National Hispanic Heritage Month September 15 – October 15 Photo by Francisco Trevino, Hispano de Tulsa and Hispanic Chamber of Commerce, Executive Director
Argentina, Belize, Bolivia, Brazil, Chile, Columbia, Costa Rica, Cuba, Dominican Republic, Ecuador, El Salvador, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Puerto Rico, United States, Uraguay, Venezuela Hispanic Awareness Month Flags arranged by Phil Wood, Tulsa City Auditor
“The Hispanic culture is the oldest non-indigenous influence in the Western Hemisphere, dating back over 500 years. It is currently reflected throughout contemporary life in our language, foods, architecture, music, and art.” Hispanic American Foundation
Hispanic Trends Part of the Pew Research Center's Trends report, "Hispanics: A People in Motion" examines: • demographic trends • labor market • educational outcomes • analyzes the diverse attitudes, values, beliefs • language patterns of the Latino population. Photo by Francisco Trevino, Hispano de Tulsa and Hispanic Chamber of Commerce, Executive Director
ACITIVITIES & OTHER HISPANIC CELEBRATIONS Activities Participate in Hispanic customs and celebrations with activities designed around important holidays and events. • Cinco de Mayo: May 5 • National Puerto Rican Day of New York: June • Mexican Independence Day: September 16 • Desfile de la Hispanidad/Hispanic Day Parade, NYC: October • Los Dias de los Muertos/The Days of the Dead: October 31, November 1-2 • Quinceañera
AWARD OF THE AMERICASPresented by The Hispanic American FoundationDR. LUIS REINOSO, CONSUL OF PERU ANDXAVIER MEDICAL CLINIC, DR. PHYLLIS LAUINGER Dr. Luis Reinoso and family
Eisenhower International studentsHispanic Awareness Assembly Presentation
San Luis Potosi, Mexico Delegation and City of Tulsa Sister City Exchange
Current Hispanic Population • 40,424,528 Hispanics in Labor Force • 19,501,923 Hispanics in School (K-12) • 8,416,000 Median Net Worth (2004) Photo by Francisco Trevino, Hispano de Tulsa and Hispanic Chamber of Commerce, Executive Director
The History, Heritage, and Celebrations ofHISPANIC AMERICANS • The term HISPANIC AMERICANSrefers to people or their descendants who originally came from Spanish-speaking countries. However, not all Hispanic Americans speak Spanish. • Hispanic-American Population in the United States National………….40,000,000 Oklahoma…………...179,304 Tulsa County…………33,616 Tulsa………………….28,111 • The three largest Hispanic-American groups in the United States: • Cubans • Puerto Ricans • Mexicans
Most Hispanic Americans can trace their history to one of the countries listed below: Caribbean Countries Colombia Belize Mexico Ecuador Honduras Cuba Peru Nicaragua Puerto Rico Chile Panama Paraguay Guatemala Venezuela El Salvador Spain Guyana Costa Rica Bolivia Uruguay Argentina
Holidays and other Celebrations Cinco de Mayo – May 5Honors Mexico’s victory over the French in the Battle of Pueblo. Hispanic-American Heritage Month – September 15-October 15 A celebration of the culture, history and legacy of Hispanic Americans. Day of the Race – October 12 On October 12, Spanish-speaking people the world over celebrate to remember their common heritage in both language and traditions. El Grito (Mexican Independence Day) – September 16 The day is celebrated with military parades, band concerts and fireworks. El Dia de Los Muertos (The Day of the Dead) – November 1 & 2 This holiday is also known as All Saints and Souls Day. It is similar to traditions in Italy, Spain and parts of the United States. On this day the dead are remembered with candy, baked goods, gifts and toys. Las Posadas (The Inns) – December 16-24 - During the Christmas season from December 16 to 24, the story of Mary and Joseph’s travels from inn to inn in order to find shelter is dramatized.
Contributions of Hispanic Americans Hernando De Alarcon - Discovered California Juan Bautista D. Anza - Spanish explorer who made a famous journey throughout the Southwest. Elfedo Raca - Mexican deputy sheriff who arrested Texas cowboys. After holding off eighty Texas gunmen, Baca emerged the victor. Joan Baez - Born in State Island, New York. Singer-entertainer-directing her efforts in issues of human brotherhood and disarmament. Dr. Francisco Bravo - Director of the Bravo Medical Clinic in Los Angeles, California.
Contributions of Hispanic Americans Teresa De Cabora - Young girl born in Sinoloa, Mexico in 1872 of a Mexican father and Yaqui Indian Mother. Juan Rodriguez Cabrillo - Early Spanish explorer of California in 1542. Vicki Carr - Contemporary singer of popular songs. Venustian Carranza - Revolutionary General closely associated with Pancho Villa and Emiliano Zapata. Andres Castillero - Discovered vermilion cave mine near San Jose, California which came to be known as New Almaden, and its discovery unlocked the gold and silver resources of California.
Contributions of Hispanic Americans Paul Castro - Born in Cananea, Mexico, Mr. Castro rose to become a judge in the Juvenile Court in Arizona. President Johnson appointed him to the post in1964. Saul Castro - Born in Los Angeles, California. Teacher in Los Angeles City schools and leader for education reform of Los Angeles City schools. Amando Chavez - First superintendent of education in the territory of New Mexico (1891). Cesar Chavez - Labor leader and Founder of the National Farm Workers of America.
Contributions of Hispanic Americans Dennis Chaves, Jr. - Lawyer and politician in New Mexico. Led first American patrol in May 1945, to enter a Japanese city since the beginning of World War II. Hernan Cortez - Conquistador of Aztecs of Mexico. Nick De Grazia - Painter of Arizona and textile designer, ceramist and rodeo rider. Illustrated Las Posadas, a children’s book. Jose Feliciano - Blind guitar player and singer born in Puerto Rico.
Contributions of Hispanic Americans Father Francisco Hidalgo - A priest who helped organize peasants for self-improvement that led him to eventually involve himself in the pursuit of independence for Mexico in 1810. Benito Juarez - President of Mexico, born in Ixtlan near Oaxaca. He continued a resistance against the Napoleon-imposed Emperor Maximillian. He was of Zapotec Indian background. Armando Rodriguez - Lawyer, Educator. Born in Fresno, California. Director of California Rural Assistance, presently commissioner of Education for Mexican American Affairs. Edward B. Rovbal - United States Congressman from California, rallied Mexican Americans of California in a common political cause.
Contributions of Hispanic Americans Junipero Serra - Spanish priest who established a chain of missions in California. Pancho Villa - Revolutionary general who, like Zapata, tried to free the rest of Mexico from the grip of the dictatorship of Portirio Diaz. Emiliano Zapata - Symbol of Mexican Revolution, who wanted to break up the old estates and redistribute this property among the landless peasants.
Legislative History Hispanic Heritage Month PUBLIC LAW 90-498, Approved September 17, 1968, 90th Congress Resolved by the Senate and House of Representatives of the United States of America in Congress assembled, that the President is hereby authorized and requested to issue annually a proclamation designating the week including September 15, and 16 as “National Hispanic Heritage Week and calling upon the people of the United States, especially the educational community, to observe such week with appropriate ceremonies and activities. PROCLAMATION 4310, September 4, `974 – Partial text (Public Papers of the Presidents of the United States, Gerald R. Ford, 1974, U.S. Government printing office): “Now, THEREFORE, I GERALD R. FORD, President of the United States of America, do hereby proclaim the week beginning September 10, 1974, and ending September 16, 1974, as National Hispanic Heritage Week. I call upon all the people of the United States, especially the education community and those organizations concerned with the protection of human rights, to observe that week with appropriate ceremonies and activities.”
Legislative History Hispanic Heritage Month PUBLIC LAW 100-402, Approved August 17, 1988, 100th Congress Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, Section 1. AUTHORIZE THE DESIGNATION OF THE NATIONAL HISPANIC HERITAGE MONTH. The joint resolution entitled “Joint resolution authorizing the President to proclaim annually the week including September 15 and 16 as “National Hispanic Heritage Week” approved September 17, 1968 (36 U.S.C. 169f) is amended. By striking “week including September 15 and 16” and inserting “31-day period beginning September 15 and ending on October 15”: by striking “Week” and inserting “Month”; and by striking “week” and inserting “month”. Section 2, EFFECTIVE DATE. The amendments made by section 1 shall take effect on January 1 of the first year beginning after the date of the enactment of this Act.
Legislative History Hispanic Heritage Month PROCLAMATION 5859, September 13, 1988 Partial text Public Papers of the Presidents of the United States, Ronald Reagan, 1988-89, - II, U.S. Government Printing Office): “Now, Therefore, I RONALD REGAN, President of the United States of America, do hereby proclaim the week beginning September 11, 1988, as National Hispanic Heritage Week. I call upon the people of the United States to observe this week with appropriate ceremonies and activities.”
NCLB emphasizes: • School accountability for student test scores • Scientifically based instruction methods • Parental choices • Flexibility for state and local educational agencies to consolidate and reallocate funds received under various grants and programs
Title III • Provides funding for language instruction for ELL. Funds are allocated to states by a formula based upon a state’s share of limited English proficient (LEP) and recently immigrated students.
OKLAHOMA STATE DEPARTMENT OF EDUCATION Tips to Assist the Hispanic Student to Succeed • Encourage teaching more natural and meaningful content that can be immediately utilized in everyday situations. • Provide a non-threatening stimulating environment where children feel motivated and self confident so that optimum language acquisition can take place. • Hispanic students seem to respond better to cooperative learning. Activities geared to small groups, where a team approach is stressed, appear to benefit these students. • Hispanic students prefer a holistic approach. • Tactile and visual learning resources are the most successful ways to motivate and assist students to complete the designated tasks, especially to male students.
OKLAHOMA STATE DEPARTMENT OF EDUCATION • Hispanic students tend to respond better to: • a noncompetitive environment; • courses scheduled in the late morning or afternoon hours; • assigned activities requiring mobility; • incentive and motivation; • modified speech and tone at their level of proficiency; • visuals, manipulative, models, guided exploration hands-on activities, frequent facial expressions, and body gestures; • experiments, plays, overheads and other animated lessons/tools;
OKLAHOMA STATE DEPARTMENT OF EDUCATION • Hispanic students tend to respond better to: • the authority figure supports/approves his/her efforts; • teachers minimize lectures, do not focus on grammar memorization of dialogues, and avoid repetition drills; • waiting-time is increased to allow sufficient time to formulate replies; • they can predict what will happen next and create models for understanding ideas and outcomes; and • the teacher refrains from overt language corrections that cause students to feel anxious about their abilities.
OKLAHOMA STATE DEPARTMENT OF EDUCATION Hispanic students prefer: • to be walked through a process; • not to question an authority figure; • learning by patterns and routines (males); while females need a variety of techniques; • personal and humanistic tests; • responding to a whole rather than a part (general questions rather than details); • activities which require interaction; • small cooperative settings rather than competitive (Hispanic children achieve mainly for the pride of their family and not for their own benefit); • tasks requiring free association; and • longer responses rather than a straight answer. (Note: These characteristics are not intended to apply to all Hispanic students.)
LATINOS / EDUCATION • The largest minority population with 15%, highschool completion rate of 64% compared to 91% for whites. (US Census Bureau, 2000). • Of the 14.9 million students in the U.S. schools that receive Title I assistance, the percentage is as follows: 31% Hispanic, 3% Asian or Pacific Islanders, 2% Native American, 29% African American, 35% non-Hispanic whites. • 2.5 of the 14.9 million students are classified as ELL. • Over 3.9 million ELLs were enrolled in the US schools. • Salsa is Spanish for "sauce" — in music it's a term that refers to the hot, spicy Afro-Caribbean rhythms, one in particular, the son guaguancó, has predominated since the 1960s.
No Child Left Behind Act of 2001signed in January of 2002 • President Bush, “For too long our schools did a good job educating some of our children. With the new law we’ll make sure we’re providing all of our children with access to high-quality education.”
RAISING AWARENESS • Raising consciousness about Hispanics regarding policymakers, school staff, departments, and administration. • Helping educators and advocates develop an awareness of the culture. • The general school-age population in the U.S. has grown 12%, the population of students classified as limited English proficient (LEP) has increased by 105% (Kinder, 2002).
Principles for Building an ELLResponsive Learning Environment Ell’s are most successful when….. • School leaders recognize that educating ELLs is the responsibility of the entire school staff. • Educators are able to vary their responses to the needs of the different learners. • The school climate, hallway conversation, display of student work, and adults from students’ heritage communities play important roles in the life of the school. • There are strong and seamless links connecting home, school, and community. • ELLs have equitable access to all school resources and programs.
Principles for Building an ELLResponsive Learning Environment • Teachers have high expectations for ELLs. • Teachers are properly prepared and willing to teach ELLs. • Language and literacy are infused throughout the educational process, including curriculum and instruction. • Assessment is authentic and takes into account first-and second-language literacy development. (Brisk, 1988;Dentier & Hafner, 1977;Grey, 1991;Hamann,Zuliani,&Hudak; 2001;IDRA,2002; Lucas, 1997;Miramontes et.al., 1994;Stringfield et al.,1998)
DEFINITIONS • ELL – The term English Language Learners indicates a person who has a first language other than English and who is in the process of acquiring proficiency in oral, written,social, and academic English.
TPS IMMIGRANTS • 28 different languages are represented by the LEP students • 227 (5%) LEP students speak another language other than Spanish • 4317 (95%) LEP students speak the Spanish language
Immigration Statistics • About 4% of the total population of Oklahoma is foreign born • Top Mexico Vietnam Germany • 49% of immigrants in OK reported Hispanic origin
400 DIFFERENT LANGUAGES Approximately 5.5 million students in U.S. schools speak more than 400 different languages and have limited English language skills that affect their ability to participate successfully in education programs and achieve high academic standards. Eighty percent of LEP students speak Spanish as their first language. Title III and NCLB provides more than $13 billion for LEP students for English language acquisition and academic achievement.
LATINOS /Relevant to ELL • 1965 Elementary and Secondary Act focused on helping disadvantaged students succeed at school by bringing more resources and services to students who were struggling or were predicted to struggle. • Title I and Title VII(1994) Title I began funding school-wide improvements that would enrich the education of ALL children in high-poverty schools by reducing class size, strengthening existing programs, rather than pullout. Involving families, and aligning curriculum with challenging state and national standards. • Lau decision and Equal Educational Opportunities Act of 1974, “equality of treatment” and “equal educational opportunity”
BENEFITS TO TCC • In the seventeen years that the Student Outreach & Civic Engagement Program has been in existence, the underrepresented student population at TCC has increased significantly from 3,000 students to over 6,000 students of color. • In particular, components of our Student Outreach & Civic Engagement Program have received much positive media coverage in the way of newspaper editorials, articles, and TV reports. • Students, faculty, and student personnel believe that Student Outreach & Civic Engagement Program has given the students an opportunity for learning and for development through volunteerism and community service.
Please share the attached information and web-site with your faculty.(Make sure that your teachers review the material for age appropriateness before sharing it with the students.) Latino Web-page Resources Artes e Historia de Mexico www.arts-history.mx/direc.html Azteca Web Page www.azteca.net/aztec Aztec History Reference northcoast.com/~spdtom/aztec.html Brief Articles for Latino Parents www.ael.org/eric/parents.htm Centro Virtual Cervantes cvc.cervantes.es/portada.htmChicanoLatino Net's Virtual Museum latino.sscnet.ucla.edu/MUSEUM.HTML Cinco de Mayo latino.sscnet.ucla.edu/demo/cinco.html Cinco de Mayo Webquest www.zianet.com/cjcox/edutech4learning/cinco.html CLNET - ChicanoLatino Communities through Networking latino.sscnet.ucla.edu
Please share the attached information and web-site with your faculty.(Make sure that your teachers review the material for age appropriateness before sharing it with the students.) Del Corazón, National Museum of American Art's Collection of Latino Art nmaa-ryder.si.edu/webzine/index.html El Web de Mexico webdemexico.com.mx/ Hispanic Contributions to History www.neta.com/~1stbooks/content.htm Hispanic Magazine www.hisp.com Hispanic Reading Room, Library of Congress lcweb.loc.gov/rr/hispanic"lcweb.loc.gov/rr/hispanic Infosel - Internet Familia comunidades.infosel.com/internetfamilia Indigenous Mexican Images www.azteca.net/aztec/prehisp/index.shtml Latin American Network Information Center lanic.utexas.edu Latino Links www.hisp.com/links.html Lo que sea loquesea.com/ México para Ninos elbalero.gob.mx Mundo Latino www.mundolatino.org/cultura
Please share the attached information and web-site with your faculty.(Make sure that your teachers review the material for age appropriateness before sharing it with the students.) Mundo Maya www.mexicodesconocido.com.mx/indigena/mundmaya.htm National Council of La Raza www.nclr.org National Latino Communications Center www.nlcc.com/ Nuestro México mexico.udg.mx Oaxacan Pottery www.foothill.net/~mindling Society for the Advancement of Chicanos & Native Americans in Science www.sacnas.org Southern Arizona Folk Arts dizzy.library.arizona.edu/images/folkarts/folkhome.html Tesoros del Web www.hisp.com/tesoros/index.html UEweb: Latino Partnerships Pathway eric web.tc.columbia.edu/pathways/latino_partner Xinachtli Project - A path to Mesoamerican Ed www.uiowa.edu/~xin13
Reference • http://www.tulsalibrary.org/kendall-whittier • http://www.tulsalibrary.org/martin • http://www.gale.com
Multicultural Activities • Multicultural/diversity activities should be infused into the curriculum each day throughout the school year. • Please remind your staff to include multicultural and diversity as they write their lesson plans.
CELEBRATE!! Celebrate Hispanic Heritage Month! Send pictures, stories, reports for our web-site posting to firstname.lastname@example.org
For More Information Please contact the Diversity & Equity Office At the Education Service Center if you have any questions: Nilda Reyes – 746-6372
Thank You For Your Contribution Hispanic Resource Center Tulsa Community College Hispanic Chamber of Commerce Community Service Council Oklahoma State Department of Education Hispanic American Foundation Tulsa Public Schools TULSA PUBLIC SCHOOLS STATEMENT OF NONDISCRIMINATION Tulsa Public Schools is an equal opportunity institution and does not discriminate in its educational and employment policies and programs on the basis of race, color, sex, age, disability, or national or ethnic origin. For information, contact the Director of Compliance at (918) 746-6357