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Emily Mullins

TE 408 Borsheim
Final Unit
4-29-09

Immigration and Identity in America: Latino and


Chicano Literature

Grade Level: This unit was created with a suburban 11th or 12th grade classroom
in mind; however, it could be adapted for any high school class. I would rather a
college prep course so the time for reading, etc. could be sped up, but this will not
always be the case, so the lesson can always change or adapt depending on
classroom needs.
Concept: The concept of this unit is about ‘other voices’ often not heard in the
classroom. I wanted to focus on the historical and contemporary immigrant
experience, as well as the experience of crossing borders. The class will look at
the cultural and personal identity through multiple perspectives. More specifically,
I will look at the role of Puerto Ricans in the United States, and the role of
language, culture, society, economy, and marginalization in the individual’s quest
for self-definition.
Essential Questions:
- How does their history shape their identity as well as the way Americans
see Latinos and Chicanos?
How does a lack of presence and representation in the media and in
literature shape the way we see Latinos and Chicanos, as well as the way
they see themselves?
How do we see immigrants and the immigrant experience?
- How does their voice come through in the novels/poems?
How do the authors honestly depict the immigrant experience or that of
Puerto Rican migrant experience? How does their identity change based on
their experience in America?
What is the difference between the different nationalities/cultures of the
people studied?
What is the difference between race, ethnicity, culture and nationality?
- What is the role research plays in creating informed, educated, and critical
citizens?
Rationale:
This unit will use Latino and Chicano Literature in multiple ways. The main
focus of the unit will be to uncover perspectives often left out of literature and the
media. I think it’s an important perspective and voice to discover and to engage
with. The history of U.S. relationships with and conquests of people from Latino
and Chicano countries is often left out of the curriculum. I liked the idea of
interacting with these histories in the context of novels and other texts. Although
my literature will not extend back to the Spanish-American War, it will be covered
to give some context and background information. Students should understand
when and how we acquired the colony of Puerto Rico, which became a self-
governing territory of the U.S. The Commonwealth of Puerto Rico and the Jones
Act will also be important to cover so students understand how Puerto Ricans
were granted U.S. citizenship in 1917. I will make sure students know Puerto
Ricans are not immigrants, they migrate. History and context is an important part
of understanding literature. With the texts I use it will be useful to have
background information before they begin to read. I also hope to use these texts
to provide students with multiple voices and perspectives that often go unsaid in
mainstream curriculum and even in society. This unit will help make students
more culturally aware and tolerant citizens of the country and of the world. As
educators, one of our objectives is to create informed and educated citizens, who
can also be critical members of society. This unit will aid them in being able to
have the difficult conversations and to be able to have conversations about
cultural, societal, national, and world issues.
Through this unit students will also learn how to do research including using
legitimate outside sources, citing these sources, and presenting this material in a
creative, engaging, and informative way. Research is an important component of
the classroom due to the need for background knowledge and content when
studying literature in an English classroom. Research as a tool is important too for
future classroom experience.
Objectives: The lesson will...
Help students learn to analyze a text
Critically critique poetry and quotes from literary texts
Identify creditable texts and sources
Develop research skills
Read, understand, and engage in a variety of genres across a variety of
modes.
- Understand the importance of historical context
Gain knowledge about the immigrant experience, as well as the relationships
across borders
Consider the experience of immigrants in the U.S.
Demonstrate they can understand different perspectives
Understand how voice and identity is shaped by culture and personal
experiences
MI State Standards Addressed: CE 1.5.3, CE 1.2.3, CE 3.1.5, CE 3.2.5
Possible Texts:
The House on Mango Street by Sandra Cisneros (perhaps excerpts/vignettes
depending on time)
Nilda by Nicholasa Mohr
Excerpt from Odyssey to the North
Excerpt from Desert Blood
YouTube videos of the Juarez murders:
http://www.youtube.com/watch?v=QvQu9umhV8Y&feature=PlayList&p=458F
4B0826D26DBC&playnext=1&playnext_from=PL&index=1 and related videos
“Suicide of a Puerto Rican Jibaro”, a poem
“Puerto Rican Obituary”, a poem
La Misma Luna, film clip http://www.youtube.com/watch?v=lqA_gen0SLk
(trailer)
Mi Puerto Rico, a film
Al Otro Lado (To the Other Side), a film
“We Call Them Greasers” by Gloria Anzaldua, a poem
Formative Assessments:
Free-writes
- Think-Pair-Share discussions
Short history tests (some may include poem or movie questions--they will
know what they will be expected to know on the test)
Short novel quizzes (quotes, subject matter, etc.)
Poem responses/critiques
Short essays
Literary quote analysis from novels/poems
Poems in voice
Discussion/ Participation
Summative Assessments: At the end of the unit, students will take what they have
learned and discovered so far and complete a research project on another Latino
or Chicano people and their experience in their own country or the struggles they
have faced coming to America or once they get to America. This research project
will be composed of a short essay about the chosen group of Latinos/Chicanos
including a brief history, their contemporary situation, and any other information
they would like to include. Students should also find visual or literary examples of
these people (photos, poetry, music, novels, etc.) and write an explanation for
their importance of the inclusion in the project. Students will also be asked to
create a creative assessment of the people they have researched--this can also
include a poem, song, visual depiction, short story, etc.

What does it mean to be Puerto Rican in


America? (3 days)
Unit: Immigration and Identity: Latinos and Chicanos in America
Grade: 11th grade
Objectives: Students will...
Think about the Puerto Rican experience in terms of culture shock, language
barriers, economic struggles, and hardships.
Think about Puerto Rican writers, who have used their position outside
American society as one of the key elements of artistic expression.
Begin to analyze poetry based on voice, style, structure/form, the speaker or
author, as well as figurative language.
Think about how Puerto Ricans define themselves and their culture.
Think about how, because of their commonwealth status, are considered
American and immigrants at the same time and think about their dual
identities as Puerto Ricans and Americans.
Think about their position in an English speaking society in which they live
Think about why Puerto Rican writers often use “code-switching” or
“Spanglish” in their writing? In respect for their culture? What is the
significance of this language use? Is it the degradation of two languages or
the evolution of another?
Think about the marginalization of these people
Rationale: In this unit, along with the objectives, students will be able to reflect
upon the significant question of what it means to be Puerto Rican in America, as
well as what it means to be American. Students will begin , in this portion of the
lesson, reading a novel by Nicholasa Mohr titled Nilda. Nilda is a story of a ten-
year-old girl living in a Puerto Rican barrio in New York in the 1940’s. She and her
family deal with arrested family members, welfare, teenage pregnancy, police
brutality, gang violence, and death. Like all coming-of-age novels, Nilda, the
protagonist, feels a compulsive need to define herself in relation to her family and
the outside world, an outside white world that often treats her with bigotry and
hostility. This is difficult as Nilda is constantly trying to come to terms with her
Puerto Rican identity but to also be considered American. It's just a simple story of
a poor New York born Puerto Rican girl hitting her adolescence during WWII, a
story of love, pain, fear, discrimination, poverty, abuse, narrow-minded
immigrants, relationship problems, puberty, desire for upward mobility-- but none
of it told in the sensational or excessively dramatic way as so many young adult
books. This unit is about the novel but also about identity, perspective, and voice.
I would start the unit by having students define what it means to be American, to
them, so as to frame the novel in a way so that they may be better able to
understand the difficulties Nilda might have in defining her identity. And,
similarily, how Esperenza, the main character in The House on Mango Street finds
herself in a sort of limbo between her poverty and her dreams, her childhood and
maturity, and her Chicano background and the American society in which she
lives.
I think poetry and song are an important part of literary study. Part of what
makes literature so enjoyable is the use of language. I want students to see how
authors make decisions about language use and detail in their work, also drawing
their attention back to voice and writing style so that they realize that writing can
be thought provoking and intentional. If students get to see that manipulating
language is possible, they could find writing more accessible. By learning about
figurative language and detail, students should be able to improve their own
writing by incorporating these elements.
MI State Standards: CE 1.5.1, CE 1.2.3, CE 3.1.1, CE 3.1.4
Day 1: What it means to be American and Nilda
Materials: Paper, markers, other craft supplies
Agenda:
Students will be asked: “What do you think it means to be American?”
Have students respond in multiple ways: bulleted lists, a picture or drawing, a
poem, short reflective writing, etc. They should reflect personally and abstractly in
which they will define themselves in many aspects of their lives, culture,
experiences, and they should also discuss the parts of America they cherish, and
perhaps other parts they don’t. (15 minutes)
Discuss with entire class making a list on the board.
Then ask the question, “What do you think it means to be Puerto Rican in
America?” If Puerto Rican is too specific to start off with, can ask what it means to
be an immigrant, minority group or ethnic group in America, or having moved
here from another country (sometimes with less money, language barriers, etc.)
Discuss. (10-15 minutes) Make sure to continue to ask probing, open-ended
questions, allowing students to put themselves in the shoes of someone who
doesn’t speak English, or had to flee from a home country where they were
having trouble just surviving. Or, what does the American Dream mean for people
who have just come to America, or want to come to America? Can they ever feel
like a full-fledged American citizen? It’s not so much that someone chooses not to
identify as “American”, as they feel they are not allowed to?
Share a quote from Nilda: Victor, Nilda’s brother, believes in the American dream.
He says that “if you work hard you can be somebody, get an education and
accomplish something.” Ask students to discuss if they believe this is a realistic
assumption or goal. Another quote that will be discussed again towards the end of
the novel is how Puerto Ricans at the time were referenced to as “you people,”
and so they continued to see themselves as separate. Nilda’s other brother tells
Victor that the American view of Puerto Ricans will never change, saying “You’re a
spick. You can call yourself an American all right. But they’re gonna call you a
spick.” Discuss this quote too. Has anything changed in the students’ opinions?
Ask students to begin reading Nilda tonight, pgs. 1-40.
Assessment: Did students actively participate? This is really the only assessment I
can think of for this assignment--if they thought about the questions at hand and
if they were able to respond to others’ thoughts. This discussion will allow me to
see if students are comfortable having this kind of conversation in their classroom
environment and if I will have to tailor my lessons depending on the ability to talk
to one another about the subjects at hand.

Day 2: History, Nilda, poetry, and Mi Puerto Rico


Materials: Nilda, history PowerPoint to lecture on, MI Puerto Rico film and
questionnaire to go along with the film, poem handouts
Agenda:
Discuss their feelings about the beginning of Nilda. What do they like so far? Do
they like Nilda, or her family? Any confusing aspects or questions? (5-10 minutes)
Then lecture on short powerpoint which has only 8 slides. It will begin with the
Spanish-American war, ancestral roots, commonwealth of Puerto Rico, the Jones
Act, Operation Bootstrap, and Puerto Rican migration. Students will be asked to
take notes as they will be tested on this information next week. There are two
poems at the end of the powerpoint, one is “Suicide of a Puerto Rican Jibaro” and
the other is “Puerto Rican Obituary.” Students will read these aloud to the class
and will be given copies of the poem. They will be discussed after the powerpoint,
and students will be reminded the poems may also be on the test next week. We
will practice analyzing these poems tomorrow, so it will be scaffolded for the test.
(25-30 minutes)
References (for teaching voice): http://www.write101.com/lethamfind.htm
(would have happened prior to the lesson taking place)
3. Next begin to watch “Mi Puerto Rico”. This film is written and narrated by
Raquel Ortiz. The documentary presents a personal journey through Puerto Rico's
rich African, Taino, and Spanish cultural traditions with revelatory stories by poets,
abolitionists, revolutionaries, and politicians, all of whom have struggled for a
national identity that has been greatly influenced by the island's ambiguous
relationship with the United States. Using interviews, literature, poetry, the
collages of artist Juan Sanchez, along with archival film footage and photographs,
Mi Puerto Rico gives the viewer a musical, visual, and historical journey seen from
the island itself and from its many transplants on the mainland United States. The
students will finish the film tomorrow. (take till the end of class).
Continue reading Nilda for homework, pgs. 41-80.
Assessment: Again, I’m not really sure if I will have an assessment yet for this
lesson. I think the assessment will show on how well they can incorporate their
knowledge of the history of Puerto Ricans into their class discussions of identity
and perspective and that of the novel.
Day 3: Mi Puerto Rico, Nilda, analyzing poetry
Materials: Nilda, notes from the day before, their copies of the poem handouts, as
well as their film questionnaire due at the end of the film
Agenda:
Continue watching the documentary until its end. Students will finish their film
questionnaires and will be graded for participation points. Go over the answers as
a class so they have them to study with. (30-40 minutes)
Discuss how they see any of the film’s themes, traditions, experiences or stories
playing out in the novel. Just as the film depicts, does Nilda have trouble
maintaining her identity while also desiring to become part of the American
culture and society? (5-10)
Look back at the poems read aloud in class on Tuesday. Look more closely at the
voice of the speaker. Discuss and define with students the literary term ‘voice’.
Talk about how the author’s voice is important so readers can get a sense of the
writer. Discuss elements of style in the poems, including their language, syntax,
diction and tone. Define these for students and provide examples within the
poems. Discuss also the format of the poem--why was this format chosen? For
what purpose? These are the questions all readers of poetry should ask. Each
word is chosen with care, but why this word, why in this context? Are the words
more formal or are they slang? Does the speaker use punctuation, repetition, or
alliteration? Students should know these words, but always make sure. Let them
know they will have to use some of these skills to look at these poems on the
test--it may be responding to the title, a phrase, or an entire line. They will be
asked to make personal commentary drawing from their knowledge of the novel
and of the history/background. (10-15 minutes--may have to continue tomorrow)
For homework, students will be asked to explain in a 1-2 page essay the title of
the film “Mi Puerto Rico.” They should consider why Ortiz calls it My Puerto Rico?
Can she speak for herself as well as her entire country of people? Is she speaking
only of her identity on the island, or her identity off it as well? This will be due
Friday, but they should bring in a draft or some notes to discuss with peers
Thursday. Students should read until page 110 for tomorrow as well.
Assessment:
For this, did they do the questionnaire? That is, did they actively watch the
documentary and answer the questions. Then when discussing the poems, can
they provide some sort of analysis or observation? The real assessment will be
more summative in the form of the short essay due Friday and the test on the
PowerPoint/movie questions (taken from the questionnaire handed back), and the
ability to analyze an aspect of one of the poems from the PowerPoint.

Borderlands y Crossing Borders (3 days)


Grade: 11th
Objectives: Students will...
Be able to define a borderland and understand how borderlands exist wherever
two or more cultures edge each other, where people of different races occupy the
same territory.
Understand how borders can be physical, racial, cultural, societal, etc.
Watch a video, read excerpts from novels, study a current tragedy flying under
the radar, look at images, and watch a clip from a film to show the experience of
those living at the border, crossing the borders, and the challenges and struggles
they face.
Understand the use of “Spanglish,” the language of the Borderlands.
Understand the history of the U.S./Mexican border
Write in the first person to provide a continuation of a voice they have already
experienced in film and provide their feelings, thoughts, moods, fears, and
persona for the main character in a film.
Discuss what forces influence human migration, particularly across the U.S./
Mexican border.
Write a paper from the perspective of someone either living in a borderland or
crossing the border
Recognize literary elements that contribute to voice in a piece of writing.
Rationale: Students, throughout this unit, have looked closely at the Puerto Rican
experience in terms of the novel Nilda, as well as vignettes from The House on
Mango Street, and the history of the island of Puerto Ricans and their experience
migrating and living in America. They have begun to experience analysis of
poems and quotes from novels in respect to literary devices, historical and
contemporary context, and their own opinions. Students have looked at voice and
style of Puerto Rican authors. Now, I want to give them a different perspective
and identity to study and engage with, that of the Mexican-American, the Mexican
immigrant crossing the border in the United States, or the experience of Mexicans
just a few hundred yards from America. this lesson may also be a good jumping
off point for studies on U.S. immigration and economic policy, as well as domestic
issues influenced by undocumented immigrants.
MI State Standards: C.E. 1.2.3, CE 3.4.1, CE 3.1.1, CE 3.1.4
Day 1: Borderlands and visual images and Al Otro Lado, a film
Materials: Computer/Projector: Google Earth, images of the U.S./Mexican border,
the film Al Otro Lado
Agenda:
Begin with talking about what anyone knows about the U.S./Mexican borders,
Mexico, illegal and legal immigrants, borderlands, etc. Tell them that in 2004, a
record 460 migrants died trying to cross the border into the U.S. (U.S. Census
Bureau). And that, despite the risks, Mexicans continue to leave their homes to
come to the U.S. as illegal immigrants in search of greater economic opportunity.
(10-15 minutes)
Open Google Earth to show where this border is located. Show pictures as well of
the border to make it more clear and visual (for example, the ones below).
Discuss. (10 minutes)

Begin watching “Al Otro Lado” after students have been shown where the main
character Magdiel’s fishing village, Sinaloa, is on Google Earth or on a map. The
film is about a man at a symbolic crossroads in his life. As he seeks a better life,
he decides to leave his home and cross illegally into the United States. His story
provides insight into forces that influence human migration, particularly across
the U.S. border. The film can and may be watched in clips. There is a clip of
Magdiel singing corridos, or Mexican ballads. I would ask students to pay attention
to the words (poverty, lack of economic opportunity, etc). Then ask students
about what economic challenges Magdiel faces. What options does he see for his
future? How does this compare with the options they see for their future? Putting
themselves in Magdiel’s situation, what would they choose? The other clips help
to more fully explain his choices and his firm beliefs about what the U.S. holds
even for an illegal immigrant. Are his expectations realistic? Could they leave their
family and their friends? Ask students what they think the economic, political,
cultural, historical, and geographical forces influencing Magdiel’s choices might
be? They will have to draw from the historical knowledge we have studied of
Puerto Ricans and how they could transfer this knowledge with educated guesses.
Then I would show the clip of Magdiel beginning his journey illegally crossing the
border after he found someone to help him. End with Magdiel’s song about his
journey. (20 minutes)
For homework, have students think about what could have happened to Magdiel.
Then have them write a short story (2-3 pages double-spaced) from Magdiel’s
point of view, using the voice and perspective they think he would employ in
writing. This short story should serve as the final chapter of Magdiel’s story so
they can explain what happened to him after he crossed the border. They should
draw from the film clips especially, as well as class discussion and/or research on
illegal Mexican immigrants in the U.S.. The short story is to be turned in by
Thursday. I might also recommend to students, after showing them the trailer, the
film “La Misma Luna.”
Assessment: Participation in class discussion as well as interaction with the film
clips, photos, and maps is part of the assessment. The research will be practice
for the formal assessment at the end of the novel, so I won’t go too in-depth in
explaining how the research process should go. I want them to try it out on their
own first. I will remind them to cite their sources. If they don’t remember how to
do so, we can go over MLA format and in-text citations, which will again be
covered when assigning the research project. I will assess their short stories
based on their understanding of the clips from the movie as well as their
application of class discussion and/or research.
Day 2: Poems about the Mexican/U.S. border and the Mexican experience,
history and Borderlands
Materials: Historic background powerpoint, handout of poem “We Call Them
Greasers” by Gloria Anzaldua,
Agenda, and “The Homeland, Aztlan/ El Otro Mexico”, a poem.
Begin with the poem “We Call Them Greasers.” Have a student read it aloud and
remind them when reading to take notes, underline/highlight, and try to look for
the poetic and narrative style, the speaker’s voice, the word choice and structure
of the lines, and figurative language. They should also underline words they don’t
know, such as “ranchos in line 2.” Ask students about the author’s choice of
speaker? Why did she choose someone observing the Mexican field workers or
braceros, not of the workers? Why did she choose such an aggressive and violent
speaker? What mood or tone does this create? (10-15 minutes)
Next lecture on the Mexican-U.S. history. Remind students to take notes again, as
they will be quizzed on this information. The PowerPoint will cover The Texas
Rangers and the U.S. Border Patrol, the Great Depression, the Bracero Program,
the United Farmworker’s Union and Cesar Chavez, and Operation Wetback. (20
minutes)
Define for them as well the Spanish word los atravesados, a stereotypical and
deragatory terms used for the people who live in Borderlands: the squint-
eyed, the perverse, the queer, the troublesome, the mongrel, the mulato, the
half-breed, the half dead; in short, those who cross over, pass over, or go
through the confines of the “normal.”
Show students another poem and discuss as a class. This poem is titled “The
Homeland, Aztlan/ El Otro Mexico.” The poem is written using both English and
Spanish so it may be difficult for students to understand the Spanish parts. Tell
students this “code-switching” is the language of the Borderlands. Parts of the
poem will reflect back on the pictures looked at the day before, as one of the lines
says, “I walk through the hole in the fence to the other side” and “I press my hand
to the steel curtain--chainlink fence crowned with rolled barbed wire--rippling from
the sea where Tijuana touches San Diego.” (15 minutes)
4. Ask students to provide their opinions on this quote:
“The U.S. border es una abierta where the Third World grates against the first and
bleeds. And before a scab forms it hemorrhages again, the lifeblood of two worlds
merging to form a third country--a border culture. Borders are set up to define the
places that are safe and unsafe, to distinguish us from them. A border is a dividing
line, a narrow strip along a steep edge. A borderland is a vague and undetermined
place created by the emotional residue of an unnatural boundary. It is in a
constant state of transition. The prohibited and forbidden are its inhabitants.”
(Gloria Anzaldua)
I’d like students to respond to this class in writing for the rest of the hour. Their
response should be turned in before they leave, unless they’d like until tomorrow.
Assessment: Again, I will assess their ability to see into the poem’s speaker’s
voice and to do their best to try to analyze the use of poetic style, the language
(figurative and otherwise), and the form. Then I will assess their assessment of
the quote provided. Did they use the knowledge the possess of the border? Did
they perhaps do any outside research if they took it home over night? Were they
able to provide a reasoning for the contradictions in the quote? Do they better
understand the life of the mestiza, or border people? Can they grasp why these
people would feel anger, hatred, and exploitation for being treated like
transgressors and aliens?
Day 3: “Spanglish”
Key Questions:
Since we’ve previously discussed “Spanglish” and have seen it used in poetic
writing and in novels, how would you define it?
What factors do you thing have promoted its use?
What differences do you think exists between Spanglish and the other languages
spoken by past and present immigrant communities?
Agenda:
To begin students thinking about the emergence of Spanglish and its implications
in our country, listen to a NPR interview with Ilan Stavans, author of Spanglish:
The Making of a New American Language.
Give a few brief descriptions (before the interview) a few terms linguists use to
describe the linguist phenomena many understand to be hallmarks of Spanglish:
Code-switching: when bilinguals use elements of both languages in
conversation either between sentences or within a single sentence. (this
would be touched on earlier--but defined now as a reminder.)
Loanword: a word taken directly form another language with little or no
translation.
Language contact: borrowing vocabulary and other language features from
another language.
Listen to interview:
http://www.npr.org/templates/story/story.php?storyId=1438900
Then ask the following questions:
In what ways does language change with each new generation?
Why do people seem to distrust Spanglish so much?
Is Dr. Stavans excited about the change? Why?
How does using Spanglish change the user’s identity?
Is he supportive of the English-only movement?
What do the words “encuentro” and “mestizaje” mean in the context of the
interview?
Have students create an interview with at least ten questions they would ask
someone who spoke Spanglish. The questions should be tasteful and mindful not
to offend. This will be turned in for points. Extra credit if they can interview
someone they know who speaks Spanglish, or is bilingual in English and Spanish.
This will further their knowledge of the Latino experience in the United States.
Assessment: Does their interview show their knowledge of the terms defined in
class and discussed in the interview? Is their interview careful to not offend the
interviewee? Can they use any of their other previous classroom knowledge from
discussions, PowerPoints, research, films, etc. to enhance their interview
questions?

After this lesson, assign their summative assessment research project.


This project will be composed of:
A 4-5 page paper about another Latino or Chicano ethnic group and their
history, their situation in their home country, as well as their immigration or
migration experience, and the challenges or triumphs they have had in America.
Give the example of the Central American experience in Odyssey to the North by
Mario Bencastro. Students will understand they have to do outside research and
will have to cite information in MLA format. There will be a day for going over this
format/research process. We can hopefully go to the computer lab for some in-
class research. Provide an excerpt of Odyssey to the North so students understand
that the Latin American experience of trying to find opportunities in any way
possible does not just extend to Mexicans and Puerto Ricans. The paper should
touch on, but not be limited to: the United State’s role, their lives in their home
country, language, the label of immigrant, home customs, inequality, culture
shock, poverty, citizenship, work/labor, sacrifice, family, sense of identity (to
home, language and new home), and the -isms that allow Americans to reject
Latin Americans as citizens and sometimes as people.
The second part of the research project will be to write a short story, poem,
song, or some other written representation from the perspective of a person from
their chosen group of people.
The third part will be to create a visual representation. This can be a
picture/drawing, photograph, collage, poster, or if they would like and have the
technological experience, a video.
These projects will be presented to the class in the last two days of class. They
should be well informed of their Latino or Chicano group the time of presentations.

A Voice for the Voiceless


(2-3 days)
Grade: 11th
Unit: Identity and Immigration in America: The Latino and Chicano Experience
Objectives: Students will...
Be informed about the slew of murders taking place in Juarez, Mexico so as to
understand the severity of the situation near the Mexican-U.S. border and the
social significance of the cruel and horrific crimes.
Understand America’s involvement or connection via the maquiladoras, which
have economically exploited the Mexican people who work near the border,
specifically young women.
Understand that just because this isn’t happening literally in the U.S., it is still
something we need to deal with.
Know that we cannot remain passive and silent, and if we continue to do so, we’re
just perpetuating the violence that is occurring vastly, silently, and unjustly
against women.
Understand the difference between the Third World and the First World
Understand the crimes that occur against women in both countries
Learn about border patrol and NAFTA
Understand the economic situation in Juarez
Talk about police corruption
Rationale: The unit has looked at the experience of crossing borders and living in
America as a minority group, but what about those who are living South of the
border in an economic and violent crisis.
MI Standards Addressed: CE 3.1.1
Day 1:
Materials: Projector/on-line access for NPR and YouTube, handouts of
quotes/excerpt of Desert Blood
Agenda:
Watch YouTube videos about the Juarez Murders
http://www.youtube.com/watch?v=QvQu9umhV8Y&feature=PlayList&p=458F4B0
826D26DBC&playnext=1&playnext_from=PL&index=1
Listen to NPR’s “Trail of Juarez Murders”
http://www.npr.org/templates/story/story.php?storyId=10373937.
Have the class talk about these unbelievable and horrible crimes. Talk about why
no one is informed of the serial killings. What do we think is the main cause of the
brutal murders: Gangs? Drug cartels? Police corruption? Maquiladoras? Have
students speculate as to the cause, as well as the lack of publicity surrounding the
murders. Why are the police not actively searching for the killers? How has this
been allowed to continue for more than 16 years? What is the killers’ motives?
Why are almost all the victims women?

Have students read an excerpt from a fictional account of the Juarez murders
called Desert Blood by Alicia Gasper De Alba, most specifically the quotes:
“Poor Juarez, so far from the truth, so close to Jesus”
“Poor Juarez, so close to Hell, so far from Jesus.”
“People like to pretend they can cover the sun with one finger, while the
truth is shining all over the place.
Talk about the quotes in class until the end of the hour using the knowledge
they have.
For homework, have them make a written or visual representation of these
quotes or of the Juarez murders. These will be presented the day after
tomorrow.
Assessment: Did they listen attentively? Did they appear engaged? Did they ask
questions? Although I will be facilitating most of the questions and the discussion
and trying to engage all students, were they also able to respond to one another?
This material is so interesting though I doubt it will be difficult to get their
attention
Day 2:
Materials: Students’ presentations
Presentation and Discussion day.
Agenda:
I wanted today to just be about each student’s presentation. This is such a serious
subject that my hope is that each project will have been thoughtful and executed
well. I will have each presenter present and then have time for questions from
their peers. (30-40 minutes)
The rest of class will be for further discussion and questions about the Juarez
murders. This is a difficult and horrendous topic so I know students will have
questions and they should feel comfortable asking them.
Assessment: Did their project reflect a true and genuine representation of the
quotes of the Juarez murders. Did the project look like they put time and effort
into it? Were they able to explain to the class why they chose to do what they did?
Were they able to see the world in a different way. This lesson is about opening
their eyes to something they most likely will have been sheltered from and it is
important to try to understand as much as possible about these brutal decades of
murder they have been shrouded with a veil of silence.
There is a website that students can go to where donations can be made or
shirts can be bought that helps the cause of trying to find the young missing girls
and trying to solve these crimes: HYPERLINK
"http://thejuarezproject.com/2007/03/28/help-the-young-women-of-ciudad-juarez-
by-writing-to-these-corporations.aspx"
http://thejuarezproject.com/2007/03/28/help-the-young-women-of-ciudad-juarez-
by-writing-to-these-corporations.aspx

Other lesson ideas:


Crimes against women/ Femicide (continuation of Juarez murders)
Diaspora
Closer look at the culture in Latin American countries
Coyotes (guides to crossing the border)
Cuba/America

MondayTuesdayWednesdayThursdayFridayWhat does it mean to be Puerto Rican in America?

“What do you think it means to American?” activity

Nilda quote and discussion

HW: Nilda pgs. 1­40Discuss beginning of Nilda

Puerto Rico history PowerPoint lecture

Begin watching “Mi Puerto Rico”

HW: Nilda pgs. 41­80Continue watching “Mi Puerto Rico”
Discuss film in context of Nilda

Poems from PowerPoint­­remind them of the class they have had on using voice in writing. Also look at 
figurative language, reminding them of definitions of these style elements (pass out a handout)

HW: Nilda pgs. 81­100
Assign essay explaining the title of the film “Mi Puerto Rico.” This will due Friday, bring a draft for 
tomorrow.Futher discussion of the Puerto Rican experience and Nilda. 
How does Nilda’s childhood experience and her maturity reflect how Puerto Ricans live in the U.S.

Peer Review drafts or outlines for their essay due tomorrow.Essay on title of “Mi Puerto Rico” due.

Remind students they have a test on Monday and to study their lecture and movie notes, as well as 
their figurative language definitions.

HW: Continue reading Nilda for next week. Try to be at pg. 
130.MondayTuesdayWednesdayThursdayFridayTest on Puerto Rican history with America, poems, 
and “Mi Puerto Rico” questionnaire
HW: Nilda. 131­170Excerpt of The House on Mango Street. Focus on her writing style and the 
vignettes (define). For tomorrow write a page long vignette in Cisnero’s style.

Discuss Esperenza in relation to Nilda. Also, how does this novel depict the themes and subjects of 
Nilda?

Discussion: “How would you feel to be on the outside of two cultures?”

HW: Nilda pgs. 171­210Audience + Mode/Genre = Voice

Discuss modes/genres we’ve encountered: poem, documentary/film, novels. How does voice change 
based on the different mode or genre?

How does mode/genre shape the voice of the text?

Turn in page long Cisnero­style vignette.

HW: Nilda pgs. 211­250.Media: Latin American lack of representation. Show statistics and several ad 
campaigns. Look at the role Latin Americans often play in films.

HW: Finish Nilda. Review class and home notes for Nilda test tomorrow.End of Nilda reading test. 
Mostly open­ended, some multiple choice. Some will be quote identification and explanation. 

Tell students will be moving on to Mexico/U.S. border on 
Monday.MondayTuesdayWednesdayThursdayFridayBegin Borderlands and Crossing Borders Lessons

Google Earth/photos of the border and Sinaloa (as background for film)

Touch on topics of immigrants, borderlands, border patrol, economic opportunities, etc.

Begin watching “Al Otro Lado” clips

HW: Have students think about Magdiel’s situation and write a short sequel­like story from Magdiel’s 
point of view employing his voice and perspective.Watch more clips of “Al Otro Lado” and watch the 
trailer of “La Misma Luna” as a form of recommendation.

Poetry: “We Call Them Greasers” Look at poetic and narrative style. Also, at choice of speaker: what 
does this do for the poem?

PowerPoint lecture on U.S./Mexican history. 
Poem: “The Homeland, Aztlan/ El Otro Mexico” Discuss code­switching along with the meaning of the 
poem. Remember pictures looked at yesterday.Quote from “The Homeland, Aztlan/ El Otro Mexico”: 
Students will respond in writing to this quote in relation to what we have studied thus far. They should 
draw from prior knowledge.

What would it be like to be a person who felt they didn’t really belong in one place or another?

Spanglish lesson and NPR interview. (code­switching, language contact, identity, etc.) Focus on what 
this does to someone’s identity.

Create interview for a bilingual person or someone who speaks Spanglish. Extra credit if can get a real 
interview. This will be due Friday.Magdiel short story due.

Assign final research project on another Latino or Chicano people that will be due the Monday after 
next. Pass out assignment sheets and provide examples of other people they could study.

Cartoons about Mexican­U.S. relationships (country and people). Talk about stereotypes that exist and 
are perpetuated.Spanglish interview due.

Research day in computer lab. Pass out MLA handout and direct to Purdue’s OWL site as another 
reference for correctly citing material. Remind them Wikipedia is not a legitimate source. 

Help with finding resources.MondayTuesdayWednesdayThursdayFridayJuarez Murder lesson.
YouTube videos and NPR interview on the subject.

Talk in depth on the subject matter: motives, lack of publicity, female victimes, length of time case 
unsolved, American maquiladoras, etc.Alicia Gasper de Alba’s novel Desert Blood. Read aloud 
excerpts to continue the discussion. Journal on this in context of everything else we’ve covered in the 
unit.

Discuss several quotes and ask students to respond in a creative way for homework. This can be a 
written or visual representation. Provide example of past students’ work: pink background, black cross 
and quotes from victims of sexually violent crimes. “Take Back the Night.” Will present material 
tomorrow.Presentation and response day.

Further discussion and question about the Juarez murders. Point students to the Juarez Project 
website.

Put of visual projects around the room.

Time to work on research projects.Time to work on research projects in the computer lab.Time to work 
on research projects in the computer lab.

Final Projects will be due Monday.
Late projects will not be accepted.

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