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So the next section is going to be an interview. It's a primary text. So you
guys know from social studies a primary text is when we are talking from someone
who was really there. A document from the actual time.
And so this is an actual interview of real people who were living through this
at the time. So this is a primary text. So we're going to be gathering information from
this primary text and kind of learning and analyzing what was happening in-in their
perspective.
Culturally responsive curriculum is the ability to take the cultures and people of
your community and insert it directly into the curriculum that you are teaching.
It's helping your students find identity in their education.
Cultural responsive curriculum is inclusion. You include everyone as a part of your
community into your curriculum often and its a regular day-thing. It happens every day
where your community and your curriculum become one.
[audio from video being watched] Farm workers, unfortunately, where considered
just another uh...
item in producing...products
like fertilizer or boxes or water.
I want you-I want you to analyze what he just said. I want you to-a scholar takes time
to ponder. A scholar thinks. Remember?
We're going to use our scholarly attributes. A scholar takes time to ponder.
Think about the implications of what he just said:
That the farm workers were just another tool...
You and your group are going to be coming up with a central idea of the text.
The text was our video. We had a lot of data out of this data. A lot of information.
And so we're going to bring it together and we are going to synthesize that into
a central idea.
Well right now we are looking at informational text and we're looking at finding the
central idea. And that's RL 81 and I'm really focusing on RL 86 which talks a lot
about the author's point of view. And so when you're looking at author's point of view,
you can use whatever author you want. And so as a teacher I always look
for opportunities of how can I put my students into this. How can I make RL 86
reflect my classroom. How can I make SL 82 when they are trying to connect ideas
reflect my students. So they are not just learning a standard;
they're not just learning that language, but they're learning it connected
to something that's really going to draw them in.
[student speaking] ...she had a lot to worry about.
So this is a really rigorous text, there's going to be a lot of tough vocabulary.
So I want you to take two minutes to familiarize yourself with some of the words
To find and underline or put question marks next to one's you don't know.
Try and pronounce them to yourself so we can get comfortable with them.
I'm just going to give you two and a half minutes and I want you to take a moment
to kind of get through some of those rigorous readings.
So we're going to go ahead and get into the academic part of this. We are going to
really dig into the reading. Do I have a volunteer who would like to read paragraph one?
It's not one of the tougher ones. Do you want to read paragraph one for me sir?
The origin term of Chicano is unclear, however some experts believe that the word
originated from an improper pronunciation or slang version of Mexicano.
Conse-consequently the user would-the user was viewed by middle class Mexicans or
Mexican Americans as uneducated, poor, and probably quote unquote Indian.
A per-per-per [teacher] pejorative.
pejorative appellation from those of Mexican origin...
I need my students at all levels to struggle a little bit
because it's not just about learning about the Chicano movement.
It's not just about that. It's about how many ways can I push them.
How many ways can I make my students better. I'm going to make you a better reader
at the same time as making you learn the standards, at the same time as making you a
better person all in the same lesson. And that's the beauty of culturally responsive
curriculum because it ties well into all of those pieces with the whole student.
The primary injustice was the fact that they didn't receive, like-they didn't receive
the right education that they should have. Like only 25 percent of the high schoolers
actually graduated, and that they didn't-they had to work outside.
I put the author's point of view on primary injustices leveled against Mexican Americans
during that period of time...
was economics and getting treated unfairly.
It is so important for students to intrinsically value their education.
And there is no better way for them to find that value is to see themselves
as a part of it.
So if I can get you to belong in education by inserting you into it and inserting
everything about your lifestyle into it, then I've got you. And I can keep you
in education because now education is more to you then just reading, it's more to you
than just worksheets and assignments. Education is now a doorway
that you get to learn about yourself, express yourself, share yourself, and learn
and express everyone in the world that you really live in.
And that is extremely powerful.
When I was reading this it was saying how it-it's education was quite-was really poor.
And it got me reminding of how back to my family when my-when back to my dad
he didn't get to make it through school. He only made through sixth grade
and then he just left there.
And my mom, she only made it through middle school and then, like....
whoa. That's just-just wow.
How only-how only that much and yet here I am making it through middle school.
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