Classroom Activities
This curriculum may be used in any high school Heritage language course. Depending on the skill level of students, it may span seven to eight weeks in the first semester.
Weeks One and Two: I will begin with an introductory history of the origin of the Spanish language and recognize the impact of bilingualism and a short introduction to basic concepts of sociolinguistics, and the role of organizations like the Real Academia Española. These lessons come from the Empowering Learners of Spanish website. 15 This is a start to get students thinking of colonialism in different ways and how it can be embedded in their daily life. I want to make students feel comfortable knowing there is not a “right way” to speak Spanish. From our introductory history of the origin of Spanish language lesson, I will do a short introduction to colorblindness, indigenous studies and ethnic studies to prepare students for our conversations about Brazil, Guatemala and Mexico.
Weeks Three and Four: During this time, we will be focusing on Brazil. While Brazil is not a Spanish speaking country, it is important to take note that it is still part of Latin America. Brazil is a unique case because many Brazilians consider themselves Black but there are a lot of racial disparities. We will be watching Black in Latin America in Brazil while also discussing African influences on Brazilian food. We will also watch Netflix’s Street Food: Latin America episode on food in Salvador, Brazil and have conversations about food and African influences on Brazilian cuisine and the role street food plays in favelas in Brazil. This is a great opportunity to have a “food day” in class. Students will have the opportunity to cook traditional Brazilian food that has African influences and bring the dish to class to present about and share with the class.
Weeks Five and Six: We will move on from Brazil to talk about racism in Guatemala. We will be reading “The Long Night of White Chickens” by Francisco Goldman. The novel that deals with the Guatemalan Civil War from the perspective of someone living in the United States. It is the more accessible text, making it possible for me to assign some reading of the novel as homework and be assured students will read. They will be required to keep a dialectical journal of their reading that will put added pressure on them to read. Beginning with a novel, students are more likely able to read independently, but it will also allow me to conduct whole-class close readings of the Guatemalan Civil War that will provide background information to students while reading the novel. The genocide of the Mayan people during this civil war is rarely taught in high school history classes and students need to know that the repercussions of this genocide are still felt today. Racial tensions with the indigenous community are too common in Guatemala. The indigenous community is often ignored and victims of racism. Students will learn how race played a role in the Guatemalan Civil War.
Weeks Seven and Eight: We will end the unit with Mexico City and how racism is interwoven in the economic classes. A great example of this is seen in the Academy Award winning movie, Roma. While the film is rated R, permission slips will be given out before the film is seen. Roma is the perfect example of race and classism in Mexico City. The film is in black and white, which is supposed to make it difficult to distinguish race, but it doesn’t. Instead the film will allow students to see how race and classism are intertwined in Mexico City. I know this is the country we will spend a lot of time on because most of students’ parents are from Mexico. I know that students will have their own stories about racism and classism from their experiences or their parents’ experiences and want to allow a space to share these stories. Socratic seminar, fishbowl and the dialectical journal will all be used for our discussion about how racism and economic class are tied.
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