Untitled - El Diario La Prensa

Transcription

Dear Educator,
We are excited to share a curriculum that puts Latinos at the center and celebrates their
history, activism and impact on life in NYC, the United States and beyond! It comes in time
for El Diario/La Prensa‟s centennial anniversary as the nation‟s longest-publishing daily
Spanish-language newspaper. The curriculum was created in partnership with a graduate
course on multicultural education at the City College of New York. The unit is intended for
students of various ethnic and linguistic backgrounds, as we are all Americans who require
better understanding of our own diversity.
The unit plan is made up of nine lessons, many of which take 2-5 periods to complete. The
unit begins with an introduction of Latinos in the United States and their representation
across media outlets. The unit then moves into areas of social justice that include
(im)migration, housing, workers rights, and ethnic parades, to name a few. The
culminating activity is an electronic and multilingual newspaper that the class creates
around current social justice issues.
Since we understand that many demands are placed on teachers, we created the curriculum
so that it can be taught fully or partially. The first and last lessons are essential, but the
seven lessons on different topics can be chosen based on connection to the course topic and
time. Those lessons can stand alone, but also provide opportunities to build on each other.
We have envisioned this as a bilingual curriculum. You will find the unit plan and most
accompanying documents are in English, whereas the El Diario/La Prensa articles - which
serve as the foundation for each lesson - are in Spanish, with English-language summaries.
We feel this set-up values Spanish, and positions students who speak the language as
experts in the classroom who can support their peers and even the teacher. We also
encourage you to use tools such as Google translate to provide a general translation, as
needed. In sum, we see this as a flexible bilingual curriculum that can be used in a variety
of secondary classrooms.
We hope that you find this curriculum a powerful tool to teach about Latinos, and the larger
social and human issues that impact us all.
Sincerely,
Tatyana Kleyn
Associate Professor
City College of New York
Erica Gonzalez
Executive Editor
El Diario/La Prensa
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Lesson Authors from the
Fall „12 Education that Is Multicultural Course:
Introduction: Tatyana Kleyn
Housing: Corina Estevez and Odette Ross
Bilingual Education: Stephany Rosal and Xiu Yan Tang
Health Care: Awilda Marte and Reeza Reyes
Language & Identity: Natasha Jarvis, Elizabeth Leong and Marjulie
Muñoz
Immigration: Xiomara Pérez and Li Zheng
Workers' Rights: Yue Yang and Andrés Arango
Arts and Culture: Taryn Abad, Maureen Michael and Nikki Schwarz
Culminating Activity: Naomi Harper and Seray Tunis-Almamy
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Special Thanks:
Andrés Chávez for his dedication to the project, the culling and transcribing
of many articles and careful attention to detail.
Jakob Clausen for piloting part this curriculum with his ESL class at
Gregorio Luperón High School and allowing us to observe his amazing
teaching in action.
Javier E. Gómez for his round-the-clock guidance, nuanced understanding of
the experience of Latinos, and belief in this project.
Naomi Harper for her careful editing of the curriculum and detailed
observations of the pilot lessons.
Marjulie Muñoz for her compilation of the many articles in the appendix.
Maibe Ponet for her preliminary groundwork and facilitating the City College
- El Diario/La Prensa collaboration.
Kate Seltzer for her lesson plan feedback.
Nancy Stern for her consistent support and guidance.
Juan Villar and Mireya DeLa Rosa for their commitment to Latino youth and
willingness to open the doors of Gregorio Luperón High School to us.
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TABLE of CONTENTS
Lesson 1: Introduction to Latinos through Media (2 periods)……………… p. 8
Lesson 2: 100 Years of U.S. Immigration Laws (3 periods) ………………… p. 13
Lesson 3: Latino Workers‟ Rights Then and Now (2 periods) ………..…
p. 17
Lesson 4: Housing (2 periods) ………………………………………………….….
p. 20
Lesson 5: Hispanics & Health Care (2 periods) …………………….……………. p. 24
Lesson 6: Language and Identity (3 periods) ……………………….……………. p. 27
Lesson 7: Bilingual Education Goes to Court (2 periods) …………………… p. 31
Lesson 8: The Meaning of Ethnic Parades (2 periods) ……………………….. p. 36
Lesson 9: Culminating Project: Multilingual, Multimedia Newspaper (5
periods) …………………………………………………………………………………...……. p. 40
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Appendix for Social Justice and Latinos in NYC Curriculum:
Introduction to Latinos through Media Lesson
1.1
Compare-Contrast Matrix……………………………………………… p.47
1.2
El Diario/La Prensa cumple 80 años (1993)/ El Diario/La Prensa
Celebrates 80th Anniversary ………………………………………… p.48
1.3
Gestionan inscripción en masa de electores hispanos en New York
(1956) ………………………………………………………………………… p. 49
1.4
One Topic, Two Sources: Cross-Media Comparison Graphic Organizer
…………………………………………………………………………………… p. 52
100 Years of U.S. Immigration Laws Lesson
2.1 La ley de inmigración Johnson apoyada por el Klan e Inglaterra (1924)
……………………………………………………………………………………………… p. 54
2.2 Continuarán redadas, pero no habrá deportaciones masivas (1986)
……………………………………………………………………………………………… p. 57
2.3 The DREAM Act (Immigration: The Ultimate Teen Guide, 2011)
……………………………………………………………………………………………… p.61
2.4
Immigration Law Worksheet ……………………………………………p. 64
2.5
New Law Graphic Organizer …………………………………………… p. 65
2.6
Presentation Comment Sheet ………………………………………… p. 66
Latino Workers‟ Rights Then and Now Lesson
3.1 Esclavizan a obreros boricuas, La Prensa descubre campo de
concentración (1961) with English Translation ………………………… p. 67
3.2 Latino Civil Rights Timeline: 1903-2006 (Teaching Tolerance)
………………………………………………………………………………………………. p. 73
Housing Lesson
4.1 Housing and Neighborhood Conditions (Housing NYC) ………… p. 76
4.2 Concept Map for Living Conditions ……………………………………… p. 78
4.3 Viven en casa expuestos a epidemias y a incendios (1983) …… p. 79
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4.4 Hispanos del sur del Bronx, El Barrio, Brooklyn viven entre la basura
(1974) …………………………………………………………………………………… p. 81
4.5 Vecinos de Washington Heights marchan contra la „Gentrificación‟
(1987) ……………………………………………………………………………………… p. 83
Hispanics & Health Care Lesson
5.1 Common Illness Articles with English Translations: Puede ser tu última
copa (2012), Neoyorquino, conoce tu estatus de VIH (2012), Por una mejor
salud: la regulación de las bebidas azucaradas (2012), Cáncer es el principal
asesino de hispanos (2012), El 80% de los latinos en riesgo por enfermedades
cardiacas (2012) …………………………………………………………………………p. 86
5.2 Hispanic Illness Jigsaw Matrix ……………………………………………… p. 103
5.3 Language as a Communication Barrier in Medical Care for Hispanic
Patients ………………………………………………………………………………………p. 104
Language and Identity Lesson
6.1 “El idioma español en los Estados Unidos” (1922) …………………… p.107
6.2 Gabriela Mistral (1946) ………………………………………………………… p. 110
6.3 Sentí el idioma como una gran criatura especie de Arcángel de la Raza
(1946) ………………………………………………………………………………………… p. 114
6.4 Spoken Word Reflection Form ………………………………………………… p. 119
Bilingual Education Goes to Court Lesson
7.1 Enseñanza en Dist. 23 de Brooklyn, cuna bilingüismo, empieza con éxito
(1976) ………………………………………………………………………………………… p. 120
7.2 Poster Framework ………………………………………………………………… p. 125
7.3 Gallery Walk Graphic Organizer ……………………………………………… p. 127
7.4 Bilingual Education Organization Homework Sheet ………………… p. 128
7.5 Letter Format ………………………………………………………………………… p. 130
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The Meaning of Ethnic Parades in NYC
8.1 Participan en el desfile unas 15,000 personas: 75,000 presencian el acto
(1959) …………………………………………………………………………………. p. 131
8.2 Dominican Parade ………………………………………………………….. p. 135
8.3 Hispanic Day Parade ………………………………………………………. p. 141
8.4 Parade Graphic Organizer………………………………………………… p.147
Culminating Activity
9.1 Rubric …………………………………………………………………………….. p. 149
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Lesson Title: Introduction to Latinos through Media
Subjects: Social Studies, Language Arts
Duration of Lesson: 2 Periods
Relevant El Diario/La Prensa Readings: El Diario/La Prensa cumple 80 años
(1993), Gestionan inscripción en masa de electores hispanos en New York
(1956)
Overview: This lesson will allow students to consider how Latinos are
defined as a group, what makes them heterogeneous and where they come
from. Students will learn about the need for diverse newspapers geared
toward Latinos and other groups.
Stage 1: Desired Results
Understanding(s) / Big Ideas:
Essential Question(s):
o Latinos come from a range of
o How are Latinos defined?
countries, speak different
o How are Latinos similar and
languages, and have different
different?
cultural backgrounds.
o How are Latino perspectives
o There is a reason for groupportrayed across media sources?
specific media to represent the
views of diverse populations.
Students will know…
Students will be able to…
o Latinos come from countries
o Define the ways Latinos are
around the world
categorized
o Latinos are (im)migrants and U.S. o Compare and contrast Latino
born individuals
sub-groups
o El Diario/La Prensa is a centuryo Explain the importance of having
old daily Spanish newspaper that
access to media from different
represents Latino culture and
cultural perspectives and
perspectives in NYC and beyond
languages
Stage 2: Assessment Evidence
Performance Task(s):
o Compare-contrast matrix of two
Latino sub-groups
o Comparison of headlines and
articles from two sources about
the same topic
Other Evidence:
o Class brainstorming
o Observation of classroom
discussion
o Short answers about newspaper
availability
NYS Common Core Standards:
o RI1: Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text,
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including determining where the text leaves matters uncertain.
o RH6: Evaluate authors‟ differing points of view on the same historical
event or issue by assessing the authors‟ claims, reasoning, and evidence
Stage 3: Learning Activities
Materials:
Day 1: Chart paper, markers, computers/iPads with internet access, books
and other resources about Latin American nations, handout Appendix 1.1
Day 2: computers/iPads with internet access, copies of two articles on a
similar topic, handout Appendix 1.4
Day 1:
Activity 1: Building on Background Knowledge (15 minutes)
1. In pairs ask students to list their response to, “Who are Latinos1?”
2. Come together as a whole class and list the responses, creating
categories as they arise (for example: countries, immigration status,
languages, etc.)
3. Discuss whether Latinos are perceived as a homogeneous or
heterogeneous.
4. If time permits, have students listen to the song Latinoamérica by
Calle 13 (http://vimeo.com/29701339). Students can also review the
lyrics in Spanish and English at:
http://lyricstranslate.com/en/latinoamerica-add-english-titlehere.html
Activity 2: Complicating Latinos as a Singular Group (35 minutes)
5. List the primary countries Latinos come from (although they live in
every part of the world). Focus on countries in the Caribbean, North,
South, and Central America.
6. Highlight these countries on a world map.
7. Place students into groups of 2-4 and assign two countries to each
group. Ensure that the U.S. and Latin American countries students‟
families come from are included.
8. Each group should complete the compare-contrast matrix (Appendix
1 Within this unit plan we use the terms Latino and Hispanic
interchangeably. However, each term has its history and may be perceived
differently. A lesson on these terms (and others) is beyond the scope of
this unit, but is certainly encouraged for students to understand the
implications of terminology.
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1.1) that juxtaposes two Latino sub-groups/nations according to the
following areas: year of independence, geographical region, languages,
majority and minoritized groups, government system, immigration,
and economic status.
9. Allow students to research the areas of the matrix through the
Internet and/or resources on these countries. Provide 2-3 key
websites for each country or sub-group in advance to maximize
students‟ time.
10. Each group can either share out or the charts can be posted around
the room for review.
Homework:
 Pass by a newsstand or store that sells newspapers and write about
the following based on your experience:
List at least five different newspaper titles you came across and the
subjects of the main stories on each cover page.
List all the languages of the newspapers that you can identify.
Does the newsstand carry El Diario/La Prensa? Why do you believe
the paper is or is not there?
Day 2:
Activity 1: A Survey of NYC Newspapers (15 minutes)
1. Ask students to share their “findings” from the newsstands they
visited. What kind of newspapers did they find? What were the main
stories on the front page and why were they similar or different?
What were the languages of these papers? Why were certain papers
and languages available while others were not?
2. Show students a list of the print and on-line newspapers available in
NYC. (see “Additional Resources” for websites)
3. Discuss the reasons we have so many newspapers. How would the
news be different if we only have one source for our news? Why do
we need different papers and different languages? Speak about the
importance of different cultural and political perspectives from the
various sources as well as increased access through a range of
languages.
4. Project the cartoon El Diario/La Prensa cumple 80 años (Appendix
1.2). What information does this provide about the newspaper?
5.
Activity 2: Comparing Sources (35 minutes)
6. As a class read the article Gestionan inscripción en masa de electores
hispanos en New York (Appendix 1.3 or another article of your choice)
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and identify the central argument, evidence and perspective(s)
represented.
7. Assign students a current topic that is relevant to Latinos (i.e.
immigration reform, access to health care, bilingual education, police
brutality, climate change), or have students select an area they are
interested in learning about.
8. Provide or ask students to locate two newspaper articles on the same
topic from different papers. Ideally, one should be from El Diario/La
Prensa (if the student reads in Spanish) or a language other than
English. Students can access these articles on-line (teachers can
provide links to key newspapers) or a range of current papers can be
brought in for the assignment.
9. Each student reads their articles and completes the handout
(Appendix 1.4)
Homework: Finish the handout contrasting the two articles
Additional Resources:
Reports
Emerging, Evolving: NYC‟s Changing Latino Population
http://www.scribd.com/doc/115042552/Emerging-Evolving-NYC-sChanging-Latino-Population?utm_source=124&utm_campaign=Monthly&utm_medium=email
A report from City Limits that focuses on the demographic changes of
Latino sub-groups in NYC from 2000-2010.
The Latino Population of New York City, 2009
http://www.eldiariony.com/
A report from the Center of Latin American, Caribbean & Latino Studies at
the CUNY Graduate center. It provides a range of demographic statistics
about Latinos in NYC.
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Websites
El Diario/La Prensa
http://www.eldiariony.com/
The on-line site for news from El Diaro/La Prensa.
Sept. 11: The Latino Experience by El Diario/La Prensa
http://septiembre11.imprespecial.com/
A multi-media project that covers the impact of 9/11 attacks on Latinos.
Historical Articles
La Historia El Diario de Nueva York (1993)
An article about the history of El Diario/La Prensa from the 80th anniversary
edition of the paper.
La Fusión de La Prensa y El Diario (1993)
An article about the merger of La Prensa and El Diario.
Newspapers of New York City
http://en.wikipedia.org/wiki/List_of_New_York_City_newspapers_and_mag
azines
http://www.onlinenewspapers.com/usstate/usnewyor.htm
Resources that list the print and on-line newspapers available in NYC.
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Lesson Title: 100 Years of U.S. Immigration Laws
Relevant El Diario/La Prensa Readings: La ley de inmigración Johnson
apoyada por el Klan e Inglaterra (1924), Continuarán redadas, pero no habrá
deportaciones masivas (1986)
Overview: This lesson will allow students to learn about key immigration
laws. Students will also learn about laws that may be passed in the future
and will create their own laws for the betterment of immigrants.
o Immigration laws can be unfair to o What are key immigration laws in
certain immigrants.
the U.S.?
o Voicing opinion about laws can
o How do laws discriminate against
influence political leaders
Latinos?
o How can laws be changed to
benefit more immigrants?
o How to research immigration
o Read and discuss the laws in El
laws
Diario/ La Prensa
o How to draft laws based on the
o Create and present laws to
realities and challenges
improve the realities of
immigrants face
immigrants in the U.S.
Other Evidence:
o Research on immigration laws
o Class brainstorming on how to
o Creation of a new immigration
draft new laws
law
o Class discussions of laws geared
toward different immigrant subgroups
o RL2: Determine two or more themes or central ideas of a text and
analyze their development over the course of the text, including how
they interact and build on one another to produce a complex account;
provide an objective summary of the text.
o RH6: Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing
feedback, including new arguments or information.
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Materials: Chart paper, markers, computers/iPads with internet access, El
Diario/La Prensa newspaper articles and immigration law resources (if
available)
Day 1:
Activity 1: Comparing Past and Prospective Immigration Laws (50 minutes)
1. Ask the class, “Why does the United States have immigration laws?
How would the world be different if people were free to cross borders
as they pleased?” Try to get a range of ideas and perspectives.
2. Divide the class into three groups (taking English/Spanish language
proficiency into account) to look at past and potential future laws.
Each group should read the about the following laws/timeframes: 1)
Johnson-Reed Law, also known as the Immigration Act of 1924
(Appendix 2.1), 2) Simpson Mazzoli Law, also known as the
Immigration Reform and Control Act (IRCA) of 1986 (Appendix 2.2
and website info.), and 3) The DREAM Act (Immigration: The
Ultimate Teen Guide pp. 170-171, Appendix 2.3). Additional resources
on each law/time period can be provided.
3. Have students consider the following questions in their groups and
record their answers as a bulleted list (Appendix 2.4): What are the
key features of your (potential) law? Why do you think this law was
or may be enacted? Who does/would this law benefit? Would it
disadvantage anyone?
4. Have each group share out about their (proposed) law, the reasons for
enacting it and how it (would) benefit and/or disadvantage Latinos
and other groups.
5. As a class discuss the historical context of the time periods in which
the laws were proposed, and how/if ideas about immigration law have
changed time.
Homework: Write a one-page response to the following prompt: Why do
you think the United States has immigration laws? Do you believe these
laws have historically been fair for Latino (im)migrants in the U.S.? Why or
why not?
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Day 2:
Activity 1: Do Now (10 minutes)
1. In pairs, have students read aloud or summarize their responses to
the homework assignment.
Activity 2: Creating Immigration Laws (40 minutes)
2. In groups of 2-4 have students draft a bill to improve our
immigration system (Appendix 2.5). Outline the following areas
on a chart paper:
Name the bill
State the problem(s) the bill addresses
Explain the provisions of the bill
Outline who the bill benefits
Explain why this bill is better or different from past laws
How it affects the U.S. demographics, economy, security, etc.
Day 3:
Activity 1: Presentation Day (50 minutes)
1. Allow each group 5 minutes to present their proposed bill to the
class. They should use their poster/chart paper as a visual tool.
2. As groups presents, have each student complete the Presentation
Comment Sheet (Appendix 2.6) for 3 groups of their choosing.
3. Allow for questions/comments after each presentation. Students
may also discuss the advantages and potential issues of each bill.
4. Have students vote on each bill to determine whether it should
become a law. Announce the results.
Website
Explanation of the Johnson- Reed law of 1924:
http://tucnak.fsv.cuni.cz/~calda/Documents/1920s/ImmigAct1924.html
A brief history of the main events in America from 1920-1929.
http://www.eyewitnesstohistory.com/snpmech.htm
A brief history of the new immigrants that came to America in the 1920‟s
http://www.shmoop.com/1920s/immigration.html
A brief history of what was going on in America in the 1980s
http://americasbesthistory.com/abhtimeline1980.html
An overview of Latinos in the 1980s
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http://asu.news21.com/archive/2009/immigration_amnesty_in_the_1980s/
IRCA/the Simpson Mazzoli Law Overview
http://library.uwb.edu/guides/usimmigration/1986_immigration_reform_an
d_control_act.html
An overview of the Dream Act:
http://www.immigrationpolicy.org/issues/DREAM-Act
Film
Living Undocumented: High School, College and Beyond – A short
documentary about the experiences of DREAMers in New York City
www.LivingUndocumented.com
Book
Kleyn, T. (2011). Immigration: The Ultimate Teen Guide. Lanham, MD:
Scarecrow Press. A book about current immigration issues for youth. The
accompanying curriculum can be downloaded at:
http://immigrationcurriculum.wordpress.com/
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Lesson Title: Latino Workers‟ Rights Then and Now
Subject: Social Studies
Relevant El Diario/La Prensa Reading: Esclavizan a obreros boricuas, La
Prensa descubre campo de concentración (1961)
Overview: This lesson will allow students to understand the historical and
current situation of different Latino labor groups, and the issues they faced
over time.
o Latino sub-groups have different o What are Latino labor groups‟
labor histories. They came to
histories and issues?
U.S. in different time periods,
o How have labor issues changed
and faced various labor issues.
over time?
o Unions were created to ensure
o What is the role of unions in
fair conditions for laborers in the
creating fair working conditions?
U.S.
o Latinos have faced a range of
o Make a list of Latino labor issues
challenges in the workforce that
and how they have changed over
vary across sub-groups
time
o Many issues have been improved o Describe the role of labor unions in
and/or resolved through the
ensuring workers‟ rights
work of labor unions
Other Evidence:
o Identification of labor issues
Latinos sub-groups face
discussion
o Interviews with Latinos of
o Short answers in response to
different age groups
reading
o RI7: Analyze various accounts of a subject told in different mediums
(e.g., a person‟s life story in both print and multimedia), determining
which details are emphasized in each account.
o SL4: Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are
appropriate to purpose, audience, and task.
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Materials:
Civil Rights Timeline from Teaching Tolerance (Appendix 3.2), Paper,
Markers, (labor) union representative
Day 1:
Activity 1: What Makes a Job Good or Bad? (15 minutes)
1. Ask students to think about jobs they or their family members have
held. As a class brainstorm what makes a job “good” or “bad.” Create
a T chart with this distinction. Address areas such as wages, working
conditions, hours, benefits, language discrimination and safety are
addressed.
Activity 2: Demanding Rights (35 minutes)
2. As a class read Esclavizan a Obreros Boricuas, La Prensa Descubre
Campo De Concentración (Appendix 3.1). Students can follow the
Spanish or English version. Discuss the labor issues faced by Puerto
Ricans in the U.S.
3. Hand out the timeline “Latino Civil Rights Timeline: 1903-2006”
(Appendix 3.2). Have students highlight each area that address
workers‟/labor rights.
4. Working in pairs, have students select one labor issue and create
slogans (in Spanish, English or bilingually) that Latino workers may
have used to protest the conditions they experienced in the
workplace. Post the signs around the classroom.
Homework: Interview two people of different age groups about wages,
working conditions, hours, benefits, language discrimination and safety
issues. Consider if any changes occurred over the decades in the U.S. and/or
NYC.
Day 2:
Activity 1: Then and Now (10 minutes)
1. Ask students to share – as a class or in groups - the results from their
interview about working conditions people faced in different times.
Activity 2: The Role of Unions (40 minutes)
2. Discuss the role of labor unions in improving workplace conditions.
3. Ask a representative from a labor union to come in to talk with
students. Labor Council for Latin American
Advancement: http://www.lclaa.org/index.php/new-york
4. If an outside group is not available a UFT (United Federation of
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Teachers) representative from the school may speak with the class.
The guest speakers can discuss the following areas:
Why the union was formed
How the union fights for the rights of its members
Key issues the union has won and is presently working towards
Roadblocks they face
5. Allow students to ask questions and make connections to working
conditions for Latinos
Website
For photo galleries and stories, visit El Diario/La Prensa‟s centennial website
at:
http://www.eldiariony.com/100
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Lesson Title: Housing
Relevant El Diario/La Prensa Readings: Viven en casa expuestos a epidemias
y a incendios (1983), Hispanos del sur del Bronx, El Barrio, Brooklyn viven
entre la basura (1974), Vecinos de Washington Heights marchan contra la
„Gentrificación‟ (1987)
Overview: This lesson will allow students to learn about the quality of
neighborhoods with high Latino populations. Students will also learn about
gentrification in some Hispanic communities and the consequences of
gentrification.
o The conditions of various
o What defines livable, quality
neighborhoods where Latinos
housing?
centralized affect their everyday
o How do poor living conditions
lives.
lead to gentrification?
o The meaning of “quality housing”
o How did gentrification affect
has changed over time.
Hispanic communities 20 years
o Gentrification has some negative
ago, and does it affect Hispanics
implications for Latino
today?
communities in NYC.
o How El Diario/LaPrensa exposed
o Identify poor living conditions
the quality of living conditions of
o Discuss gentrification and how it
the Latino communities in the
affects Hispanic communities
1980‟s and continues to do so in
o Discuss the future of Hispanic
the present day
communities with increasing
o What leads a community to
gentrification
become gentrified
o Discuss the change of population
o How gentrification affects
in a Bronx neighborhood
Hispanic communities
Other Evidence:
o Complete a T-chart outlining good o Class brainstorming
and poor housing conditions
o Compare articles to identify
discussion
common threads of poor living
o Short answers about video clip
conditions
o
o RL7a. Analyze works by authors or artist who represent diverse world
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cultures
o RL11 Interpret, analyze, and evaluate narratives, poetry, and drama,
aesthetically and ethically by making connection to: other texts, ideas,
cultural perspectives, eras, personal events and situations.
Materials:
Day 1: Housing Neighborhood Conditions page (2005) (Appendix 4.1), Article
from El Diario/LaPrensa: Viven en casa expuestos a epidemias y a incendios
(1983) (Appendix 4.3), Chart paper, marker, pen, writing paper, Contrast of
Good and Poor Living Appendix 4.2), Housing and Neighborhood Conditions
(excerpt). Concept Map for Poor Living Conditions and Appendix Conditions
T-Chart
Day 2: Vecinos de Washington Heights marchan contra la „Gentrificación‟
(1987) (Appendix 4.6), projector, white board, chart paper, maker, pen,
questions for video of gentrification of Harlem
Day 1:
Activity 1: Building on Background Knowledge (10 minutes)
1. In groups have students discuss what makes for good and poor
housing conditions.
2. As a whole class create a T-chart contrasting good and poor housing
conditions. Areas addressed may include safety, noise, lead paint,
window guards, structural issues, mold, allergens, faulty plumbing,
heating, etc.
Activity 2: Living Conditions for Hispanics in NYC (40 minutes)
3. Read aloud a one-page excerpt from Housing and Neighborhood
Conditions (2005) (Appendix 4.1). Have students complete the
concept map on the major housing conditions that affect standard of
living (Appendix 4.2).
4. Give students two articles from El Diario/La Prensa: Viven en casa
expuestos a epidemias y a incendios (1983) (Appendix 4.3) and
Hispanos del sur del Bronx, El Barrio, Brooklyn viven entre la basura
(1974) (Appendix 4.4).
5. Have students identify the main housing conditions described in each
article.
6. If time permits, the class can come together and share their findings.
Homework: Students should speak with someone who has lived in their
21 | P a g e
neighborhood for at least 10 years (if possible). They should learn about the
following:
changes that have taken place
how different groups have been impacted by the changes
whether the changes have been for the better or worse
Day 2:
Activity 1: Introduction to Gentrification (15 minutes)
1. Show students a before and after image of a neighborhood that has
been gentrified (ideally one close to the school, that students may be
familiar with). As they observe the pictures, lead the class in developing
a working definition of gentrification.
2. Discuss gentrification using students‟ own experiences as examples
and what they learned from their homework.
Activity 2: Gentrified Communities (35 minutes)
3. As a class read Vecinos de Washington Heights marchan contra la
„Gentrificación‟ (1987) (Appendix 4.5).
4. Compare Washington Heights with the neighborhood of the school.
5. Discuss other ways gentrification can be resisted or done in a way
that does not disenfranchise Latinos and other minoritized groups.
Articles
This article is part of a study that discusses housing and neighborhood
conditions in NYC and its effects on quality of life.
Housing Neighborhood Conditions page 451
http://www.nyc.gov/html/hpd/downloads/pdf/09-Chapter-7-HousingNeighborhood-Conditions.pdf
This article discusses the effects of gentrification in Mott Haven.
From the South Bronx to Sobro: Gentrification in Mott Haven, The Bronx
http://www.nylarnet.org/reports/occ_South%20Bronx%20paper-1.pdf
Videos
This video discusses the gentrification of Harlem.
http://youtu.be/nD6zRY4NzVA.
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This student-made video includes interviews of people from the East Harlem
community and their views on gentrification.
http://youtu.be/12jPJkzWueg
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Lesson Title: Hispanics & Health Care
Subjects: Language Arts, Science
Relevant El Diario/La Prensa Readings: Puede ser tu última copa (2012),
Neoyorquino, conoce tu estatus de VIH (2012), Por una mejor salud: la
regulación de las bebidas azucaradas (2012), Cáncer es el principal asesino de
hispanos (2012), El 80% de los latinos en riesgo por enfermedades cardiacas
(2012)
Overview:
This lesson will focus on the major barriers and health concerns facing
Hispanics in New York. Students will consider interventions to rectify
various issues.
o Preventative medicine is important in
o What are the barriers
improving the health and well being of
Hispanics confront when
a community.
accessing healthcare?
o There is a pressing need to effectively
o What are the major health
address health concerns in the
concerns facing the Hispanic
Hispanic community.
population?
o How barriers to health care can be
o Identify effective ways to
overcome at different levels
prevent illness in their
o The types of illnesses common in the
community.
Hispanic community and ways to
o Consider lifestyle changes
prevent them
that can lead to a healthy
community.
o Issues and solutions identification
o Sharing of “expert” article/topic
Other Evidence:
o Observation of group
discussions
o W1: Explore and enquire into areas of interest to formulate an argument.
o W7a: Explore topics dealing with different cultures and worldview points.
o SL1e: Seek to understand other perspectives and cultures and
communicate effectively with audiences or individuals from varied
backgrounds.
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Materials: Smart Board for YouTube videos, Hispanic Illness Jigsaw Matrix,
colored highlighters, Copies of Language as a Communication Barrier in
Medical Care for Hispanic Patients and El Diario/La Prensa articles.
Day 1:
Activity 1: Hispanic Health Concerns Jigsaw (50 minutes)
1. Divide the class into 5 expert groups (each group can be given strip of
a different color) which will become an “expert” in one health issue
common to Latinos.
2. Assign each group one of the following topics: Heart Disease, Cancer,
Diabetes, Alcoholism and HIV/AIDS.
3. Give each expert group the El Diario/La Prensa article that pertains to
their topic (Appendix 5.1). (Translations can be provided, if needed).
4. As they read, have each group member take notes on the Hispanic
Illness Jigsaw Matrix (Appendix 5.2).
5. After the expert groups have read their article and completed their
column in the matrix, groups should be “mixed” so that one person
from each expert group is represented (the colored strips can be used
to ensure one person from each expert group is represented). Then
each person should share the information about their illness while the
others complete their matrix with that information.
Homework: Create a (bilingual) brochure that could be given out in the
community to educate people about their assigned illness. You may also use
additional resources (websites, books, people) to complete the brochure.
Day 2:
Activity 1: Bilingual Proactive Brochures (10 minutes)
1. Select a few students share their brochures with the whole class or in
small groups. Discuss how this information could help with
preventative measures.
Activity 2: Barriers to Health Care (40 minutes)
2. Ask students about the types of barriers Latinos may face in terms of
access to health care. The areas of insurance, language, cost,
immigration status and cultural values can be addressed.
3. Show the short YouTube video about Hispanic healthcare access:
http://www.youtube.com/watch?v=2tLvtyo1Pwo
4. Ask students to consider what type of intervention this would be:
policy/government level.
5. Have students review the document Language as a Communication
25 | P a g e
Barrier in Medical Care for Hispanic Patients (Appendix 5.3). Have
students highlight the key issues in one color and possible solutions in
another color. Debrief both the issues and possible solutions and the
level of the intervention (i.e. policy, educational, personal)
Report
Hispanics and health care in the United States (Pew Hispanic Center, 2008)
http://www.pewhispanic.org/2008/08/13/hispanics-and-health-care-in-theunited-states-access-information-and-knowledge/
Graphic Organizer
Compare/Contrast Graphic Organizer
http://www.readwritethink.org/files/resources/lesson_images/lesson275/co
mpcon_chart.pdf
El Diario/La Prensa Article Links:
Puede ser tu última copa (2012)
http://www.eldiariony.com/article/20120409/SALUD/304099993/0/
Neoyorquino, conoce tu estatus de VIH (2012)
http://www.eldiariony.com/Neoyorquino,_conoce_tu_estatus_de_VIH
Por una mejor salud: la regulación de las bebidas azucaradas (2012)
http://www.eldiariony.com/Por_una_mejor_salud:_la_regulacion_de_las_beb
idas_azucaradas#.
Cáncer es el principal asesino de hispanos (2012)
http://www.eldiariony.com/Cancer_es_el_principal_asesino_de_hi
spanos
El 80% de los latinos en riesgo por enfermedades cardiacas (2012)
http://www.eldiariony.com/latinos_riesgo_enfermedades_cardiacas_estudio
26 | P a g e
Lesson Title: Language and Identity
Subject: Language Arts
Relevant El Diario/La Prensa Readings: El idioma español en los Estados
(1922), Gabriela Mistral (1946-), Sentí el idioma como una gran criatura
especie de Arcángel de la Raza (1946)
Overview: In this lesson students will explore the relationship between
language and identity. Students will read poems, and watch spoken word
video clips in order to analyze the impact that language development has
among Latinos. They will also write their own poems to express how the
languages they speak impact their identity.
o Language evolves over time.
o What role have different
o Art helps raise awareness about
languages played among
cultural beliefs and connections.
Hispanics in the U.S.?
o What do languages represent for
the Hispanic community?
o What is the role of language in
identity and culture?
o Language is a tool of
o Analyze how the Spanish
communication and an expression
language has evolved
cultural identity.
o Explain and describe English/
o Latinos use languages to convey
Spanish language in poetic form
meaning, ideas, and historical
o Express the connection to their
realities.
languages and identity in poetic
form
o Read and listen to poetry about
language and identity
o Write Poetry
Other Evidence:
o Class brainstorming and
discussions
o Observation of students‟ work
o R1: Cite Strong and through textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
a. Develop factual, interpretive, and evaluative questions for further
exploration.
o R9: Analyze U.S. documents of historical and literary significance
including how they address related to diverse and non-traditional
27 | P a g e
cultural viewpoints.
o W1: Write to develop experiences or events using effective techniques,
well-chosen details, and well-structured events.
a. Engage the reader by observing and establishing one or multiple
points
d. Use words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, and setting.
Materials: projector or smart board, Internet access for video clips (see
additional resources section) copies of the Gabriela Mistral Poem
Day 1:
Activity 1: Building Background Knowledge (10 minutes)
1. Have each student list all the languages they speak and/or are
learning. Have them discuss what it means to be bilingual (or
multilingual). How would their lives be different if they only spoke
English or Spanish?
Activity 2: Español in the U.S. (20 minutes)
2. As a class read El Idioma Español en los Estados Unidos (1922)
(Appendix 6.1).
3. Project the cover of Time Magazine from March, 5, 2012 titled, Yo
Decido:
http://www.time.com/time/covers/0,16641,20120305,00.html
4. In small groups ask students to discuss:
o What does the Spanish language mean for Latinos in the
U.S./NYC?
o What has change from 1922? What has remained the
same?
5. Discuss as a class, highlighting common themes.
Activity 3: Discovering Gabriela Mistral (30 minutes)
1. Read one poem aloud from Gabriela Mistral‟ book, Desolación.
Discuss the poem‟s topic, tone and message.
2. Ask students to read either Gabriela Mistral (1946) (Appendix 6.2)
or Sentí el idioma como una gran criatura especie de Arcángel de la
Raza (1946) (Appendix 6.3) individually. Have each student list 23 things they learned about her and 2-3 questions they have
remaining.
3. Share out about what they learned and still want to know.
28 | P a g e
Day 2:
Activity 1: The Power of Poetry (25 minutes)
1. To demonstrate how others express themselves through poetry and
spoken word, show 2-3 clips (you can select your own or use those
provided in additional resources section).
2. Have students consider the following areas as a class or in small
groups: the artistic style/ techniques, the purpose for using a
particular artistic style, technique and the impact poetry has,
especially compared to other formats.
Activity 2: Language and Identity – Poetic Expression (25 minutes)
3. Based on the information they have read about the different types of
poetry and observed in the video clips, have students create a poem
to be recited in a spoken word format.
a. The poem can/should be expressed in more than one language
or it may combine languages
b. The poem should relate to language, identity and social justice.
Homework: Continue working on the spoken words poem to be present in
class.
Day 3:
Activity 1: Spoken Word Poetry Slam (50 minutes)
1. Set up the class like a poetry lounge. Invite other classes, teachers,
families, and administration.
2. Students will come up to the front of the classroom and present their
spoken word piece. (The session can also be video recorded for
documentation and sharing).
3. If time permits, the audience can debrief the common themes and
power of poetry as a tool for expression.
Homework: Students complete the “Spoken Word Reflection” form
(Appendix 6.4)
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Spoken Word Video Clips
“Barrio Libre” http://www.youtube.com/watch?v=ZVo4WGPB6qA
“Pelo Malo” http://www.youtube.com/watch?v=OGEMyTDkNKc
“Voices of the Journey” http://www.youtube.com/watch?v=K0POBqt-dS4
“Cultura Latina” http://www.youtube.com/watch?v=DkfeFJW6aJs
“Brown Dream” http://www.youtube.com/watch?v=hhttoJwALoA
“Do You Speak English?”
http://www.youtube.com/watch?v=MqMZZ3JmDzc
Books
Cisneros, S. (1991.) No Speak English. In House on Mango Street.
Cortes, L. (2002). Lust for Lust. Ten Pell Books.
Mistral, G. (1972). Desolación (4th ed.). French and European Publishers.
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Lesson Title: Bilingual Education Goes to Court
Relevant El Diario/La Prensa Readings: Enseñanza en Dist. 23 de
Brooklyn, cuna bilingüismo, empieza con éxito (1976)
Overview: This lesson will allow students to learn about court cases
involved in denouncing the lack of bilingual education in many states.
Students will also learn about the need for bilingual education and its
benefits for Latino students.
o Court cases have been pivotal in o How have court cases played a
establishing bilingual education.
role in the establishment and
o Bilingual education is a right that
denial of bilingual education?
should be provided to Latino
o Why should access to bilingual
emergent bilingual students.
education be considered a right?
o The lack of bilingual education is o How should laws be changed to
a social injustice to students
improve the education of
who are emergent bilinguals.
immigrants and U.S. born
students who speak home
languages other than English?
o The history of establishing
o Read and discuss the role of
bilingual education at the
court cases in the establishment
state and federal level
and denial of bilingual education
o The benefits of bilingual
in the U.S.
education vs.
o Create posters with information
monolingual/immersion
about the history of bilingual
programs
education
o Implications behind the
o Discuss and advocate for the
removal of bilingual education
right of emergent bilingual
programs in the United
students
States
o Draft a letter to the governor of
Arizona regarding Prop 203
o
Other Evidence:
o Gallery walk with posters about
o Class discussion on the pros and
court cases involved in
cons of bilingual education.
establishing bilingual education
o Class discussion on how bilingual
31 | P a g e
in the U.S.
o Graphic organizer of key court
cases involved in establishing
bilingual education in the U.S.
o Letter to the governor of Arizona
about Proposition 203
education is relevant in students‟
lives.
o RI1: Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text,
including determining where the text leaves matters uncertain.
o RL2: Determine two or more themes or central ideas of a text and
analyze their development over the course of the text, including how
they interact and build on one another to produce a complex account;
provide an objective summary of the text.
Materials Day 1: El Diario/La Prensa newspaper article, chart papers,
markers, graphic organizer, informational text (ASPIRA vs. NYC BOE, Lau
vs. Nichols, Keyes vs. Denver school district, Plyler vs. DOE, Cintron vs.
Brentwood Union Free District), timer
Materials Day 2: Smartboard/Projector and laptop, YouTube Video on Prop
203 of Arizona www.youtube.com/watch?v=Cbjt4Nj2nmk, Informational
text on Arizona‟s prop 203 and its impact on bilingual education
(http://www.city-journal.org/2009/19_4_bilingual-education.html),
highlighters for reading text, model format for letter to Arizona‟s governor
Day 1:
Activity 1: Introduction to Bilingual Education in the United States (15
minutes)
1. Have students read Enseñanza en Dist. 23 de Brooklyn, cuna
bilingüismo, empieza con éxito (1976) (Appendix 7.1) as a group.
This is a “popcorn reading” activity where students take turns
reading different sections. They can either come in at any moment,
or call on one another to read.
2. Have students do a think-pair share with the following guiding
questions:
o Should bilingual institutions should be in existence? Why/Why
not?
32 | P a g e
o Have you or someone you know been impacted by the presence or
absence of bilingual education?
3. Class share out
Activity 2: Bilingual and Immigration Court Case Gallery-Walk (35 minutes)
4. Break students up into groups of 4 and provide them with an
informational folder on a court case that had an impact on bilingual
education in the U.S.:
Lau vs. Nichols
Plyler vs. DOE
ASPIRA vs. NYC BOE
Keyes vs. Denver School District
Cintron vs. Brentwood Union Free District
5. Using the informational text, have students make a poster
(Appendix 7.2) displaying the following information: 1. Name of case,
2. Year, 3. Demands, 4. Decision, 5. Impact on bilingual education.
See “Additional Resources” section for informational materials.
Teachers can also provide additional articles for each case folder.
6. Arrange a gallery walk where each student stops at each poster for
2-3 minutes. While there they should complete a graphic organizer
(Appendix 7.3) about each court case.
7. If time permits, hold a short debrief about the commonalities of each
case.
Homework: Using the provided worksheet, research one organization that
still advocates for bilingual education (Appendix 7.4).
Day 2:
Activity 1: Reflecting on Bilingual Education vs. English Immersion (15
minutes)
1. For a journal writing activity, have each student select one of the
following:
Option 1: Write about the effect bilingual education has had in their
life (or somebody they know).
Option 2: Write about the reaction to a court cases learned about
yesterday.
2. Ask a few students to share out (ideally 1-2 for each option).
Activity 2: English Immersion and Arizona‟s Proposition 203 (15 minutes)
3. Discuss the main differences between bilingual education and
immersion programs (this document may be helpful background
33 | P a g e
information:
http://www.sagepub.com/healeyregc6e/study/chapter/cq/87318_02.
pdf)
4. Show students the YouTube video on Proposition 203:
www.youtube.com/watch?v=Cbjt4Nj2nmk
5. Invite the class to discuss their reactions to Proposition 203.
Activity 3: Taking a Stand (20 minutes)
6. Ask students to take a stand on whether Prop 203 is fair for Latino
students.
7. Each student will compose a letter to Janice Brewer, Arizona‟s
governor. The guiding question for the letter is: “Was it fair to pass
Proposition 203?” They should include at least three reasons for
their position.
8. The teacher will provide an overview of a model format for writing a
letter (Appendix 7.5).
Homework: Finish the letter to Governor Brewer about Prop 203.
Idea: Set up a bulletin board titled “Bilingual Education and Social Justice.”
Post the letters to Governor Brewer.
Websites
Lau vs. Nichols
http://education.uslegal.com/bilingualism/landmark-legislation/lau-vnichols/
Doe vs. Plyler (1982)
http://www.decolores-incs.com/sernavportales.htm
Cintron vs. Union School Free District
http://www.leagle.com/xmlResult.aspx?xmldoc=1978512455FSupp57_1502
.xml&docbase=CSLWAR1-1950-1985
ASPIRA vs. Board of Education
http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ348510
The Bilingual Ban that Worked/ Article on the effects of Prop 207 in
Arizona‟s bilingual education http://www.city34 | P a g e
journal.org/2009/19_4_bilingual-education.html
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Lesson Title: The Meaning of Ethnic Parades in NYC
Duration of Lesson: 2 periods
Relevant El Diario/La Prensa Reading: Participan en el desfile unas 15,000
personas: 75,000 presencian el acto (1959)
Overview: In this lesson students will learn why ethnic parades are celebrated in
NYC. They will consider their significant impact on NY society and politics
through the study of three parades: Dominican Republic Parade, National Puerto
Rican Day Parade, and the Hispanic Day Parade.
o Parades celebrate religious holidays
and ethnic cultures of different
groups across the city.
o Parades can be used as a platform to
promote social and
political awareness.
o What key factors influenced the
development of the Latino parades
in NYC?
o What is the role of the arts in
parades as a way of bringing
people together?
o What is the connection between
parades and social justice issues?
o The reasons ethnic parades are
important to the groups they
represent, from the history of how
they were conceptualized, to the wide
array of traditional and modern arts
and cultures that are displayed and
the social issues they raise.
o The origin and history of why
ethnic parades were organized.
o Describe different Latino parades
and the history of how they were
conceptualized.
o Analyze text and video to identify
traditional and modern dance and
music of Latino cultures.
o Identify and describe social issues
as they connect to the parades.
Other Evidence:
o Read and annotate Document Based
Questions (DBQ) documents.
o Complete a graphic organizer based
on the DBQ‟s about different parades.
o Present graphic organizer
information
o Student responses during the donow questions.
36 | P a g e
NYS Common Core Standards: Reading Standards for Literacy in History/Social
Studies (grades 6–12):
1.
Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
2.
Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
3.
Analyze how and why individuals, events, or ideas develop and interact
over the course of a text.
7.
Integrate and evaluate content presented in diverse formats and media,
including visually and quantitatively, as well as in words
Materials: Document Based Question Documents -Dominican Day Parade,
Puerto Rican Day Parade, Hispanic Day Parade (Appendix 8.1,8.2, and 8.3),
graphic organizer (Appendix 8.4), internet video clips
Day 1:
Activity 1: Introduction to Ethnic Parades (15 minutes)
1. Have students write their answer the do-now question, “How is Latino
culture celebrated in New York City?”
2. After a few minutes, elicit do-now responses from students and record
answers on chart paper. Encourage students to write down each other‟s
ideas.
3. Show a short video clip of the Puerto Rican Day Parade as a visual tool
that highlights the rich traditions of Puerto Ricans in NY and PR:
http://youtu.be/27lnNzfovnk.
Activity 2: Group Reading Activity (35 minutes)
4. Divide students into groups of three or four. Assign each group one of the
following parades (a parade can be given to more than one group): Puerto
Rican Parade, Dominican Parade or the Hispanic Day Parade.
5. Give students the corresponding DBQ document (Appendix 8.1, 8.2 and
8.3). Students should read and annotate the document that describes the
traditions of the parade and the culture it celebrates, as well as the social
issues addressed.
6. Groups should discuss the information and complete the graphic organizer
37 | P a g e
for their assigned parade (Appendix 8.4).
Day 2:
Activity 1: Comparisons Across Parades (40 minutes)
1. Have each group present the information they found to the class. As each
group presents, the rest of the class will fill in the other sections of the
graphic organizer with the new information. By the end of each groups‟
presentations, each students graphic organizer should be complete.
2. Allow students to share any personal experiences about Latino arts and
culture in parades that may fit into any of the columns of the graphic
organizer.
Activity 3: Summary (10 minutes)
3. Ask students to consider other parades within the city to celebrate other
Latino cultures. Parades such as Three Kings Day Parade, Cinco De Mayo
Parade, Ecuadorian Parade, Colombian Independence Parade, Peruvian
Parade, Bolivian Parade, Uruguayan Parade, Honduran and Central
American Parade, and Mexican Day Parade can be brought up.
4. Summarize the student-elicited reasons parades are important to Latinos
in NYC.
Documentary
“Yo soy Boricua, pa‟que tu lo sepas!” (2006)
“I‟m Puerto Rican, just so you know it!”
Starting with the focal point of New York City's famed Puerto Rican Day Parade,
Actress/Director Rosie Perez examines her culture, both from a deeply personal
perspective, interviewing her sister and cousin about their sense of pride in their
background and exploring the journey of her own family from the island to New
York City, and from a broader perspective, looking at the island's rich, neglected
history. Perez also celebrates the Puerto Rican poets, artists, and musicians that
have impacted American culture, along with the island's unique influence on our
language.
Source: New York Times Movie
38 | P a g e
Review: http://movies.nytimes.com/movie/348237/Yo-Soy-Boricua-Pa-que-TuLo-Sepas-/overview
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Lesson Title: Culminating Project: Multilingual, Multimedia Newspaper
Duration of Lesson: 5 periods
Relevant Readings: Current articles from El Diario/La Prensa & other news
sources
Overview: This lesson involves the class working in groups to create a
multimedia, online newspaper. Each group will cover one of the 7 social justice
topics that have been studied, and each student will write one article to
contribute to the paper.
o Issues facing the Latino community
o What are some important issues
today are connected to historical
facing Latinos today? How have
events.
Latino issues changed or stayed
o The work of newspaper journalists
the same in recent decades?
involves collecting evidence from
o How do journalists gather
different sources to gain multiple
information about important
perspectives on an issue.
events and issues?
o Modern news sources can include
o How is increased access to
different types of articles composed
diverse media sources changing
of different media (pictures, videos,
the way people learn about the
etc), which can provide readers
news?
different kinds of information about
the news.
o Important issues and events in the
o Create different types of
Latino community today.
journalistic articles using
o How journalists gather information
information gathered through
and document findings using
research, interviews and
photographs, video footage, and
observation.
written articles.
o Supplement articles with
appropriate photographs and
video footage.
o Create an online news source.
o Written summary of research
conducted
o Newspaper article
o Written reflection
Other Evidence:
o Small group discussions
o Class presentation
40 | P a g e
o W4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
o W7: Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.
a. Explore topics dealing with different cultures and world viewpoints.
o W8: Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the task, purpose, and audience;
integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a
standard format for citation.
o W10: Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes, and audiences.
Materials: Computers with internet access, smart board or projector if available
Day 1:
Activity 1: Introduction to Project and Issues (15 minutes)
1. Explain to students that they will be creating a class multimedia
newspaper. They will work in groups of 3-5, each group specializing in one
of the social justice themes that they have been studying: Immigration,
Health Care, Workers‟ Rights, Education, Language, Housing, Arts and
Culture. Each student will be responsible for writing one news article,
opinion piece, or photo essay in the language(s) of their choice. The first
step will be to conduct preliminary research on their issue.
2. As a class, brainstorm current issues within each social justice topic.
Remind students that these can be local or national issues, or events they
know about that have taken place or will take place. Make a list of
student ideas.
3. Ask students to generate ideas for and decide on a name for their
newspaper.
Activity 2: Different Types of Articles (15 minutes)
4. Tell students that there are several different types of articles they could
decide to write. In small groups, have students look through an El
Diario/La Prensa paper and make a list of different types of articles they
41 | P a g e
find (news stories, feature articles, editorials, photo essays, political
cartoons, etc).
5. As a class, make a list of the different types of articles that were found
and discuss the characteristics of each.
6. Explain that written articles will be required to be at least 3 paragraphs
long, and photo essays should contain at least 4 photos (selected from
many) with captions. Political cartoons can include captions if necessary.
Activity 3: Group Formation (20 minutes)
7. Determine the social justice topic each group will specialize in.
8. Have the groups discuss the issues and events pertaining to their topic
(they can add more issues/events within the topic if they choose). Each
student should select their sub-topic and article format. Ideally, students
should not write about the same issue within their topic, unless it will be
in another languages or format.
Homework: Find and take notes on 2-3 articles related to the issue you plan to
write about. If possible, the articles should be in two different formats. You may
read articles in any language. You may use the El Diario/La Prensa website as a
reference (http://www.eldiariony.com/), but articles can also come from other
news sources.
Day 2:
Activity 1: Gathering Journalistic Information (15 minutes)
1. Review different types of articles: news story, feature article, editorial,
photo essay, and political cartoon.
2. Discuss different ways of gathering journalistic information for each type
of article. For instance, conducting an interview or creating a survey
would be helpful for a news story or feature article. Students creating
photo essays should find a subject to photograph and perhaps talk to
people to get a sense of the context. Students writing editorials or
drawing political cartoons could conduct further online research or talk to
people to gather information to support their argument. Remind students
that staying alert and observing their surroundings are an important skill
for all journalists.
Activity 2: Discussion of Preliminary Research (35 minutes)
3. Have students reconvene with their members of their group to discuss
what they have learned from the articles they read for homework and
decide what type of article each student will write. They can also help
each other to identify the next steps they can take in gathering
information.
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4. Spend the remainder of the class period developing interview questions,
jotting down ideas for the article, and beginning to write rough drafts of
the article.
Homework: Conduct an interview or survey, take photos and/or videos, or
conduct additional online research for your article. Write a 1-paragraph summary
of what kind(s) of investigation you conducted and how you went about it.
Additional Resources: “Types of Newspaper Articles”:
http://jposte.wikispaces.com/file/view/TYPES+OF+NEWSPAPER+ARTICLES.pdf
Day 3:
Activity 1: Group Debriefing (10 minutes)
1. Have groups discuss their experiences gathering journalistic information,
what they have learned, and try to work out any difficulties they might be
having in beginning to write their articles. They can help each other think
of catchy titles for the articles and choose photos to accompany them if
applicable.
Activity 2: Writing Workshop (25 minutes)
2. Have students devote this time to working on articles.
Activity 3: Peer Editing (15 minutes)
3. As a class review the rubric (Appendix 9.1) that will be used to evaluate
each students‟ contribution to the newspaper.
4. Instruct students to exchange articles with a peer (preferably in their
group) and provide each other feedback on what they have written so far.
Use the rubric as a basis for the feedback.
Homework: Complete newspaper article.
Day 4:
Activity 1: Formatting Newspaper (50 minutes)
5. Have groups work together to synthesize their section of the paper in the
computer lab, using a blogging site (www.tmblr.com recommended) to
which photos and videos can be added.
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Homework: Put the finishing touches on your article and its online formatting (if
you have internet access at home or at a public library). Prepare to briefly
summarize your article for the class during the publication party.
Additional Resources: www.blogspot.com, www.wordpress.com
Day 5:
Activity 1: Publication Party (50 minutes)
6. Hold a class publication party with snacks and refreshments. Invite other
classes, teachers, administrators and parents to the party. Share the link
of the full paper.
7. Give each group 7-8 minutes to use a Smartboard or projector to present
their section of the newspaper to their class. Each student should have
the opportunity to briefly describe his or her contribution to the project.
Homework: Write a reflection of your experience creating a news source. Include
your steps in researching and writing the article and your overall impression of
the experience. What are you most proud of? Is there anything you would do
differently?
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Latinos in New York City Curriculum Appendices
Appendix for Social Justice and Latinos in NYC Curriculum:
Introduction to Latinos through Media Lesson
1.1
Compare-Contrast Matrix……………………………………………………….. p.47
1.2
El Diario/La Prensa cumple 80 años (1993)/ El Diario/La Prensa Celebrates 80th
Anniversary …………………………………………………………………………. p.48
1.3
Gestionan inscripción en masa de electores hispanos en New York (1956)
……………………………………………………………………………………………. p. 49
1.4
One Topic, Two Sources: Cross-Media Comparison Graphic Organizer
…………………………………………………………………………………………… p. 52
100 Years of U.S. Immigration Laws Lesson
2.1 La ley de inmigración Johnson apoyada por el Klan e Inglaterra (1924)
……………………………………………………………………………………………………….. p. 54
2.2 Continuarán redadas, pero no habrá deportaciones masivas (1986)
……………………………………………………………………………………………………….. p. 57
2.3 The DREAM Act (Immigration: The Ultimate Teen Guide, 2011)
……………………………………………………………………………………………………….. p.61
2.4
Immigration Law Worksheet ……………………………………………………. p. 64
2.5
New Law Graphic Organizer …………………………………………………….. p. 65
2.6
Presentation Comment Sheet ………………………………………………….. p. 66
Latino Workers‘ Rights Then and Now Lesson
3.1 Esclavizan a obreros boricuas, La Prensa descubre campo de concentración (1961) with
English Translation …………………………………………………………………………. p. 67
3.2 Latino Civil Rights Timeline: 1903-2006 (Teaching Tolerance)
……………………………………………………………………………………………………….. p. 73
Housing Lesson
4.1 Housing and Neighborhood Conditions (Housing NYC) ………………… p. 76
4.2 Concept Map for Living Conditions ……………………………………………… p. 78
4.3 Viven en casa expuestos a epidemias y a incendios (1983) …………… p. 89
4.4 Hispanos del sur del Bronx, El Barrio, Brooklyn viven entre la basura (1974)
……………………………………………………………………………………………………… p. 81
4.5 Vecinos de Washington Heights marchan contra la ‗Gentrificación‘ (1987)
……………………………………………………………………………………… …………….. p. 83
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Hispanics & Health Care Lesson
5.1 Common Illness Articles with English Translations: Puede ser tu última copa (2012),
Neoyorquino, conoce tu estatus de VIH (2012), Por una mejor salud: la regulación de las
bebidas azucaradas (2012), Cáncer es el principal asesino de hispanos (2012), El 80% de los
latinos en riesgo por enfermedades cardiacas (2012)
…………………………………………………………………………………………………………. p. 86
5.2 Hispanic Illness Jigsaw Matrix ………………………………………………………. p. 103
5.3 Language as a Communication Barrier in Medical Care for Hispanic Patients
………………………………………………………………………………………..................... p. 104
Language and Identity Lesson
6.1 ―El idioma español en los Estados Unidos‖ (1922) ………………………….. p.107
6.2 Gabriela Mistral (1946) ………………………………………………………………… p. 110
6.3 Sentí el idioma como una gran criatura especie de Arcángel de la Raza (1946)
…………………………………………………………………………………………………………. p. 114
6.4 Spoken Word Reflection Form ………………………………………………………. p. 119
Bilingual Education Goes to Court Lesson
7.1 Enseñanza en Dist. 23 de Brooklyn, cuna bilingüismo, empieza con éxito (1976)
………………………………………………………………………………………………………… p. 120
7.2 Poster Framework ……………………………………………………………………… p. 125
7.3 Gallery Walk Graphic Organizer …………………………………………………... p. 127
7.4 Bilingual Education Organization Homework Sheet ……………………… p. 128
7.5 Letter Format …………………………………………………………………………….. p. 130
The Meaning of Ethnic Parades in NYC
8.1 Participan en el desfile unas 15,000 personas: 75,000 presencian el acto (1959)
………………………………………………………………………………………………………… p. 131
8.2 Dominican Parade ………………………………………………………………………. p. 135
8.3 Hispanic Day Parade …………………………………………………………………… p. 141
8.4 Parade Graphic Organizer……………………………………………………………… p. 147
Culminating Activity
9.1 Rubric ………………………………………………………………………………………… p. 149
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Appendix 1.1
Compare-Contrast Matrix
Trait
Country A:
Country B:
______________________
______________________
Year of independence
Geographical region
Languages
Majority and
Minoritized groups
Government system
Immigration
Economic status
Natural resources
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Appendix 1.2
El Diario/La Prensa cumple 80 años (1993)
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Appendix 1.3
Summary: En las elecciones municipales de 1953, el voto hispano fue más
importante que nunca, y de ello se percataron tanto los demócratas como los
republicanos. El voto latino fue decisivo para elegir al boricua Felipe N.
Torres como asambleísta estatal representando al Bronx, y también al
alcalde demócrata Robert F. Wagner. Consciente de ello, Wagner creó un
Comité de Asuntos Puertorriqueños en la alcaldía, e incluso hizo un viaje a
San Juan para pedir que más puertorriqueños se mudaran a trabajar a Nueva
York. En los años siguientes, se consolidarían algunos logros políticos
hispanos. En 1954, el boricua Antonio Méndez fue nombrado líder distrital
demócrata por Manhattan, siendo el primer latino en estar representado en
el Comité Ejecutivo del Partido Demócrata de la ciudad. En 1956, se formó la
Asociación de Votantes Hispanos en Nueva York con el objetivo de registrar
nuevos votantes, y en 1957 Manuel Gómez fue proclamado en la Corte de
Magistrados de Nueva York como el primer juez puertorriqueño en los
Estados Unidos continentales.
Translation: In the municipal elections of 1953, the Hispanic vote was more
important than ever, and Democrats, as well as Republicans, took notice.
The Latino vote was decisive in electing Puerto Rico-born Felipe N. Torres as
an assemblyman representing the Bronx and the Democratic Mayor Robert
F. Wagner. Aware of this growing power, Wagner created a Committee for
Puerto Rican Affairs in the Mayor‘s Office and even made a trip to San Juan
to ask for more Puerto Ricans to relocate to New York for work. In the
following years, some Hispanic political achievements would materialize. In
1954, Antonio Méndez, a Puerto Rican, was appointed Democratic district
leader in Manhattan, becoming the first Latino in the Executive Committee
of the Democratic Party in the city. In 1956, the Association of Hispanic
Voters was formed in New York with the goal of registering new voters. In
1957, Manuel Gómez became the first Puerto Rican judge in the continental
United States when he was appointed to the Court of Magistrates of New
York.
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―Gestionan inscripción en masa de electores hispanos en New York‖
La Asociación de Votantes Hispanos de Nueva York, autorizó ayer las
siguientes manifestaciones: ―La Asociación de Votantes Hispanos basa su
trabajo en el distrito asambleísta, siendo esta la división más efectiva,
dentro de los dos partidos, el Demócrata y el Republicano, para la
movilización del voto. Dentro del distrito asambleísta se trabaja por
distritos eleccionarios, que es el componente del asambleísta. Los líderes de
distritos eleccionarios. Desde la organización de la Asociación se ha dividido
el trabajo por el mapa del distrito Asambleísta, tarjeteros se han preparado
en cada distrito del Bronx, Brooklyn, Manhattan y Queens.
Con la campaña de peticiones que hemos emprendido para recoger
100,000 firmas en los cinco condados nos daría además de los ya inscritos en
los libros electorales, una base para conducir una campaña casa por casa,
bloque por bloque en toda la ciudad. Con este proceso quedarán constituidos
comités de trabajo de la Asociación en cada distrito eleccionario. Es la
distribución de material, Canvaseo, educación al nuevo votante a pasar la
prueba de elegibilidad, o examen de literaria. Esté será distribuido casa por
casa. Axial se basó nuestra campaña en 1955 y ya tenemos comités de
trabajo en bastantes distritos en todos los condados.
―La Asociación obtuvo buenos resultados en 1955, y el 1956
aplicaremos el mismo método, pero con una organización de comités más
completa que servirán de capitanes y subcapitanes. Estos no tan solamente
ayudarán a inscribir el hispano sino también a sacar el voto.‖
Es nuestro interés y urgimos que el hispano se haga parte integrante
del club político en la comunidad.
―Como hemos dicho antes, la Asociación de Votantes Hispanos no
está en competencia con ninguna otra organización, y es no partidista.
Queremos compartir nuestras experiencias y práctica con todo el que esté
interesado en este trabajo. Inscribir 100,000 hispanos en 1956 es una tarea
difícil, pero con perseverancia y consistencia esperamos conseguirlo.‖
―Por 100,000 hispanos inscritos en 1956!‖
###
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Appendix 1.4
One Topic, Two Sources: Cross-Media Comparison
Directions: Identify two articles about a topic relevant to Latinos (preferable
in two languages if you are bilingual). List the information about each
article below. Then, read both articles and compete the chart listing the
central argument, evidence and perspectives represented in each piece.
Finally, answer the reflection questions in complete sentences.
Name:___________________________________
Topic: ___________________________________
Article 1:
Title: ___________________________________________________
Newspaper: _______________________________________________
Author: ___________________________________________________
Date of Publication: _________________________________________
Article 2:
Title: ___________________________________________________
Newspaper: _______________________________________________
Author: ___________________________________________________
Date of Publication: _________________________________________
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Article 1:
Article 2:
Central Argument
Evidence
Perspective(s)
Represented
Reflection Questions:
1. What were the key similarities between the two articles?
2. What were the major differences between the two articles?
3. What is the value of reading multiple sources (such as newspapers)
for information on a similar topic?
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Appendix 2.1
Summary: La crisis económica que siguió al final de la primera guerra
mundial provocó una serie de políticas de restricción a la inmigración desde
1921. En 1924, se aprobó la Ley Johnson-Reed, que estableció una cuota de
inmigración del 2% para cada país según el número de residentes de esa
nacionalidad en los Estados Unidos en 1890. Al basarse en el censo de ese
año, la ley favoreció la entrada de alemanes, por ejemplo, y limitó
drásticamente la llegada de inmigrantes del sur y este de Europa. La ley
supuso un duro golpe para la entonces vibrante comunidad española, que en
1924, el mismo año de su aplicación, vio como más gente se fue de Nueva
York de los que entraron como inmigrantes. La Prensa mostró siempre su
oposición a esta ley, y destacó que tenía el apoyo del Ku Klux Klan. Esta
caricatura publicada en 1923, mientras se discutía la nueva legislación,
muestra el sentir del diario y de los españoles en el país.
Translation: The economic crisis that followed the end of the First World
War was used to introduce a series of policies restricting immigration. In
1924, the Johnson-Reed law was approved, establishing an immigration
quota of 2% for each country according to the number of residents of that
nationality registered in the 1890 census. Based on this, the law favored the
entrance of Germans, for example, and drastically limited the arrival of
immigrants from Southern and Eastern Europe. The law came as a harsh
blow for the vibrant Spanish community of the time, which in
1924 saw more people depart from New York than those who entered as
immigrants. La Prensa opposed this law and pointed out that the Ku Klux
Klan supported it. This cartoon published in 1923 shows the position of the
newspaper and Spaniards in the country.
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―La ley de inmigración Johnson apoyada por el Klan e Inglaterra: Mr. Sabath
dice que Gran Bretaña estableció agencias para apoyar dicho proyecto de
ley‖
WASHINGTON, abril 6.— Como ya anunciamos, el otro día empezó el debate
de la propuesta ley de inmigración Johnson en la cámara, pidiendo rigurosa
restricción de inmigrantes a los Estados Unidos.
Desde que se anunció este proyecto de ley, Miembros de la cámara y
del senado han venido recibiendo resoluciones a favor y en contra de dicha
ley, lo cuál ha creado un interés grande en el asunto, y cuando el presidente
de la cámara llamó al orden, casi todos los asientos estaban ocupados. El
representante Johnson, presidente de la comisión de inmigración empezó su
discurso a favor del proyecto con la famosa frase de ―America para los
americanos‖ y siguió luego exponiendo las ventajas y negando las objeciones
que le hacían aquellos que decían que ese proyecto rebajaba moralmente a
los pueblos del sur y oeste de Europa.
El cabecilla de la oposición fue y es el representante Sabath,
demócrata y miembro notable del comité de inmigración, que declaró que el
sentimiento hacia la restricción de la inmigración había sido creado por la
propaganda británica que por medio de impresos y revistas de todas clases y
otras agencias especiales habían ―envenenando‖ las ideas americanas de
inmigración pidiéndoles la supremacía de la raza anglosajona.
Mr. Sabath insistió en que el gobierno británico en su deseo de enviar
a los Estados Unidos sus emigrantes, había establecido en este país
agencias que por medio de circulares y otros impresos han causado y
propuesto la ley de inmigración que reduciría la entrada de extranjeros del
sur y oeste de Europa y aumentará la entrada de ingleses e irlandeses y
demás pueblos del norte de Europa. Mr. Sabath calificó el proyecto de ley
como anti-americano e injusto para muchas nacionalidades que han
contribuido con millones de distinguidos ciudadanos a la población de los
Estados Unidos.
Este proyecto de ley sin embargo parece tener aceptación en la
cámara pues reúne en sí la ley básica de inmigración de 1917 y los principios
numéricos de limitación de inmigrantes según el acta de mayo 19 de 1921,
con la sola diferencia de que cambia la base de las cuotas del censo de 1910,
por el censo de 1980 y reduce la cuota del tres por ciento al dos por ciento
del número de habitantes que de cada nación había en este país en el año de
55 | P a g e
1890. Además, requiere la reexaminación previa de los inmigrantes en el
puerto donde embarquen, por medio del cónsul americano, que les expedirá
un pase. Quedan exentos la esposa de ciudadanos americanos, los menores
de 18 años y los padres mayores de 56 años.
El Ku Klux Klan ha hecho sentir su influencia en la cámara enviando
representaciones del sur con resoluciones pidiendo la pronta aceptación de
la ley que va aplicada directamente contra las naciones que envían a este
país una gran cantidad de judíos y católicos todos los años.
Los estudios hechos por el comité de inmigración dicen que con este
proyecto de ley la inmigración bajara de 350,000 que entrar anualmente en la
actualidad a 160,000 que entrarán si la ley se aprueba, causando una gran
disminución en el número de italianos y un gran aumento de irlandeses e
ingleses.
###
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Appendix 2.2
Summary: Ante el aumento de inmigrantes sin papeles en todo el país, se
sucedieron las deportaciones y las llamadas a establecer algún tipo de
reforma migratoria. La Ley Simpson-Mazzoli de 1986 otorgó una amnistía
para millones de indocumentados llegados a Estados Unidos antes de 1982,
pero también impuso duras penas a los negocios que empleaban a
indocumentados, y endureció las condiciones de vida de muchos inmigrantes.
Muchos líderes hispanos se opusieron a la medida, mientras se presentaba
una propuesta para convertir a Nueva York en un estado santuario para
refugiados de los conflictos en Centroamérica. El Diario/La Prensa reportó
que se estaban aplicando las medidas más represivas contra los ilegales
antes incluso de que se aprobara la ley, y denunció una campaña antiinmigrante de las autoridades, que culpaban a los ilegales del tráfico de
drogas. Al final, si bien la reforma de inmigración es recordada por los tres
millones de inmigrantes que lograron acceso a la ciudadanía, también trajo
muchas penalidades a la comunidad.
Translation: With the increasing number of undocumented immigrants in
the country came deportations and calls to establish some sort of
immigration reform. The Simpson-Mazzoli law of 1986 granted amnesty to
millions of undocumented persons that entered the United States before
1982, but it also implemented harsh penalties to businesses that employed
them and made the lives of many immigrants difficult. Many Hispanic
leaders opposed that new federal measure, while in New York, a proposal
was presented to convert the state into a sanctuary for refugees of the
conflicts in Central America. El Diario/La Prensa reported that the most
repressive measures were being applied to undocumented immigrants, even
before the new reform was enacted. It denounced an anti-immigrant
campaign by law enforcement agencies that blamed the undocumented for
drug trafficking. At the end, while the reform put three million immigrants
on the path to citizenship, it was also accompanied by a host of penalties
and punishments.
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―Continuarán redadas, pero no habrá deportaciones masivas‖, by Luis
Fernandez
Un vocero del Servicio de Inmigración (SIN) dijo a este periódico que
esa dependencia continuará realizando redadas en busca de indocumentados
en las fábricas pero que se permitirá quedarse a los que estén dentro de lo
que especifica el programa de legalización de la nueva ley.
Duke Austin añadió que ―tenemos una ley y es nuestra obligación
aplicarla‖. Recordó que aún la nueva ley ―no esta en vigor‖, ya que la misma
establece un periodo de seis meses para dar a conocer su contenido al
público y a los dueños de fabricas y comercios.
―En absoluto habrá deportaciones masivas‖ respondió Austin cunado
se le informó que el embajador norteamericano en México, Charles J. Pilliod,
había indicado en la capital azteca que el SIN le había prometido que no
habrían deportaciones masivas.
Sin embargo, Austin expresó que ―tenemos derecho a deportar a las
personas que están fuera de la ley‖.
Recalcó que los extranjeros indocumentados que estén dentro de lo
que especifica la nueva ley, ―se les permitirá quedarse y trabajar mientras
su estatus sea ajustado‖.
Austin indicó que si en las redadas ―encontramos ilegales trabajando,
pero que se benefician con la amnistía, entonces se deferiría la deportación‖.
El embajador Pilliod señalo que no habrá deportación masiva de
mexicanos, por lo que se le preguntó a Austin si ese beneficio es sólo para
ese grupo.
―No, la disposición es para todos por igual, pero seguiremos aplicando
la ley y deportando ilegales‖, subrayó el vocero.
En otro orden de ideas, Lydia Savoyka se quedó de que pese a que
hace seis años que las organizaciones benéficas están trabajando junto al
SIN para cuando llegara la amnistía, todavía ―no sabemos que papel vamos a
desempeñar, por que no hemos recibido ningún tipo de instrucción. Savoyka
es supervisora de la conferencia Católica de Estados Unidos.
Lo mismo expresó la funcionaria Antoinette Morgan, de la oficina de
Inmigración de Nueva York. ―No hemos recibido ninguna instrucción sobre el
particular desde Washington‖.
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―Eso es absolutamente ridículo‖, subrayó Savoyka, mientras que
Austin replicó que el reclamo de la experta es ―una candidez‖.
Recordó el funcionario que la ley la acaba de formar el presidente
Ronald Reagan y no ha habido tiempo para enviar documentos a las
organizaciones no lucrativas, que se encargarán de llenar los formularios
para la legalización.
Aceptarán solicitudes en mayo
Por otra parte, la Associated Press informó que el SIN comenzará a
aceptar en mayo la aceptación de solicitudes de inmigrantes que cumplan los
requisitos para legalizar su status en Estados Unidos.
Las solicitudes serán aceptados a partir del 3 de mayo en oficinas
especiales que aún no han sido creadas, dijo el vocero del SIN en Los
Angeles, Joh Belluardo.
El emplazamiento de dichas oficinas será anunciado dentro de unas
semanas. Belluardo reveló que la ley firmada por Reagan entrará en
vigencia el primero de diciembre y, durante ese tiempo, no se tomarán
medidas punitivas.
Satisfecho el cónsul de RD
Por otra parte, el cónsul dominicano en San Juan, Puerto-Rico, Andrés
Moreta Damirón, dijo estar satisfecho por la nueva ley de inmigración.
Damirón manifestó sentirse contento por que la reforma hará realidad el
deseo de miles de dominicanos indocumentados que llegaron a Puerto Rico
antes de 1982.
Se estima que en Puerto Rico residen unos 150,000 indocumentados,
en su mayoría procedentes de la Republica Dominicana.
###
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Appendix 2.3
THE DREAM ACT
The Development, Relief and Education of Alien Minors Act is the full name
of the DREAM Act. It is a piece of federal legislation that was proposed in
2001 and has received support (to different degrees) from both the
Democratic and Republican parties. Unlike large-scale immigration reform
that seeks to find a way to deal with the nation‘s 12 million undocumented
immigrants, the DREAM Act focuses only on a vulnerable subgroup who did
not make the choice to come to the United States, but were brought here by
families. The focus on youth, who are perceived as innocent victims, as
opposed to adults who ―broke the law,‖ makes the act less problematic and
therefore more likely to see success.
The DREAM Act provides a path toward citizenship for undocumented
minors who were brought to the United States at the age of fifteen or
younger and have been in the country for a minimum for five years. It states
that students who graduate from high school or earn a general equivalency
diploma (GED), complete two years of college or military service, and are
found to be of good moral character, with no criminal record, will eventually
be able to legalize their status. Once the legislation passes, adolescents and
young adults who are thirty-five years old or younger (this age limit may
change) that fit the above criteria will have six years of conditional LPR
status. If they meet all the requirements at the completion of the six years
they can apply to become LPRs. Then, following five more years they can
also apply for U.S. citizenship.
Many undocumented youth are counting on this bill as their only hope to
fully become a part of the United States. If it is enacted it would positively
impact approximately 1 million young people nationwide. Many
undocumented teens lack motivation when it comes to graduating from high
school, as they know the future for them is bleak. Students who have the
desire to go on to college know that they can only attend certain
institutions and that government loans are not available to them. This
means they must pay for their education up front and must do so with
informal jobs, which usually pay low wages. However, the passage of the
DREAM Act could give undocumented students a reason to stay in school
and plan for a brighter future. For those students already in college or those
who have graduated, it will allow them to put their degrees to use and
attain jobs in fields such as education, nursing, and engineering. They will
earn more money and also contribute to the society through working in jobs
61 | P a g e
where there are shortages and paying more in taxes as they earn higher
salaries. The DREAM Act has the potential to benefit undocumented
students, their families, and U.S. society as a whole.
Figure 10.2. A banner hangs in front of the U.S. Capitol building to urge the
passage of the DREAM Act. Photo courtesy of the New York State Youth
Leadership Council (NYSYLC).
Figure 10.3. Students head to a rally in support of the DREAM Act. Photo
courtesy of the New York State Youth Leadership Council (NYSYLC).
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At the time this book went to press in 2010, the DREAM Act had not yet
been passed. The following is a letter by Jacki, a college student, who wrote
to her senator asking him to support the DREAM Act.
Senator Charles E. Schumer 313 Hart Senate Building Washington, DC
20510 March 3, 2010
Dear Senator Schumer,
My name is Jacki. I am a resident of the state of New York where I live in a
very diverse neighborhood in Queens. I am Mexican by birth and a raised
New Yorker. I went to high school in Washington Heights, where I
graduated with honors. I graduated with my bachelor‘s degree in Psychology
and Bilingual Education from The City College of New York in Harlem. I am
currently attending my alma mater pursuing a master‘s degree in Education.
My education credentials and dreams should set the path toward a bright
future. However, it is a future that comes to a halt due to my immigration
status. Being an undocumented immigrant prevents me, and hundreds of
other students in my situation, from putting into practice the degrees we
have worked so hard for. We are students who have excelled in school and
in our communities by being leaders and role models. Yet our dreams of a
future in the U.S. have been placed on hold because of the broken
immigration system.
Senator Schumer, my dream and those like me are in your hands. You can
change my future and the situation of millions of students who are unable
to continue their college education or to practice the careers they are
passionate about. I ask you to support the DREAM Act, a bill for
immigration reform that will allow undocumented students a path for
citizenship; and the opportunity to come out of the shadows and give back
to the communities that have seen us grow.
I have lived in this country for 10 years. I have my family and friends in New
York. I call the US my home. Do not let my dreams be deferred one more
year.
Sincerely,
Jacki, a Young Dreamer from New York
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Appendix 2.4: Immigration Law Worksheet
(Proposed) Law: ____________________________
1. What are the key features of your (potential) law?
2. Why do you think this law was or may be enacted?
3. Who does/would this law benefit? Would it disadvantage anyone?
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Appendix 2.5
New Law Graphic Organizer
Group Members:
____________________________________________________________
Name of Immigration Law:
Explain the bill:
What are the problem(s) the bill addresses:
Outline who benefits from this bill:
Explain why this bill is better or different from past laws:
How will it effect the United States:
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Appendix 2.6
Presentation Comment Sheet
Name:_________________
Date:________________
Select three group presentations to evaluate using the chart below:
Group 1:
Group 2:
Group 3:
___________________ ___________________ __________________
What
do you
like
about
the
bill ?
What
are
some
issues
with
the
bill ?
Should
the bill
become
law?
Explain
why.
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Appendix 3.1
Summary: Las miserables condiciones de vida de miles de obreros hispanos
en la ciudad, mayoritariamente puertorriqueños, provocaron numerosas
campañas de denuncia de los dos periódicos latinos. En 1961, La Prensa
reportó de un ―campo de concentración‖ de agricultores en Newark, NJ, al
que siguieron una serie de denuncias similares en una campaña llamada
―Operación Dignidad‖. Durante la misma, el periódico ―rescató‖ a decenas de
boricuas ―esclavizados‖ en diferentes puntos del país, y obtuvo bastante
repercusión política. Durante toda la década, las campañas de El Diario/La
Prensa a favor de la mejora de las viviendas y los barrios hispanos tuvieron
un importante efecto en los programas de lucha contra la pobreza. La
comunidad respondió al apoyo del diario con muestras de confianza a veces
sorprendentes. En esos años, por ejemplo, era habitual que criminales o
desertores del ejército se entregaran al diario antes que a las autoridades.
Translation: The deplorable conditions for thousands of Hispanic workers in
the city, mostly Puerto Ricans, triggered many campaigns by the two
Spanish-language daily newspapers. In 1961, La Prensa reported on a
―concentration camp‖ of Puerto Rican farm workers in Newark, NJ, followed
by a series of similar allegations in a campaign called ―Operation Dignity‖.
During this time, the newspaper ―rescued‖ dozens of ―enslaved‖ Puerto
Ricans in different parts of the country, which had a significant political
impact. Throughout the decade, the advocacy of El Diario/La Prensa for
improving housing and the quality of life in Hispanic neighborhoods had an
important effect in the war against poverty. The community responded to
the newspaper‘s support with surprising signs of confidence. In those years,
for example, it was common for wanted suspects or army deserters to
surrender to the newspaper instead of to the authorities.
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Image 3) La Prensa, ―Por $13 Venden a Boricuas‖ [Front-Page]. News about human
trafficking; Puerto Ricans sold for $13.
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―Esclavizan a obreros boricuas, La Prensa descubre campo de
concentración‖, by Jose J. Torres, Jesu Nino, y Francisco Camacho (10 de
mayo de 1961)
Un repugnante caso de discriminación contra honrados trabajadores
puertorriqueños, fue descubierto ayer por la Prensa en una finca propiedad
de la compañía ―Jackson and Perkins‖, en el poblado de Newark, en la parte
alta del Estado de Nueva York.
Alrededor de trescientos obreros agrícolas puertorriqueños se
encuentran trabajando sin contrato en dicha finca, en unas condiciones
serviles, además de llevar una vida comparable quizás a la de los infelices
que sufrían en los campos de concentración nazista, cuyos sufrimientos está
conociendo el mundo a través de las, revelaciones del proceso a que es
sometido el verdugo Eichmann.
Relataremos, con todos sus pormenores, la tragedia boricua de la
finca de ―Jackson and Perkins‖.
La mayor parte de los obreros agrícolas boricuas reciben una paga de
un dólar la hora y están obligados a trabajar durante 9 horas diarias seis días
a la semana, en una posición de sufrimiento, pues tienen que sembrar
semillas de los arbustos que se cultivan en dicha finca y para hacerlo les
obligan a permanecer de rodillas inclinados sobre el surco donde depositarán
las semillas.
Del salario, que es de hambre, los ejecutivos de la compañía les
descuentan $28.00 quincenales para comida y habitación. Ahora veremos en
qué consiste lo que la compañía denomina comida y habitación.
Las viviendas es que a ese se les puede llamar vivienda—están
constituidas por varios campamentos asquerosos; cada uno de los cuales
consta de varias habitaciones. En cada habitación tienen que vivir como
mínimo nueve puertorriqueños. Todos los campamentos tienen un solo
servicio sanitario, que es imposible que alcance para satisfacer las
necesidades orgánicas de los centenares de boricuas que, están obligados
por el hambre a vivir en las inicuas condiciones a que por discriminación les
obligan los crueles patronos.
Pero como si el infierno en que trabajan no bastara, el capataz, de los
obreros puertorriqueños, un jamaicano llamado C. S. Reynolds, explora una
barra de bebidas alcohólicas, situada en el campamento, donde los infelices
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boricuas con el ánimo de ingerir un poco de bebida que les hagan olvidar la
triste condición en que viven, lo único que consigues es dejar en la contadora
de dicha barra los pocos dólares que tan tristemente lograr ganar.
Y el domingo, día de descanso, tal vez podrían disfrutar de unas cuantas
horas de esparcimiento como contraste a tanto sufrimiento. Pero el
martirio se hace mayor porque en todos los pueblos, circundantes, tanto en
los comercios como en los hoteles, se niegan a servirles comida y
arrendarles habitaciones porque .. porque son boricuas.
Sin embargo, en el campamento de la compañía ―Jackson and
Perkins‖, hay numerosos trabajadores agrícolas polacos, que habitan una
cómoda casa en la cual albergan dos obreros en cada habitación, además de
tener radios, cocinas privadas y servicios sanitarios suficientes para todos
los trabajadores.
###
English Translation: Puerto Rican Workers Enslaved La Prensa discovers a
Concentration Camp (May 10th, 1961)
A repugnant case of discrimination against Puerto Rican workers was
discovered yesterday by La Prensa on a farm owned by the company Jackson
and Perkins in the town of Newark in upstate New York. Around 300 Puerto
Rican agricultural workers are found to be working with no contract on said
farm under slave-like working conditions and living lives likely comparable
to that of those poor souls, whose suffering the world is finding out about
through the revelations of the henchman Eichmann, that suffered in the
Nazi concentration camps.
We will relate to you with every detail the Puerto Rican tragedy that
occurred on the Jackson and Perkins farm. The majority of the Puerto Rican
workers receive a dollar an hour and are required to work 9 hours per day,
six days per week, in an un uncomfortable position: they have to plant the
seeds of the trees that are cultivated on said farm and in order to do this,
they must remain on their knees hunched over the grove where they deposit
the seeds. Out of their meagerly salary of hunger, the companies executives
discount $28.00 biweekly for food and living accommodations. Now we will
see what the company describes as food and living accommodations actually
70 | P a g e
consist of: The living accommodations, if one could call them such, consist
of various disgusting campsites, each of which has multiple chambers. 9
Puerto Ricans are required to share 1 chamber. At each campsite, 1 toilet is
presented with the impossible task of serving the humanly needs of the
hundreds of Puerto Ricans who are forced by hunger to live under these
wicked conditions because of the discrimination on the part of their cruel
employers.
And as if these hell-like working conditions under which they work were not
bad enough, the overseer, a Jamaican named C.S. Reynolds, has a bar that
sells alcoholic beverages where the poor Puerto Ricans, with their desire to
drink a little in order to forget the sad conditions under which they live,
manage to leave the only few remaining dollars that they have left.
On Sundays, the day of rest, a day on which they would possibly be able to
find some hours of diversion to contrast with so much suffering, their
martyrdom is made worse. In all of the surrounding communities, in the
stores as well as the hotels, Puerto Ricans are refused service. They will not
be served food and they will not be rented hotel rooms because they are
Puerto Rican.
In contrast, in the other work camp owned by Jackson & Perkins there are
numerous Polish agricultural workers. They live in comfortable living
quarters where workers sleep two-per room in addition to having radios,
private kitchens and efficient sanitary services.
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Appendix 3.2
A Latino Civil Rights Timeline in the United States
Teaching Tolerance (http://www.tolerance.org/latino-civil-rights-timeline)
1900s
1914 The Colorado militia attacks striking coal miners in what becomes
known as the Ludlow Massacre. More than 50 people are killed, mostly
Mexican Americans, including 11 children and three women.
1917 Factories in war-related industries need more workers, as Americans
leave for war. Latinos from the Southwest begin moving north in large
numbers for the first time. They find ready employment as machinists,
mechanics, furniture finishers, upholsterers, printing press workers, meat
packers and steel mill workers.
1920s
1921 San Antonio's Orden Hijos de América (Order of the Sons of America)
organizes Latino workers to raise awareness of civil rights issues and fight
for fair wages, education and housing.
1921 The Immigration Act of 1921 restricts the entry of southern and
eastern Europeans. Agricultural businesses successfully oppose efforts to
limit the immigration of Mexicans.
1927 In Los Angeles, the Confederación de Uniones Obreras Mexicanas
(Federation of Mexican Workers Union-CUOM) becomes the first large-scale
effort to organize and consolidate Mexican workers.
1930s
1931 The country's first labor strike incited by a cultural conflict happens in
Ybor City (Tampa), Fla., when the owners of cigar factories attempt to get
rid of the lectores, people who read aloud from books and magazines as a
way to help cigar rollers pass the time. The owners accuse the lectores of
radicalizing the workers and replace them with radios. The workers walk
out.
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1933 Latino unions in California lead the El Monte Strike, possibly the
largest agricultural strike at that point in history, to protest the declining
wage rate for strawberry pickers. By May 1933, wages dropped to nine cents
an hour. In July, growers agreed to a settlement including a wage increase
to 20 cents an hour, or $1.50 for a nine-hour day of work.
1938 On December 4, El Congreso del Pueblo de Habla Española (The
Spanish-Speaking Peoples Congress) holds its first conference in Los
Angeles. Founded by Luisa Moreno and led by Josefina Fierro de Bright, it's
the first national effort to bring together Latino workers from different
ethnic backgrounds: Cubans and Spaniards from Florida, Puerto Ricans from
New York, Mexicans and Mexican Americans from the Southwest.
1940s
1941 The U.S. government forms the Fair Employment Practices Committee
to handle cases of employment discrimination. Latino workers file more
than one-third of all complaints from the Southwest.
1942 The Bracero Program begins, allowing Mexican citizens to work
temporarily in the United States. U.S. growers support the program as a
source or low-cost labor. The program welcomes millions of Mexican
workers into the U.S. until it ends in 1964.
1944 Senator Dennis Chávez of New Mexico introduces the first Fair
Employment Practices Bill, which prohibits discrimination because of race,
creed or national origin. The bill fails, but is an important predecessor for
the 1964 Civil Rights Act.
1950s
1951,- President Truman signed Public Law 78, a two-year program that
embodied formalized protections for Mexican laborers.
1960s
1965 Cesar Chavez and Dolores Huerta found the United Farm Workers
association, in Delano, Calif., which becomes the largest and most important
farm worker union in the nation. Huerta becomes the first woman to lead
such a union. Under their leadership, the UFW joins a strike started by
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Filipino grape pickers in Delano. The Grape Boycott becomes one of the most
significant social justice movements for farm workers in the United States.
1965 Luis Valdez founds the world-famous El Teatro Campesino, the first
farm worker theatre, in Delano, Calif. Actors entertain and educate farm
workers about their rights.
1970s
1972-Labor Council for Latin American Advancement (LCLAA) is founded.
1980s
1986 On November 6, Congress approves the Immigration Reform and
Control Act (IRCA), providing legalization for certain undocumented
workers, including agricultural workers. The Act also sets employer
sanctions in place, making it illegal for employers to hire undocumented
workers.
1990s
1993- CASA de Maryland expands services to provide legal and employment
assistance to day laborers in Maryland and serves as a model for similar
centers throughout the country.
2000s
2006 Immigrants -- mostly Latinos -- and their allies launch massive
demonstrations in cities and towns across the country in support of
immigrant rights and to protest the growing resentment toward
undocumented workers.
2006 -On May 1, hundreds of thousands of Latino immigrants and others
participate in the Day Without Immigrants, boycotting work, school and
shopping, to symbolize the important contributions immigrants make to the
American economy.
2012- In April, The American Federation of Labor and Congress of Industrial
Organizations (AFL–CIO), launched a website in Spanish to cater to its
Spanish speaking members.
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Appendix 4.1
Housing and Neighborhood Conditions
By: HOUSING NEW YORK CITY
Introduction
Today in this country, a house is expected to provide a whole bundle of
services to its occupants. Good housing provides, first, safety, security, and
privacy for a wide variety of activities in the occupants‘ daily lives.
Specifically, a basic element of good housing is, thus, the structural safety
of the building, since the primary function of housing is protecting the
occupants from a hostile environment and from dangers that might derive
from the unit itself, or the building in which the unit is situated. The second
bundle of services good housing provides is the presence and functional
adequacy of the equipment within the unit that allows households to
conduct their daily necessary activities in a safe and comfortable manner.
The third bundle of services good housing provides is public and private
neighborhood services, access to jobs and preferred activity centers,
aesthetic satisfaction, and convenience and comfort. And last but not least,
good housing provides investment opportunities. Housing condition has to
take all of this into account to give an adequate view of the extent to which
a given housing situation is meeting the needs and preferences of the
household using it.
Since housing condition is a critically important element of housing
requirements for New Yorkers to be evaluated in assessing the City‘s
housing situation, the Local Emergency Housing Rent Control Act of 1962
specifically requires that the New York City Council determine the existence
of a housing emergency based on a survey not only of the supply of housing
accommodations, but also of the condition of such accommodations, among
other housing situations in the City. For this reason, the HVS collects data
on the following four major aspects of those conditions: the physical
condition of housing units, buildings, neighborhood conditions, and the
adequacy of space
Physical conditions are usually measured by, first, focusing on the structural
conditions of the buildings where housing units are situated and of the units
themselves. At the beginning of this chapter, the structural condition of
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buildings will be discussed. The HVS provides data on two indicators of
specific structural conditions: units in dilapidated buildings and units in
buildings with certain structural defects. An analysis of these two measures
of structural condition will portray the level of structural soundness of
dwelling units.
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Appendix 4.2
Concept Map for Living Conditions
Identify the key areas that are that determine living conditions for
residents.
Elements of Quality
Housing
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Appendix 4.3
―Viven en casa y expuestos a epidemias y a incendios‖, by Victor M.
Mangual
Veintiocho familias residentes en la 260 de la Calle Sur 1, en Brooklyn,
viven expuestos a las plagas, las pestes y a las miserias de una casa
parcialmente afectada por el humo y el agua de un edificio incendiado.
Puede añadirse a ese estado de cosas la amenaza que representa a toda
hora las ruinas del edificio que fue incendiado y los fuegos esporádicos que
provocan hasta los mismos chicos del vecindario.
Hasta la fecha, han resultado inútiles los esfuerzos hechos por
aquellas familias para que el administrador de la propiedad, en la 260, se
ocupe de subsanar las condiciones denunciadas. A pesar de que con lo
averiado que quedaron muchos apartamentos, hoy cuartos que se inundan
cuando llueve, y otros perecen de fallas imperdonables.
NO ARREGLAN NADA
La peste de las ruinas del que en una ocasión fue una casa de
vivienda, en el 268 de la Calle Sur 1, se acentúa más que nada en las horas
de la noche, y la madrugada, haciéndole la visa miserable a docenas de
familias que tienen que madrugar para irse a ganar un sustento diario.
Además de las ruinas o escombros, hay en el interior del edificio
quemado, toda la basura amontonada hasta el día del accidente, pero como
la misma no fue incinerada propiamente, se ha decompuesto con el agua y la
intemperie, convirtiéndose en una verdadera mortificación, a la vez que un
peligro para la salud de los vecinos.
―Hasta dónde continuará esta situación? Es cosa que nadie parece
saber. Se ha notificado al casero en sus oportunidades. Se ha avisado a los
Departamentos de Salud y Edificios‖, nos dice una señora.
―Los inspectores vienen, dijo otra madre, de 3 hijos, pero después que
hacen acotaciones se alejan y no se ‗oye‘ mas de ellos‖.
―Mientras tanto, nos dijo el esposo, nosotros permanecemos aquí sin
saber qué hacer, con nuestros apartamentos medio achicharrados o
deteriorados, respirando asquerosidades, y exponiendo nuestros hijos a
sabrá Dios qué suerte‖.
Esperar, y esperar, sin tener consuela que alguien los va a ayudar,
parece ser la suerte de estos afligidos vecinos del 260 Sur de la Calle 1, en
Brooklyn.
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###
.
Image 1) ―Viven en Casa y Expuestos a Epidemias y a Incendios‖ [Newsbrief], El
Diario/La Prensa. (13 de junio de 1968)
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Appendix 4.4
―Hispanos del sur del Bronx, El Barrio, y Brooklyn viven entre la basura‖, by
Cesar A. Marin (13 de junio de 1968)
Residentes hispanos del Sur del Bronx, El Barrio (Este de Harlem),
Bushwick y Flatbush (Brooklyn), etc, siguen viviendo entre la basura a
ahogándose entre la basura con serios riesgos para su salud, especialmente
la de niños y ancianos.
Ellos son parte mayor del Nueva York sufrido, sinónimo de olvido, tristezas y
desesperanzas, pobrezas y miserias.
Ellos protestan, gritan ante las autoridades correspondientes, llaman
a sus legisladores, pero sus clamores caen en el vacío, sus palabras se las
lleva el viento.
Y la irregularidad sanitaria se una a la falta de empleo, educación y
vivienda inadecuadas, recreación deficiente, adicción a las drogas, atracos a
mano armada y otros crímenes.
Son forzados a vivir como animales en la tierra de la abundancia y los
rascacielos. Parece que moran en una parte del mundo que no es Nueva
York. Esa es su suerte. No se sabe hasta cuando.
A diario se reporta que una nena es mordida por una rata, una anciana
es golpeada por la caída de un plafón… Y en invierno falta la calefacción y el
agua caliente mientras inescrupulosos caseros desfrutan de inmunidad.
Por ejemplo, en el sur del Bronx, no seria mejor Ramón Vélez y el
Padre Louis Gigante, ambos concejales reelegidos, lucharan contra todo esto
y no contra si?
Nos atrevemos a esperarlo.
###
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Image 1) ―Hispanos del Sur del Bronx, El Barrio, y Brooklyn Viven Entre la Basura‖
[Newsbrief, and photographs], El Diario/La Prensa. (22 de octubre de 1974)
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Appendix 4.5
Summary: Una columna de la influyente periodista Luisa A. Quintero
anunciaba a los lectores la nueva palabra de moda entre analistas sociales:
―gentrificación‖. La misma definía el proceso de ―desplazamiento de grandes
segmentos de la población de arrabales… con los medios más despiadados‖,
para ―rehabilitar sus viviendas y aumentar los precios de alquiler y entonces
ofrecérselas en bandeja de plata a especuladores y a personas de clase
pudiente, en su mayoría de la raza blanca norteamericana‖. Un vistazo a los
diarios de la década no hace más que confirmar la teoría: la combinación de
recortes en programas sociales para minorías, el deterioro de la vivienda y el
aumento de los alquileres en hogares y pequeños comercios se combinaron
con operaciones de desalojo masivo de familias para construir viviendas para
ricos. En la segunda mitad de los 80, la palabra ―gentrificación‖ se había
convertido en grito de guerra en vecindarios hispanos que temían ver
desaparecer su identidad, como ocurrió en una manifestación por el control
de los alquileres en Washington Heights en 1987.
Translation: A column by the influential reporter Luisa A. Quintero
announced to readers the new popular word among social analysts:
―gentrification.‖ She described the process as ―the displacement of large
segments of impoverished areas … through the most ruthless means‖ to
―rehabilitate and raise the rents of housing units, and then offer them on a
silver platter to speculators and well-to-do people, the majority of who are
white North Americans‖. A glance at the dailies of the decade did all but
confirm the argument: a combination of cutbacks to social programs for
minorities, the deterioration of housing, and the increases of rent for both
residences and small businesses, along with mass evictions, were squeezing
the working poor. In the second half of the 80‘s, the word ―gentrification‖
became a war cry in Hispanic neighborhoods that feared losing their
identities and homes, as in Washington Heights during a 1987
demonstration for rent control.
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―Vecinos de Washington Heights marchan contra la ‗Gentrificación‘‖, by
Enrique Soria
El fenómeno de la ―gentrificación‖ que amenaza con trasladar a
comunidades enteras a otros puntos de la ciudad por la imposibilidad de
solventar las cada vez mas exorbitantes rentas de vivienda, esta causando
serios estragos entre los vecinos de Washington Heights, Inwood, que ayer
tomaron las calles exigiendo un control sobre los alquileres.
Cada día que transcurre, la Asociación de Inquilinos de Washington
Heights, Inwood, registra un número mayor de vecinos que se quedan sin
hogar además de un creciente índice de comerciantes que han cerrado sus
establecimientos.
Dueños de pequeños comercios, amas de casa, estudiantes, lideres
comunales y la comunidad en general desfilaron desde la intersección de la
avenida Amsterdam y la calle 184 hasta la calle 165 y Broadway.
Carteles portados por los manifestantes exigían a las autoridades que
controlen las tarifas de las viviendas y denunciaron a las funcionarios que
rigen la política de este sector.
Parte de las denuncias se dirigieron a señalar que el área cuenta con
apartamentos ―almacenados‖ a la espera de ser rehabilitados bajo nuevos
alquileres. Las angustias de los vecinos se hacen mas intensas cuando los
hijos de estos han sido trasladados a nuevos distritos escolares como
consecuencia de la clausura de escuelas.
La embestida contra los sectores de más bajos ingresos apunta
también contra los envejecientes, con el fin de sacarlos de los inmuebles
para luego convertirlos en cooperativas.
La movilización de ayer se suma a una serie de acciones impulsadas
por diversas organizaciones comunales en varios puntos de la ciudad
dispuestas a evitar el éxodo de familias amenazadas con el desamparo.
La policía de vivienda del municipio de Nueva York está en la mirilla de
las organizaciones, que han denunciado que la alcaldía está favoreciendo a
grupos privados que directamente, o a través de testaferros, han elevado
desmedidamente las rentas de locales comerciales y de viviendas.
###
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Appendix 5.1
Articles on Common Illnesses
Supporting Material:
Newsbrief 1) Cuidado, puede ser tu última copa Beber alcohol implica graves
riesgos para la salud: Más allá que una resaca, beber alcohol puede dejar
daños irreversibles
Por: Pedro F. Frisneda / EDLP | 04/20/2012 | El Diario/La Prensa
El intenso dolor de cabeza, la sensibilidad visual a la luz, el zumbido en los
oídos, los mareos, vómitos y el malestar general, son sólo la punta del
iceberg de todos los trastornos físicos y mentales que puede dejar en
nuestro cuerpo una borrachera.
Pero más allá de la típica y molesta resaca del día después, beber alcohol en
exceso puede causarle daños graves a nuestro organismo que, en muchos
casos, son irreparables.
Esto lo conoce muy bien Cristina, una hispana de 37 años quien debido al
alcohol tuvo que ser hospitalizada de emergencia varias veces el año pasado.
"En dos ocasiones me intoxiqué y tuve que ir al hospital y allí me dijeron que
mi hígado estaba dañado por tanto alcohol y que no podia seguir bebiendo
porque eso me iba a provocar cirrosis hepática", cuenta la joven que ahora
acude a un programa de Alcohólicos Anónimos.
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Otro que decidió unirse a Alcohólicos Anónimos para alejarse de la bebida y
los daños que ésta le estaba causando a su cuerpo fue Emilio, un inmigrante
latino.
"Yo no comía ni dormía porque estaba siempre borracho y fui a parar a la
emergencia de un hospital a los 18 años. Allí me dijeron que si volvía a beber
el páncreas me iba a reventar y me iba a morir", recuerda el joven de 26
años.
Desafortunadamente, no todos corren con la misma suerte de Cristina y
Emilio quienes están vivos de milagro para contar su historia. Según
estadísticas del Instituto Nacional de Abuso de Alcohol y Alcoholismo de
Estados Unidos (NIAAA, en inglés), cada año mueren cerca de 79,000
personas a causa del uso y abuso del alcohol.
Una enfermedad dual
Aunque muchos lo desconocen -o no lo quieren admitir-, el tomar alcohol en
exceso contribuye a una serie de problemas de salud que afectan al cuerpo
en su totalidad. De hecho, al alcoholismo se le conoce como una
"enfermedad dual" porque causa daños tanto físicos como psicológicos.
Desde enfermedades y fallas cardíacas, hepáticas, renales y cáncer, hasta
demencia, depresión y ansiedad, son muchas las secuelas irreparables que
deja el abuso del alcohol. A esto se le suman apoplejías, coma y muerte.
"La bebida crónica causa que el cerebro se encoja en tamaño, reduzca sus
habilidades para realizar algunas funciones y afecta la memoria", informa el
doctor Sam Zakhari, director de la División de Metabolismo y Efectos de
Salud del NIAAA.
"El segundo órgano más afectado por el alcohol es el hígado. Si la persona
bebe mucho y por un período largo de 10 a 20 años, puede terminar sufriendo
de fibrosis y cirrosis del hígado, que es una seria enfermedad cuyo único
tratamiento es un trasplante de ese órgano", agrega Zakhari.
"El corazón también se ve afectado. La bebida crónica debilita el músculo del
corazón por lo que no puede bombear sangre normalmente, y se va
agrandando en tamaño, causando una condición conocida como
cardiomiopatía", acota.
Zakhari indica que otros daños serios pueden ocurrir en el sistema
inmunológico, el endócrino y el nervioso. También puede causar osteoporosis
porque los huesos se hacen más frágiles y se pueden romper fácilmente.
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Además, el alcohol está relacionado a varios tipos de cáncer como el de
hígado, páncreas, colon, esófago, estómago, laringe y boca.
Como si fueran pocos todos los riesgos de salud que causa el alcohol, se le
agregan consecuencias sociales y de comportamiento como la violencia
doméstica, agresión contra desconocidos, accidentes automovilísticos,
caídas, relaciones sexuales sin protección, consumo de drogas, suicidios y
homicidios.
¿Papá o mamá alcohólicos?
A diferencia de lo que muchos creen, el alcoholismo o dependencia del
alcohol no es únicamente un problema moral o de comportamiento. Se trata
de una seria enfermedad de origen mental y hereditario.
Zakhari aclara que los daños causados por el alcohol dependen de la herencia
genética de la persona, de la cantidad de veces al mes que bebe en exceso, y
si tiene historia familiar de enfermedades.
Newsbrief 1 (Translation): It May Be Your Last Drink
BY: Pedro F. Frisneda / EDLP | 04/09/2012 | El Diario/La Prensa
More than a hangover, drinking alcohol can leave irreversible damage to the
body and cause death.
New York - The intense headache, visual sensitivity to light, ringing in the
ears, dizziness, vomiting and malaise, are just the tip of the iceberg of all
physical and mental disorders that can be left in our body drunk.
But beyond the typical and annoying hangover the day after, excessive
drinking can cause serious harm to our body that, in many cases, irreparable.
This very well known Cristina, a 37-year Hispanic Jackson Heights resident,
who due to alcohol was hospitalized several times emergency last year.
"On two occasions I was intoxicated and had to go to the hospital and they
told me my liver was damaged by alcohol and therefore could not continue
drinking because that was going to cause liver cirrhosis," says the young
woman who now attends a program Alcoholics Anonymous in Queens.
Another who decided to join Alcoholics Anonymous to get away from the
drinking and the damage it was causing his body was Emilio, a Latino
immigrant who lives in East Elmhurst.
"I do not eat or sleep because he was always drunk and I ended up at the
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hospital emergency at 18. There I was told that if he was going to drink the
pancreas to burst and I would die," recalls Young 26.
Unfortunately, not all are so lucky to Cristina and Emilio who are lucky to be
alive to tell his story. According to statistics from the National Institute on
Alcohol Abuse and Alcoholism United States (NIAAA, in English), each year
nearly 79,000 people die because of alcohol use and abuse.
It is a "dual disease"
Although many are unaware of-or do not want to admit-the excessive
drinking contributes to a number of health problems that affect the entire
body. In fact, alcoholism is known as a "dual disease" because it causes
both physical and psychological damage.
Since disease and heart failure, liver, kidney and cancer to dementia,
depression and anxiety, many leaving irreparable consequences of alcohol
abuse (see chart). To this was added stroke, coma and death.
"The chronic drinking causes the brain to shrink in size, reduce their ability
to perform certain functions and affects memory," says Dr. Sam Zakhari,
director of the Division of Metabolism and Health Effects of NIAAA.
"The second organ most affected by alcohol is the liver. If you drink a lot
and for a long period of 10 to 20 years, may end up suffering from liver
fibrosis and cirrhosis, which is a serious disease whose only treatment is a
transplant of that body, "adds Dr. Zakhari.
"The heart is also affected. Chronic drinking weakens the heart muscle so it
can not pump blood normally, and grows larger in size, causing a condition
known as cardiomyopathy," he says.
Zakhari indicates that other serious damage can occur in the immune
system, the endocrine and nervous. It can also cause osteoporosis because
bones become more fragile and can break easily. In addition, alcohol is linked
to several types of cancer such as liver, pancreas, colon, esophagus,
stomach, larynx, mouth and digestive tract.
Just like all the health risks caused by alcohol, are added social and
behavioral consequences such as domestic violence, aggression against
strangers, car accidents, falls, unprotected sex, drug use, suicide and
homicide.
Dad or Mom alcoholics?
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Unlike what many believe, alcoholism or alcohol dependence is not only a
moral or behavioral problem. It is a serious disease and hereditary mental
origin.
Dr. Zakhari clarifies that the damage caused by alcohol dependent person's
genetic inheritance, the amount of times a month to drink heavily, and if
you have a family history of diseases such as cancer or heart problems.
"If the parent is an alcoholic, children are more likely to be alcoholics. Many
people start with a drink and then increased to seven and says: 'I can not do
anything because it's in my genes', but that is not excuse, "says Dr. Zakhari.
"Alcohol affects people differently, so you should consult with your doctor
about whether they can take and how much, but some people should not
drink at all: women who are pregnant or trying to get pregnant," advises
expert .
"People who are taking medications should also be very careful. Mixing
alcohol with anti-histamines, antibiotics, tranquilizers and other
prescription drugs can be very dangerous," he urges.
Newsbrief 2) Neoyorquino, conoce tu estatus de VIH
Por: Pedro F. Frisneda / EDLP | 06/27/2012 | El Diario/ La Prensa
Hazte la prueba oral que es fácil, rápida, gratis y completamente
confidencial
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El examen oral del VIH no prueba la saliva sino la mucosa que está en las
encías.
Foto: Gerardo Romo / EDLP
Nueva York - En Nueva York viven muchos adultos y jóvenes sexualmente
activos, incluyendo latinos, que aún no conocen cuál es su estatus de VIH.
Los motivos que usan -o las excusas-para no hacerse la prueba son muchos.
Pero lo cierto es que, si bien el examen de sangre sigue siendo el método
más utilizado y confiable para saber si una persona tiene o no el virus del
VIH (que causa el Sida), existe una prueba oral que se aplica de forma rápida
y gratuita en muchos lugares de la ciudad, incluyendo los barrios hispanos.
La prueba, 'OraQuick Advance HIV1/2 Antibody Test', es muy sencilla y
precisa y la misma se realiza de manera confidencial. Al no requerir la
utilización de agujas, no causa ningún dolor y, mejor aún, los resultados se
pueden conocer en sólo 20 minutos, porque no tiene que ser enviada a un
laboratorio. Aunado a ello, muchas agencias y organizaciones de la ciudad la
ofrecen sin costo alguno y dan consejería a quien la necesite, no importa si
tiene o no seguro médico o documentos legales de residencia.
Por todo ello, no hay pretexto para que hoy, cuando se conmemora el Día
Nacional de la Prueba del VIH, ningún neoyorquino no conozca su estatus.
"La prueba oral del VIH es 99% segura y confidencial. Es un examen rápido
que no dura más de media hora, y en tan sólo 20 minutos se obtienen los
resultados", asegura Robert González, Coordinador de Alcance Comunitario
y de la Prueba del VIH, de la organización Aid for Aids.
"Usamos esos 20 minutos para hablar con la persona, educarla e informarla
sobre el VIH. También le damos consejería para que no se ponga otra vez en
riesgo", indica González.
"Además de no tener que enfrentarse a las agujas, lo que causa mucho
temor a algunos, cuando te hacen la prueba de sangre te tienes que ir a la
casa a esperar por varios días o semanas, lo que provoca mucha ansiedad.
Pero con la oral no", agrega el especialista.
González explica que si la prueba oral resulta "reactiva" (positiva), el
resultado se debe confirmar con un examen de sangre de anticuerpos del
VIH. "Es una prueba de confirmación que exigen las autoridades del estado
de Nueva York".
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También, a aquellos que tengan un resultado positivo, Aid for Aids les ayuda
a "navegar el sistema" para que se conecten con los servicios que necesiten,
y los ubica en una clínica de la ciudad donde pueden comenzar su
tratamiento y seguir los cuidados y la atención médica necesaria.
No es una prueba de saliva
Aunque se hace en la boca, el examen oral del VIH no es una prueba de
saliva. Así lo aclara Robert González, con el fin que no exista confusión o
temor. "No es saliva lo que se prueba, sino la mucosa oral que está en las
encías, porque hay que recordar que el virus del VIH no se puede transmitir a
través de la saliva".
Nueva York es el estado con más casos de VIH/Sida en EEUU. El 33% de las
personas viviendo con el virus son latinas y los hombres que tienen sexo con
otros hombres siguen siendo la población más vulnerable.
A dónde acudir para el examen
Al ser Nueva York el epicentro de la epidemia nacional del VIH/Sida en
Estados Unidos, esta es una de las ciudades con mayor cantidad de grupos y
organizaciones que se dedican a la educación, información y prevención del
virus. La mayoría ofrece la prueba oral del VIH de forma gratuita y
confidencial. Aquí les ofrecemos un directorio de los más conocidos:
Newsbrief 2 (Translation): New Yorker, Know Your HIV Status
BY: Pedro F. Frisneda / EDLP | 06/27/2012 | El Diario/La Prensa
New York - In New York and live many sexually active young adults,
including Latinos, who do not know what their HIV status. The reasons or
excuses-used-to be tested are not many.
But the fact is that while the blood test remains the most widely used and
reliable method to determine whether or not a person has the HIV virus
(which causes AIDS), there is an oral test that is applied quickly and free in
many places of the city, including the barrios.
The test, 'OraQuick Advance HIV1 / 2 Antibody Test', is simple and accurate
and it is done confidentially. By not requiring the use of needles, is painless
and, better yet, the results can be known in only 20 minutes, because there
has to be sent to a lab. Added to this, many agencies and organizations in
the city provided free of charge and give counseling to those in need, no
matter whether you have insurance or legal residence documents.
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Therefore, there is no excuse for that today, when we commemorate the
National Day of HIV Testing, any New Yorker not know their status.
"The oral HIV test is 99% secure and confidential.'s A quick test takes less
than half an hour, and in 20 minutes you get the results," said Robert
Gonzalez, Outreach Coordinator and Test HIV, the organization Aid for Aids.
"We use those 20 minutes to talk to the person, educate and inform about
HIV. Also give counseling to not put at risk again," says Gonzalez.
"Besides not having to deal with the needles, causing much fear of some,
when you do the blood test you need to go to the house to wait for days or
weeks, causing much anxiety. But with the no oral, "the specialist.
Gonzalez explains that if the oral test is "reactive" (positive), the result
must be confirmed with a blood test for HIV antibodies. "It's a confirmation
test required by the authorities of the State of New York."
Also, those who have a positive result, Aid for Aids help them "navigate the
system" to connect with the services they need, and places them in a clinic
in the city where they can begin treatment and follow the care and
necessary medical care.
It is not a saliva test
Although it is in the mouth, the oral HIV test is not a saliva test. This is
how Robert Gonzalez explains it, so there is no confusion or fear. "It is not
the saliva what is tested, but the oral mucos in the gums, because we must
remember that the HIV virus can not be transmitted through saliva."
New York is the state with the most cases of HIV / AIDS in the U.S.. The
33% of people living with the virus are Latino, and men who have sex with
men remain the most vulnerable.
Where to go for the test
New York to be the epicenter of the national epidemic of HIV / AIDS in the
U.S., this is one of the cities with the largest number of groups and
organizations dedicated to education, information and prevention of the
virus. Most offer oral HIV test free of charge and confidential. Here we offer
a directory of the best known:
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Columna 1) Por una mejor salud: la regulación de las bebidas azucaradas
Por: Dennis Rivera / EDLP | 09/10/2012 | El Diario/ La Prensa
En los últimos años, la obesidad se ha convertido en una crisis de salud
pública a nivel nacional en EE.UU., especialmente entre latinos y afroamericanos. Además de ser el mayor factor de riesgo para contraer diabetes,
la obesidad es una de las causas principales de presión alta y enfermedades
cardiovasculares. Asimismo, ha contribuido al aumento alarmante de los
gastos nacionales de salud: en el 2008 se gastaron $147 billones en servicios
médicos relacionados a la obesidad.
Lamentablemente, Nueva York no es una excepción: el 68% de los
neoyorquinos latinos sufren de sobrepeso u obesidad, del cual el 30% son
obesos, y la cifra de negros y latinos que sufren de diabetes en la ciudad
alcanza el 12%, casi el doble de los diabéticos blancos (7%). El 23% de los
niños latinos que van a la escuela (K-8vo grado) también son obesos,
mientras que el 12% de los niños blancos y el 17% de los niños negros sufren
de obesidad.
Si no tomamos medidas para enfrentar la obesidad, ésta será la primera
generación de niños que tendrá una expectativa de vida menor que la de sus
padres.
Según docenas de investigaciones científicas, las bebidas azucaradas han
sido el causante principal de esta epidemia, especialmente entre las
comunidades de color.
En 2006 las compañías de bebidas azucaradas gastaron $3 mil millones en
publicidad; de esta cantidad, $500 millones fueron utilizados para anuncios
dirigidos a niños y adolescentes. Asimismo, estas compañías dirigen sus
anuncios a las comunidades latinas. Por ejemplo, en 2010 los niños latinos
vieron 47% más anuncios televisivos de bebidas azucaradas en la televisión
en español que en 2008, y los adolescentes latinos vieron 99% más. En el
mercado latino, el impacto ha sido aún mayor: el 41% de los adultos latinos
neoyorquinos consume diariamente una bebida azucarada o más, en
contraste al 20% de la comunidad blanca.
Ante esta profunda crisis, necesitamos esfuerzos amplios e inmediatos que
transformen de manera positiva la salud pública de nuestras comunidades.
El alcalde Bloomberg ha propuesto prohibir la venta de bebidas azucaradas
de más de 16 onzas. El 13 de septiembre, la Junta Municipal de Salud
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emitirá una decisión sobre la propuesta del alcalde. Éste es un paso
importante y necesario en la lucha para mejorar la salud de los
neoyorquinos.
Los fundadores de Partnership for Quality Care (PQC), George Gresham,
presidente de la 1199SEIU UHE, el sindicato de los trabajadores de salud, y
Ken Raske, presidente de la asociación de hospitales de NY (GNYHA) fueron
entre los primeros en respaldar la iniciativa de Bloomberg. A través de
esfuerzos como éste y la propuesta del alcalde, lucharemos por el bien de
nuestra salud pública y venceremos la crisis de obesidad.
Column 1 Translation: For Better Health: Regulation of Sugary Drinks
By: Dennis Rivera / Dennis Rivera | 09/10/2012 | El Diario/La Prensa
Share on email Share on print Share on tweet 4
In recent years, obesity has become a public health crisis at the national
level in the U.S., especially among Latinos and African Americans. Besides
being the biggest risk factor for developing diabetes, obesity is a major
cause of high blood pressure and cardiovascular disease. It has contributed
to the alarming increase national health expenditures: in 2008 it spent $ 147
billion on medical services related to obesity.
Unfortunately, New York is no exception: 68% of Latino New Yorkers are
overweight or obese, of which 30% are obese, and the number of blacks and
Latinos with diabetes in the city reached 12%, almost double white diabetics
(7%). 23% of Latino children are in school (K-8th grade) are also obese, while
12% of white children and 17% of black children are obese.
If we do not take measures to tackle obesity, this is the first generation of
children who will have a shorter life expectancy than their parents.
As dozens of scientific research, sugary drinks have been the main cause of
this epidemic, especially among communities of color.
In 2006 companies spent sugary drinks $ 3 billion on advertising, of this
amount, $ 500 million was used for advertisements aimed at children and
adolescents. Also, these companies run their ads to Latino communities. For
example, in 2010 Latino children were 47% more TV ads for sugary drinks on
Spanish television in 2008, and Latino teens viewed 99% more. In the Latin
market, the impact was even greater: 41% of Latino adults Yorkers consume
a sugary drink daily or more, in contrast to 20% of the white community.
Given this deep crisis, we need broad and immediate efforts to positively
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transform the public health of our communities.
Mayor Bloomberg has proposed banning the sale of sugary drinks more than
16 ounces. On September 13, the Municipal Health Board will issue a
decision on the mayor's proposal. This is an important and necessary step in
the fight to improve the health of New Yorkers.
The founders of the Partnership for Quality Care (PQC), George Gresham,
President of 1199SEIU UHE, the union of health workers, and Ken Raske,
president of the NY Hospital Association (GNYHA) were among the first to
support the Bloomberg initiative. Through efforts like this and the mayor's
proposal, will fight for the sake of our health and overcome the obesity
crisis.
Newsbrief 3: Cáncer es el principal asesino de hispanos, la enfermedad
sobrepasó a los males cardiacos como la primera causa de muerte
Por: Pedro F. Frisneda / EDLP | 09/18/2012 | El Diario/ La Prensa
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Muchos hispanos son diagnosticados con cáncer cuando ya está muy
avanzado.
Foto: archivo
Nueva York - El cáncer se ha convertido en la principal causa de muerte
entre los hispanos de Estados Unidos, sobrepasando por primera vez a las
enfermedades del corazón como el asesino número uno de los latinos.
Un nuevo estudio dado a conocer ayer por la Sociedad Estadounidense del
Cáncer (ACS), indica que en 2009 -el año más reciente- murieron 29,935
personas latinas a causa del cáncer, mientas que los males cardíacos
mataron a 29,611 hispanos. Ese fue el primer año en que los decesos por
cáncer superaron a los de las cardiopatías en esa comunidad.
Y para este año el pronóstico no se ve nada prometedor. La ACS calcula que
para finales de 2012 se habrán diagnosticado 112,800 casos de cáncer entre
los latinos y morirán cerca de 33,200.
"Una de las principales razones es que la comunidad latina es relativamente
joven comparada con la población en general y el cáncer causa más muertes
en las personas jóvenes, mientras que las enfermedades del corazón matan
a personas de mayor edad", explica el doctor Alvaro Carrascal, portavoz de
la ACS.
Aunado a ello, los Hispanos tienden a ser diagnosticado con cáncer cuando la
enfermedad está muy avanzada y ya es muy difícil de tratar o curar.
Según el informe, los Latinos, a diferencia de la población en general, tienen
menos índices de diagnósticos y muertes por los tipos de cáncer más
comunes en Estados Unidos.
"La tasa de cáncer de seno, coló-rectal, próstata y pulmón, son más bajas en
los Latinos. Sin embargo, cánceres como los del estómago, cuello uterino,
hígado y vesícula billar, tienen proporciones mucho más altas en nuestra
población", dice el doctor Carrascal.
Algunas de las razones para esto, según indica el especialista, es que estos
tipos de cánceres están asociados con enfermedades infecciosas que son
más comunes entre los Hispanos. "Por ejemplo, el virus de la hepatitis B y C
es más común entre los Latinos, y el virus del papiloma humano, que es
principal factor de riesgo que causa cáncer del cuello uterino, es más
frecuente en latinas".
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Entre las principales recomendaciones para que los hispanos reduzcan el
riesgo de cáncer están: dejar de fumar, reducir el consumo de alcohol, tener
una dieta más saludable, aumentar la actividad física, visitar a un médico de
manera rutinaria todos los años y colocarse las vacunas para prevenir
enfermedades como el virus de papiloma humano o la hepatitis b.
Las personas sin seguro médico pueden acceder a servicios de detección
temprana de cáncer gratuitos en Nueva York y Nueva Jersey, ingresnado a la
página: www.cancer.org/espanol, o llamando al teléfono 1-800-227-2345.
Newsbrief 3 Translation: Cancer is the Leading Hispanic Murderer, the
Disease Surpassed Heart Disease as the Leading Cause of Death
By: Pedro F. Frisneda / EDLP | 09/18/2012 | El Diario/La Prensa
New York - Cancer has become the leading cause of death among Hispanics
in the United States, surpassing for the first time to heart disease as the
number one murderer Latinos.
A new study released yesterday by the American Cancer Society (ACS),
indicates that in 2009-the most recent year, 29.935 people died from cancer
Latino, while heart disease that killed 29.611 Hispanics. That was the first
year that the cancer deaths exceeded those of heart disease in that
community.
And this year the forecast does not look promising. The ACS estimates that
by the end of 2012 will have 112.800 diagnosed cancer cases among Latinos
and die near 33.200.
"One of the main reasons is that the Latino community is relatively young
compared with the general population and cancer causes more deaths in
young people, while heart disease kill older people," says Dr. Alvaro
Carrascal , ACS spokesman.
Added to this, Hispanics tend to be diagnosed with cancer when the disease
is well advanced and it is very difficult to treat or cure.
According to the report, Latinos, unlike the general population, have lower
rates of diagnoses and deaths from the most common cancers in the United
States.
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"The rate of breast cancer, colorectal, prostate and lung, are lower in
Latinos. Nevertheless, cancers such as stomach, cervix, liver and gallbladder
pool, have much higher proportions in our population," says Dr. Carrascal.
Some of the reasons for this, according to the expert, is that these types of
cancers are associated with infectious diseases that are more common
among Hispanics. "For example, hepatitis B and C is more common among
Latinos, and the human papilloma virus, which is the main risk factor that
causes cervical cancer, is more common in Latin".
Key recommendations for Hispanics to reduce cancer risk are: stop smoking,
reduce alcohol consumption, have a healthier diet, increasing physical
activity, visit a doctor routinely every year and get vaccines to prevent
diseases such as human papilloma virus or hepatitis b.
The uninsured can access services free cancer screening in New York and
New Jersey, ingresnado to: www.cancer.org / Spanish, or by calling 1-800227-2345.
Newsbrief 4) El 80% de los Latinos en riesgo por enfermedades cardiacas
Por: EFE / EDLP | 11/07/2012 | El Diario/ La Prensa
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Un estudio señala que la comunidad hispana tiene más riesgo de sufrir
enfermedades del corazón.
El doctor Paul Giboney ausculta a Ana Lizama en la clínica Oscar Arnulfo
Romero de Los Ángeles.
Foto: EFE/Archivo
Los Ángeles - El 80% de los hombres y el 71% de las mujeres de la comunidad
hispana presentan al menos un factor de riesgo de sufrir enfermedades del
corazón, señaló un estudio publicado en una revista científica.
La investigación "Estudio de la salud de la comunidad hispana/Estudio de
latinos" (HCHS-SOL, en inglés), realizada por National Institutes of Health,
recordó que las "enfermedades cardíacas son la causa principal de muerte"
entre los hispanos.
"Luego era crítico realizar un estudio que analizara la carga de factores de
riesgo de enfermedades cardíacas en poblaciones específicas", comentó la
doctora Larissa Avilés-Santa, oficial del proyecto en el National Heart, Lung,
and Blood Institute (NHLBI).
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Publicado en el Journal of the American Medical Association (JAMA), HCHSSOL analizó los principales factores de riesgo para enfermedades del
corazón: presión alta, colesterol alto, obesidad, diabetes y tabaquismo.
El estudio, presentado esta semana en la Convención Anual de la Asociación
Estadounidense del Corazón (AHA, en inglés), "es el más grande realizado
hasta ahora sobre la prevalencia de factores de riesgo de enfermedades
cardíacas entre la población latina", aseguró National Institutes of Health.
El estudio halló que los hispanos que tienen 10 años o más viviendo en
Estados Unidos y/o prefieren utilizar el inglés al español son más propensos
a tener tres o más factores de riesgo de infarto o embolia.
Este hallazgo sigue la línea de la denominada "Paradoja Latina de la salud",
según la cual inmigrantes recientes son más saludables, debido, según
algunos autores, a que al llegar al país todavía tratan de mantener una dieta
más sana, aunque sus hábitos se vuelven menos saludables en la medida en
que se adaptan a la cultura.
La investigación encontró además que los hispanos con nivel más bajo de
educación y con ingresos anuales menores de 20,000 dólares eran más
propensos a presentar factores de riesgo múltiples de enfermedades del
corazón que los de mayor nivel de educación e ingresos superiores.
El informe muestra que la prevalencia de factores de riesgo varía entre las
diferentes poblaciones hispanas. Por ejemplo, las personas de origen
puertorriqueño experimentan mayores índices de factores de riesgo de
enfermedades cardíacas que otros grupos hispanos.
El análisis incluyó información de más de 16,000 adultos hispanos de
diferentes orígenes -incluidos cubanos, dominicanos, mexicanos,
puertorriqueños, centroamericanos y suramericanos- de edades entre 18 y
74 años, en Nueva York, Chicago, Miami y San Diego.
Newsbrief 4 (Translation): 80% of Latinos at Risk for Heart Disease
By: EFE | 11/07/2012 | The Journal
A study shows that the Hispanic community has more risk of heart disease.
Los Angeles. - 80% of men and 71% of women in the Hispanic community
have at least one risk factor for heart disease, according to a study
published in a scientific journal.
The "Study of the health of the Hispanic / Latino Studies" (HCHS-SOL, in
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English), by National Institutes of Health, said that the "Heart disease is
the leading cause of death" among Hispanics.
"Then it was critical to conduct a study to analyze the burden of risk factors
for heart disease in specific populations," said Dr. Larissa Aviles-Santa,
project officer at the National Heart, Lung, and Blood Institute (NHLBI).
Published in the Journal of the American Medical Association (JAMA),
analyzed HCHS-SOL major risk factors for heart disease: high blood
pressure, high cholesterol, obesity, diabetes and smoking.
The study, presented this week at the annual convention of the American
Heart Association (AHA, in English), "is the largest to date on the
prevalence of risk factors for heart disease among Latinos," said National
Institutes of Health.
The study found that Hispanics who are 10 years or older living in the United
States and / or prefer to use English to Spanish are more likely to have
three or more risk factors for heart attack or stroke.
This finding is in line with the so-called "Latino Health Paradox", whereby
recent immigrants are healthier, because, according to some authors, to
arrive in the country to still try to maintain a healthier diet, but their habits
become less healthy as they adapt to the culture.
The research also found that Hispanics with lower level of education and an
annual income under $ 20,000 were more likely to have multiple risk factors
for heart disease than those with higher levels of education and higher
incomes.
The report shows that the prevalence of risk factors varies among Hispanic
populations. For example, the people of Puerto Rican experience higher rates
of risk factors for heart disease than other Hispanic groups.
The analysis included data from more than 16,000 Hispanic adults from
different backgrounds, including Cubans, Dominicans, Mexicans, Puerto
Ricans, South Americans, aged 18 and 74, in New York, Chicago, Miami and
San Diego.
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Appendix 5.2
Hispanic Illness Jigsaw Matrix
Direction: In your expert group complete as much information as is provided
about your illness in the chart below. Then when you go to your ―mixed‖
groups, fill in the chart with the information your classmate provides.
Prevalence
among
Latinos
Causes
Symptoms
Prevention/
Potential
Cures
Heart Disease
Cancer
Diabetes
Alcoholism
HIV/AIDS
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Appendix 5.3
Language as a Communication Barrier in Medical Care for
Hispanic Patients
Abe Grinberg MD, FAAP MPH
Communication with patients and their families is essential in providing
quality medical care. Cultural and language barriers create a void in the
delivery of safe health care, customer satisfaction and quality of care. The
public debate on how to bridge cultural and language barriers has a long
history. The use of formal interpreters and translators is associated with
the ability to eliminate these barriers; however, the ability to communicate
directly with health professionals in a common language is associated with
an increase level of trust in medical settings.
There are 7 important points to have in mind when addressing cultural and
language barriers with the patients and their families:
1. The number of people speaking a language other than English at home
and the number of Americans Limited in English Proficiency (LEP) in
the United States is significant. It is expected that the total number
of people in these two groups will continue to increase at a faster rate
than the one of the general population in the USA. About two thirds
of them are Spanish speaking individuals.
2. Multiple studies document that quality of care can be seriously
compromised when Spanish LEP patients need but do not get
translation and interpretation services.
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3. Studies also document that the quality level of interpretation offered
by bilingual providers and professional hospital interpreters is high.
However, the quality of interpretations offered by hospital employees
who are not professional interpreters, family members, relatives,
friends, and ad-hoc translators are many times incorrect and of poor
quality
4. Interpretation errors are common. About 60% of the errors have
potential clinical consequences. Even professional interpreters
commit significant errors about 50% of the time.
5. Patients, who interact with a bilingual provider, frequently rate them
as more friendly, respectful, and concerned when compared to those
who interact with a translator or interpreter. Patients and families
who are taken care of by a provider who speaks their own language
frequently have a more accurate recall of critical information about
the encounter than those who interact with a provider who uses a
translator or an interpreter.
6. There are data that suggest that the length of hospital visits, the
incidence of any testing, the cost per visit and the number of hospital
admissions are decreased in those patients who interact with a
provider who speaks their own language when compared to those
providers who use a translator or interpreter during the course of the
medical encounter.
7. There is evidence that courses in Medical Spanish can help health care
professional achieve fluency in Spanish at the functional level and
promote cultural awareness that strengthen communication skills.
The promotion of such courses is associated with decreased
interpreter use and increased patient and family satisfaction.
Bear in mind that Hispanics embrace people when they make an effort to
speak their own language. They tend to be tolerant and have a tendency to
develop relationships that are based on friendship and respect. You will
make them fill comfortable and help them feel that you are concerned about
their medical care.
Contact: Abe Grinberg MD (720) 748-7669. [email protected] my website www.bilingualmed.com
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Grinberg, A. (2011). Language as a Communication Barrier in Medical Care
for Hispanic Patients, CCHAP Ongoing services, 1 – 2. Retrieved from
www.cchap.org
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Appendix 6.1
Summary: Debido a los eventos relacionados con la Segunda Guerra Mundial,
ha habido cambio en el foco de los programas escolares destinadas a
enseñar idiomas extranjeras a estudiantes estadounidenses. Instructores,
economistas y diplomáticos consideran que el español continuará a
aumentar su importancia en programas escolares, hasta que adquiera una
preponderancia única entre otros idiomas.
Translation: Due to events related to World War II, there has been shift in
the focus of school programs aimed at teaching foreign languages to
American students. Educators, economists, and diplomats reckon that the
Spanish language will continue to increase its importance in school
programs, until it acquires a unique preponderance among other languages.
―El idioma español en los Estados Unidos‖ (1922)
Como nota inesperada de la memoria leída por el presidente de un
colegio ante la Association of American Colleges reunida en Chicago, surge
el dato oficial de que en los últimos ocho años ha decrecido en tres y medio
por ciento el número de estudiantes de lengua extranjera en las
universidades americanas.
La sorpresa parece haber sido unánime.
Existen nuevas
circunstancias en el país como fruto del brusco cambio originado en la vida
interna de los Estados Unidos por la gran guerra. El intercambio realizado
entre ideas, ambiciones, medios de vida, psicología y ambiente de pueblos
extraños y el de la Unión, han acrecentado el popular anhelo—innato de la
civilización—de comunicación próxima e intima con los hombres de otras
tierras. Puede decirse que el pensamiento nacional mismo se ha saturado
del nuevo orden de cosas, como lo revelan las discusiones entre partidarios
de alianzas exteriores y los que se apegan a la vieja política del asilamiento.
Es evidente la urgencia de un nuevo y decisivo impulso a las
relaciones económicas, políticas y sociales de los Estados Unidos con el
resto del continente. Y la creciente importancia que ere país ha adquirido en
el curso de la existencia universal, impone una cada vez mayor
documentación sobre la vida, del mundo ajeno a las fronteras territoriales y
mentales de la Unión.
Por todo ello, pudiera haberse creído que la enseñanza de las lenguas
extranjeras aumentara en intensidad, en vez de decrecer, en los centros
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docentes. A primera vista, sin embargo, hallase la explicación—que aun no
puede darse por la ausencia de recientes estadísticas fehacientes. La
enseñanza del alemán en escuelas y colegios americanos, antes de la guerra,
ocupaba el primer lugar entre la de idiomas extraños. La iniciación del gran
conflicto, provocando el antagonismo de millones de ciudadanos de origen
ingles, moscovita, italiano, francés disminuyo de modo considerable la
matriculación en esa disciplina en el curso de 1915. Más tarde, la entrada de
los Estados Unidos a la guerra suspendió totalmente esa enseñaza.
Ahora ha vuelto a iniciarse con visible vigor comparadas las
circunstancias y los antecedentes. Mas con todo, el enorme déficit pesa en
las estadísticas. Dominan ahora, en los cursos de idiomas extraños, el
español y el Frances. Y en el concepto unánime de los educadores, de los
economistas, de los diplomáticos, el español irá aumentando cada vez más
su importancia en los programas escolares, hasta adquirir una
preponderancia única que ya no le disputará ningún otro idioma.
El español está llamando a ser la llave que abra a este pueblo la
penetración material y espiritual del resto del continente.
Sin el
conocimiento del idioma que hablan veinte naciones hispanas de América,
los Estados Unidos no podrán jamás penetrar en la vida íntima y en la
confianza sincera de esos pueblos. Por eso puede afirmarse a ciencia cierta
que el tres y medio por ciento de disminución en la enseñanza de lenguas
extranjeras, no refleja el estado de la enseñanza de español. Cada día habrá
más norteamericanos que hablen en nuestro idioma por conveniencia propia,
por imposición de la realidad.
###
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Image 1) ―El Idioma Español en los Estados Unidos‖ [Newsbrief], La Prensa.
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Appendix 6.2
Summary: La poeta chilena Gabriela Mistral, que vivió por largas
temporadas en Nueva York, dio a las letras latinoamericanas su primer
Premio Nobel de Literatura en 1945. A su regreso a la ciudad desde Europa,
al año siguiente, La Prensa la entrevistó en su apartamento en Park Avenue,
donde hizo una encendida defensa del idioma español. Mistral tuvo mucha
relación con Nueva York, donde publicó en 1922 su primer poemario
―Desolación‖, en el Instituto de las Españas. En ese mismo lugar recibió un
homenaje en 1924 que La Prensa. La autora colaboró en diversas ocasiones
con el diario, como en este artículo de 1931 sobre Santo Domingo, publicado
a raíz de un huracán devastador. Mistral permaneció siempre cerca de esta
ciudad, donde murió en 1957 tras pasar sus últimos años en el pueblo de
Roslyn, Long Island.
Translation: Chilean poet Gabriela Mistral, who made New York her home
for extended periods, gave to the Latin American community in 1945 its first
Nobel Prize for Literature. The following year, upon her return to the city
from Europe, La Prensa interviewed Mistral at her Park Avenue apartment,
where she passionately defended the Spanish language. Mistral had much
more of a relationship with New York, where she published her first book of
poems in 1922, ―Desolación‖/Desolation at the Institute of the Españas —
the same place where La Prensa covered a 1924 tribute in her honor. Mistral
collaborated many times with the newspaper, as in this 1931 article about
Santo Domingo, published immediately after a devastating hurricane
there. Mistral always remained close to New York. She died in 1957,
spending her last years in the town of Roslyn, Long Island.
―Gabriela Mistral‖ [Editorial] New York, March 11, 1946
Con la llegada de Gabriela Mistral a Nueva York, conviene hacer
resaltar uno de los muchos valores que integran la enorme personalidad
humana de la ganadora del Premio Nobel de Literatura de 1945.
Esta característica a que aludimos es la universalidad, e inmensa
unidad, gramatical y espiritual, del idioma español. Gabriela Mistral nació en
Chile, en Vicuña, pequeña ciudad del valle de Elqui, permaneciendo toda su
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juventud, ejerciendo su profesión de maestra, en diversos lugares del campo
chileno.
Después de haber logrado fama internacional, como un a de las más
grandes poetisas de la lengua española, viajó por toda Hispanoamérica y
Estados Unidos, en misiones oficiales o educativas. Cuando recibió la noticia
de que la habían otorgado el Permio Nobel, se hallaba en Río de Janeiro,
como representante oficial de su Gobierno en Brasil.
Su obra literaria está escrita en español, y no en chileno como dirían
algunas de las agencias de propaganda dedicadas a exaltar, por fines
políticos o económicos, los regionalismos lingüísticos característicos, no solo
de Hispanoamérica sino de la misma España. Sus versos, sonoros, vibrantes
y humanos están creados y expresados en un español tan bello como el
mejor usado por los grandes poetas españoles de ladead de Oro, y estos
poemas han sido comprendidos admirados, sin necesidad de diccionario, por
mas de 100 millones de personas de habla española, ciudadanos de 19
naciones de características, y sistemas de gobiernos diferentes,
contradictorias y tremendamente individualistas, apreciando esta inmensa
multitud el ritmo y la armonía propia de la bella lengua española, lazo
indestructible de unión y cultura entre todos los pueblos de Hispanoamérica.
Bueno es hacer hincapié, siempre que la ocasión lo permita, en la
unidad cultural, tradicional e histórica de Hispanoamérica, por existir en los
Estados Unidos elementos que deliberadamente están tergiversando la
verdad y dando al público la equivocada idea de que para viajar por los países
situados al sur del Río Grande hay que ser un políglota semejante al que
quiera recorrer los Balcanes y conversar con sus habitantes en sus propios
idiomas.
Como ejemplos se pueden citar entre otros el de un profesor frances,
en una de las más importantes universidades de Estados Unidos, que llegó a
afirmar ante su clase que dada la enorme variedad de lenguas en
Hispanoamérica el turista obtendría resultados más prácticos utilizando el
frances, idioma que según este erudito profesor comprendía todo
hispanoamericano, en vez del castellano usado solo por una altanera y
aristocrática minoría que no quería mezclarse con el pueblo ni con los
turistas.
El otro caso es el de múltiples casas editoras que están
constantemente anunciando sus libros como unas verdaderas obras
especializadas, creación genial de escritores despampanantes que dominan
―el idioma hispanoamericano‖. De esta manera abarca todo el Continente, y
el turista puede, sin necesidad de estudiar español, que sirve únicamente
para hacer propaganda franquista, viajar por Hispanoamérica con gran
comodidad y placer.
Es de esperar, sin embargo, que poco a poco se vaya desvaneciendo
este falso concepto del idioma español y las nacionalidades
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hispanoamericanas. Se puede ser un gran escritor chileno, argentino,
mexicano, etc., amante de su patria y de su historia y al mismo tiempo
utilizar para su labor creadora la lengua española.
Esto no quiere decir que en novelas representando elementos típicos
regionales o locales, los caracteres vayan a expresarse como estudiantes
universitarios de la Salamanca de Fray Luis de Leon. Esto tampoco ocurre
en España cuando hablan andaluces, gallegos, vascos, valencianos,
montañeses, maragatos, alcarrennos, aragoneses o navarros, todos ellos con
características propias que dan fuerza y brío al lenguaje clásico, que de otra
manera permanecería fosilizado y muerto.
Por eso como gran tributo a la Mistral, encarnamos en ella el almo de
Hispanoamérica y la consagración de este continente en el Parnaso literario
mundial, considerando que su obra representa el arte, el sentimiento, la
humanidad y la suprema universalidad del español como medio de expresión
y lazo de unión entre todos los pueblos de origen hispánico.
###
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Appendix 6.3
Summary: Después de muchos años, Gabriela Mistral regresa a Nueva York
y es entrevistada por La Prensa. Mistral comparte como el español enriquece
gente de un nivel espiritual y comparte sus anécdotas. Ella también expresa
su apoyo del trabajo que se ha hecho en Suecia, donde el español ha sido
aceptado en instituciones educativas, y por otros esfuerzos para disponer la
literatura española en Europa.
Translation: After many years Gabriela Mistral returns to New York and is
interviewed by La Prensa. Mistral shares how the Spanish language enriches
people at a spiritual level, and provides her own anecdotes. She also
expresses support for the work that has been done in Sweden, where the
Spanish language has been embraced in educational institutions, and where
other efforts have been made to make Spanish literature available in
Europe.
―Sentí el idioma como una gran criatura especie de Arcángel de la Raza‖
Saturday, March 16, 1946.
Opina que debió de haberse creado un fondo permanente, integrado por las
naciones de origen hispánico para la propagación de nuestro idioma.
Nos apresuramos a saludar a la distinguida intelectual sudamericana
que, frescos sus laureles del premio Nobel, regresa a Nueva York tras una
ausencia de varios años. Gabriela Mistral nos recibe en el apartamento de
Park Avenue en que ha sido hospedada aquí, antes de seguir viaje a
Washington, D. C.. Afectuosa, como de costumbre, nos habla con su acento
peculiar místico, profundamente sentimental, humano, inclinado a la
espiritualidad y el ensueño.
Sus primeras palabras son de agradecimiento por las atenciones que
dice siempre recibió de La Prensa y a la que mostró deseos de visitar tan
pronto se lo permitan sus ocupaciones.
Aprovechando el momento, preguntamos:
—Cuál ha sido la mayor satisfacción de usted al recibir el merecido
honor y recompensa?
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—La semana del Premio Nobel me pareció que era —y así lo dije en mi
discurso— una Semana de la Lengua Española. Sentí el idioma como si
fuese una gran criatura, una especie de arcángel de la raza. Por cuarta vez,
esta persona verbal había tomado posesión, por unos días, de una lejana e
ilustre nación. Los festejos eran ilusoriamente para mi; realmente ellos se
dirigían en lo Invisible hacia ella.
El español en Suecia
—En Suecia el español ha tomado un gran auge. Se ha hecho allí algo
que debería realizarse en cada país, una política del idioma, es decir, una
muy alta política espiritual. En este trabajo intenso y viviente toman parte:
(a) al Gobierno sueco, que da la enseñanza del castellano en varios liceos o
escuelas secundarias del país; (b) un Instituto sostenido por el Gobierno
español desde hace años en Estocolmo; (c) una Biblioteca-Instituto que
funciona maravillosamente en Gothenburgo; pasa ya los 5,000 volúmenes;
(d) una sección hispánica de la Universidad de Upsala; € en centro libre,
sostenido por la colonia española e hispanoamericana, y a la cual el Gobierno
sueco ha cedido un bello local.
—Ningún país de Europa, que yo sepa, ha dado esta protección a
nuestra lengua; pero ninguno tampoco ha obtenido hacer de un habla
extranjera algo popular, actual y vivo.
Un fondo pro idioma común
—Pensé mucho, en que debió pensarse hace mucho años en crear un
fondo permanente integrado por España y nuestras 21 repúblicas con mira a
esta empresa que está al margen —no por encima— de los regimenes y los
partidos.
—Voy a mandar a la Biblioteca de Gothemburgo los libros
hispanoamericanos que faltan: son muchos.
Solamente lo español
peninsular se halla completo. Nosotros estamos allí en ancha ausencia.
—En qué plano coloca usted la literatura actual producida en nuestro
idioma?
—Creo que la mejor literatura española de hoy es la ―peregrina‖, la del
destierro. Ha producido ya varios libros óptimos, de primer orden, que
durarán. Y la segunda fertilización lingüística de la America Española se ha
hecho por estas segundas y tristes carabelas de los desterrados.
—El divorcio de las dos Españas me parece la más gran desventura
para la que quedó allá,, y para la America del Sur una verdadera polinización.
Pero ni aun la alegría de nuestro beneficio me hace pensar en que esta
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operación deba prolongarse. No me gusta, me hace llorar, ver una patria
abierta en res y sangrando por sus miembros—concluye.
Lo peor ahora es olvidar
Sobre el ambiente que observó en Europa, Gabriela Mistral dice que a
la gente que es capaz de imaginarse otra guerra, habría que ponerle un
letrero delate diciendo: ―Ocho millones‖ (de muertos), para que se acuerde,
porque lo peor en este momento es olvidar. Es fácil para los pueblos olvidar,
pero esa clase de olvido es inconciencia pura.
Hay un rebote de fascismo que comienza en el mundo, y será muy
malo atacarlo cuando ya este crecido. Hubo antes de la guerra pocos
escritores de importancia que fueran fascistas, pero el crecimiento del
fascismo fue ayudado por la indiferencia de muchos que solo vieron el
peligro cuando estaba ahogándonos a todos. Afirmó que en estos tiempos
de angustia se precisaba mas que nunca que los pueblos estén informados y
que los escritores y periodistas sirvan noble y decididamente la causa de la
verdad.
Datos biográficos
Gabriela Mistral, que ha dedicado la mas noble de su alma al servicio
de un apostolado educativo, estilista tanto en prosa como en verso, con un
lenguaje metafórico rico en giros y matrices, nació en Vicuña Chile, el año
1889, siendo su nombre Lucila Godoy Alcayaga. Recorrió todo el escalafón
del magisterio y la Universidad de Chile le concedió un titulo sin someterse a
examen.
El año 1922 en Instituto de las Españas de esta ciudad editó sus
poemas ―Desolación‖, y en vista del éxito alcanzado fue reagitado en Chile,
incluyendo otros trabajos de la Mistral. El año 1926 fue nombrada
representante del pensamiento de America en la Sociedad de las naciones.
Blanca de los Ríos considera a la Mistral como ―un apóstol que, sin
aplastar las flores de los caminos que huella, los deja llenos de semilla de
enseñanzas, de suavidad de virtudes y de esplendor de belleza‖.
El Premio Nobel
El Premio Nobel, que acaba de obtener esta Cantora de la Raza fue
instituido por el químico sueco de este nombre al año 1886. Dispone que la
la renta de 30 millones de coronas se distribuyan en cinco premios, para
otros tantos individuos que hiciesen descubrimientos en Ciencias Físicas,
Ciencias Químicas, Fisiología y Medicina, Literatura y Obra de Paz.
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Los científicos o escritores de nuestra lengua que han obtenido el
Premio Nobel son: Santiago Ramón y Cajal, fisiólogo; Jacinto Benavente y
José Echegaray, escritores, además de Gabriela Mistral, que es la cuarta
mujer que lo obtiene. La baronesa Berta de Sutter, austriaca, lo obtuvo el
año 1905; Selma Lagerloef, sueca, el 1909, y Marie Curie, francesa, el 1911.
Gabriela Mistral esta siendo agasajada en Washington, D.C., y
proyecta descansar algún tiempo antes de regresar a ésta en mayo para
asistir a la reunión del Consejo de Seguridad de las Naciones Unidad, en la
Subcomisión de Mujeres.
###
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Image 1) ―Sentí el idioma como una gran criatura especie de Arcángel de la Raza‖
[Newsbrief, Interview], La Prensa.
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Appendix 6.4
Spoken Word Reflection
Name: ________________________
Poem Title: ___________________________________________
1. What was the primary message in your poem? Be sure to discuss the role
of language, identity, and social justice.
2. What were the strengths and weaknesses about your poem and your
performance of it?
3. (How) can poetry be used as a medium of expression and social change?
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Appendix 7.1
Summary: En 1970 empezaron las clases en el colegio Eugenio María de
Hostos, la primera gran institución educativa de Estados Unidos con nombre
de un puertorriqueño, y que llevaba a El Bronx la educación de la universidad
pública de la ciudad (CUNY). El Hostos College se mudó a un emplazamiento
más espacioso en 1972, donde sigue hoy en día tras superar numerosos
obstáculos. A principios de la década se fundaron en la ciudad otras
destacadas instituciones educativas latinas, como el Boricua College y el
Centro de Estudios Puertorriqueños, que siguen en pie hoy en día. La otra
gran noticia educativa de la década fue la propagación de la educación
bilingüe en las escuelas. La primera ley federal de educación bilingüe data de
1968, pero la misma se expandió en 1974 gracias al impulso del congresista
Herman Badillo y a la victoria judicial del grupo APIRA en su demanda a la
Junta de Educación de la ciudad por considerar que las escuelas de la ciudad
no atendían las necesidades de los estudiantes puertorriqueños.
Translation: In 1970, Hostos Community College began to offer classes. It
was the first major educational institution in the continental United States
to bear the name of a Puerto Rican – that of the renowned educator Eugenio
Maria de Hostos — and it extended the City University system to the South
Bronx. Hostos moved to a more spacious location in 1972, where it still
stands today after overcoming numerous challenges. At the beginning of
the decade, other prominent Latino educational institutions were founded,
such as Boricua College and the Center for Puerto Rican Studies, which also
remain today. The other big educational news of the decade was the
expansion of bilingual education in schools. The first federal law of bilingual
education dates to 1968, but it was expanded in 1974 thanks to the efforts
of Congressman Herman Badillo and the legal victory of the ASPIRA, which
sued the NYC Board of Education on the grounds that the city schools did
not serve the needs of Puerto Rican students.
―Enseñanza en Dist. 23 de Brooklyn, cuna bilingüismo, empieza con éxito‖ by
Juan Luis Fernández
ASPIRA de Nueva York ganó en la Corte un caso recientemente a la
Junta de educación, lo que asegura la educación bilingüe a millares de niños
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puertorriqueños y de otros núcleos hispanos en el Distrito Escolar número
23, de Ocean Hill-Brownsville, en Brooklyn.
Esto, según los directores del Programa, augura un comienzo
excelente para este tipo de enseñanza en el año escolar que decursas.
La Corte determinó específicamente, que ―a cada niño puertorriqueño
y a otros hispanos que necesiten la educación bilingüe se le debe dar la
oportunidad‖.
El Diario/La Prensa entrevistó a los señores David Marcus,
Superintendente, y a Charles N. Hamilton y señora Antonia Vega, ambos
miembros de la Junta Comunal escolar del Distrito.
METAS
Los tres entienden que la educación bilingüe es de ―vital importancia
para los niños del área‖, por las siguientes razones:
a)
la matemática y la ciencia se enseñan en español o en una
combinación de ingles y español;
b)
el inglés se enseña como segundo idioma. Esto entraña
experiencia especial del maestro;
c)
la lectura se enseña primero en español, ya que éste es el
idioma que el niño habla en el hogar. Al hacer esto, se usa el
vocabulario activo del niño, que es de mas de 5,000 palabras;
y
d)
la cultura hispánica y puertorriqueña es un instrumento
importante en la vida escolar del niño, tanto en sus
actividades curriculares como fuera de ellas.
Al introducir al niño a su cultura, se forma una imagen propia positiva,
y se evita, así, una crisis de identidad.
PERSONAL
El distrito 23 tiene este año unos sesenta maestros bilingües con
posiciones
pagadas con el presupuesto regular del Distrito. Esto representa la mayor
cantidad de maestros con relación al alumnado (un maestro por cada 30
alumnos, tal como debiera ser) en todo el Estado.
Además, hay más de 50 para-profesionales en las aulas y otro
personal, tales como: entrenadores de maestros, maestros bilingües
destinados a las relaciones entre la escuela y la comunidad, y empleados,
que son pagados con fondos especiales que provienen del Gobierno Federal y
de Albany.
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El presupuesto del Distrito paga un supervisor, que es una de las
posiciones de más significación en la educación bilingüe dentro de los
distritos descentralizados.
El énfasis del programa no se pone en el personal, por supuesto, sino
en los niños y en la consecución exitosa de sus necesidades, según expreso
el Superintendente Hamilton.
―Los niños que tienen que aprender un segundo idioma‖, aseguró el
funcionario educativo, ―y que incluye lectura y escritura, que es más difícil
que aprender un nuevo idioma, lo hallan más difícil que los niños que ―sólo‖
tienen que aprender a leer y escribir en un idioma‖.
BORICUA, ARQUITECTA DEL PROGRAMA
Por otra parte, Carmen Santana, a quien se considera como la
arquitecta del programa en el Distrito 23, estima que ―la educación bilingüe
es una educación excelente para cualquier niño. Llegando a ser una persona
con educación bilingüe, es un logro tremendo en estos días y a esa edad, no
hay duda sobre esto‖.
La señora Santana y sus compañeros de tarea admiten que lo que ―es
sublime en principio es algunas veces difícil de conseguir en todos los
tiempos, y en cada lugar en la realidad‖.
―Los programas bilingües en el distrito 23‖, afirma el doctor Mike
McColgan, nuevo director bilingüe, ―manifiesta promesas tremendas‖.
Y recalca el doctor McColgan: ―Algunos diamantes reales sin pulir, nos
dan un pequeño tiempo para usarlo, y el brillo llegará hasta California y
Miami‖.
PROGRAMA FUTURISTICO
El educador cita los programas de las escuela publicas, 150 y 155,
Escuela Elemental 263 y la Escuela Intermedia 55 y el Título VII modelo de la
Escuela Pública 332 como modelos potenciales para la Ciudad, sino para el
Estado.
En la Escuela Pública 332 ha sido establecido un nuevo programa
modelo con fondos federales.
Este programa, con el equipamiento de las clases en ingles-español,
español-inglés en toda la escuela y el fuerte énfasis que se ha puesto en la
enseñanza de las; culturas e historia puertorriqueña y afroamericana, se
vislumbra como un programa ideal del futuro para la comunidad.
―El éxito que tenemos con este programa en la escuela elemental muy
bien tiende a abrir el camino para la armonía ideal comunitaria en el futuro
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en Ocean Hill y Brownsville‖, dice Richard Placente, director de proyecto del
Distrito.
DISTRITO 23 CUNA DEL BILINGUISMO
A pesar de que hay muchos programas y planes que se han
desarrollado en los últimos dos años, es importante recordar que la
educación bilingüe real en la Ciudad de Nueva York tuvo sus inicios en el
Distrito 23.
La Escuela Pública 155 tuvo su gran programa bilingüe en su
presupuesto escolar desde el…
###
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Appendix 7.2
Poster Framework
Name of Case _________________________ (Year) _____________
Group Members:
__________________________________________________
Description of Demands
Decision
Impact on Bilingual Education
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Resources Used:
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Appendix 7.3
Gallery Walk Graphic Organizer
Name
Case
Date
Year
Demands
Decision
Impact on
Bilingual
Education
Lau vs.
Nichols
DOE vs. Plyler
Cintron vs.
Union School
Free District
ASPIRA vs.
Board of
Education
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Appendix 7.4
Bilingual Education Organization Homework Sheet
Name
Date
Instructions:
1. Research 1 organization that advocates for bilingual education to this
day (You may use one of the resources provided, but must find at
least 1 other source).
2. Fill-out chart/questions given.
Alianza Dominicana www.alianzadominicana.org
ASPIRA www.aspirany.org
NY Immigration Coalition http://www.thenyic.org/
Advocates for Children http://www.advocatesforchildren.org/
La Raza Council http://www.nclr.org/
PRLDEF (Puerto Rican Legal Defense and Education Fund)
www.latinojustice.org
Name of Organization
Source 1 website (given):
Description of source website:
Source 2 website (additional):
Description of source 2 website:
Besides education, what other aid is provided by this organization?
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How does the organization help with bilingual education specifically?
Provide a specific example if possible.
What is the contact information for this organization?
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Appendix 7.5
Letter Format
Date
The Honorable Janice K. Brewer
Arizona Governor
Executive Tower
1700 West Washington Street
Phoenix, AZ 85007
Dear Governor Brewer,
Sincerely,
Name
School Address
City, State
School Phone Number
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Appendix 8.1
Puerto Rican Parade
Using the text below (both secondary sources drawing from primary
sources), answer the question: Why and how does NYC celebrate diversity?
Sub-Questions:
Why does New York City allow different cultures have parades?
By celebrating the National Puerto Rican Day Parade as a National Holiday,
what message is New York sending?
Instructions:
As you read about the National Puerto Rican Day Parade, annotate the
article to identify traditions of the culture – and the social issues that were
raised at some of the parades.
PR = Puerto Rican Culture
SI = Social Issue
Participan en el Desfile unas 15,000 personas: 75,000 presencian el acto
(1959)
Summary: Una de las viejas aspiraciones de la comunidad latina se vio
cumplida cuando se celebró el primer Desfile Pro Unidad Hispana el 15 de
abril de 1956. Fue un proceso difícil plagado de contratiempos, pero
finalmente unas 700.000 personas acudieron al desfile por la Quinta Avenida
entre las calles 86 y 116, desafiando la lluvia. A pesar de su nombre de
unidad latina, tras una segunda edición en 1957 se sucedieron los
enfrentamientos entre la dirección y sectores puertorriqueños, que
inauguraron su propio desfile el 4 de mayo de 1958. El Desfile
Puertorriqueño, encabezado por el Alcalde Wagner, recorrió la Quinta
Avenida, esta vez desde la Calle 62 hasta la 96. Curiosamente, el recorrido
de 1959 volvió a variar: de la Calle 20 a la 70. Los dos desfiles siguieron
celebrándose en los siguientes años, pero el Desfile Hispano no pudo hacer
sombra al evento puertorriqueño, que se fue convirtiendo en uno de los
mayores acontecimientos de masas de la ciudad.
Translation: One of the old aspirations of the Latino community was
fulfilled when the first parade was held Hispanic Unity Pro on April 15, 1956.
It was a difficult process fraught with setbacks, but eventually some
131 | P a g e
700,000 people attended the parade on Fifth Avenue between 86 and 116,
defying the rain. Despite its Latin name of unity, after a second edition in
1957 was followed clashes between management and sectors Puerto
Ricans, who opened their own parade on May 4, 1958. The Puerto Rican Day
Parade, led by Mayor Wagner, ran down Fifth Avenue, this time from 62nd
Street to 96th. Interestingly, the 1959 tour again varies: from 20th to 70th
streets. The two celebrated parades followed in the following years, but the
Hispanic Parade failed to overshadow the event Puerto Rican, who was
becoming one of the biggest events in the city.
―Participan en el desfile unas 15,000 personas: 75,000 presencian el
acto‖ (1959)
Con un tiempo soleado y una temperatura más bien calurosa,
cerca de 75,000 personal presenciaron ayer domingo, en el Día Anual
de la Unidad, según proclamación del alcalde Wagner, el Cuarto
Desfile Puertorriqueño. Unas 15,000 personas participaron en él,
formando quince divisiones, que hacían un total de unas 125
organizaciones. El desfile comenzaba en la calle 20 y la Quinta
Avenida y terminada en la calle 70.
Fue una demostración
más del avance logrado en nuestra comunidad respecto a su
integración a la vida cívica, cultural y política de la ciudad. Al mismo
tiempo constituyó una prueba del aporte de esa comunidad a la vida
neoyorquina. Ese fue el consenso general y especialmente, la
opinión de las altas figuras de los distintos campos y sectores
neoyorquinos que se encontraban en el templete o glorieta
levantando en la quinta Avenida y la calle 42. Se destacaban en
primer termino el alcalde de la ciudad, el honorable Robert W.
Wagner; el presidente del Distrito de Manhattan, Hulan E. Jack; el
líder de Tammany Hall, Carmine de Sapio; el congresista Victor L.
Anfuso, así como otras personalidades, entre ellas Frank Rosetti, el
juez Ancione y otros líderes de la comunidad como Tony Méndez,
Lider demócrata del Distrito Este de Harlem.
Oficiada por la Federación de Sociedades Hispanas que
preside el Sr. Juan Sánchez, así como por otros organismos
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hispanoamericanos independiente, el desfile estuvo encabezado por
el ―Gran Marshall,‖ el honorable juez de la ciudad, Emilio Núñez. El
Sr. Jaime A. Gómez era el director general, Gilberto Gerena
Valentín, el subdirector, y Juan Mas, el coordinador.
Ayudantes del ―Grand Marshall‖ lo fueron Mario Abreu,…
###
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Appendix 8.2
Dominican Parade
Using the text below (both secondary sources drawing from primary sources),
answer the question:
Why and how does NYC celebrate diversity?
Sub-Questions:
-
Why does New York City allow different cultures have parades?
By celebrating the Dominican Day Parade as a National Holiday,
what message is New York sending?
Instructions:
As you read about the National Puerto Rican Day Parade, annotate the
article to identify traditions of the culture – and the social issues that were
raised at some of the parades.
DR = Dominican Parade
SI = Social Issue
Source: Source: http://www.colonialzone-dr.com/people_history-Duarte.html,
http://www.mibodegaagency.com/2011/08/31/the-history-of-the-dominicanday-parade-in-new-york-city/
While the Dominican Republic‘s official independence day is February 27, 1844,
Dominicans also celebrate another liberation struggle: Restoration Day/ Día de
Restauración.
The Dominican Republic lost its independence again when Spain re-colonized
the Caribbean nation in 1861, through a pact with then leader Pedro Santana.
It was an unpopular move that provoked the War of Restoration between
Spain and Dominican nationalists. The war ended in 1863 with the Dominican
militia gaining victory over Spain‘s forces. This victory took place in the area
of Santiago.
The Restoration of the Republic is celebrated on August 16 in the Dominican
Republic. Usually the celebrations begin with the raising of the flag in the Fort
San Luis in Santiago. There the heroes of the Restoration are recognized. Also,
there is a mass. Celebrations also include a carnival. This carnival is similar to
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the one held in February but more subdued. Parades take place in Santo
Domingo, Santiago, La Vega, San Pedro de Macoris, and other provinces. Some
marchers dress in the ―diablo cojuelo‖ (limping devil) costumes. The tradition
of the diablo cojuelo is evident in other parts of Latin America, where the
character symbolizes bustle, mischief, dancing and joy in carnivals in provinces
such as La Vega, where revelers dress in bright costumes and striking demon
masks and threaten to hit spectators with "bladders" or harmless truncheons.
In New York City, the celebration of Restoration Day began in 1982 and has
continued as a parade for the last 30 years. It is held annually in August and
runs up Sixth Avenue in Manhattan. During this time, the Dominican Parade
has served to unite Dominicans not only from New York City, where more than
half of all the Dominicans in the country live, but also those from all over the
country, along with other Latinos. United, they march to commemorate the
anniversary of independence from Spain. Assemblyman Guillermo Linares, the
first Dominican elected official in the United States, proudly expressed his
feelings during 2011‘s parade, ―We are the largest immigrant group in New
York and there is nothing but pride, with (all the) hard work and efforts we
have brought to the city.‖
During the parade, the sounds of merengue, salsa, bachata and other Latin
rhythms fill Sixth Avenue from 36th Street to uptown. The music is
complemented by singers and dancers from traditional groups to more
contemporary artists on vibrant floats.
Similar parades take place in Haverstraw, NY, Paterson, NJ, Boston, and the
Grand Concourse in the Bronx, which has a huge Dominican population.
Rangel Honors Dominican Heritage
August 15, 2011 | Press Releases, Statements
Announces Plan To Introduce Resolution Recognizing Dominican Americans
During NY's 30th Annual Dominican Day Parade
NEW YORK - On Sunday Congressman Charles Rangel joined over 100,000
proud Dominican-Americans during year's 30th annual Dominican Parade on
Sixth Avenue to celebrate Dominican culture, patriotism, and heritage .
―What began as a small festival in my congressional district in Washington
Heights has grown to be one of the largest and loudest displays of cultural
pride seen along New York‘s prominent parade route that showcases
136 | P a g e
Dominican pride, both on the island and in the United States. Dominicans have
struggled and worked hard to become an integral part of our national
identity," said Rangel. "It was a great honor to join my Dominican American
friends to participate in this joyous celebration."
The Dominican Day Parade, initially organized by the Dominican American
community in 1982 as a small festival, has now emerged as a spectacular
annual event that attracts hundreds and thousands of people every year. The
Dominican-American community is the fastest growing population, as well as
the second largest Hispanic population in the New York City.
With over 700,000 Dominican-Americans residing in New York alone, the
parade attracts elected officials, such as Mayor Michael Bloomberg, and
participants from all over the state and the country. The parade festivities
took place on Sixth Avenue from 34th to 56th Streets and despite the pouring
rain, cheerful smiles, festive music, and colorful outfits brightened outshined
the torrential downpour.
―Dominican-Americans are some of the hardest working, most exuberant and
patriotic members of our great community that make America the great
melting pot that it is." Rangel said. "When Congress is back in session, I'll
proudly introduce a resolution that recognizes the achievements of DominicanAmericans and honors their heritage,‖ Congressman Rangel announced at a
press conference in the morning of the parade in Inwood, New York, alongside
Governor Andrew Cuomo, State Senator Adriano Espaillat, NYC Councilman
Ydanis Rodriguez, and several other local elected officials at the MamaJuana
café on Dyckman.
The Dominican-American resolution proposed by Congressman Charles Rangel
honors economic, cultural, and social contributions by Dominican-Americans
during Dominican Republic's most important religious celebration period, every
year between January 21st, The Day of the Procession of Altagracia through
the Dominican Republic's Independence Day, February 27th.
―From National League Baseball stars, to fashion inspiration from the
legendary Oscar de la Renta, to thousands of soldiers, doctors, lawyers,
journalists, educators, and public servants, Domincan Republicans have played
a vital role in various facets in the United States,‖ Rangel added.
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Rangel Honors Dominican Heritage
August 15, 2011 | Press Releases, Statements
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Announces Plan To Introduce Resolution Recognizing Dominican Americans
During NY's 30th Annual Dominican Day Parade
NEW YORK - On Sunday Congressman Charles Rangel joined over 100,000
proud Dominican-Americans during year's 30th annual Dominican Parade on
Sixth Avenue to celebrate Dominican culture, patriotism, and heritage.
―What began as a small festival in my congressional district in Washington
Heights has grown to be one of the largest and loudest displays of cultural
pride seen along New York‘s prominent parade route that showcases
Dominican pride, both on the island and in the United States. Dominicans have
struggled and worked hard to become an integral part of our national
identity," said Rangel. "It was a great honor to join my Dominican American
friends to participate in this joyous celebration."
The Dominican Day Parade, initially organized by the Dominican American
community in 1982 as a small festival, has now emerged as a spectacular
annual event that attracts hundreds and thousands of people every year. The
Dominican-American community is the fastest growing population, as well as
the second largest Hispanic population in the New York City.
With over 700,000 Dominican-Americans residing in New York alone, the
parade attracts elected officials, such as Mayor Michael Bloomberg, and
participants from all over the state and the country. The parade festivities
took place on Sixth Avenue from 34th to 56th Streets and despite the pouring
rain, cheerful smiles, festive music, and colorful outfits brightened outshined
the torrential downpour.
―Dominican-Americans are some of the hardest working, most exuberant and
patriotic members of our great community that make America the great
melting pot that it is." Rangel said. "When Congress is back in session, I'll
proudly introduce a resolution that recognizes the achievements of DominicanAmericans and honors their heritage,‖ Congressman Rangel announced at a
press conference in the morning of the parade in Inwood, New York, alongside
Governor Andrew Cuomo, State Senator Adriano Espaillat, NYC Councilman
Ydanis Rodriguez, and several other local elected officials at the MamaJuana
café on Dyckman.
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The Dominican-American resolution proposed by Congressman Charles Rangel
honors economic, cultural, and social contributions by Dominican-Americans
during Dominican Republic's most important religious celebration period, every
year between January 21st, The Day of the Procession of Altagracia through
the Dominican Republic's Independence Day, February 27th.
―From National League Baseball stars, to fashion inspiration from the
legendary Oscar de la Renta, to thousands of soldiers, doctors, lawyers,
journalists, educators, and public servants, Domincan Republicans have played
a vital role in various facets in the United States,‖ Rangel added.
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Appendix 8.3
Hispanic Day Parade
Using the text below (both secondary sources drawing from primary
sources), answer the question:
Why and how does NYC celebrate diversity?
Sub-Questions:
-
Why does New York City allow different cultures to have parades?
By celebrating the Hispanic Day Parade, what message is New
York sending?
Instructions:
As you read about the Hispanic Day Parade, annotate the article to identify
traditions of the culture – and the social issues that were raised at some of
the parades.
PR = Hispanic/Latino Culture
SI = Social Issue
Source: Galos Cooperation
New York Hispanic Parade History
In the spring of 1965, the Federation of Hispanic Societies met in
New York to organize an event that would celebrate Hispanic
unity. On August 24th of that same year, the directors of these
societies labored over the idea and finally agreed to launch the
United Hispanic American Parade along the famed Fifth Avenue in
honor of Spain, the motherland, and to showcase the beauty of our
traditions, culture and folklore. The spirit in that meeting room
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has been maintained over the years and the Hispanic Parade
Committee has expanded the event to include the following
activities: The Youth Scholarship Program, Hispanic Fiesta, A
Salute to the Americas, Art Exhibits, Hispanic Parade‘s Beauty
Pageant, Hispanic Unity Mass and the Gala Banquet. The United
Hispanic American Parade is held every year on Fifth Avenue,
beginning on 44th Street and marches up to 72nd Street, with the
Presidential Council seated on 68th Street.
Now that Hispanics have established a place in the United States,
the United Hispanic American Parade demonstrates our most
characteristic feature as a group. The parade reflects us as
independent individuals, each respectively from our various
countries of origin. All those who make the United Hispanic
American Parade of New York possible have devoted their energy,
hard work, and sleepless nights to that experience of human
solidarity that is Hispanic Unity.
Source: NYC Parade Life
http://nycparadelife.com/2012/10/16/hispanics-unite-for-onegreat-parade/
Hispanics Unite for One Great Parade
It‘s not too often that about 19 different countries are
represented for one day in a display of culture and tradition. New
York City is one of the few cities that can pull it off in grand style.
The warm mid October day brought out nearly one million people
to 5th Ave. to see the 49th annual Hispanic Day Parade. Flags of
all Latin American countries were displayed on the parade route
from 44th St. to 68th St. and spectators cheered on as their
country of origin marched by or danced in most cases. As a show
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of unity, the Mother Cabrini marching band carried all the flags of
Latin America to kick off the parade. The Honorable Mayor
Bloomberg marched to show his support for all the immigrants
that now call New York their home. Kicking off the first of many
groups were the Spaniards and their flamenco dancers and bagpipe
marchers. It‘s really a treat to see them every year. As by design
in alphabetical order, the first on Latin countries was
Argentina showing off their old style cars and singers. The tango
dancers must have caught a break this year. Then the fun really
started when the first of many Bolivian dancers made their way
up the parade route. The San Simon Caporales got the crowd
excited with their energetic dance moves and great costumes.
Chilean dancers showed off their style of dancing with guacho
outfits for the men and evening gowns for the ladies. It was
almost a waltz like dance with waving handkerchiefs. Very classy.
However, the elegant dancing quickly changed when the
Colombians made their way up 5th Ave. Their loud costumes and
loud music let everyone know the party starts here and the crowd
just loved it.
Toning things down temporarily were the Costa Ricans and
Cubans with their display of fine horses and beauty queens. Then
the Dominican diablos cracked their whips to pick up the pace
again. One of the more
energetic dance groups came
from Ecuador. They really
worked up a sweat. One of
the better bands came from
the group representing El
Salvador but they just
warmed things up this year‘s
winner of the best
representation of culture, the
group from Guatemala. Their marching band was on point with
soldiers doing a unique march. A float with musicians playing the
vibes masterfully was a nice touch. Their display of traditional
dress and costume gave a unique addition to their
143 | P a g e
presentation. Conga players were jamming when the Hondurans
came up singing and dancing to native songs. The energy level
kept going on high when the Mexican Chilenos showed up and
danced their tails off. The serious baseline could only mean one
thing, the Panamanians were next. They love their bands and had
some the best bands and baton twirlers I have seen at any parades
this year. They were a joy to watch. Paraguay had an unusual
display of balance as several dancers had a few glass bottles
resting on their heads. Leading the way with some really
good dance moves was the group from Peru showing off several
different styles of dance. A definite crowd pleaser was the group
from Uruguay with their conga drum band and dancing ladies.
Rounding out the great display Hispanic culture and tradition came
the small group from
Venezuela.
By far the largest
representation came from
the Bolivians. They were so
large many of their
marchers had to be placed
in between other countries
marchers and towards the
end of the parade. There was no doubt each of the countries
representatives made their people proud and surely reminded
them of the beauty of their native land. Hispanics are very
diversified yet united by one common language. Their place in this
city and this country is slowly but surely rising to prominence.
Mark your calendar for next year‘s 50th anniversary parade
celebration. It‘s sure to be one of the best the city offers.
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Appendix 8.4
Parade Graphic Organizer
Name: ________________________________________________
Assigned Parade:
____________________________________________________
-Dominican Day ParadeHistory
Arts & Culture
(music, dance,
etc.)
Social Issues
Pride
Social Issues
Pride
-Puerto Rican Day ParadeHistory
Arts & Culture
(music, dance,
etc.)
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-Hispanic Day ParadeHistory
Arts & Culture
(music, dance, etc.)
Social Issues
Pride
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Appendix 9.1
Rubric
Student: ____________________ Topic: ____________ Article:
_________________________
Accomplished
Satisfactory
Needs Improvement
Background research
Identifies and
takes relevant
notes on 2-3
articles related
to topic.
Finds articles that
are only somewhat
related to topic, or
does not take
thorough and
relevant notes.
Finds only 1 article or
less or does not take
notes, or articles are
completely unrelated
to topic.
Summary of
Investigation Process
Summary clearly
and adequately
describes the
student‘s
investigative
activities. The
type of
investigation
conducted is
appropriate for
the type of
article the
student plans to
write
Summary is unclear
or the investigation
conducted is
somewhat adequate
and appropriate for
the type of article
the student plans to
write.
Summary is very
short and unclear. The
investigation
conducted seems
inappropriate for the
type of article the
student plans to
write.
Article: Use of
investigative evidence
Used appropriate
methods to
gather
information
about issue and
effectively used
this evidence in
article.
Investigation is
somewhat
appropriate or
sufficient for issue
but could be more
thorough. Some
evidence is used in
the article, or the
evidence is used but
ineffectively.
Little investigation of
issue or did not
include any evidence
from investigation in
article
.
149 | P a g e
Article: content and
organization
Article shows
developed
understanding of
topic, is wellorganized, and
focused.
Article shows some
understanding of
topic, is somewhat
unorganized or
strays from focus.
Article is poorly
organized and/or has
no focus. Shows only
superficial
understanding of
topic.
Accomplished
Satisfactory
Needs Improvement
Article: format, grammar
& punctuation
Article is at least
3 paragraphs
long or contains
at least 4 photos
with captions
and uses correct
grammar and
punctuation.
Article contains less
than 3 paragraphs or
photos and/or
includes several
grammatical and/or
punctuation
mistakes.
Article is less than 2
paragraphs or photos
or grammar and
punctuation mistakes
interfere with
meaning.
Written Reflection
Reflection
thoroughly
outlines the
student‘s
process and
contribution and
shows that the
student has
thought deeply
about the
experience.
Reflection describes
student‘s process
but lacks detail,
shows that the
student has put in
some thought about
the experience.
Reflection is cursory,
poorly describes the
student‘s process and
contribution, no
evidence that student
has reflected on the
project.
Group Dynamic
Group worked
well together and
had productive
discussions.
Student articles
complemented
each other.
Group worked well
together some of
the time, and
discussions were
sometimes
productive. Some
thought was given
to how different
student articles
complement each
Group members
worked individually or
discussions were off
topic or unproductive.
Little thought was
given to how different
student articles could
complement each
other.
150 | P a g e
other.
Comments:
151 | P a g e

Untitled - El Diario La Prensa

Transcription

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