Title
“For English, press 1. Para Español, marque número dos.”
Concept/Main Idea of Lesson
The purpose of this lesson is for students to analyze the different perspectives
surrounding the English versus Spanish debate within U.S. culture.
Intended Grade Level
6-12
Infusion/Subject Area(s)
American History, Latin American History, Sociology I
National Curriculum Standards
NCSS Standards:
I:
Culture
IX:
Global Connections
X:
Civic Ideals and Practices
I.
Instructional Objective
Students will be introduced to multiple perspectives on the English vs. Spanish
debate that has been an ongoing topic in parts of the U.S.
II.
Learning Activities Sequence
a. Set Induction/Lesson Initiating Behavior: As a class, we will read the news
article questionnaire from the Tampa Tribune (Feb. 11, 1944) (Handout 1),
which asked local high school students about whether or not Spanish should
be taught to elementary school students. There are six different perspectives
provided in the article, and today’s students generally find it interesting to see
that some of the responses in the article are still held by people today.
We will then read together a more recent article published in the Tampa
Tribune from July 8, 2008 entitled, “English Speakers Emigrating from Miami”
(http://www2.tbo.com/content/2008/jul/05/me-english-speakers-emigratingfrom-miami/) (Handout 2). In this article, the students will gain an
understanding of how certain areas of the country with large populations of
Spanish-speaking citizens are now becoming the majority and how many non
Spanish-speaking citizens are feeling the need to either learn Spanish or to
relocate to a different area.
b. Learning Activities: After reading these articles, have the students listen to
“Latinos en Estados Unidos” performed by Celia Cruz. Since the song is in
Spanish, pass out the lyrics sheet for the students to read which is printed in
Spanish and translated in English (Handout 3). This song highlights Celia
Cruz’s perspective on the importance of many Latinos living in the U.S.
feeling that they know have to “lose” their Spanish language/heritage in order
to blend in with American culture. However, the song stresses the point that
in doing so, many Latinos begin to feel that their language/heritage is
unimportant, which should remind students of certain points from the earlier
news articles.
After discussing the lyrics with the students, explain to them that this debate
became even more controversial in the last few years with another song
written about this issue. As a class, read together the excerpt from the book
Triumphs and Struggles for Latinos Civil Rights titled, “Nuestro Himno”
(Handout 4). Explain to the class that Nuestro Himno was a more
contemporary rendition of the Star Spangled Banner, however, this version
was written and sung in Spanish. Many in the U.S. were outraged that such a
song would be written, and even labeled those who assisted with the song as
being unpatriotic. After reading the article, have the students listen to the
actual version of Nuestro Himno , and also provide the lyric sheet which also
includes the English translation (Handout 5).
(http://www.npr.org/templates/story/story.php?storyId=5369517)
c. Closure: After listening to Nuestro Himno, discuss with your students what
they thought about the song. Allow for students to provide their perspectives
on the song and if they would accept or reject the idea of even possibly
playing both songs. This generally brings out many different perspectives
even in a small classroom setting, and this serves to show students that if
there are differing viewpoints in the classroom over the song/issue, it should
how society is also divided on this, as well. In addition, show your students
two political cartoons on the issue to provide them with a visual on the topic,
and discuss their views on each. (Handout 6)
III.
Evaluation
To make sure that the students have understood the lesson, have them create
their own political cartoons that explain both sides of the issue. In doing this, this
will demonstrate that even though students may have their own personal opinion
on the issue, they are still able to understand the rationale behind both
perspectives.
IV.
Materials and Resources
Handout 1: Tampa Tribune (Feb. 11, 1944)
Handout 2: Tampa Tribune (July 8, 2008) “English Speakers Emigrating from Miami”
Handout 3: “Latinos en Estados Unidos” performed by Celia Cruz Lyrics Sheet
Handout 4: “Nuestro Himno” Chapter Reading
Handout 5: “Nuestro Himno” Lyrics Sheet
Handout 6: Political Cartoons
.
IV.
Internet Links
http://www2.tbo.com/content/2008/jul/05/me-english-speakers-emigrating-from-miami/)
http://www.npr.org/templates/story/story.php?storyId=5369517)
V.
References
Cruz, B. Triumphs and Struggles for Latino Civil Rights. Berkeley Heights, NJ: Enslow
Publishers, 2008.
Cruz, Celia. “Latinos en Estados Unidos”. Sony Records. 1994.
National Public Radio. “Album to Showcase Spanish Star Spangled Banner”. April 8,
2006. http://www.npr.org/templates/story/story.php?storyId=5369517
Tampa Tribune. “Should Spanish be taught in elementary grades?”. Feb. 11, 1944.
Tampa Tribune. “English Speakers Emigrating from Miami”. July 8, 2008.