeanstocometothiscountrywithnoonetohelpyou,andwithavoicethatissilencedateveryturn.Thesevoicesandstoriesdeservetobeheard,formorethanourstandardizedpoliticalhistory,theymakeupourcollectivepersonalhistory.Andthatitisahistorythatismorethanblackandwhite,rightorwrong;itisonethatdeservestobepreservedandrememberedandtold.

8.UnitPlanOutline

PartOne:LeyendasmexicanasTime:OneweekResources:http://www.padresenlaescuela.com/5-leyendas-aztecas-para-ninos-de-primaria/

Actividad1:Unaleyendamazateca:Elfuegoyeltlacuache(1-2days)Havestudentsread,annotate,andsummarizeasaclasstheMazatecalegendoftheoriginoffire.Havestudentscreateatimelineofeventsusingthepasttenseasaclass.Pointouttheuseofpasttenses,andhavestudentsnoticewhichverbsareinthepasttense.

Actividad2(1-2days):Usingtheinteractive“PueblosMap”,havestudentsingroupsofthreechooseanindigenousgroupinMexico,andread/listentotheirlegend.Whilereadingstudentsshouldannotateandcreateatimelineofevents.Studentsshouldlisten/watchthelegend2-3times.Findanothergroupofthree,andretellwhat

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happenedinthelegendusingthecreatedtimeline.Havestudentscreateabriefposterwiththeirannotations,summary,andtimelinetopresentbrieflytotheclass.Havestudentsmakenoteoftheverbsinthepasttense.Studentspresentandsharetheirstories.https://www.thinglink.com/media/945534646525886467

Actividad 3 (1-2 days):As a class read the legend of the Iztaccíhuatl and Popocatépetl.Have students individually annotate, retell, and create a timelineof events in the story.Individuallyhave studentspickout theverbs in thepast tense, and then shareoutas aclass.Astheteacher,modelthetwotypesofpasttenses,andsortthemaccordingly. Additionallessonsshouldcoverthetwotypesofpasttensesandtheirconjugations,usingthestoryasamentortext.Finally,askstudents“WhatdothesestoriestellusaboutMexicoandMexico’shistory?WhatdothesestoriesrevealabouttheMexicanculture?Whataretheirvaluesandbeliefs?Whatdothesestoriesteachusabouttheborder,andtherelationshipbetweenMexicoandtheUStoday?”

Actividad4(1-2days):Asaclass,readlaleyenda“LaLlorona”.Assigndifferentversionsofthestorytogroupsoftwo/threestudents.Havestudentsread,annotate,retellandcreateatimelineofeventsinthestory.Asanassessment,havestudentsindividuallyidentifytheverbsinthepreteriteandtheimperfect,andwriteasummaryofthetext.Havestudentsmeetwithapartnerthatreadadifferentversionofthelegend,andcreateaVennDiagramwiththesimilaritiesanddifferencesbetweentheretellingsofthestory.Havestudentsshareout/present.Askstudentstorespondindividually(andthenasawholeclass)tothequestions:“WhatdothesestoriestellusaboutMexicoandMexico’shistory?Whyaretheredifferentversionsofthesamelegend?WhatdoesthisrevealaboutMexicanculture,orstoriesingeneral?Whatarethevaluesandbeliefspresentinthesestories?Whatdothesestoriesteachusabouttheborder,andtherelationshipbetweenMexicoandtheUStoday?”

PartTwo:LashistoriasdelafronteradehoyydeayerTime:OneweekResources:

● https://www.thinglink.com/scene/945790077399728131● http://braceroarchive.org/USAmap.jpg ● http://braceroarchive.org/items/show/175

Actividad1(Day1):DiversashistoriasfronterizasHavestudentsnavigatetothe“Diversashistoriasfronterizasmap”onThinglink.Havestudentsfirstlookatthemapitself,andhavethemcompleteaSee/Think/Wonderasaclass,askingtheminthetargetlanguage:

● Whatdoyouseeonthismap?

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● Whatdoesitmakeyouthink? ● Whatdoyouwonderoraskyourselves?

Havestudentsturnandtalktoapartnerandsharewhattheysee/think/wonderinregardtothemap(using“changingperspectives”technique)1.Havestudentsshareoutwiththeclass.

Askstudents:whatdon’tyouseeonthemap?Whatpartsaremissing?Who/whatelseispresentherethatisnotseen?(Stories,people,animals,imagesofhumanlife,thehumanelement,answerswillvary).Shareoutresponses.

Actividad2(1-2days,beginonDay1):Invitestudentstoexplorethe“Diversashistoriasfronterizas”mapwithapartner.UsingtheVer/Pensar/Preguntarseworksheet(AppendixA),havestudentsworkwithapartnerandchoosefivedifferentpointsonthemaptoexplore(amixtureofphotos,historicalvignettes,videos,songsfromvarioustimeperiodsintheborder).Studentsshouldselectoneofthepointsontheborder,andthenwrite/describewhattheysee/read,think,andwhattheywonder.Studentsmayconcentrateononeareaofthemap(alikeitemsareclusteredtogether),orchoosefromavarietyoftheitems.Asstudentsinteractwiththereadings/audios/videos/images,theyshouldwriteontheircharttheitemsthattheyfoundinteresting,important,orinsightful.

Afterstudentshaveresearched,eachgroupoftwoshouldjoinwithanothergroupoftwoandshareoneoftheirfindings,twominuteseachgroup.Askstudentstoshareoutwhattheylearnedaboutthehistoryoftheborderasawholeclass.

Extension:Havestudentswriteareflectionabouthowthepoliciesoftheborderhaveaffectedindividualstories/lives.

Actividad3(1day):Aftersharingout,askstudentstoworkindividuallytocreateavisualoftheirideaoftheborder.HavestudentsdotheVisibleThinkingRoutine(AppendixB)“Color/Symbol/Image”.Theyshould:chooseacolor,asymbol,andanimagethattheyfeelbestrepresentsorcapturestheessenceoftheUS/Mexicoborder.

Havestudentssharewithapartnertheircolor,symbolandimageandexplainwhatpartoftheborder/whichstoriesitrepresents.PutuptheirColor/Symbol/Imageposteraroundtheroom,andhaveallthestudentsdoagallerywalkoftheposters.Shareoutasawholeclass,usingthefollowingquestionsasaguide:

1 StudentAandStudentBeachhaveastyrofoamcup.StudentAtalksfirstfortwominutes,andStudentBjustlistens.EachtimeStudentBhearssomethinginteresting,StudentBpokesaholeinthecup.Thenswitch.

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● Whatkindsofstories,histories,laws,policies,situations,songsandotherartifactshavecomeoutoftheborder?

● Whateffecthastheborderhadonpeopleandtheirlivesand/orstories? ● Whatwords,images,colorsandsymbolsreflectthisvarietyofhistoryonthe

borderandwhy?

***Optional:ModelwithstudentsoneoftheitemsonthemapandcompleteaSee/Think/Wonder,andColor/Symbol/Imageworksheetforthisitem.

***Optional(iftimeallows;goodforstudentsthathavenotgraspedthepasttenseaswell):CompletetheprocesswithJuanLoza’sinterviewasabracero.Helpstudentsread,listento,takenotes,andcreateatimeline.Havestudentslistenagaintotheinterview,andreadthetranscriptalongwithit,astheyannotateandaddtotheirtimeline.Havestudentswriteabriefsummary(3-5sentences)ofLoza’sjourneyinthetargetlanguageinthepasttense.Studentsmaydothisinagroupofthreeaswell.ConsiderusingamapoftheUnitedStatesandMexicototracehistravelsasaBracero,andsharingitthroughashortpresentation.

http://braceroarchive.org/USAmap.jpghttp://braceroarchive.org/items/show/175

Part3:ElmurohoyTime:1.5weeksResources:https://www.thinglink.com/scene/945918388650115075http://www.programamesoamerica.iom.int/sites/default/files/Luces_y_sombras.pdf

Actividad1(1day):Asaclass,readtheintroductiontothe“Caminosdelucesysombras:Historiasdeniños,niñasyadolescentesmigrantes”,achildren’sbookonunderageminorsandimmigration.Asaclass,read/annotatethetext.Havestudents(asoneoftheirannotations)writequestionstheymighthavewhilereading.Afterreading,askstudentstosharetheir“wonderings”withapartner,andthentheirtable.Shareoutasawholegroup.Iffurtherquestioningisneeded,asksomeofthefollowingquestions.Askstudents:

● Whatinformationdowehaveaboutchildmigrantstoday?Whathaveyou

heard/seen/readinthenews? ● Whydowehavesomanychildmigrants?Whatmightbethediversereasons

childmigrantscross? ● Whatmightitfeelliketobeachildmigrantcrossingtheborder? ● Whymighttherebeanincreaseinunaccompaniedminormigration? ● Whyisthereadifferenceinthenumberofgirlsandboysthatcrosstheborder?

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Havestudentstakeoneoftheirquestions,oroneoftheteacher-providedquestionsandwriteashortreflectioninthetargetlanguage(paragraphorso).

http://www.programamesoamerica.iom.int/sites/default/files/Luces_y_sombras.pdf

Actividad2(3-4days):Next,havestudentsexplorethe“Elmuroysushistoriasdehoy”interactiveThingLinkMapwithapartner,usingtheSee/Think/Wonder(AppendixA).First,havestudentslookatthedigitalimageofthewall.AskstudentstocompleteaSee/Think/Wonderusingtheimageofthewall.Havestudentsshareoutwithapartner,theirgroupandthenthewholeclass.

Askstudents:Whatmightthiswalllookliketoachildcrossing?Whatmightitfeellike?Howwouldachildmigrantfeellookingatthiswallandknowinghe/shehadtocrossit?Whatwallshaveyouhadtocrossinyourlife?Howdidyoufeel?

Then,askstudentstousetheSee/Think/Wonderworksheetwithapartnertoexplorewhatitislikeforchildmigrantscrossingthebordertoday.Studentsshouldchoosethreeelements/links/images/videos/pointsonthemap(oronevideoinfull),andanalyzeandinterpretthemusingtheSee/Think/Wonderworksheet.Afterexploringthemap,havestudentschooseoneelement/image/video/storythatseemsespeciallyimportant,insightfulorinteresting.Haveeachgroupcreateashortmini-poster/presentationonthatelementtosharewiththeclass.Thepostershouldinclude:theirsee/think/wonder,asentence/word/phrasefromthatsource,orthecolor/symbol/imageactivity,aswellasansweroneofthekeyquestionsgeneratedatthebeginningofthestudyonchildmigrants.Studentspresentandshareout.

Asanintrotothenextactivity,havethestudentsread“Migra”byJoséAntonioRodríguez.Inaddition,teachersmighthaveEnglishteachersstudythesamepoemwithstudents.

Actividad3(Threedays):Turnbacktothe“Caminosdelucesysombras”book.Teacherwillchooseonestorythatconnectstothewholeclass.Modelforthestudentsreading,annotatingandtimeline.Pulloutthekeywords,andsummarize,andthenanalyzeandconnectthestoryinrelationshiptothesourcesfromtheinteractivemap.Then,assign(orletstudentschoose)groupsofthree/fourstudentstooneoftheindividualchildmigrantstories.Ingroups,studentsshouldread,annotateandcreateatimelineofeventsfortheirstory.Studentsshouldpulloutkeywords(palabrasclave)andmakeasummaryofthestory.Havestudentsincludeakeyword/sentence/phrase,andtwoimagesthatareimportanttothestoryintheirinteractionwiththetext.Then,haveeachgroupofstudentsjoinwithanothergroupofstudents(whostudiedadifferentstory),andcreateaVennDiagramcomparingandcontrastingthetwomigrantchildren’sstories.Usingthiswork,collaboratively

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thetwogroupswillcreateaposterandpresentationwiththisdiagramandthesimilarities/differencesbetweenthetwostories,aswellastwoimagesthatrepresentthechildren’sstories.Studentspresenttheirwork,andthenreturntothequestions,keepingthestoriesandtheirinteractionswiththeinteractivemapinmind:

● Whataresomecommonthemesinthestoriesofmigration?Whatarethe

similaritiesanddifferencesinthestories?Whataresomecommonalitiesinthechildhoodmigrantexperience?

● Whatmightitfeelliketobeachildmigrantcrossingtheborder? ● Whymighttherebeanincreaseinunaccompaniedminormigration? ● Whatarethedifferentchallengesthatunaccompaniedminorsfacecrossing?

Howisitdifferenttocrossasagirlthanaboy?

***Optional:Ifstudentsneedmoreguidance,orpracticeinthepasttenseinthetargetlanguage,chooseastoryfromthe“Caminosdelucesysombras”andread/annotateandsummarizeasawholeclass.Modelthiswiththemasyoureadthestory,orsplitintogroupstotakevariouspartstocompletethepractice.Then,assigngroupstoreadtheindividualstories.

Actividad4(2days):Obradeteatro“Bocón” Havestudentsreadthroughtheplayasawholeclass,assigningvariouspartsandreadingaloud.After,havestudentsbreakoutintogroupsofthree/fourandassignvarioussectionsoftheplaytoeachgroup.Havestudentsreadandanalyzewhatthemaincharactersmightbethinking/feelingduringthatsectionoftheplay.Thenextday,haveeachgrouppreparetheirshortscenetosharewiththeclass.Aftertheperformance,askstudentstowriteashortresponseinthetargetlanguagetooneofthefollowingquestions:

Questionstoposetotheclassbefore,duringandaftertheplay:● WhatarethechallengesthatfaceMiguelandhisvillage?Whydoeshemigrate? ● Whatistheimportanceofstoriesintheplay?Whatstoriesaretold?Howdo

theyimpactMiguel’sjourney? ● HowdoesMiguelregainhisvoice?Whatdoesitmeanforhimthathehashis

voiceback?Whatdoesitmeanformigrantchildren?

Havestudentssharewithapartner,theirtable,andasawholeclass.

Actividad5(1-2days):Writeamemoryofoneofthechildmigrantswereadabout/watched/studied. Have students choose one of the childrenmigrantswe read about/studied fromeitherthe stories, presentations, play, or the interactivemap. Have students imaginewhat amemoryofthischildmigrantmightbe-perhapssomethingfromhome,fromcrossing

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over,orfromtheirnewhome.Studentsshouldwriteashortmemorynarrativefromthefirstpersonperspectiveofthisstudentinthetargetlanguageusingthepasttenseappropriately,aboutwhathappenedinthismemoryforthechildmigrant.Studentsshouldusetheirimaginations,andtheirempathytoreallyputthemselvesintheshoesofthechildmigrant.

Havestudentswritetheseinclass,andthenshareoutwiththeirpartner.Havestudentsthenshareasawholegroup.

Actividad6(3days) Asafinalassessment,havestudentspreparethememorytheywrotetobeincludedinaclassplayaboutthechildmigrantexperience.Eachgroupshouldhave3-4peopleinit,andtheyshouldchooseoneoftheoriginalwrittenmemoriestoenactasagroup.Eachsketchshouldbe2-5minutesinlength,andbebasedonanexperiencetheyhadlearningaboutchildrenmigrants(fromthestories,theirmemories,oranyoftheimages/documentsweinteractedwith).Havestudentswriteouttheirsceneinthetargetlanguage.Studentsshouldthenpractice/rehearse,andstagetheperformanceinclass.Holdaperformanceofthevignettesinclassonthethirdday,andinviteotherSpanishclasses(oranyclasses).Later,compilethesketchesandscenesintoabook/play,andputonline/publishinapubliccontext.

9.EXTEND/ELABORATE:AdditionalLearning

AdditionalactivitiesthatworknicelywiththisprojectwouldbeworkinginthecommunitytogatheroralnarrativesontheLatinocommunityandtheirstories(oranyimmigrantcommunity),inordertocreateavirtualmapoftheirstories.StudentsshouldinterviewlocalsintheLatinocommunityabouttheirimmigrationexperience(withpermissionofcourse),andthenwritethesestoriesinthepasttense.Studentscouldalsodothisprojectwiththeirownrelativesandfamilymembers,andpreparequestionsonhowtheirownfamilymemberscametothearea/U.S.A.,andthenwriteouttheirstoryinthepasttense,orcreateavideothatdemonstrateshowtheirfamilycametothecommunity.

10. EVALUATE:Assessment● Writtensummaryand/ororalretellingofalegendorfolktaleusingthepast

tense ● Oralpresentation/interpretationofalegendorfolktaleusingthepasttense ● Writtensummaryand/ororalretellingofaborderstoryusing

thepreterite/imperfect/pasttenseappropriately ● (Optional)Createawritten/performedlegendofyourownfollowingtheformat

oflegendsstudied,usingthepasttense ● PresentationonanimportanthistoricaleventontheUS/Mexicoborder

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● Writtensummaryand/ororalretellingofanoralhistoryrelatingtotheUS/Mexicoborder

● Writtencreativewriting“memory”pieceofachildmigrant ● Classplaybasedonwrittenmemoriesofchildmigrantstopresenttoother

Spanishclassesinamultimediaplayproduction ● Interviewwithanative/heritagespeakerofthetargetlanguageinthe

localcommunity ● LivingMapProject-Placingoralhistoriesfromtheinterviewsonamapofthe

communityinterviewed ● Interviewwithafamilymember/friendinthelanguagemostcomfortablefor

theinterviewee ● WrittenfamilystoryonarrivaltoDetroit(orlocalcommunity)

11. AccommodationsandModificationsWewillbedoingalotofreadingandlisteningtostoriesinthisunit;assuch,studentsmayneedextratimeorrepeatedreadingsofthestory,smallgroup/partnergroupwhilereading,orindividualassistancewiththeteacher.Inordertoaccommodatethesestudents,repeatedreadingsofthestories,chunkingofthetext,andpickingoutkeywordsfromthestorywouldbehelpful.Dothisasaclass,andasmanytimesasnecessarywiththestoriespresented.

Inaddition,itishelpfultomodelasmuchaspossiblereadingandannotatingthetext.Modifytheplanbyhavingstudentsspendmoretimeonastory,readmultiplestoriesingroups,ordomoreasawholeclass.Forthefinalwritingpiece,havestudentsdrawout/sketchtheirmemory,andpresentthistotheclasswithshortsentencesofwritinginthepasttense,insteadofafullywrittenpiece.

Foradvancedclasses,addonthecommunityandtellingourfamily’sownstoryofarrivaltothecommunity,andgivestudentsfreedominchoosinghowtheywanttopresenttheirfinaloralhistorynarrative.

12. AdditionalResources● http://umich.edu/~ac213/student_projects07/repatriados/● http://digitalcommons.utep.edu/oral_history/● http://www.thc.texas.gov/public/upload/publications/texas-hispano-espanol-

guide.pdf● http://howlround.com/the-legacy-of-luis-valdez-and-el-teatro-campesino-the-

first-fifty-years

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14.References(orWorksCited)

BrenesHerrera,Ani.CaminosDeLucesySombras:HistoriasDeNiños,Niñasy

AdolescentesMigrantes.SanJosé,C.R.,OrganizaciónInternacionalParaLasMigraciones(OIM),www.programamesoamerica.iom.int/sites/default/files/Luces_y_sombras.pdf.

Loomer,Lisa.Bocón!:aFull-LengthPlay.Woodstock,IL,DramaticPub.,1998.

TexasHispano.TexasHispano,2015,

www.thc.texas.gov/public/upload/publications/texas-hispano-espanol-guide.pdf.

15.Reflection Iwillstartoffbysayingthatthisanambitiousunit.Toevengetthroughthefirst

twoorthreepartsofthisunit,wouldbemorethanenough.Ithinkweoweittoourstudentstoday-surroundedbysomanyoutsideinfluences,newssources,socialmediaplatforms,anddisingenuousrepresentationsoflife-toteachthemaboutthepowerofstories.TohelpthemseethehumansidetoeverystatisticornewsstorythattheybrowsepastontheirTwitterfeed.Toteachthemthattheirvoiceandthevoicesofothersmatter,andthatwedeservetohearthesestories.Thatthesestoriesmakeupourcollectivehistory.

Ihopethatmystudentsandstudentseverywherethatembarkonthis

challengingtaskoflisteningtoandinterpretingthesemigrantstoriesfromthebordertakeawaywiththemanewfoundunderstandingofempathyforthehumanexperience-oneinwhichweallsharewhenwelookforbetteropportunities,education,orsafetyinthisworldwecallhome.Iaminspiredbythevarietyofresourcesthatstudentshaveattheirdisposalinthislessonandonline,andIhopethattheywillbeinspiredtotelltheirownstories,oratleastlistentoothersastheybuildabridgethatunitesus,asopposedtomorewallsthatdivideus.Happylearning!

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