Strategies
The primary goal of any language education is always communication. As a Spanish teacher, my number one concern is to teach my students as much of the Spanish language and Hispanic cultural points as possible. It is my job to encourage language learning and cultural appreciation. This appreciation needs to first be fostered in the classroom, and is most effectively attained through creative, interesting, and relevant lessons.
Review History
I will challenge my students to tell me what they know about Mexican history. We will then explore the Spanish Conquest, and modern Mexico. I want students to note how the territory that was New Spain changed over time. We will talk about the significance of Mexico in our country today.
Discuss Culture and Identity
First, students will create working definitions for 'culture' and 'identity.' As a class, we will discuss how and why these are important. We will observe several pieces of art from various points in Mexican history and interpret them for their historical and cultural value. Specifically, we will be looking for the Spanish and Native influences visible, along with perspectives of the family. We will view Mexican-American art, looking for these cultural and historical themes, in addition to U.S. influences in the works.
Discuss Family
As I noted earlier, the Family unit is a required theme in the Spanish I course in my district. Before launching into any new theme, I like to discuss with my class what the purpose and major points of that theme are. We will define the word 'family,' and talk about the basic cultural construction of a family in the U.S. compared to that of one in modern Mexico. We will also examine the differences between the colonial-era European family norms and those of the natives in Mexico. We will discuss the members of the family, and identify the difference between 'immediate' and 'extended' family members.
Express Personal Family Culture
Students will take what they learn from various English and Spanish sources, interpret it, and relay the information to others. Both formal and informal assignments will give students opportunities to share knowledge with each other. These written and oral tasks will not only offer assessment opportunities, but will comprise aspects of presentational communication.
Students will speak with one another on many occasions in Spanish about a variety of topics related to the themes of family, history, and culture. As they engage in this interpersonal communication, students will speak in Spanish with me as well. In this way, students will have ample practice both hearing and speaking Spanish.
Students will make comparisons between English and Spanish vocabulary and language structures. As they draw parallels between historical and cultural points in Mexico and those of the U.S., they will note differences and suggest causes for both similarities and variations found.
Students will learn about several aspects of the cultures of Mexico. They will compare and contrast these facets and infer from lectures, readings, music, art and other media causes of similarities and differences within the Mexican culture. Students will also explain how history and geography have played important roles in shaping the identity and culture of Mexicans.
This unit provides an excellent opportunity to draw in interdisciplinary connections. Students will use previous knowledge as a basis to incorporate new material from this unit. Lessons will combine aspects of history, geography, art, music, home economics, math, science, and technology with Spanish language learning to create a broad view of Mexican culture and a careful look at family. This wide-ranging view will encourage students to seek out connections— in other classes, and in their own lives.
Through the examination of the Mexican art, literature, and family, students will see a real connection to the lives and stories of other people. Discovering and examining evidence of diversity within communities (in the U.S. and abroad) will offer students numerous opportunities to find and perpetuate learning outside the classroom walls.
The 5 Cs & The 3 Ps
As a Spanish teacher, all of my lessons are designed with the "5 Cs" (Communication, Cultures, Connections, Comparisons, and Communities) in mind (see Appendix A for alist of national standards for foreign language learning), as well as the "3 Ps" (Perspectives, Practices and Products). This unit will provide my students with the opportunity to expand their understanding and appreciation of other peoples and cultures, while learning important language concepts.
Through the careful examination of Mexican history and culture (especially art), students will get a glimpse into other people's family lives. This will help my students to connect their own lives to those of the Mexicans we will study. Learning about the perspectives, practices, and products of Mexicans will give my students exciting ways to explore each and every one of the 5 Cs.
Incorporating the study of the products, practices, and perspectives of Mexicans allows for exploration of every one of the 5 Cs. In studying the 3 Ps of different Mexicans, students will gain a more comprehensive understanding of the cultures found throughout Mexico, and a better understanding of their own customs.
A people's practices and products offer clear examples of culture and tradition. These practices and products are often the result of historical and geographical influences. These also reflect the (general) perspectives of the culture. My students enjoy discovering the many differences and similarities between the cultural practices of others and those of their own. Discussing cultures and practices is one of the most effective ways to inspire children to communicate (in any language). We will study several Mexican family traditions, including holidays, birthday celebrations, weddings, as well as everyday customs.
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