Celebrating Hispanic Heritage Month

Student Activities Packet

September 15 - October 15

Name: _________________________________

Teacher: _______________________________

1

Table of Contents

Directions: Use this checklist to track the lessons that you complete. Before you start the lesson, write down what you predict the lesson will be about. After you finish each lesson, write down a key takeaway or interesting fact that you learned.

❏ Overview and Guiding Questions (p. 1 - 2)

❏ Key Vocabulary (p. 3)

❏ Lesson 1: Introduction to Hispanic Heritage Month (pp. 4 - 5)

❏ Lesson 2: Identity (pp. 6 - 8)

❏ Lesson 3: Appreciating Diverse Experiences (pp. 9 - 10)

❏ Lesson 4: Celebrating Figures of the Hispanic Community (pp. 11 - 12)

❏ Lesson 5: Storytelling (pp. 13 - 14)

❏ Lesson 6: The Border Crossed Them (pp. 15 - 16)

❏ Lesson 7: Celebration of Culture (pp. 17 - 18)

❏ Culminating Project (pp. 19 - 20)

❏ Menu of Choices

❏ Rubric Overview

National Hispanic Heritage Month is a celebration of the profound impact Hispanic Americans have had on our country. Each year we acknowledge the histories, cultures and contributions of Hispanics whose ancestors came from places such as Mexico, the Caribbean, Central America, South America and Spain. This month of celebration begins on September 15 and concludes on October 15. September 15 is significant because it is the anniversary of independence for the countries of Costa Rica, El Salvador, Guatemala, Honduras and Nicaragua. In addition, Mexico and Chile celebrate their independence days on September 16 and September 18, respectively. In this Newsela Text Set, your class will learn about the history of Hispanic Heritage Month. By the end of this set of activities, you will showcase your knowledge of Hispanic Heritage Month through a creative project and by celebrating with your class.

2

Guiding Questions

Directions: In the space beneath the guiding questions, take notes and record details that will help you answer the guiding questions by the end of Hispanic Heritage Month. 1. What do the words “Hispanic” and “Latinx” mean? How are they different? 2. What are the strengths and limitations in using Hispanic and Latinx to describe communities from Latin America?

3

Vocabulary

Directions: Use this Cognitive Content Dictionary (CCD) to track these key vocabulary words throughout these lessons.

Word Prediction Definition Draw It

Hispanic

Latinx

Identity

Intersectionality

Culture

What other key vocabulary words stand out to you throughout these lessons?

4

Lesson 1: Introduction to Hispanic Heritage Month

Objective: Students will be able to respond to a text by writing a letter to students in order to learn about Hispanic Heritage Month.

Overview So, what exactly is Hispanic Heritage Month, and why are we celebrating it? While Hispanic Heritage Month (HHM) is celebrated widely, few know the origins or the ideas driving this month-long event. Newsela interviewed five Latin and Hispanic students to hear their thoughts are on this event, their identities and more. In this article, you will hear the voices of fellow students and peers and build foundational knowledge of HMM. Following your reading, you will engage in a letter writing activity and pose questions you develop about HHM. Guiding Questions

❖ What is something that surprised you from reading this article?

❖ If you could respond to the students in this article, what would you say?

Part 1: Meet the Students

As you read the article, write down quotes or details that are surprising to you or that show you a new perspective you hadn’t heard of before.

5

Part 2: Write a Letter

Directions: Write a letter to a student or the group of students as a whole from the Newsela article. In your letter, include which parts of the article surprised or informed you about something new, and questions you would like to ask about the experiences you read about.

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

When you have finished, type and email your letter to studentquestions@newsela.com

6

Lesson 2: Identity

Objective: Students will be able to explain the keywords “identity” and “intersectionality,” and use these words to conduct a family interview.

Overview If someone asked you to explain your identity, how might you respond? Being that Hispanic Heritage Month centers on race, identity and culture, it is helpful to build content knowledge about these key terms and concepts. In this activity, you’ll read two texts that discuss identity and intersectionality, and then complete a self-reflection and family interview about individual and family identity.

Guiding Questions

❖ What makes up a person's identity?

❖ What is intersectionality?

❖ Why is it important to consider different parts of an individual's identity?

Part 1: Reflection on Identity and Background Directions: After reading the articles about “identity” and “intersectionality,” use these resources to research the meaning of your name:

● Meaning of Names link: http://www.meaning-of-names.com/ ● Family Name History: http://genealogy.familyeducation.com/family-names-surnames/meaning-origin

What is the meaning and origin of your name? What is the story behind your name? Jot your thoughts and findings in this box.

Ask about and listen to the meaning and origin of your peer. What name does your peer prefer? What is your peer’s name story? Record what you learn here.

7

Your name is just one part of your identity. Based on what you read about identity and intersectionality, how do you describe your identity? Write your paragraph here.

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

Optional Word Bank:

Culture Ethnicity Family traditions Background Nationality Religion

Language Gender Name Occupation Skills Intersectionality

Part 2: Brainstorm Interview Questions

Brainstorm questions that you will ask your family member about his or her identity. Use inspiration from the articles you have read as well as the activities you did about your identity.

After you brainstorm your ideas, circle the 5 - 8 questions that you will ask.

8

Name: __________________________________

Teacher: ________________________________

Class: __________________________________

Date: ___________________________________

Part 3: Interview Your Family

Directions: Write your questions before you start your interview, and record the responses of the family member you interview during your conversation. Family Member: _____________________ Your relationship: _______________________________

Question Response

After the interview: What fact or story did you hear for the first time? What was interesting to learn?

9

Lesson 3: Appreciating Diverse Experiences

Objective: Students will be able to identify different identities and perspectives of people in the Latin and Hispanic communities by comparing and contrasting

individuals and their experiences.

Overview While celebrating Hispanics and their culture during Hispanic Heritage Month, it is critical to remember that those who identify as Hispanics may have some things in common, but also have diverse identities and experiences. These readings combined with the activity will challenge students to recognize that these global communities are not homogenous and begin to understand the differences that make these communities unique. Guiding Questions

❖ What is the identity of the person or people in the article you read?

❖ What is similar and different about the identities represented in the two articles?

Part 1: Collecting Details

Directions: As you read the articles about Carlos Balderas and Mayte Lara Ibarra, collect and record details and adjectives that describe their identities.

Details about Carlos Balderas Details about Mayte Lara Ibarra

10

Part 2: Compare and Contrast

Directions: Complete the Venn Diagram below by writing down details about Carlos’ and Mayte’s identities. What is shared, and what is unique?

Now that you have noticed shared and unique traits and experiences, write a paragraph that explains how identities and experiences can both overlap and be distinct in the Latin and Hispanic communities. Be sure to cite evidence from the articles.

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

11

Lesson 4: Celebrating Figures of the Hispanic Community

Objective: Students will be able to cite multiple pieces of evidence about a prominent

Latinx or Hispanic figure and use the evidence to create a presentation.

Overview Hispanic Heritage Month aims to celebrate and pay tribute to the generations of Hispanics who have positively influenced and enriched our nation and society. These readings and activities highlight a few of the prominent leaders, artists, activists and revolutionary figures from the Latinx and Hispanic community and who the community celebrates. During this lesson, you will read about an influential Latinx or Hispanic of your choice and create a project to demonstrate what you have learned about him or her.

Guiding Questions

❖ How is the person you read about celebrated and remembered?

❖ Why is this person important to the Hispanic or Latinx communities?

Part 1: Choose an Influential Leader

Directions: From this list, choose an influential leader from the Latin and Hispanic community to research. You may look at the Newsela Text Set to preview each leader. Frida Kahlo Cesar Chavez Che Guevara Sonia Sotomayor Celia Cruz (Artist) (Activist) (Political Leader) (Political Leader) (Musician)

Dolores Huerta Carlos Santana Pancho Villa Emiliano Zapata (Activist) (Musician) (Military Leader) (Military Leader)

12

Part 2: Biographical Project Directions: Create a biographical project to demonstrate what you have learned about your key leader, based on the Newsela article you read. Choose one of the following:

❏ Representative poster ❏ Biographical report ❏ Art piece ❏ Original song or poem ❏ Something else that is reflective of the iconic person’s trade, movement or legacy.

Explain below: _______________________________________________________________________________

Use the following criteria to self-evaluate on the same rubric that your teacher will use.

Biographical Project Rubric

Criteria 3 2 1

Biographical Information is included

❏ Name ❏ Contributions to

society ❏ Details about his

or her identity

Includes all components of biographical information in an accurate, authentic and thorough way.

Includes most components of biographical information in an accurate and authentic way. Few gaps exist in the content.

Includes some components of biographical information in a mostly accurate way. Gaps may exist in the content.

Explanation of how this person is celebrated or remembered, and his or her importance to the community

The project effectively and convincingly shows how this person is celebrated and remembered. Evidence of research is evident through clear connections between the article and project.

The project mostly shows how this person is celebrated and remembered. Evidence of research is mostly evident, although some inferences may need to be drawn between the article and project.

The project somewhat shows how this person is celebrated and remembered. Some evidence of research is demonstrated, and connections between article and project are not obvious.

Effort, thoughtfulness, and creativity

Project demonstrates ample effort and is thoughtful, original, shows creativity and communicates pride in the work that was completed.

Project demonstrates effort and is thoughtful and shows creativity. Work is mostly polished.

Project demonstrates some effort and thoughtfulness.

Total Points: ___ / 9

13

Lesson 5: Storytelling

Objective: Students will be able to explain why storytelling is important to preserve culture and community. Students will write and share a story that

represents their community and background.

Overview The art of storytelling through myths, literature, celebrations and origin stories is a profound method of sharing culture, beliefs, traditions and more. These readings provide a view into some of these stories and traditions and coupled with the activities, students will gain content knowledge while creating their own stories. At the end of this lesson, you will craft your own origin story. Guiding Questions

❖ What story does the article tell?

❖ Why is it important to write, share and preserve stories through different mediums?

❖ How do stories celebrate the identities of the Latinx and Hispanic communities?

❖ What do these stories reveal about the culture or values in given article?

Part 1: Story Reflecting

Based on the articles you read, write down the identities, cultures, challenges, and values that were represented.

After you write them down, circle 2 - 3 that are most inspiring or exciting to you.

14

Part 2: Story Writing and Telling Directions: Inspired by the articles you read on Newsela, you will now present your own origin story that represents your community or the identity and values of your family. Consider your family interview for inspiration, or perhaps interview a family member.

Planning Space:

Write your story: _______________________________________________________________________

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

(Feel welcome to use more paper or to type your origin story)

15

Lesson 6: The Border Crossed Them

Objective: Students will be able to explain the causes and effects of the creation of borders as they relate to the Latinx and Hispanic communities.

Overview For many of us, the issues many people face now pertaining to borders or issues of language and access seem like current problems, but they are a result of culminating factors and key historical events. In order to better comprehend the present, we take a closer look at the past. Through the coupling of the text alongside the activity, you will examine the past and present and go beyond the text to understand the complexity of borders. Guiding Questions

❖ How have different types of physical borders and cultural impositions affected Latinx and Hispanics?

❖ How is the Latinx or Hispanic narrative of borders unique?

Part 1: Reflecting on Borders Directions: Using the articles on Newsela and outside research, answer the following comprehension questions by citing evidence from the texts.

Question Answer Evidence + Article Citation

What was the Treaty of Guadalupe Hidalgo?

How did the border “cross” people of Mexico as a result of the treaty?

How are families affected by borders?

16

Part 2: Bird’s Eye View

Directions: Imagine you are a bird and you can fly above Latin America. What do you see, hear and notice as you observe the borders and people below? Draw and explain here:

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

17

Lesson 7: Celebration of Culture

Objective: Students will be able to explain how Latin and Hispanic culture is shared and celebrated in multiple ways.

Overview Have you ever enjoyed a piece of chocolate or danced to the hit song “Despacito” or perhaps another Latin rhythm? Chances are that most people have experienced the music, food and traditions celebrated by Hispanics. These articles and activity present some of the more prominent forms of celebrating and partaking Hispanic and Latin traditions, foods or cultures. In this activity, you will become a subject matter expert in an area of Hispanic and Latin culture! Guiding Question

❖ How is Latin and Hispanic culture shared and celebrated today?

Part 1: Subject Matter Expert

Directions: Rank the subjects in terms of what you would most like to become a subject matter expert in. (Write your rank on the line below the picture: 1 = top preference, 4 = lowest preference) Art Food Music Sports

_______ _______ _______ _______

What do you hope to learn about your top-ranked subject area?

18

Part 2: Research

Directions: Read the articles about your subject and complete the chart below.

Question Answer Evidence + Article Citation

What is an interesting detail about the subject you are researching?

How is Latin and Hispanic culture shown through your subject area?

Why is this part of Latin and Hispanic culture important to society? How has it contributed positively?

Part 3: Class Discussion

Directions: During your class discussion, use the evidence you collected above to support your points. Use the checklist below to confirm that you are participating as a speaker and as an active listener.

I. Speaker:

❏ I respond to the question that is asked or stay on topic in my response to others. ❏ I use evidence from the text to support my thoughts. ❏ I speak to be heard; I use eye contact and speak clearly.

II. Active Listener:

❏ I focus on the person who is speaking by minimizing distractions. ❏ I jot down interesting comments that I wonder about, that I’m confused by, or that

surprise me.

Discussion Notes:

19

Culminating Project Menu

Below is a list of projects that you may choose from in order to celebrate and recognize the history, culture, and contributions of Hispanics and Latinx individuals. Please choose one of the projects that will allow you to showcase what you have learned. Project #1: Poster Presentation

● Create a poster to hang up in your classroom or school that showcases a person, event or something important you learned about Hispanic Heritage Month.

Project #2: Digital Presentation

● Create a PowerPoint or short movie that showcases a person, event or something important you learned about Hispanic Heritage Month.

Project #3: Narrative Writing

● Write a narrative essay or piece of writing inspired by your family or your personal identity or by the articles you read. Consider using www.storybird.com to add artwork and publish your narrative.

Project #4: Artistic Performance

● Write an original poem, song, rap, monologue or other performance and perform it for your class.

I choose project # ______ Teacher Sign-off (before starting) _______________

Planning Space:

20

Rubric

This is the rubric that you will use to self-evaluate, and that your teacher will use.

Category 4 3 2 1

Information and Content

Information is accurate, comprehensive, and incorporates knowledge learned from assigned articles. The importance and significance of the people, event or idea represented is clear.

Information is accurate and incorporates knowledge learned from assigned articles. The importance and significance of the people, event or idea represented is mostly clear.

Information is mostly accurate and and incorporates knowledge learned from assigned articles. The importance and significance of the people, event or idea represented is somewhat clear.

Information may have some accuracy and incorporates knowledge learned from assigned articles. The importance and significance of the people, event or idea represented is unclear.

Time and management

Class time is maximized and ample time is dedicated to planning and research. The deadline is met.

Class time is mostly used efficiently and time is dedicated to planning and research. The deadline is met.

Class time is used and some time is dedicated to planning and research. The deadline is met.

Class time is somewhat used and minimal planning and research is evident. Extension may have been necessary for project.

Effort and creativity

All aspects of the project were thoughtfully considered; project is original, shows creativity, and communicates pride in the completed product.

Most aspects of the project were considered; project shows creativity and communicates pride in the completed product.

Some aspects of the project were considered; project shows some creativity and communicates some pride in the completed product.

One aspect of the project is the focus and gaps may exist; project is somewhat original and some pride is reflected in the completed product.

Points: ____ / 12

Project Notes: