MS. GUADALUPE CARRASCO CARDONA
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10th Grade English

COURSE OBJECTIVE:
English 10 is designed for students interested in studying various writers and the relationship of the selected readings to each writer’s cultural background. The course will utilize classic and contemporary literary works representing a variety of cultures and races, encourage students to see their own culture from another culture’s point of view, and foster critical and deep discussions for rigorous written responses (essays) that cultivate deep critical thinking. This class will feature both fiction and non-fiction literature written by African-Americans, Asian-Americans, Chicana/os, and Native Indigenous peoples. Throughout this course, instruction will focus on thematic units, historical research and self-analysis. Sophomore Literature will explore four different racial ethnicities in the United States (African American, Asian-Americans, Native- Indigenous, and Chicana/os), paying particular attention to how the literature explores racism, discrimination, and rises above oppression. In this English Language Arts course, students will closely examine the critical relationships of the authors who challenged the discourse of American socio-political policy and commentary to move towards a more socially just and caring world for everyone. As students read, they will analyze how racism and discrimination has shaped the identity of the writer and culture. By participating in class discussions to connect the essential question to the literature, students will learn see how racism and discrimination are still present today and how this affects them. By reading different genres of literature, including poems, articles, and short stories, students will examine the experiences and conditions of each racial ethnicity covered in the courses and their push towards equality while maintaining their identity.

Learning Outcomes:
In order to prepare students to meet the course objectives, the students will…
  • Have knowledge of American literature by analyzing texts written by authors who openly challenge the literary canon, and who furthermore acknowledge the race and class divisions at the heart of American culture.
  • Think independently and critically about issues of identity, race, ethnicity, nationality, multiculturalism, difference, prejudice and discrimination, language, imagination, and literary style within an American cultural context.
  • Have an understanding of the relationship between politics, identity, and the place of literature in contemporary American society.
  • Demonstrate familiarity with selected literary works by United States writers of diverse backgrounds.
  • Explain the importance and significance of those works to American culture and American literary history.
  • Draw on relevant cultural and historical knowledge to analyze and interpret the literary works studied.
  • Communicate in clear and persuasive written prose interpretations of the works studied.
  • Verbally communicate in an effective manner insights, interpretive positions, questions, and information about the literary works studied.
  • Speak and write self-reflexively about one's own identity and experiences in the United States in a way that acknowledges cultural and historical differences as well as cultural and historical connections.
  • Write clearly, effectively, and creatively, and adjust writing style appropriately to the content, the context, and nature of the subject.
  • Develop and carry out research projects, and locate, evaluate, organize, and incorporate information effectively.
  • Articulate the relations among culture, history, and texts, strengthening their abilities to engage racial/ethnic American literary texts and to analyze its form and content as well as its social and historical contexts.
  • Analyze contemporary issues confronting different backgrounds in the context of current social issues, historical experiences and professional and intellectual lives.
  • Assess the historical importance of the multicultural voice in texts.
  • Explore contemporary issues confronting different cultural identities.
  • Interpret different cultural identities, beliefs, misconceptions, attitudes and the inter-relatedness of the multicultural experience.
  • Participate in collaborative conversations in which they discuss the different beliefs, misconceptions and attitudes toward different cultural identities.
  • Explain the narrative, identity and placement in the American canon and society.
  • Evaluate how the author characterizes the kinds of social and personal conflicts that can rise up around gender, race, ethnicity, class, sexuality, language, generation / age, and geography.
  • Analyze how the elements of fiction (plot, setting, character, point of view, style, voice, symbol or theme) create meaning in a narrative.
  • Analyze literary elements within a text.
  • Write essays and response journaling with attention to producing compelling thesis statements, persuasive evidence from the texts, incisive commentary and clear writing.
  • Create essay responses to a text using a thesis statement and supported commentary.
  • Construct an interpretation of a literary text, collect research from appropriate sources, support the interpretation with evidence, and cite the source material.
  • Use technology to research and produce an action plan for a need in the community.



Lyrics for the song above is in Spanish/English below:

Arriba Nuevo México
​
Soy un Nuevo Méxicano
Y un verdadero Chicano
Yo nací en un pueblo pequeño
Muy humilde, pobre y sincero
Y ahora les voy a cantar
De mi pueblo natural
 
El pueblo en que yo naci
Lleva por nombre La Joya
Donde vivian mis parientes,
Mis amigos - los Griegos, Romeros
y los Moyas
 
Y ahora les quiero cantar
de mi estado popular
 
Arriba Nuevo México
Arriba mi estado querido
Arriba mi Albuquerque
Y arriba con toda su gente
 
Arriba Nuevo México
Arriba nuestra capital
Arriba con Santa Fe
Y arriba mi estado popular
 
Y arriba Nuevo México, ¡sí señor!
 
En mi querido Albuquerque
Están las montañas Sandías
Y más allá hacia el norte
Encuentran más maravillas
Y en la ciudad de Las Vegas
Me enamore de una querida
 
En el pueblo de Española
Hay tantas mujeres preciosas
En Belen, Socorro y Las Cruces,
También están muy hermosas
Y por eso les quiero cantar
De mi estado popular
 
Arriba Nuevo México
Arriba mi estado querido
Arriba mi Albuquerque
Y arriba con toda su gente
 
Arriba Nuevo México
Arriba nuestra capital
Arriba con Santa Fe
Y arriba mi estado popular

Short Biographical Interview of Roberto Griego: below

Up With New Mexico
​
I am a New Mexican
And a true Chicano1
I was born in a small town
Very humble, poor and sincere
And now I will sing
About my native town
 
The town where I was born
Goes by the name of La Joya
Where my relatives lived,
My friends - the Griegos, Romeros
and the Moyas
 
And now I want to sing
about my people's state
 
Up with New Mexico
Up with my beloved state
Up with my Albuquerque
And up with all its people
 
Up with New Mexico
Up with our capital
Up with Santa fe
And up with my people's state
 
And up with New Mexico, yes sir!
 
In my beloved Albuquerque
There are the Sandia Mountains
And farther to the north
You'll find more wonders
And in the city of Las Vegas
I fell in love with a sweetheart
 
In the town of Española
There are so many pretty women
In Belen, Socorro and Las Cruces,
They are also very beautiful
And that's why I want to sing
About my people's state
 
Up with New Mexico
Up with my beloved state
Up with my Albuquerque
And up with all its people
 
Up with New Mexico
Up with our capital
Up with Santa Fe
And up with my people's state
From a youngster who was raised in a community "where there are more rabbits than people," to a nationally known music star, Roberto Jose Griego still considers himself, "just an ordinary guy."

"I was raised on a ranch in La Joya, N. M. by my father, grandparents and an aunt. I lost my mother to cancer when I was two. My grandfather worked from before dawn until after dark to provide us with a roof over our heads and food on the table, and we were still on Welfare. As a teenager, I practiced playing the guitar for seven to eight hours a day. My grandmother would tell me to go find a job, so I would pretend to have looked all day and then come back and play my guitar again."

Griego goes on to say that although they were considered working poor, and his grandparents were probably considered illiterate, "We were rich in love."

Griego just recently lost his father at the age of 91. "We were very close."

He began playing and singing with other bands and subsequently recorded his first record in a studio in Albuquerque owned by John Wagner. "I walked in and asked if I could record a song and they asked me where my band was. I told them, 'I am the band!'"

It cost him $45 to record his record ($120 today). Griego said, "I played rhythm and sang on the first track and then played lead melody on the second track."

Griego then remarks that, "What began as me, myself and I and my guitar producing my first 45 rpm record (Un Pobre No Mas, 1971-which still remains his biggest hit) I have since written and produced close to 40 songs with various other artists, and have just completed my seventh full length CD."

Griego said that his first record label was his own independent label, 'Bravo Records', ("sounded like a cool name to me") but it eventually had to be changed to RJG Records, "because someone else already had the name "Bravo".

​He has kept the same label for the past 30 years.

HOMEWORK INSTRUCTIONS

Listen to the corrido

1. Pick a stanza to analyze: What does this stanza tell you about Griego's feeling for New Mexico?
​(1 Paragraph)

2. Read Roberto Griego's biography above. Who was he? How did his family life have an impact on his music? 
(1 Paragraph)

3. If you wrote a BALLAD or CORRIDO, what story would you tell?
(2-4 sentences)

SUBMIT ON GOOGLE CLASSROOM - The assignment is ready to accept responses.






National Endowment for the Arts: The Big Read 
BLESS ME, ULTIMA


​Dangers of the SIngle Narrative

Create Cornell Notes for the TedTalk Video, "Dangers of the Single Narrative."

Essential Question:  How is a single narrative harmful? What can we do to counter a single narrative?


https://www.youtube.com/watch?v=D9Ihs241zeg
​


Link to Chicano! Taking Back the Schools

https://www.youtube.com/watch?v=xY6cytReBm8

Create a loteria card of something empowering to you.  It must have:
  1. a white border.
  2. a number meaningful to you.
  3. a title.
  4. a drawing.
  5. color.
  6. CP: A two-paragraph expository piece describing your loteria card. Honors.


InLak'Ech

http://www.gycarrasco.com/in-lak-ech.html

See Some Examples


Loteria Examples

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  • Home
    • CHLS 105 Student InLak'ech
    • Fun Family Fotos
    • CHLS 215 Fall 2020 Collages
    • #iamethnicstudies
    • Transformative Justice
  • Rio Hondo CHS 101
    • Movie Theatre >
      • Cardona's Favorites
      • Chicano! Documentary Series by PBS
      • Dope Documentaries
  • Teatro & ES Lessons
    • I Am Not Your Perfect Mexican Daughter
    • Hip Hop Theatre & The Power to Change the World
    • Actos, Los Vendidos & Exposing Negative Stereotypes
    • Asian Americans in Theater & Film
    • Mental Health Awareness & The Power of Expressing It
    • Storytelling and the Power of Your Narrative
    • Asian American Artists' Impact on Theater & Film Industry
    • From Paper/Stage to Paper/Set - Plays That End Up on the Small Screen (TV)
  • Community Couch Time