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Welcome! ¡Bienvenides!
Welcome! ¡Bienvenides!
Esta unidad ha sido inspirada por nuestras experiencias trabajando, investigando, y estudiando las vidas, las culturas e idiomas indígenas. Desarrollamos esta unidad desde un punto crítico para introducir ideas complejas sobre el uso y la posibilidad de revalorizar los idiomas indígenas. Aunque hacemos referencia a varias culturas indígenas nos enfocamos en el lenguaje y la cultura maya de la península de Yucatán que ha sido parte de la investigación etnográfica de la doctora Patricia Baquedano-López en escuelas del área de la bahía de San Francisco desde el 2013.
We understand and recognize the experience of "translanguaging" as the basis of multilingualism and as an opportunity to use our full linguistic abilities. This is why sometimes we use English, Spanish, or Maya in our unit. To know more about translanguaging visit: https://blog.heinemann.com/what-is-translanguaging
Hemos encontrado un gran recurso para desarollar actividades bi/multilingües en las páginas del sitio web de "Colorín Colorado" y les invitamos a visitar esta fuente de información: https://www.colorincolorado.org
Nuestra unidad consiste de 4 días de actividades y mini-lecciones que satisfacen los estándares de contenido "History-Social Science" del estado de California para los grados de Kindergarten a tercero (K-3) en estudios sociales.
We invite you to find out more about your students' backgrounds by asking them and their families where their ancestors come from. In most California schools the Home Language Survey does not capture the rich linguistic and cultural diversity of our students. Many Indigenous students from Mexico, Central America, and South America are grouped under the label "Hispanic" or "Latine." Visit the Colorín Colorado website for ideas on how to know more about your students' backgrounds: https://www.colorincolorado.org/article/learning-about-your-students-backgrounds
Primer Día: Historia y migración
Las actividades del primer día han sido diseñadas para despertar la curiosidad de les estudiantes por conocer y entender sus oportunidades y responsabilidades en nuestra sociedad. Introducimos en esta lección conceptos que son complejos pero necesarios para entender la historia de la migración en este país. Les invitamos a leer más recursos (ver página "Resources") e informarse más acerca de estas perspectivas anti-coloniales para despertar en les estudiantes un espíritu de igualdad, equidad, justicia social y responsabilidad. ¡Les estudiantes son nuestro futuro!
Segundo Día: Ser indígena es bonito
The lesson for the second day of instruction focuses on uplfiting the experiences of Indigenous people. We make connections between places across Indigenous diasporas (for example, Yucatan and California) and recognize rich cultural and linguistic histories. We strive to be inclusive but you have opportunities to expand on this lesson by taking into account the backgrounds of your students.
Tercer Día: La vida de hoy en San Francisco
Like the previous day, we center the experiences of students in the city of San Francisco, the city that inspired this work. And while the main point is to highlight the influence of "heroes" in our shared histories, the real everyday heroes are our students and their families who navigate borders, languages, schools, and cultural worlds. Feel free to add activities that connect students to their current locations in the United States and elswhere in the world.
Cuarto Día: Janal pixán o día de los muertos
The last day of our unit focuses on a cultural event that has gained prominence in the city of San Francisco and which can serve as an activity that connects schools and families, especially those families whose cultural traditions commemorate the passing of family members—the main goal of Day of the Dead celebrations. We invite you connect to the local Day of the Dead activities in your area and to seek the guidance of parents to create altar displays -- many parents have been building altars following their own family and ancestral traditions in their places of origin and in the United States.
Our inspiration for developing this unit:
Our inspiration for developing this unit:
The storybook Chicano Jr's Mexican Adventure by Raúl Jiménez is the core of this unit. We found this book accessible for students K-3 to read individually and for sharing and discussing as a group. While the book, written in 2019, uses the genered male form "Chicano," you can discuss with your class other possibilities for addressing Jr. as well as other uses beyond the noun genered forms "o" and "a" in Spanish. Chicano Jr. is an engaging and lovely character who has an inquisitive mind as they (see how we use they/them pronouns) the world around them. We found Chicano Jr.'s family situation compelling and representative of so many immigrants with transnational families across the United States and Latin America and we hope that you can draw from Chicano Jr.'s experiences to make space in your classroom to talk about some of the uncertainties and situations of your students' families as immigrants to our country.
We also want to acknowledge the many teachers in San Francisco schools whose lessons have inspired us and who have been committed to supporting Indigenous students with their careful and inclusive pedagogies. We thank in particular Ms. Judy Viertel, a now retired teacher and librarian at the San Francisco Unified District for introducing us to the wonders of the social studies curriculum for first graders.
We also thank linguist and maestre Fidencio Briceño Chel who visited us many times from Yucatan in San Francisco, California, to teach Maya courses and uplift the Maya community of schools in the area. Some of the materials that maestre Fidencio Briceño Chel has created are listed under our Resources page. We are indebted to the Centro Estatal de Capacitación y Difusión Humanística de Yucatán and the Instituto Nacional de Antropología e Historia for a wealth of pedagogical materials generously shared with us over the years.
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