Untitled - el diario

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 5|Page

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, 8|Page

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. 9|Page

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) 10 | P a g e

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 Subjects: Social Studies, Language Arts Duration of Lesson: 3 Periods 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. Stage 1: Desired Results Understanding(s) / Big Ideas: Essential Question(s): 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? Students will know… Students will be able to… 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. Stage 2: Assessment Evidence Performance Task(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 NYS Common Core Standards: 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. 13 | P a g e

Stage 3: Learning Activities 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. Additional Resources: 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 15 | P a g e

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 Duration of Lesson: 2 Periods 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. Stage 1: Desired Results Understanding(s) / Big Ideas: Essential Question(s): 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. Students will know… Students will be able to… 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 Stage 2: Assessment Evidence Performance Task(s): Other Evidence: o Identification of labor issues o Observation of classroom Latinos sub-groups face discussion o Interviews with Latinos of o Short answers in response to different age groups reading NYS Common Core Standards: 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. 17 | P a g e

Stage 3: Learning Activities 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 18 | P a g e

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 Additional Resources: 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 Subjects: Social Studies, Language Arts Duration of Lesson: 2 Periods 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. Stage 1: Desired Results Understanding(s) / Big Ideas: Essential Question(s): 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. Students will know… Students will be able to… 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 Stage 2: Assessment Evidence Performance Task(s): Other Evidence: o Complete a T-chart outlining good o Class brainstorming and poor housing conditions o Observation of classroom o Compare articles to identify discussion common threads of poor living o Short answers about video clip conditions o NYS Common Core Standards: o RL7a. Analyze works by authors or artist who represent diverse world 20 | P a g e

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.

Stage 3: Learning Activities 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. Additional Resources: 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 Duration of Lesson: 2 Periods 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. Stage 1: Desired Results Understanding(s) / Big Ideas: Essential Question(s): 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? Students will know… Students will be able to… 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. Stage 2: Assessment Evidence Performance Task(s): o Issues and solutions identification o Sharing of “expert” article/topic

Other Evidence: o Observation of group discussions

NYS Common Core Standards: 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. Stage 3: Learning Activities 24 | P a g e

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) Additional Resources: 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

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Lesson Title: Language and Identity Subject: Language Arts Duration of Lesson: 3 Periods 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. Stage 1: Desired Results Understanding(s) / Big Ideas: Essential Question(s): 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? Students will know… Students will be able to… 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 Stage 2: Assessment Evidence Performance Task(s): 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

NYS Common Core Standards: 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.

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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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Additional Resources: 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 Subjects: Social Studies, Language Arts Duration of Lesson: 2 Periods 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. Stage 1: Desired Results Understanding(s) / Big Ideas: Essential Question(s): 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? Students will know… Students will be able to… 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 Stage 2: Assessment Evidence Performance Task(s): 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.

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, 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. Stage 3: Learning Activities 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. Additional Resources: 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 Subjects: Social Studies, Language Arts 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. Stage 1: Desired Results Understanding(s) / Big Ideas:

Essential Question(s):

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? Students will be able to…

Students will know… 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. Stage 2: Assessment Evidence

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.

Performance Task(s):

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.

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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

Stage 3: Learning Activities 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. Additional Resources: 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 Subjects: Social Studies, Language Arts 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. Stage 1: Desired Results Understanding(s) / Big Ideas: Essential Question(s): 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. Students will know… Students will be able to… 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. Stage 2: Assessment Evidence Performance Task(s): o Written summary of research conducted o Newspaper article o Written reflection

Other Evidence: o Small group discussions o Class presentation

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NYS Common Core Standards: 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. Stage 3: Learning Activities 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. 42 | P a g e

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. 43 | P a g e

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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Latinos in New York City Curriculum Appendices 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? 53 | P a g e


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‖. 58 | P a g e


―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: 65 | P a g e


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. 68 | P a g e


―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 69 | P a g e


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. 73 | P a g e


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 74 | P a g e


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. 75 | P a g e


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 76 | P a g e


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. 79 | P a g e


###

. 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. 86 | P a g e


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. 87 | P a g e


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 88 | P a g e


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? 89 | P a g e


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 90 | P a g e


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". 91 | P a g e


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. 92 | P a g e


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 94 | P a g e


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 95 | P a g e


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". 97 | P a g e


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. 98 | P a g e


"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). 100 | P a g e


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 101 | P a g e


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. 104 | P a g e


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 107 | P a g e


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 110 | P a g e


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 111 | P a g e


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? 114 | P a g e


—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 115 | P a g e


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 120 | P a g e


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. 121 | P a g e


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 122 | P a g e


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 130 | P a g e


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 132 | P a g e


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 135 | P a g e


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 138 | P a g e


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. 139 | P a g e


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 141 | P a g e


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 142 | P a g e


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


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-Hispanic Day ParadeHistory


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 .

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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:

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