Chip In to Support Positive Education Policy!
Gina is fighting to protect public education for all Texans. Join her today in fighting for a moratorium on all charters and expansions, equitable funding for all classrooms regardless of zip code, and eliminating punitive consequences from standardized tests.
|
|
We cannot seek achievement for ourselves and forget about progress and prosperity for our community...
Our ambitions must be broad enough to include the aspirations of others, for their sakes and our own.
Cesar Chavez
|
Mexican American Studies is the 1st Ethnic Studies Course adopted by the Texas State Board of Education, 11 April 2018 
Click to download the PDF
|
Mexican American Studies is the 1st Ethnic Studies course adopted by the Texas State Board of Education.
This is the 1st Mexican American Studies course adopted by any State Board of Education.
Texas is the only state in the nation to offer Mexican American Studies to all high school students.
This is the 1st Mexican American Studies course adopted by any State Board of Education.
Texas is the only state in the nation to offer Mexican American Studies to all high school students.
Course Standards (Texas Essential Knowledge & Skills)
*Editor's Note: Course Standards are NOT the only teaching tools. Standards are the minimum of what must be taught. Teachers are strongly encouraged to supplement with pedagogical tools which encourage students to become active participants in their learning. Teachers of this course should inspire critical thought, debate and discussion, and effective writing.
§113.50. Ethnic Studies: Mexican American Studies (One Credit).
The provisions of this §113.50 adopted to be effective July 1, 2019, 44 Texas Register 2265.
General Requirements
Students shall be awarded one credit for successful completion of this course. This course is recommended for students in Grades 10-12.
Teacher Qualifications
A certification appropriate for teaching high school social studies courses, such as one of the following: History, Grades 7-12; History, Grades 8-12; Social Studies, Grades 7-12; or Social Studies, Grades 8-12.
Introduction
In Ethnic Studies: Mexican American Studies, an elective course, students learn about the history and cultural contributions of Mexican Americans. Students explore history and culture from an interdisciplinary perspective. The course emphasizes events in the 20th and 21st centuries, but students will also engage with events prior to the 20th century.
To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies, autobiographies, landmark cases of the U.S. Supreme Court, novels, speeches, letters, diaries, poetry, songs, and artwork is encouraged. Motivating resources are available from museums, historical sites, presidential libraries, and local and state preservation societies.
The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (c) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together.
Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.
Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), 28.002(h).
Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week. Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC 29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.
Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
Students shall be awarded one credit for successful completion of this course. This course is recommended for students in Grades 10-12.
Teacher Qualifications
A certification appropriate for teaching high school social studies courses, such as one of the following: History, Grades 7-12; History, Grades 8-12; Social Studies, Grades 7-12; or Social Studies, Grades 8-12.
Introduction
In Ethnic Studies: Mexican American Studies, an elective course, students learn about the history and cultural contributions of Mexican Americans. Students explore history and culture from an interdisciplinary perspective. The course emphasizes events in the 20th and 21st centuries, but students will also engage with events prior to the 20th century.
To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies, autobiographies, landmark cases of the U.S. Supreme Court, novels, speeches, letters, diaries, poetry, songs, and artwork is encouraged. Motivating resources are available from museums, historical sites, presidential libraries, and local and state preservation societies.
The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (c) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together.
Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.
Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), 28.002(h).
Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week. Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC 29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.
Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
Knowledge and Skills
History. The student understands historical points of reference in Mexican American history. The student is expected to apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
History. The student understands developments related to pre-colonial settlements and Spanish colonization of Mesoamerica and North America. The student is expected to:
History. The student understands developments related to Mexican independence and Mexico's relationship with the United States from 1800-1930. The student is expected to:
History. The student understands the causes and impact of the Mexican American civil rights movement from the 1930s to 1975. The student is expected to:
History. The student understands the development of voting rights and ideas related to citizenship for Mexican Americans from 1975 to the present. The student is expected to:
Geography. The student understands the impact of geographic factors on major events related to Mexican Americans. The student is expected to:
Economics. The student understands domestic issues related to Mexican American population growth, labor force participation, and the struggle to satisfy wants and needs given scarce resources. The student is expected to:
Government. The student understands the significance of political decisions and the struggle for Mexican American political power throughout U.S. history. The student is expected to:
Citizenship. The student understands the debates surrounding the nature of respectful expression of different points of view in a constitutional republic. The student is expected to:
Culture. The student understands the relationship between Mexican American artistic expression and the times during which the art was created. The student is expected to:
Science, technology, and society. The student understands the impact of Mexican American individuals and groups on the development of science and technology in American society and on a global scale. The student is expected to:
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
History. The student understands historical points of reference in Mexican American history. The student is expected to apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
History. The student understands developments related to pre-colonial settlements and Spanish colonization of Mesoamerica and North America. The student is expected to:
- Explain the significance of the following events as turning points relevant to Mexican American history: Aztec arrival in Mexico's central valley, establishment of the Aztec Empire, Hernan Cortez's first encounter with the Aztecs, Spanish conquest of the Aztecs, creation of the New Laws, and Jesuit expulsion from the Americas; and
- examine the contributions of significant individuals from the Spanish colonial era, including Moctezuma, Hernan Cortez, La Malinche, Bartolome de las Casas, and Sor Juana Ines de la Cruz.
History. The student understands developments related to Mexican independence and Mexico's relationship with the United States from 1800-1930. The student is expected to:
- Explain the significance of the following events as turning points relevant to Mexican American history: the Grito de Dolores, Mexico's acquisition of independence, Texas's declaration of independence from Mexico, Mexican-American War, Treaty of Guadalupe Hidalgo, Mexican Revolution, creation of the U.S. Border Patrol, and Mexican repatriation of the 1930s; and
- examine the contributions of significant individuals from this period such as Father Miguel Hidalgo, Jose María Morelos, Augustín de Iturbide, Emiliano Zapata, Francisco (Pancho) Villa, Francisco Madero, Porfirio Díaz, and Alvaro Obregon.
History. The student understands the causes and impact of the Mexican American civil rights movement from the 1930s to 1975. The student is expected to:
- Explain the significance of the following events as turning points relevant to Mexican American history: U.S. entry into World War II, Bracero Program, Longoria Affair, Operation Wetback, Hernandez v. Texas, Brown v. Board of Education, Civil Rights Act of 1964, Voting Rights Act of 1965, Farmworkers strike and boycott, and establishment of La Raza Unida Party; and
- identify the contributions of significant individuals from the civil rights era such as Cesar Chavez, Dolores Huerta, Reies Lopez Tijerina, Jose Angel Gutierrez, Ruben Salazar, Emma Tenayuca, Rodolfo "Corky" Gonzales, Marcario García, Hector P. García, Army Sergeant Major Raul “Roy” Perez Benavidez, Martha P. Cotera, Jovita Idar, Jovita Gonzalez Mireles, Sara Estela Ramirez, Leonor Villegas de Magnon, Adela Sloss Vento, Maria Hernandez, and Alicia Dickerson Montemayor;
History. The student understands the development of voting rights and ideas related to citizenship for Mexican Americans from 1975 to the present. The student is expected to:
- Explain the significance of the following events as turning points relevant to Mexican American history: the Immigration Reform and Control Act, Illegal Immigration Reform and Immigration Responsibility Act; and H.R. 4437 passed by the U.S. House of Representatives in 2006; and
- identify the contributions of significant individuals such as Raul Yzaguirre, Willie Velasquez, Gloria Anzaldua, Henry Cisneros, Cherrie L. Moraga, and Bill Richardson.
Geography. The student understands the impact of geographic factors on major events related to Mexican Americans. The student is expected to:
- Locate places and regions of cultural and historical significance in Mexican American history;
- identify physical and human geographic factors related to the settlement of American Indian societies;
- explain how issues of land use related to Mexican Independence, Texas Independence, and the Mexican Revolution;
- analyze physical and human geographic factors related to Mexican migration from the 1910s to the 1930s;
- identify physical and human geographic factors related to the migration of Mexican laborers as part of the 1940s Bracero Program; and
- analyze the physical and human geographic factors related to contemporary Mexican migration to and Mexican American migration within the United States.
Economics. The student understands domestic issues related to Mexican American population growth, labor force participation, and the struggle to satisfy wants and needs given scarce resources. The student is expected to:
- Analyze the economic impact of Mexican repatriation of the 1930s;
- evaluate the contributions of the Bracero Program to the U.S. war effort and the development of the agricultural economy in the American Southwest;
- explain the struggle to create a farmworkers union and the union's efforts to fight for better wages;
- analyze the economic contributions of the Mexican American labor force;
- analyze the purchasing power of the Mexican American population as it relates to U.S. household consumption and gross domestic product (GDP); and
- discuss current issues related to the Mexican American labor force.
Government. The student understands the significance of political decisions and the struggle for Mexican American political power throughout U.S. history. The student is expected to:
- Describe how Mexican Americans have participated in supporting and changing government;
- analyze the impact of Salvatierra v. Del Rio ISD, Delgado v. Bastrop ISD,and Hernandez v. Texas on Mexican Americans and the end of the biracial paradigm;
- analyze the Mexican American struggle for civil rights as manifested in the Chicano Movement;
- evaluate the successes and failures of the Mexican American civil rights movement and the farmworkers movement;
- analyze the significance of U.S. Supreme Court decisions in Miranda v. Arizona, San Antonio ISD v. Rodríguez, and Plyler v. Doe; and
- discuss the role of various organizations such as the American G.I. Forum, the League of United Latin American Citizens (LULAC), the Mexican American Legal Defense and Educational Fund (MALDEF), the National Association of Latino Elected and Appointed Officials (NALEO), and the National Council of La Raza (NCLR) that have participated in the Mexican American struggle for political power.
Citizenship. The student understands the debates surrounding the nature of respectful expression of different points of view in a constitutional republic. The student is expected to:
- Describe the rights and responsibilities of Mexican American citizens and Mexican immigrants in civic participation within the United States;
- discuss ways American citizens and immigrants in the United States interpret formal citizenship and cultural citizenship, including membership in one nation and membership in diverse cultural and national groups;
- discuss ways individuals contribute to the national identity and global community as members of diverse cultural groups and transnational communities; and
- analyze the connotations and histories of identity nomenclature relevant to Mexican Americans such as Mexican, Spanish, Hispanic, Latina/o, Chicana/o, illegal, undocumented, Mexican American, American Mexican, or simply American.
Culture. The student understands the relationship between Mexican American artistic expression and the times during which the art was created. The student is expected to:
- Describe how the characteristics and issues of Mexican American history have been reflected in various genres of art, music, film, and literature;
- analyze the significance of selected works of Mexican American literature such as "I am Joaquín" (1967) by Rodolfo "Corky" Gonzales and "Pensamiento Serpentino" (1971) by Luis Valdez;
- describe the role of artistic expression in mobilizing Mexican Americans and others toward civic participation and action such as the role of "Teatro Campesino" during the farmworkers movement;
- identify the contributions of women such as Sandra Cisneros and Norma Alarcon; and,
- identify the impact of Mexican American popular culture on the United States and the world over time.
Science, technology, and society. The student understands the impact of Mexican American individuals and groups on the development of science and technology in American society and on a global scale. The student is expected to:
- Explain the major ideas in astronomy, mathematics, and architectural engineering that developed in the Maya and Aztec civilizations; and,
- identify contributions to science and technology in the United States and the world made by Mexican Americans such as Albert Baez, Martha E. Bernal, Ellen Ochoa, Linda Garcia Cubero, and Mario Jose Molinar.
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
- Use social studies terminology correctly;
- analyze diverse points of view related to contemporary Mexican American issues;
- create a written and/or oral presentation on a contemporary issue or topic relevant to Mexican Americans using critical methods of inquiry; and,
- analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.
19 TAC Chapter 113,
Texas Essential Knowledge and Skills for Social Studies,
Subchapter C, High School, 113.50
Filed in the Texas Register, 13 July 2018 (Volume 43, Number 28)
Statutory Authority: The provisions of this §113.50 issued under the
Texas Education Code, §7.102(c)(4) and §28.002(a) and (c).
Source: The provisions of this §113.50 adopted to be effective July 1, 2019, 44 TexReg 2265.
Texas Essential Knowledge and Skills for Social Studies,
Subchapter C, High School, 113.50
Filed in the Texas Register, 13 July 2018 (Volume 43, Number 28)
Statutory Authority: The provisions of this §113.50 issued under the
Texas Education Code, §7.102(c)(4) and §28.002(a) and (c).
Source: The provisions of this §113.50 adopted to be effective July 1, 2019, 44 TexReg 2265.
Teacher Resources
Course Activities
As students explore historical, political, social, and economic topics that affect Mexican Americans, they gain a greater understanding of issue-related instruction. For every unit, each student researches an area of interest. Students leverage web-based resources, books, periodicals, journals, and other media to collect, organize, and analyze data. Students summarize findings and express opinions on selected topics. They present research results to peers via written reports, displays, and digital media.
Although these types of research activities are required, students have the option of choosing specific areas of interest within the scope of Mexican American studies. In addition, instructors may incorporate optional community-based experiences into the course, such as visits to cultural centers, community service, and inquiries into local sites of historical significance
Although these types of research activities are required, students have the option of choosing specific areas of interest within the scope of Mexican American studies. In addition, instructors may incorporate optional community-based experiences into the course, such as visits to cultural centers, community service, and inquiries into local sites of historical significance
Methods for Evaluating Student Outcomes
Written and/or digitally published products, such as annotated maps, letters to authors and journalists, research reports, interactive notebooks, and presentations of group research projects.
In-class formal assessments: objective tests, quizzes, and written responses to selected articles, literature and non-fiction book reviews, and teacher observations.
In-class formal assessments: objective tests, quizzes, and written responses to selected articles, literature and non-fiction book reviews, and teacher observations.
Instructional Materials
|
Text
Chicana/o Studies Survey and Analysis Bixler-Marquez, D. J., Ortega, C. F., and Solórzano Torres, R. S. (2010) Mexican Americans/American Mexicans: From Conquistadores to Chicanos Meier, M., and Ribera, F. (1994) Border Correspondent: Selected Writings, 1955-1970 Salazar, R. (1998) Mexican American literature Tatum, C. (1990) |
Harvest of empire: A history of Latinos in America
Gonzalez, J. (2011) Chicano! The history of the Mexican American Civil Rights Movement Rosales, F. A. (1996) Latino USA (rev. ed.): A cartoon history Stavans, I., and Alcaraz, L. (2000) Click here to view/download the Barnes & Noble
quote for the Mexican American Studies Library |
Click for additional resources in:
Mexican American Literature Mexican American Illustrated Books Mexican American Poetry
Mexican American Literature Mexican American Illustrated Books Mexican American Poetry
Film
Chicano! The history of the Mexican American civil rights movement
Click here to view the Chicano! series and more...
Latino Americans: The 500 year legacy that shaped a nation
Harvest of empire: A history of Latinos in America
Teachers should also have access to multimedia resource databases (e.g., ABC Clio)
Chicano! The history of the Mexican American civil rights movement
Click here to view the Chicano! series and more...
Latino Americans: The 500 year legacy that shaped a nation
Harvest of empire: A history of Latinos in America
Teachers should also have access to multimedia resource databases (e.g., ABC Clio)
Digital
|
Texas State Historical Association
https://www.tshaonline.org/home/ Library of Congress https://www.loc.gov Congress.gov https://www.congress.gov |
The Ronald Reagan Library & Museum
https://www.reaganlibrary.gov Cornell Law School https://www.cornell.edu Encyclopaedia Britannica https://www.britannica.com |
Oyez - Supreme Court Resources
https://www.oyez.org United State Courts http://www.uscourts.gov National Archives https://www.archives.gov United Nations Education, Scientific, and Cultural Organization https://en.unesco.org |
|
Mexican American Film and Literature
Teacher: Mr. Andres Lopez of Stevens HS in San Antonio, Texas Email: Andres.Lopez@nisd.net Twitter: @AlopezELA Click here |
Archive of Hispanic Literature on Tape
Library of Congress
Listen to audio recordings of prominent Hispanic writers including Nobel Laureates Gabriel García Márquez, Juan Ramón Jiménez, Gabriela Mistral, Pablo Neruda, and Octavio Paz, and renowned writers Jorge Amado, Jorge Luis Borges, and Julio Cortázar reading from their works at the Library of Congress. Read more
Library of Congress
Listen to audio recordings of prominent Hispanic writers including Nobel Laureates Gabriel García Márquez, Juan Ramón Jiménez, Gabriela Mistral, Pablo Neruda, and Octavio Paz, and renowned writers Jorge Amado, Jorge Luis Borges, and Julio Cortázar reading from their works at the Library of Congress. Read more
Chicano Studies Teacher Recommendations
Porvenir Massacre
On January 28, 1918 , the crack and bang of gunfire broke the silence in the air. Bullets cut through the night air and ripped through the bodies of 15 men of Mexican Descent, Texans, fathers, sons, brothers, and tios. These bullets killed 15 innocent men and boys; 15 men and boys of a little village in a west Texas town of Porvenir. The night of the massacre at Porvenir set in motion a chain of events that would forever change the face of the historical Texas Rangers. Read more
by Arlinda Valencia, Descendant
by Arlinda Valencia, Descendant
Click Image to visit the Porvenir Massacre webpage
The Texas Rangers' lore spurred cultural fawning and sports namesakes that have long masked a history of violence and racism | “If they want to keep their name, keep it, but you need to step up and say, ‘this is what we did in the past, and we apologize,’” Valencia said. “That's what I want. I want them to apologize for what they did to all those people.” Texas Tribune
|
Click image for the Zinn Education Project's classroom lessons & related resources
Click to search inside
Supplemental Reading Resource:
The Injustice Never Leaves You Anti-Mexican Violence in Texas Chapter 3: Denial of Justice By Dr. Monica Muñoz Martinez |
|
Porvenir, Texas
"We are all custodians of our history Our history isn't always neat. It isn't always clean. It isn't always pretty, but it's important because our history matters... because our history is American history."
~Georgina C. Pérez Discover the true story behind the 1918 massacre of 15 Mexican men in this tiny border town. 100 years later, the film asks what led to the events of that fateful night and reveals the tensions that still remain along the border a century later.
Please see https://www.porvenirmassacre.org for additional information PBS | Voces ~ Available until 19 Oct 2019 |
Emma Tenayuca
TENAYUCA, EMMA BEATRICE (1916-1999). Emma Beatrice Tenayuca, Mexican American labor organizer, civil rights activist, and educator, oldest daughter of Sam Tenayuca and Benita Hernandez Zepeda, was born in San Antonio, Texas, on December 21, 1916. Tenayuca was a central figure in the radical labor movement in Texas during the 1930s and a leading member of the Workers Alliance of America and Communist Party of Texas. She is perhaps best remembered for her role in organizing the largest strike in San Antonio history, the Pecan-Shellers’ Strike of 1938. Her efforts on behalf of the working poor of San Antonio later earned her the nickname “La Pasionaria” (“The Passionate One”). Read more
|
Life Story: Emma Tenayuca (1916–1999)
Click the image for Resources, Teaching Materials, & Suggested Activities.
|
Hidden Figures: Jovita Idar
|
|
Click to View / Download
|
Faces of Frida: A closer look at the many faces of Frida Kahlo through her life, art and legacy
from Google Arts & Culture
Beyond the myths and legends about Frida's life
"I am Joaquin"
I Am Joaquín is a 1969 short film by Luis Valdez, a project of his El Teatro Campesino. It is based on the poem "I Am Joaquín" by Rodolfo "Corky" Gonzales, a key text of the Chicano movement. In 2010, this film was selected for preservation in the United States National Film Registry by the Library of Congress as being "culturally, historically, or aesthetically significant".
|
|
|
El Paso County Implements Mexican American Studies
2 November 2018 - Every Independent School District in El Paso County participated in the day-long Mexican American Studies Institute. The Dia de Los Muertos celebration was filled with beautiful student performances, amazing food prepared by culinary arts students, course review with lesson framework, Mexican American Studies Loteria and MAS books to the winners, and the incredible "Literature as Life" talk by Sergio Troncoso. Troncoso's teacher guides and lessons can be found in the Teacher Resources.
Ysleta ISD will implement Mexican American Studies in each of their high school campuses, to include the installation of Mexican American Studies libraries in every MAS classroom. Every ISD in ESC Region 19 will implement Mexican American Studies and the corresponding library for students and teachers.
The University of Texas at El Paso's department of Chicana/o Studies donated 20 copies of the textbook, "Chicana/o Studies Survey and Analysis," to teachers of the course.
Barnes and Noble joined us and gave several copies of Sergio Troncoso's books to MAS Loteria winners and Educator Cards (20% teacher discounts). They have also provided a state-wide quote for all resources, (scroll to review), guaranteeing the best prices.
Ysleta ISD will implement Mexican American Studies in each of their high school campuses, to include the installation of Mexican American Studies libraries in every MAS classroom. Every ISD in ESC Region 19 will implement Mexican American Studies and the corresponding library for students and teachers.
The University of Texas at El Paso's department of Chicana/o Studies donated 20 copies of the textbook, "Chicana/o Studies Survey and Analysis," to teachers of the course.
Barnes and Noble joined us and gave several copies of Sergio Troncoso's books to MAS Loteria winners and Educator Cards (20% teacher discounts). They have also provided a state-wide quote for all resources, (scroll to review), guaranteeing the best prices.
