PERSONAL INTERVIEW
• I COMPLETED AN INTERVIEW WITH A MEXICAN AMERICAN STUDENT WHO IS VERY INVOLVED AND
INTERESTED IN HER FAMILY’S HERITAGE.
• ARASELI ALCAREZ, 16, CARSON, ND
• FAMILY TIES TO TECHACHO, MEXICO
• MY INTERVIEW WITH ARASELI WAS VERY COMPELLING. IT IS SURPRISING TO SEE A YOUNG ADULT WITH
AS MUCH PASSION AND KNOWLEDGE OF HER CULTURE AND FAMILY HERITAGE. SHE WAS VERY
INFORMATIVE ON HER FAMILY AND CULTURAL CUSTOMS.
MEXICAN AMERICAN HISTORY
•
1521 - CONQUISTADOR HERMAN CORTEZ CONQUERED THE AZTEC EMPIRE AND GAVE THE LAND TO SPAIN. THE SPANISH AND
AZTEC INDIANS MIXED TO FORM A NEW HUMAN RACE CALLED MESTIZOS.
•
1789 - THE INDIAN TRIBES WERE TIRED OF BEING CONVERTED TO CATHOLICISM AND REBELLED AGAINST THE SPANISH BY
EXPELLING ALL OF THE SPANISH MISSIONS FROM ARIZONA AND CALIFORNIA.
•
1810 - MEXICO STARTED TO CHALLENGE SPANISH RULE AND BEGAN A REBELLION IN ORDER TO GAIN FREEDOM AND
INDEPENDENCE FROM SPAIN INJUSTICE.
•
1821 - THE SANTA FE TRAIL OPENS AND BECOMES A VITAL COMMERCIAL AND MILITARY TRAIL BETWEEN MEXICO AND THE
UNITED STATES.
•
1823 - MEXICO PASSED THE GENERAL COLONIZATION LAW WHICH GRANTED IMPRESARIO GRANTS TO INDIVIDUALS TO
START A SETTLEMENT IN TEXAS.
(HISTORY.COM STAFF, 2010)
MEXICAN AMERICAN HISTORY, CONT.
• 1835 – CONFLICT BETWEEN THE GOVERNMENT OF MEXICO AND THE TEXAS COLONISTS OCCURRED,
RESULTING IN THE ESTABLISHMENT OF THE REPUBLIC OF TEXAS.
• 1846 – THE MEXICAN AMERICAN WAR BEGAN.
• 1848 – THE TREATY OF GUADALUPE HIDALGO WAS SIGNED ENDING THE MEXICAN-AMERICAN WAR
RESULTING IN UNITED STATES GAINING CONTROL OF TEXAS, NEW MEXICO, THE SANTA FE TRAIL,
CALIFORNIA, ARIZONA, NEVADA, AND UTAH.
• 1876 - PORFIRIO DIAZ BECAME THE DICTATOR OF MEXICO.
(HISTORY.COM STAFF, 2010)
MEXICAN AMERICAN HISTORY, CONT.
•
1910 – THE EPIC REVOLUTION OF MEXICO WAS STARTED BY PEASANTS AND URBAN WORKERS WHO WANTED AN END TO THE
SOCIAL INJUSTICE OF DIAZ. THE REVOLUTION, WHICH LASTED 10 YEARS, CAUSED MANY PEOPLE TO FLEE TO THE BORDER STATES OF
TEXAS, NEW MEXICO, AND CALIFORNIA TO ESCAPE THE REBELLION.
•
1942 – THE BRACERO PROGRAM BEGAN ALLOWING MEXICAN WORKERS TO ENTER THE UNITED STATES TO PERFORM FIELD WORK.
THE PROGRAM, WHICH LASTED UNTIL 1965, BROUGHT OVER 4 MILLION MEXICAN WORKERS TO THE UNITED STATES.
•
2006 – DRUG CARTELS BEGAN MOVING INTO MEXICO, THUS STARTING A DRUG WAR. MANY IMMIGRANTS FLED MEXICO TO ESCAPE
THE FIGHTING.
•
2014 – MEXICAN IMMIGRANTS AND THEIR DESCENDANTS NOW MAKE UP A SIGNIFICANT PORTION OF THE U.S. POPULATION AND
HAVE BECOME ONE OF THE MOST INFLUENTIAL SOCIAL AND CULTURAL GROUPS IN THE COUNTRY. MEXICAN AMERICAN CULTURE
WILL LIKELY CONTINUE TO SHAPE U.S. LIFE IN LANGUAGE, POLITICS, FOOD, AND DAILY LIVING AND WILL HELP DEFINE THE NATION'S
IDENTITY FOR A NEW CENTURY.
(HISTORY.COM STAFF, 2010)
FAMILY ROLES
•
•
THE CULTURE OF MEXICAN FAMILIES HAS A STRONG FOUNDATION IN UNITY.
•
TRADITIONALLY, MEXICAN CULTURE HAS CLEARLY DEFINED FAMILY ROLES:
FAMILIES TYPICALLY LIVE IN THE SAME NEIGHBORHOOD OR IN THE SAME HOUSE, WHICH REFLECTS THE DEDICATION TO
SUPPORTING FAMILY MEMBERS AND DISPLAYING LOYALTY NO MATTER WHAT HAPPENS.
•
FATHER - GENERALLY TAKES CHARGE OF FAMILY DECISIONS, AND AUTHORITY IS RARELY CHALLENGED BY EITHER THE MOTHER OR
CHILDREN
•
•
•
MOTHER - HEART OF THE FAMILY, THE ONE WHO COOKS, CLEANS AND CARES FOR THE CHILDREN ON A FULL-TIME BASIS
BROTHERS - EXPECTED TO DEFEND THE HONOR OF THEIR SISTERS, BOTH VERBALLY AND PHYSICALLY
SISTERS - RELIED UPON TO EMERGE IN THE IMAGE OF THEIR MOTHERS, LEARNING HOW TO COOK, NURTURE CHILDREN AND CATER TO
THE NEEDS OF THE MEN IN THE FAMILY
(DAMEWOOD, N.D.)
RITES OF PASSAGE
QUINCEANERA
• YOUNG MEXICAN FEMALES ARE HONORED ON
THEIR 15TH BIRTHDAY WITH A CEREMONY IN
WHICH THE GIRL'S FATHER EXCHANGES HER FLAT,
CHILDISH STYLE SHOES FOR A DEMURE PAIR OF
MODESTLY HIGH-HEELED SHOES TO DENOTE HER
PASSAGE INTO WOMANHOOD.
(DAMEWOOD, N.D.)
MATRIMONIAL GOLDEN COIN
CEREMONY
• THE GROOM BESTOWS HIS BETROTHED WITH 13
GOLDEN COINS AS A GESTURE OF HIS TRUST IN
HER TO TREASURE AND CARE FOR HIM AND HIS
POSSESSIONS. HER ACCEPTANCE OF THE COINS
SIGNIFIES HER DEVOTION TO LOVE, RESPECT AND
NURTURE HIM.
MEXICAN-AMERICAN HOLIDAYS &
CELEBRATIONS
¡VIVA LA INDEPENDENCIA! – SEPTEMBER 16
• MEXICO CELEBRATES ITS INDEPENDENCE ON THE 16TH OF
SEPTEMBER. ON THE EVENING OF SEPTEMBER 15, THE PRESIDENT
OF MEXICO REPEATS THE GRITO DE DOLORES FROM THE NATIONAL
PALACE IN MEXICO CITY, REPLICATING FATHER HIDALGO’S CRY FOR
INDEPENDENCE. IN EVERY VILLAGE IN MEXICO, THE GRITO IS GIVEN
SIMULTANEOUSLY BY THE MAYOR. IN MANY AREAS OF THE UNITED
STATES THERE ARE LOCAL FESTIVITIES SPONSORED BY THE
MEXICAN CONSULATE.
(JOHNSON & HERNÁNDEZ RODRÍGUEZ, 2002)
DÍA DE LOS MUERTOS – NOVEMBER 2
•
THE DÍA DE LOS MUERTOS IS A MIXTURE OF INDIGENOUS
BELIEFS AND ROMAN CATHOLICISM. ON THIS SPECIAL
DAY, FAMILIES ATTEND MASS THEN CLEAN AND DECORATE
THE TOMBS OF THEIR LOVED ONES WITH FLOWERS AND
CANDLES TO CELEBRATE THE RETURN OF THEIR SPIRITS
(JOHNSON & HERNÁNDEZ RODRÍGUEZ, 2002).
•
FAMILIES CELEBRATE BY EATING A MEAL AND SETTING A
PLATE FOR THE DECEASED (ALCAREZ, 2014).
DÍA DE LOS MUERTOS VIDEO
THE MEXICAN REVOLUTION – NOVEMBER 20
• THE MEXICAN REVOLUTION PROVIDED THE
BACKDROP FOR HEROES OF LEGENDARY FAME
WHOSE DEEDS ARE CELEBRATED IN GREAT
WORKS OF ART AS WELL AS IN BALLADS CALLED
CORRIDOS. PUBLIC SCHOOL CEREMONIES
COMMEMORATING THE REVOLUTION OFTEN
INCLUDE PLAYS AND SONGS DESCRIBING THE
EVENTS.
(JOHNSON & HERNÁNDEZ RODRÍGUEZ, 2002)
CHRISTMAS IN MEXICO
• THERE ARE VERY FEW PLACES IN THE WORLD WHERE CHRISTMAS IS CELEBRATED SO THOROUGHLY AND WITH
SO MUCH COLOR AS IN MEXICO. OBSERVANCES ARE FESTIVE AND COMBINE RELIGIOUS AND SOCIAL
TRADITIONS.
• THE CELEBRATION BEGINS ON THE NIGHT OF DECEMBER 16 AND CONTINUES FOR NINE NIGHTS, THROUGH
CHRISTMAS EVE. POSADA MEANS INN; THE POSADAS COMMEMORATE THE JOURNEY OF THE HOLY FAMILY IN
THE STORY OF THE NATIVITY.
• FAMILIES VISIT NINE HOMES EACH NIGHT. THEY FORM A PROCESSION CARRYING LIGHTED CANDLES, AND ARE
LED BY TWO CHILDREN WHO REPRESENT MARY AND JOSEPH. AT THE DOOR TO EACH HOUSE THEY STOP AND
BEG ADMITTANCE BUT ARE REFUSED UNTIL THEY ARRIVE AT THE APPOINTED HOUSE. AT THE DESIGNATED
HOUSE, PRAYERS ARE FOLLOWED BY A PARTY DURING WHICH THE CHILDREN BREAK THE PIÑATA.
(JOHNSON & HERNÁNDEZ RODRÍGUEZ, 2002)
BIRTHDATE OF BENITO JUÁREZ – MARCH 21
• BENITO JUÁREZ LED THE STRUGGLE AGAINST THE
FRENCH OCCUPATION OF MEXICO FROM 18621867. HE SEPARATED THE POWERS OF CHURCH
AND STATE, FOUGHT FOR LAND REFORM, AND
LIMITED THE POWERS OF THE MILITARY.
• BENITO JUÁREZ DIED IN 1872 DURING HIS
SECOND TERM AS PRESIDENT.
(JOHNSON & HERNÁNDEZ RODRÍGUEZ, 2002)
CINCO DE MAYO – MAY 5
• CINCO DE MAYO COMMEMORATES THE MEXICAN
ARMY’S 1862 VICTORY OVER FRANCE AT THE
BATTLE OF PUEBLA DURING THE FRANCOMEXICAN WAR (1861-1867).
• TRADITIONS INCLUDE PARADES, MARIACHI
CINCO DE MAYO VIDEO
MUSIC PERFORMANCES AND STREET FESTIVALS
IN CITIES AND TOWNS ACROSS MEXICO AND THE
UNITED STATES.
(JOHNSON & HERNÁNDEZ RODRÍGUEZ, 2002)
TEACHER’S DAY – MAY 15
• THE TRADITION OF TEACHER’S DAY ORIGINATED IN THE CITY OF SAN LUIS POTOSÍ, WHERE A GROUP OF
YOUNG PEOPLE MET EVERY 15TH OF MAY TO HONOR THEIR MOST BELOVED TEACHER.
• ON MAY 15, STUDENTS, PARENTS, AND THE COMMUNITY RECOGNIZE TEACHERS WITH A FESTIVAL THAT
INCLUDES DANCES, RECITATION OF POEMS, FLOWERS, FOOD, AND PRESENTS.
(JOHNSON & HERNÁNDEZ RODRÍGUEZ, 2002)
CULTURAL GAPS IN EDUCATION
• SENSORY OVERLOAD
•
THE TENDENCY IN THE UNITED STATES TO COVER WALLS AND AVAILABLE SPACES WITH LEARNING AIDS CREATES AN
OVERABUNDANCE OF STIMULI.
• IN MEXICO, CHILDREN DO NOT CHANGE CLASSROOMS, TEACHERS DO
• NUMBERS AND DATES
•
IF EXPRESSED AS NUMBERS, DATES ARE WRITTEN AS FOLLOWS: THE DAY, THE MONTH, THE YEAR. EXAMPLE:
SEPTEMBER 16, 1996 16/09/96
•
•
NO. IS USED FOR NUMBER, NOT #
MONTHS ARE TRADITIONALLY NOT CAPITALIZED
(JOHNSON & HERNÁNDEZ RODRÍGUEZ, 2002)
CULTURAL GAPS IN EDUCATION, CONT.
• HOME LITERACY
• PARENTS OF MEXICAN ORIGIN PROBABLY DID NOT HAVE EDUCATIONAL OPPORTUNITIES AVAILABLE TO THEM
RESULTING IN ILLITERACY; THUS, DEEPENING THE COMMUNICATION GAP BETWEEN SCHOOL AND HOME, MAKING
IT VERY DIFFICULT TO HELP THEIR CHILDREN ADJUST TO THE NEW SCHOOL OR HELP THEM WITH THEIR
ASSIGNMENTS.
• BEHAVIOR OF FACULTY AND STAFF
• FOR MOST MEXICANS, THE CULTURALLY DETERMINED DISTANCE MAINTAINED BETWEEN PEOPLE, IS MUCH
SMALLER THAN FOR ANGLOS. MEXICAN CHILDREN AND ADULTS WILL MISINTERPRET MANEUVERS TO KEEP A
“COMFORTABLE” SPACE.
(JOHNSON & HERNÁNDEZ RODRÍGUEZ, 2002)
CULTURAL GAPS IN EDUCATION, CONT.
• TRADITION OF RESPECT AND SUBMISSION
•
THE MOST COMMON MISUNDERSTANDING PROMPTED BY THIS CULTURAL DIFFERENCE IS THE LOWERING OF EYES IN
THE PRESENCE OF AN ADULT OR A PERSON IN AUTHORITY. WHILE TAUGHT AS MANDATORY BEHAVIOR TO SHOW
RESPECT IN MEXICO, IN THE UNITED STATES MEANS GUILT!
• DIFFERENCES IN WRITING STYLES
•
MEXICANS VALUE CREATIVITY AND INNOVATION, AND THIS IS EVIDENT IN SPEAKING AND WRITING.
• DIFFERENT SYSTEM FOR NAMING LARGE NUMBERS
•
AS IN MANY PARTS OF THE WORLD, THE “ENGLISH” SYSTEM IS USED FOR NAMING LARGE NUMBERS. “ONE BILLION” IS
CALLED “ONE THOUSAND MILLION.”
(JOHNSON & HERNÁNDEZ RODRÍGUEZ, 2002)
STRATEGIES FOR SUCCESS
•
•
TEACH STAFF MEMBERS HOW TO PRONOUNCE THE MOST COMMON NAMES AND A FEW WORDS OF GREETING.
IMPLEMENT AN ORIENTATION FOR NEW STUDENTS, TO INCLUDE THE FOLLOWING:
•
•
•
•
•
•
A TOUR OF THE SCHOOL INCLUDING THE FOLLOWING: LOCATING CLASSROOMS, BATHROOMS, THE CAFETERIA; INTRODUCTIONS TO KEY
STAFF, INCLUDING THOSE WHO SPEAK SPANISH; BUS STOPS
AN EXPLANATION OF SOME OF THE CULTURAL DIFFERENCES, SUCH AS THE SIGNIFICANCE OF LOWERING THE EYES
BATHROOM PROTOCOL
FINDING THE LOCKER AND LEARNING HOW TO USE THE LOCK
KEY PHRASES IN ENGLISH, SUCH AS “MAY I GO TO THE BATHROOM?”
PREPARE AN INFORMATION PACKET FOR THE NEW STUDENT’S TEACHERS, COUNSELOR, AND ADMINISTRATORS. THIS MIGHT
INCLUDE A DESCRIPTION OF THE STUDENT’S FAMILY, HOME TOWN IN MEXICO, ACADEMIC ACHIEVEMENT, INTERESTS, ETC.
(JOHNSON & HERNÁNDEZ RODRÍGUEZ, 2002)
STRATEGIES FOR SUCCESS, CONT.
•
•
MAKE AN ATTEMPT TO GET TO KNOW THE STUDENT AND LEARN ABOUT THEIR FAMILY.
•
NOURISH AND GROW A STUDENT’S DEMONSTRATED INTEREST BY PROVIDING THAT CHILD WITH MORE INFORMATION ON
THE SUBJECT OR SUPPLIES USED TO STUDY THAT SUBJECT.
•
ALLOW THE STUDENT TO BE BICULTURAL! TREAT HIS OR HER LANGUAGE AND ETHNICITY AS ASSETS RATHER THAN HURDLES
TO OVERCOME.
•
•
INCORPORATE THE SPANISH LANGUAGE INTO THE CURRICULUM IN CREATIVE WAYS.
INCLUDE ELEMENTS IN THE CURRICULUM THAT ARE FAMILIAR TO YOUR STUDENT AND RELEVANT TO HIS OR HER
EXPERIENCES.
DON’T MAKE YOUR STUDENTS FEEL LIKE THEY NEED TO CHOOSE WHETHER THEY ARE MEXICAN OR AMERICAN, LET THEM BE
BOTH!
(HELPING STUDENTS FROM RURAL MEXICO FEEL COMFORTABLE IN YOUR CLASSROOM, N.D.)
MEXICAN AMERICAN CULTURAL LESSON
PLAN
GRADES 3-4
SUBJECT OF LESSON: DIA DE LOS MUERTOS
EXPECTED OUTCOMES
LEARNER WILL:
• RECOGNIZE DIFFERENT CULTURES HAVE CELEBRATIONS DIFFERENT FROM THEIR OWN.
• BECOME FAMILIAR WITH THE SPANISH LANGUAGE AND LEARN TO IDENTIFY A FEW WORDS AND THEIR
MEANINGS.
• MOLD AND DESIGN SKULL ART USING CLAY.
(PRETTI, N.D.)
MEXICAN AMERICAN CULTURAL LESSON
PLAN, CONT.
RESOURCES NEEDED
• PICTURES OF SKULL SCULPTURES
• SALT DOUGH
• COOKING SHEETS FOR DOUGH
• PAINTS FOR THE SKULL SCULPTURES
• GLOSSARY OF SPANISH VOCABULARY WORDS FOR DAY OF THE DEAD
(PRETTI, N.D.)
MEXICAN AMERICAN CULTURAL LESSON
PLAN, CONT.
DIRECTIONS
•
ASK STUDENTS THE FOLLOWING QUESTIONS:
“HAVE YOU EVER HAD A PICNIC IN A CEMETERY?”
“HAVE YOU EVER BAKED A CAKE FOR SOMEONE WHO IS NO LONGER LIVING?”
“HAVE YOU EVER REMEMBERED THE DEAD WITH JOY INSTEAD OF SADNESS?“
•
DISCUSS THE STUDENTS ANSWERS, AND EXPLAIN HOW THESE ARE SOME EVENTS THAT TAKE PLACE DURING THE DAY OF THE
DEAD CELEBRATION.
•
EXPLAIN WHEN AND WHERE THE DAY OF THE DEAD IS CELEBRATED. BE SURE TO EXPLAIN TO THE STUDENTS THAT THERE ARE
AREAS IN THE U.S. THAT CELEBRATE THIS HOLIDAY AS WELL. SHARE INFORMATION ABOUT THIS HOLIDAY.
(PRETTI, N.D.)
MEXICAN AMERICAN CULTURAL LESSON
PLAN, CONT.
• REVIEW INFORMATION ABOUT THE HOLIDAY SYMBOLS. SHOW PICTURES DISPLAYING SOME OF THESE
SYMBOLS, AND FOCUS ON THE DECORATIVE SKULLS. EXPLAIN TO STUDENTS THAT THEY ARE GOING TO BE
DESIGNING A SKULL SCULPTURE OF THEIR OWN OUT OF THE SALT DOUGH PROVIDED. TELL THEM THAT
ONCE THEIR SCULPTURE IS MOLDED, THEY NEED TO BE BAKED IN THE OVEN OVER NIGHT, AND THEN THEY
CAN PAINT AND DECORATE THEM THE FOLLOWING DAY. SHOW THEM EXAMPLES OF DIFFERENT SKULLS.
• AFTER THE SKULLS HAVE BEEN BAKED IN THE OVEN, DISPLAY PICTURES OF SOME ELABORATE SKULLS
THAT ARE SEEN DURING THE DAY OF THE DEAD CELEBRATION. FOCUS ON THE DIFFERENT COLORS, SHAPES,
AND DESIGNS THAT THE SKULLS HAVE, IN ORDER TO HELP THE STUDENTS GET IDEAS FOR DECORATING
THEIR OWN SKULL SCULPTURE. PROVIDE PAINTS AND ALLOW THEM TO DECORATE THEIR SCULPTURE.
(PRETTI, N.D.)
MEXICAN AMERICAN CULTURAL LESSON
PLAN, CONT.
•
DESCRIBE HOW THE SPANISH LANGUAGE TIES INTO THIS CELEBRATION. INTRODUCE SOME SPANISH WORDS RELATING TO
THE DAY OF THE DEAD CELEBRATION TO EXPAND THE STUDENTS' SPANISH VOCABULARY, WRITE THEM ON THE BOARD, AND
HAVE THE STUDENTS PRACTICE THE PRONUNCIATION OF EACH WORD. USE WORDS SUCH AS:
•
•
•
•
•
•
•
FLORES - FLOWERS
OFRENDA - OFFERING
CALAVERA - LITERALLY SKULL; OR IMAGINARY AND SATIRICAL OBITUARIES WHICH APPEAR IN NEWSPAPERS; OR SATIRICAL VERSES
CALACA - SKELETON
PAN DE MUERTOS - DAY OF THE DEAD BREAD
CULTURA - CULTURE
ANGELITOS - YOUNG CHILDREN WHO HAVE DIED AND ARE REMEMBERED ON DAY OF DEAD.
(PRETTI, N.D.)
MEXICAN AMERICAN CULTURAL LESSON
PLAN, CONT.
PERFORMANCE ASSESSMENT
• 1. PARTICIPATION POINTS WILL BE AWARDED TO STUDENTS WHO PARTICIPATE IN THE SPANISH WORD
VOCABULARY.
• 2. COMPLETION GRADES WILL BE GIVEN FOR PROPER CREATION AND COMPLETION OF THE SKULLS ART
PROJECT.
• 3. STUDENTS WILL WRITE IN THEIR JOURNALS HOW THEY FEEL ABOUT THE CELEBRATION OF DIA DE LOS
MUERTOS AND IF THEY FEEL AMERICANS SHOULD ALSO CELEBRATE THE DEAD IN THEIR OWN WAY.
(PRETTI, N.D.)
HELPFUL LINKS
•
•
•
MEXICAN AMERICAN POWERPOINT RESEARCH FACT SHEET
•
THE HANDBOOK FOR EDUCATORS WHO WORK WITH CHILDREN OF MEXICAN ORIGIN
•
HTTP://PEOPLE.UNCW.EDU/MARTINEZM/HANDBOOK/HTML/INDEX.HTM
LEARN NORTH CAROLINA: ON-LINE TEACHING AND LEARNING TOOLS FOR EDUCATORS INCLUDING BILINGUAL AND ESL
RESOURCES
•
•
FACT SHEET
HTTP://WWW.LEARNNC.ORG/
NATIONAL EDUCATION ASSOCIATION: LISTING OF BILINGUAL BOOK TITLES WHICH ARE AVAILABLE IN BOTH ENGLISH AND
SPANISH EDITIONS.
•
HTTP://WWW.NEA.ORG/READACROSS/RESOURCES/BILINGUALBOOKS.HTML
REFERENCES
• ALCAREZ, A. (2014, FEBRUARY 23). (T. SCHAFER, INTERVIEWER)
• DAMEWOOD, C. (N.D.). MEXICAN FAMILY CULTURE. RETRIEVED MARCH 3, 2014, FROM LOVE TO KNOW FAMILY:
HTTP://FAMILY.LOVETOKNOW.COM/FAMILY-VALUES/MEXICAN-FAMILY-CULTURE
• DAY OF THE DEAD EXPLAINED. (N.D.). RETRIEVED MARCH 3, 2014, FROM AZCENTRAL.COM:
HTTP://WWW.AZCENTRAL.COM/ENT/DEAD/VIDEO/
• HELPING STUDENTS FROM RURAL MEXICO FEEL COMFORTABLE IN YOUR CLASSROOM. (N.D.). RETRIEVED FROM
LEARN NC: HTTP://WWW.LEARNNC.ORG/LP/PAGES/933
• HISTORY.COM STAFF. (2009). CINCO DE MAYO. (A. NETWORKS, PRODUCER) RETRIEVED MARCH 4, 2014, FROM
HISTORY.COM: HTTP://WWW.HISTORY.COM/TOPICS/HOLIDAYS/CINCO-DE-MAYO
• HISTORY.COM STAFF. (2010). MEXICO TIMELINE. (A+E NETWORKS) RETRIEVED MARCH 3, 2014, FROM
HISTORY.COM: HTTP://WWW.HISTORY.COM/TOPICS/MEXICO/MEXICO-TIMELINE
• JOHNSON, M. S., & HERNÁNDEZ RODRÍGUEZ, F. P. (2002). THE HANDBOOK FOR TEACHERS WHO WORK
WITH CHILDREN OF MEXICAN ORIGIN. CHAPEL HILL, NORTH CAROLINA: THE UNIVERSITY OF NORTH
CAROLINA AT CHAPEL HILL. RETRIEVED MARCH 3, 2014, FROM
HTTP://PEOPLE.UNCW.EDU/MARTINEZM/HANDBOOK/HTML/ABOUT.HTM
• LIBRARY OF CONGRESS LEARNING PAGE STAFF. (2014, MARCH 3). IMMIGRATION. RETRIEVED FROM
LIBRARY OF CONGRESS:
HTTP://WWW.LOC.GOV/TEACHERS/CLASSROOMMATERIALS/PRESENTATIONSANDACTIVITIES/PRESENT
ATIONS/IMMIGRATION/ALT/MEXICAN.HTML
• PRETTI, A. (N.D.). CELEBRATIONS: DAY OF THE DEAD MINI UNIT. RETRIEVED MARCH 5, 2014, FROM
TEACHERLINK: HTTP://TEACHERLINK.ED.USU.EDU/TLRESOURCES/UNITS/BYRNESCELEBRATIONS/DAY.HTML