Professional Documents
Culture Documents
LESSON 1
MEXIPIN@ FOOD HISTORY: NARRATIVE FROM THE TEACHER
GUIDING QUESTIONS: WHAT DOES FOOD MEAN TO YOU AND YOUR HER/HISTORY? WHAT DOES
FOOD SYMPOLIZE FOR YOU?
PURPOSE/AIM:
• STUDENTS WILL BE ABLE TO IDENTITY THE RELATIONSHIP OF FOOD AND THE
MEXICAN/FILIPINO EXPEREINCE THROUGH NOTE TAKING
• STUDENTS WILL BE ABLE TO SHARE ONE PERSONAL EXPEREINCE WITH FOOD WITH A
PEER
• STUDENTS WILL BE ABLE TO EXPRESS WHAT THEY WANT TO LEARN IN THIS UNIT
THROUGH WRITTEN REFLECTION AND DIALOGUE
MATERIALS:
Pens
Paper
Poster Paper
White Board
Dry Erase Markers
Colored Markers
Personal Narrative
2 The instructor then will begin a personal narrative about their 7 minutes
relationship with food. (*Note the instructor must type out the
narrative and print it out for students to follow along)
3 Following the reading, students will Think, Pair, and Share. 10 minutes
1 Following the Think, Pair, Share, the instructor will then explain 10 min
some of the historical background and relationships of the
Philippines and Mexico:
Key Points:
- Mexican and Filipino cultures have similar cultural histories
- Mexico and the Philippines were both colonized by Spain,
which leads in some aspects to the similarities in culture
“The cultural histories and linkages in Mexican and Filipino culture have
influenced how fluid both cultures are with each other. Both Mexico and
the Philippines were colonized by Spain, and to some degree share a
similar culture, for example, catholic religion and to some degree
similarities in language and food practices. Rudy Guevarra Jr. (2011)
writes that Mexicans and Filipinos also participated in a 250-year cultural
and human exchange during the Acapulco-Manila galleon trade that
flourished between 1565 and 1815. This coming together in a cultural
exchange of goods, language, food, and people had a lasting impact on
the histories of both Mexicans and Filipinos. This was the historical
connection that Mexicans and Filipinos came to share in the twentieth
century. Because both shared a Spanish colonial past, they often had
similar cultural practices. Both groups celebrate religious and community
fiestas and have strong ties to family, both immediate and extended.”
1 Class will end with an assessment of what the students would like 10 min
to know or learn for the next couple of lessons. (This will give them
an opportunities to gather their thoughts about what to expect for
the coming weeks)
*There will be two pieces of construction paper that have the same
question. These pieces of paper will hang on the walls next to each
other.
Students will be assessed in three areas: note-taking quality, participation during Think, Pair,
Share, and overall feedback of what they would like to learn in this unit.
RESOURCES
● GUEVARRA, JR. RUDY (2012) BECOMING MEXIPINO: MULTIETHNIC IDENTITIES AND
COMMUNITIES IN SAN DIEGO (LATINIDAD: TRANSNATIONAL CULTURES IN HE UNITED
STATES. RUTGERS UNIVESITY PRESS.