National Hispanic Heritage Month September 15

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National Hispanic Heritage Month September 15
October 15
Photo by Francisco Trevino, Hispano de Tulsa and
Hispanic Chamber of Commerce, Executive Director
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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
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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
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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
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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

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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

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Eisenhower International studentsHispanic
Awareness Assembly Presentation
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KIDS WORLD
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San Luis Potosi, Mexico Delegation and City
of Tulsa Sister City Exchange
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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
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Eisenhower International Art class
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The History, Heritage, and Celebrations
ofHISPANIC AMERICANS

• The term HISPANIC AMERICANS refers 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 County33,616
• Tulsa.28,111
• The three largest Hispanic-American groups in the
  United States
• Cubans
• Puerto Ricans
• Mexicans

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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

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Holidays and other Celebrations

• Cinco de Mayo May 5 Honors Mexicos 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 Josephs travels from inn to
  inn in order to find shelter is dramatized.

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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.

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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.

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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.

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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
  childrens book.
• Jose Feliciano - Blind guitar player and singer
  born in Puerto Rico.

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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.

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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.

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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.

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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.

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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.

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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

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Title III

• Provides funding for language instruction for
  ELL. Funds are allocated to states by a formula
  based upon a states share of limited English
  proficient (LEP) and recently immigrated
  students.

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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.

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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

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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.

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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.)

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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.

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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 well make sure were providing all
  of our children with access to high-quality
  education.

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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).

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Principles for Building an ELLResponsive
Learning Environment

• Ells 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.

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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, 1988Dentier Hafner, 1977Grey,
  1991Hamann,Zuliani,Hudak 2001IDRA,2002
  Lucas, 1997Miramontes et.al., 1994Stringfield
  et al.,1998)

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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.

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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

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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

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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.

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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

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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.

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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/di
  rec.html Azteca Web Page www.azteca.net/aztec
  Aztec History Reference northcoast.com/spdtom/az
  tec.html Brief Articles for Latino Parents
  www.ael.org/eric/parents.htm Centro Virtual
  Cervantes cvc.cervantes.es/portada.htmChicanoLati
  no Net's Virtual Museum latino.sscnet.ucla.edu/MUS
  EUM.HTML Cinco de Mayo latino.sscnet.ucla.edu/dem
  o/cinco.html Cinco de Mayo Webquest
  www.zianet.com/cjcox/edutech4learning/cinco.html
  CLNET - ChicanoLatino Communities through
  Networking latino.sscnet.ucla.edu

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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/hispani
  c
• Infosel - Internet Familia comunidades.infosel.com
  /internetfamilia
• Indigenous Mexican Images www.azteca.net/aztec/pre
  hisp/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

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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/m
  undmaya.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

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Reference

• http//www.tulsalibrary.org/kendall-whittier
• http//www.tulsalibrary.org/martin
• http//www.gale.com

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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.

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CELEBRATE!!

• Celebrate Hispanic Heritage Month!
• Send pictures, stories, reports for our web-site
  posting to reyesni_at_tulsaschools.org

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For More Information

• Please contact the Diversity Equity Office
• At the Education Service Center if you have
• any questions
• Nilda Reyes 746-6372

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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 [phone]