An Island Like You
The purpose of my unit covering the book An Island Like you is to allow students of all backgrounds understand that their heritage and ethnicity matter not only to them, but those that they are surrounded by on a daily basis.
By reading An Island Like you students will learn to understand how living with different cultural backgrounds define the person that you are, and that where you come from does not necessarily guide where you will go. Understanding that everyone is different will enable students to learn about those differences in a safe and comfortable environment.
When talking about the different stories from the book, students will be able to address similar situation in their own lives and come to sympathize with a culture that is not necessarily their own, but one that contains the same problems as their own culture does.
I would certainly incorporate The House on Mango Street in this unit as a supplementary source. Mango Street has the same great qualities as Island. Any student will be able to adjust and incorporate their stories to fit either book.
Themes such as hope, trust, identity, poverty, and friendship are just a few that will be covered in this unit using these two books. Approaching this unit with a cultural studies perspective will allow for a wide variety of topics to be covered.
This unit is specifically set up for 9-12 grade students in a cultural studies based English course. Students will be expected to journal, blog, or write ‘something’ everyday. Writing will be a key aspect to this unit.
As an end assessment, students will develop a presentation to the class that will incorporate their own heritage and cultural background along with correlations from ‘Island’ and ‘Mango Street’.
This unit will last for two weeks with mini assessments and group assignments during those two weeks, culminating in the end project.
Tuesday, March 30, 2010
Teaching An Island Like You one day lesson
Creating Your Piece of the Island
LENGTH OF LESSON:
2 days
GRADE LEVEL:
9-12
OBJECTIVES:
Students will understand the following:
1. The importance of understanding diversity.
2. Understanding implications of the differences in heritage and ethnicity.
3. Learn the complexities of what every individual brings to the table with them according to their background.
MATERIALS:
An Island Like You
The House on Mango Street
PROCEDURE:
1. Have the students pick a story from ‘Island’ or a chapter from ‘Mango Street’ that they enjoyed or fee that they can relate to.
2. Allow students to get in groups and read or summarize their piece.
3. Students will then formulate their own story by modeling the one that they picked.
Students will have two days to work on this project. Upon completion all stories will be compiled in one final book and given to the students. As a class, students will decide and or vote on a book title.
Extra: Students can also make a visual presentation to show the rest of the class their personal section of the classroom book.
LENGTH OF LESSON:
2 days
GRADE LEVEL:
9-12
OBJECTIVES:
Students will understand the following:
1. The importance of understanding diversity.
2. Understanding implications of the differences in heritage and ethnicity.
3. Learn the complexities of what every individual brings to the table with them according to their background.
MATERIALS:
An Island Like You
The House on Mango Street
PROCEDURE:
1. Have the students pick a story from ‘Island’ or a chapter from ‘Mango Street’ that they enjoyed or fee that they can relate to.
2. Allow students to get in groups and read or summarize their piece.
3. Students will then formulate their own story by modeling the one that they picked.
Students will have two days to work on this project. Upon completion all stories will be compiled in one final book and given to the students. As a class, students will decide and or vote on a book title.
Extra: Students can also make a visual presentation to show the rest of the class their personal section of the classroom book.
Thursday, March 25, 2010
What is your heritage?
I feel that the easiest way to incorporate all heritage differences in a classroom would be to write poetry. The "I am from" poem would be the perfect way to kick of an entire unit on The House on Mango Street. My cultural heritage is from a tree with many many roots. To follow it may get quite confusing. A poem on the other hand, would be easy to follow.
Giving every student the opportunity to tell their story from their own perspective will open up the classroom to be a safe and comfortable environment for the students to continue learning in, while at the same time allowing all students to learn from each other.
I am from gray skys and cold mornings,
without breakfast and very little lunch.
I am from gravel roads with shady trees,
a mile walk to a favorite place.
I am from playing in the woods and getting lost,
alone and with everyone all at the same time.
I am from one older brother who I always fought with,
yet was my best friend because I had no others.
I am from...
This can easily be done with any age level in a classroom. Once every student has their poem the teacher can then make one classroom poem by taking lines from each poem.
Giving every student the opportunity to tell their story from their own perspective will open up the classroom to be a safe and comfortable environment for the students to continue learning in, while at the same time allowing all students to learn from each other.
I am from gray skys and cold mornings,
without breakfast and very little lunch.
I am from gravel roads with shady trees,
a mile walk to a favorite place.
I am from playing in the woods and getting lost,
alone and with everyone all at the same time.
I am from one older brother who I always fought with,
yet was my best friend because I had no others.
I am from...
This can easily be done with any age level in a classroom. Once every student has their poem the teacher can then make one classroom poem by taking lines from each poem.
Tuesday's Panel
I enjoyed the panel on Tuesday very much. Every since I read about El Sol Elementary I have found the school very fascinating. It was great to get an inside glimpse of what it is like to teach there and even more, what it is like to learn there.
Mike was very knowledgeable about El Sol and seemed to really enjoy the experience he had there. Because he was very quick to answer the question we gave him, he was a very reliable source, in my opinion, on what it is like to teach in a bilingual environment.
I hope that Mike succeeds in his plans to work at El Sol. I think the school will have a great asset on their hands with Mike.
It was also fun to see the books in both Spanish and English. Teaching from cultural perspectives can only enhance the students education in all areas.
Great Job
Mike was very knowledgeable about El Sol and seemed to really enjoy the experience he had there. Because he was very quick to answer the question we gave him, he was a very reliable source, in my opinion, on what it is like to teach in a bilingual environment.
I hope that Mike succeeds in his plans to work at El Sol. I think the school will have a great asset on their hands with Mike.
It was also fun to see the books in both Spanish and English. Teaching from cultural perspectives can only enhance the students education in all areas.
Great Job
The House on Mango Street Reflection
I feel like I want to say I hate this book!
I do not really, it is just that it is, to me, so addicting. It is very hard for me to put it down no matter how many times I read it. I carry it everywhere with me so that whenever I have extra time I can read and reread certain chapters and talk about it to random people who see me reading it.
I was sitting in the waiting room at the doctors office one day last week reading Mango Street while waiting for my son to be seen. Three people commented on the fact that they have heard of the book but have never picked it up to read it. Of course I took this opportunity to talk about the book and how it WILL be taught in my classroom. It was very interesting to me to explain Esperanza and her life and friends and family.
I particularly talked about the very short piece on her name. We do not even get her name until the fourth chapter of the book, if you want to call them chapters. I find it very interesting that her name means so much yet so little to her; she wants to be Zeze the X. I think the people in the waiting room thought I was crazy because I talked about the characters in the book as if I knew them. I think that this is one of the reasons it is so 'teachable'.
I feel that we all know characters like the ones on Mango Street; maybe we have even at one point been a character on Mango Street. Nonetheless, everyone at any level can relate to what the characters of Mango Street go through on a daily basis. Mango Street is a perfect book to begin the school year with. By starting the year with Mango Street we open up our classroom to the differences and unique characteristics that everyone brings with them. What a great way to show students that everyone matters, no matter where they are from or what their status in life may be.
In my world Esperanza would have no problems making friends. While she would pitch in to by a bike, she would not have to pay for friends.
Four Skinny Trees:
What is she saying? Despite the location and daily problems of Mango Street, these four trees still made it. I think she looks up to these trees, she wants to be like these trees. No matter what happens to her, she can always have hope that she will make it out of Mango Street and into something better. The trees fight, why can't she.
I feel like I can go on forever about this book, but I will save some for class. That, and it doesn't seem like anyone is reading this anyway so I am writing for myself, which is fine with me, but I would much rather get back to reading more vignettes from Mango Street.
I do not really, it is just that it is, to me, so addicting. It is very hard for me to put it down no matter how many times I read it. I carry it everywhere with me so that whenever I have extra time I can read and reread certain chapters and talk about it to random people who see me reading it.
I was sitting in the waiting room at the doctors office one day last week reading Mango Street while waiting for my son to be seen. Three people commented on the fact that they have heard of the book but have never picked it up to read it. Of course I took this opportunity to talk about the book and how it WILL be taught in my classroom. It was very interesting to me to explain Esperanza and her life and friends and family.
I particularly talked about the very short piece on her name. We do not even get her name until the fourth chapter of the book, if you want to call them chapters. I find it very interesting that her name means so much yet so little to her; she wants to be Zeze the X. I think the people in the waiting room thought I was crazy because I talked about the characters in the book as if I knew them. I think that this is one of the reasons it is so 'teachable'.
I feel that we all know characters like the ones on Mango Street; maybe we have even at one point been a character on Mango Street. Nonetheless, everyone at any level can relate to what the characters of Mango Street go through on a daily basis. Mango Street is a perfect book to begin the school year with. By starting the year with Mango Street we open up our classroom to the differences and unique characteristics that everyone brings with them. What a great way to show students that everyone matters, no matter where they are from or what their status in life may be.
In my world Esperanza would have no problems making friends. While she would pitch in to by a bike, she would not have to pay for friends.
Four Skinny Trees:
What is she saying? Despite the location and daily problems of Mango Street, these four trees still made it. I think she looks up to these trees, she wants to be like these trees. No matter what happens to her, she can always have hope that she will make it out of Mango Street and into something better. The trees fight, why can't she.
I feel like I can go on forever about this book, but I will save some for class. That, and it doesn't seem like anyone is reading this anyway so I am writing for myself, which is fine with me, but I would much rather get back to reading more vignettes from Mango Street.
Tuesday, March 23, 2010
Book choice for final project
For my final project I am choosing to read "An Island Like You" by Judith Ortiz Cofer.
This book is made up of twelve stories that focus on the lives of Puerto Rican teenagers living in New Jersey. Living between two different cultures, these teens must find their place in the world.
I feel that this book will have a great influence on all students of every cultural background. No matter who you are or where you are from there has been a time in everyone's life when you felt like you did not fit and and needed to try harder or change something to be accepted.
This book will explore exactly those issues that face almost every teenager today.
"The title for An Island Like You came from a poem the author wrote that gave her "the crucial image" for the book: that of herself as a child, alone but surrounded by other people. She realized that that is what adolescence is -- "you're separating yourself from others and realizing that you are indeed an island. And that doesn't mean you're isolated; it simply means that your choices ... are yours."
Preparing Culturally Responsive Teachers
"That our differences make us unique and valuable must be a theme running through teacher education programs and into our schools" (p. 239).
How amazing would it be to embrace all of the diversity in our classrooms and be able to accept everyone for who they are. It seems like this would be a common sense statement, but yet it seems that from this article more teachers are turning a blind eye to the differences, acting as if they do not exist. This causes a real problem, not only for the students essentially being ignored, but for the rest of the students in the classroom who never get to learn about the different cultures they are around on a daily basis.
I really think that every teacher should have a copy of the six characteristics of cultreatlurally responsive teachers. Just by reading the characteristics, teachers can see where they stand in the culturally responsive scale.
Simply by educating the teachers on how to be culturally diverse makes a difference in how the teachers view the daily activities in his/her classroom. Even though some topics may be controversial, teachers will have the knowledge and ability to deal with these issues when or even before they arise.
While I greatly agree with this article, I feel that most teachers do care about students and their education. Through learning other cultures and become diverse, teachers will better be equipped to work with all students and teach them using cultural studies perspectives.
The biggest problem I see with a program such as this is the follow through. Once the teachers begin to teach with a new perspective how long will it last? In my opinion there would need to be some type of follow up with the teachers on a periodic basis to assure that they are still understanding the purpose of teaching with a cultural studies perspective.
I feel that it is important to understand all cultures in order to understand how to be an affective teacher to all students. At the same time, it is very interesting to learn about multiple cultures and be able to teach from the perspective of other cultural beliefs and understandings.
How amazing would it be to embrace all of the diversity in our classrooms and be able to accept everyone for who they are. It seems like this would be a common sense statement, but yet it seems that from this article more teachers are turning a blind eye to the differences, acting as if they do not exist. This causes a real problem, not only for the students essentially being ignored, but for the rest of the students in the classroom who never get to learn about the different cultures they are around on a daily basis.
I really think that every teacher should have a copy of the six characteristics of cultreatlurally responsive teachers. Just by reading the characteristics, teachers can see where they stand in the culturally responsive scale.
Simply by educating the teachers on how to be culturally diverse makes a difference in how the teachers view the daily activities in his/her classroom. Even though some topics may be controversial, teachers will have the knowledge and ability to deal with these issues when or even before they arise.
While I greatly agree with this article, I feel that most teachers do care about students and their education. Through learning other cultures and become diverse, teachers will better be equipped to work with all students and teach them using cultural studies perspectives.
The biggest problem I see with a program such as this is the follow through. Once the teachers begin to teach with a new perspective how long will it last? In my opinion there would need to be some type of follow up with the teachers on a periodic basis to assure that they are still understanding the purpose of teaching with a cultural studies perspective.
I feel that it is important to understand all cultures in order to understand how to be an affective teacher to all students. At the same time, it is very interesting to learn about multiple cultures and be able to teach from the perspective of other cultural beliefs and understandings.
Friday, March 19, 2010
Our Good Day:The House on Mango Street page 14-16
So I think it is pretty incredible that Esperanza bought two new friends for only $5.00. Lucy and her sister Rachel seem to really want to be friends; or is it just about the bike?
I loved this chapter in the book the first time read it, and even more the third time. Even though I see the whole story in my head when I read, I think that I liked the reading of this chapter even more because of the picture I post on my blog of the play about the book. The picture on my blog is of this particular chapter; about the buying friends and the bike.
I would love to go see the play. Anyone interested?
I loved this chapter in the book the first time read it, and even more the third time. Even though I see the whole story in my head when I read, I think that I liked the reading of this chapter even more because of the picture I post on my blog of the play about the book. The picture on my blog is of this particular chapter; about the buying friends and the bike.
I would love to go see the play. Anyone interested?
Thursday, March 18, 2010
Johann responds
"What is it that is truly bothering you? I feel like you are not telling me everything. If you could say anything you wanted to about your troubles what would it be?" Johann desperatly asked Arturo.
"This is a safe place. Noone will hurt you here. Remember, this is why I work here at night. I have all the time alone to work with my problems, and I do. You need to work through yours. You first have to accept who you are and what problems you have. Once you realize who YOU are and what YOU want you can move on from there." Johann pleaded.
"Why do you even care about me and my problems? It seems like you have enough of your own stuff to deal with without asking me about my problems." Arturo replied.
"You are correct Arturo. I do have many of my own problems to worry about, but if noone thought about anyone but themselves what kind of world would we be living in? We should all be here to help and protect each other. Where are we without one another?"
Arturo was still a little shocked. This was all new to him. Someone else in this world cared about what happend to him and how he led his life. He was having a little trouble wrapping his mind around this information. He turned to talk to Johann but he was gone about his business of sweeping and mopping.
Arturo truly felt confused. Here he was with his problems, running away from them once again, yet Johann, surviving all that he did in Germany, was trying to help him.
"Maybe there is hope for me," Arturo thought. "If this man wants to help me and is thinking about me, then why can't I think about myself? "
Arturo got up to walk out. He was headed home, most likely to start tomorrow with a new outlook.
"You come back and let me know what is going on in your life these days," Johann shouted.
"I'll be back," said Arturo.
"This is a safe place. Noone will hurt you here. Remember, this is why I work here at night. I have all the time alone to work with my problems, and I do. You need to work through yours. You first have to accept who you are and what problems you have. Once you realize who YOU are and what YOU want you can move on from there." Johann pleaded.
"Why do you even care about me and my problems? It seems like you have enough of your own stuff to deal with without asking me about my problems." Arturo replied.
"You are correct Arturo. I do have many of my own problems to worry about, but if noone thought about anyone but themselves what kind of world would we be living in? We should all be here to help and protect each other. Where are we without one another?"
Arturo was still a little shocked. This was all new to him. Someone else in this world cared about what happend to him and how he led his life. He was having a little trouble wrapping his mind around this information. He turned to talk to Johann but he was gone about his business of sweeping and mopping.
Arturo truly felt confused. Here he was with his problems, running away from them once again, yet Johann, surviving all that he did in Germany, was trying to help him.
"Maybe there is hope for me," Arturo thought. "If this man wants to help me and is thinking about me, then why can't I think about myself? "
Arturo got up to walk out. He was headed home, most likely to start tomorrow with a new outlook.
"You come back and let me know what is going on in your life these days," Johann shouted.
"I'll be back," said Arturo.
Wednesday, March 17, 2010
The House on Mango Street
This is by far one of my favorite books. This read makes my third and I find something new that I enjoy each time I read it. Cisneros, to me, is a genius. This novel can do so much in a classroom. I can not wait to use it.
In short brief 'vignettes' she tells of the hardships of growing up in a section of Chicago that she longed to leave. How perfect this story is for high school students who always wish to be somewhere else and are constantly trying to define who they are by there surroundings.
The short chapters of this novel make for an easy, enjoyable read. This is a book that you can take with you anywhere and read over and over again. Having Hispanic/Latino family, I find her portrayal of growing up and family life very realistic.
I really want to say more, but I will keep it to myself (for now) until we get closer to the end of this unit.
While looking for pictures to put on I found that they have actually made a play out of The House on Mango Street. I have included a link to the site below if anyone is interested in checking it out. It would be amazing to see the play.
Arturo's Flight
Arturo is like any other Puerto Rican boy at his age. We learn alot about Peuto Rican/Hispanic life in this brief excert. I enjoyed it very much. I feel like I am two for two. When I was Peurto Rican and An Island Like You are now both on my "Most Wanted" book list.
I enjoyed the conversation between Arturo and Johann. I thought it was great how a Peurto Rican boy gain such insight from an old man who may possibly be Jewish and how this man impacted the life of a young Peurto Rican boy. This goes to show you that all cultures belong together and how important it is for everyone to learn about other cultures and make them part of our everyday society.
What if Arturo did not return home? What impact would that have had on the rest of his family and community? Sometimes we can learn alot from the things that do not happen just as much as those that do.
I really enjoyed the two articles and hope to enjoy the full books even more.
When I was Puerto Rican
This is something I thought of for quite some time. We give cross glances to Middle Easterners but never think twice about other racist or ethnic degredation we perform on a daily basis. I do not see myself as racist, far from it in fact, but I do see things like this happening everyday and nothing being done about it.
I laughed when the 'melting pot' was touched on and how the Native American and African American groups were left out of that pot. Seeking this great life of freedom does come with hardships and hurdles, but yet people are fighting for this freedom on a daily basis.
The activity that goes with the book When I was Puerto Rican seems like a very interesting activity. It seems like if it was done correctly it could have a great impact on the students and get them to think further about the judgements and decisions they pass on a daily basis.
This book has so many points it seems like it could go on forever. I really like what it says about assimilation and how it seems almost inevitable. I feel like this article gives a wonderful look into a culture that is worth studying further by going out and getting this book; When I Was Puerto Rican.
I laughed when the 'melting pot' was touched on and how the Native American and African American groups were left out of that pot. Seeking this great life of freedom does come with hardships and hurdles, but yet people are fighting for this freedom on a daily basis.
The activity that goes with the book When I was Puerto Rican seems like a very interesting activity. It seems like if it was done correctly it could have a great impact on the students and get them to think further about the judgements and decisions they pass on a daily basis.
This book has so many points it seems like it could go on forever. I really like what it says about assimilation and how it seems almost inevitable. I feel like this article gives a wonderful look into a culture that is worth studying further by going out and getting this book; When I Was Puerto Rican.
National Hispanic Heritage Month: Mike, Nikki, Randy, David B.
I can not believe that I never knew we had National Hispanic Heritage Month. I think this is a great thing to celebrate and be a part of. Imagine how we could affect our students if we celebrated this in the classroom! The possibilities are endless.
The information that we are able to find on this topic is outragous. The history that we can incorporate into the classroom is also just about unlimited. I found this powerpoint very interesting and helpful. I hope to be able to use this information in my classroom. It should be especially easy to start out the school year with National Hispanic Heritage Month since it starts on September 15, right at the beginning of the year.
http://hispanicheritagemonth.gov/
The information that we are able to find on this topic is outragous. The history that we can incorporate into the classroom is also just about unlimited. I found this powerpoint very interesting and helpful. I hope to be able to use this information in my classroom. It should be especially easy to start out the school year with National Hispanic Heritage Month since it starts on September 15, right at the beginning of the year.
http://hispanicheritagemonth.gov/
Examining Hispanic Students PowerPoint: Brian, Ashley, Allen
While this was a very informative presentation, the thing I liked the most from it was the Diego Rivera murals. I found the impact that the mural had on the community quite interesting. The life in Detroit was probably a cultural plethera of excitement at that time, not to mention the fights that the mural must have caused. Here are a few sights I found when I further studied Diego Rivera. The third site I listed is the best in my opinion.
http://www.riveramural.com/home.asp?language=english
http://www.fbuch.com/diego.htm
http://diegorivera.com/index.php
http://www.riveramural.com/home.asp?language=english
http://www.fbuch.com/diego.htm
http://diegorivera.com/index.php
I also found it sad that there is a low reading level in the Hispanic population. I am sure this is due to the language barrier, but I would like to see a little more research on this topic to be sure.
Latino PowerPoint: Virginia, Danielle, Jeff, Ryan
There were lots of great things this group presented. I really found the information about the drop out factories interesting. When you put low income students in low income school systems what exactly do you expect.
It seems to me that you set students up to fail in this type of environment. If the students are from low income families and they are put into low income school systems we may possibly end up with both teachers and students who do not care to even be in school to begin with.
Furthermore, what type of message do we send to students when we allow them to participate in a school system that is below level? Does the fact that Latinos have the lowest enrollment have to do with the lack of wanting to participate in an underdeveloped schools system or is there something else going on culturally that we do not know?
I am not sure if I expect answers to these questions or if I just felt like venting!
It seems to me that you set students up to fail in this type of environment. If the students are from low income families and they are put into low income school systems we may possibly end up with both teachers and students who do not care to even be in school to begin with.
Furthermore, what type of message do we send to students when we allow them to participate in a school system that is below level? Does the fact that Latinos have the lowest enrollment have to do with the lack of wanting to participate in an underdeveloped schools system or is there something else going on culturally that we do not know?
I am not sure if I expect answers to these questions or if I just felt like venting!
Tuesday's Class
Well!!!
I thought Tuesday's class was extremely helpful. Even though the powerpoint my group created was not what was expected, I found the El Sol Elementary School very intriguing. If I was in Elementary Ed. I would love to teach in a school like El Sol.
As I said in class, I do worry about the students from El Sol once they are ready to move into middle school. It would be great to have some type of program to help the students from El Sol continue the type of education they are accustomed to.
I thought Tuesday's class was extremely helpful. Even though the powerpoint my group created was not what was expected, I found the El Sol Elementary School very intriguing. If I was in Elementary Ed. I would love to teach in a school like El Sol.
As I said in class, I do worry about the students from El Sol once they are ready to move into middle school. It would be great to have some type of program to help the students from El Sol continue the type of education they are accustomed to.
Sunday, March 14, 2010
A Culturally Diverse Classroom
Wow!!
This seems to be a handbook that just about sums up our entire course. Could it get any better? I keep saying that the cultural studies perspective is the way to go. There is no reason I can see that teaching from this perspective would not work.
Every student no matter race or ethnicity should not be denied just as much of an education as the student sitting next to them. If as a teacher you need help communicating with an ESL student, get the help; but above all it is your responsibility to make sure you teach that ESL student just as you teach the rest of the students in your classroom.
This handbook really makes a great point in the beginning. When the European people came to America in the beginning and settled, they were just as much foreign as Hispanic students in our schools today. By learning who we are and where we come from is the first step in being able to accept people of different cultures and backgrounds.
What kind of world would it be if everyone were the same? Differences make a big difference. We need to learn to understand these differences that other people bring with them and embrace them to make our world a better place. Okay this may be getting a little to deep, but I am sure you get my point.
By using a cultural studies perspective teachers will send positive experiences to the students and thus create a better community as well.
This seems to be a handbook that just about sums up our entire course. Could it get any better? I keep saying that the cultural studies perspective is the way to go. There is no reason I can see that teaching from this perspective would not work.
Every student no matter race or ethnicity should not be denied just as much of an education as the student sitting next to them. If as a teacher you need help communicating with an ESL student, get the help; but above all it is your responsibility to make sure you teach that ESL student just as you teach the rest of the students in your classroom.
This handbook really makes a great point in the beginning. When the European people came to America in the beginning and settled, they were just as much foreign as Hispanic students in our schools today. By learning who we are and where we come from is the first step in being able to accept people of different cultures and backgrounds.
What kind of world would it be if everyone were the same? Differences make a big difference. We need to learn to understand these differences that other people bring with them and embrace them to make our world a better place. Okay this may be getting a little to deep, but I am sure you get my point.
By using a cultural studies perspective teachers will send positive experiences to the students and thus create a better community as well.
Expanding the Circle
So what does it take to make it into an Anthology? Your guess is as good as mine, but I do agree with Romero in that you definately should not ask those that 'guard the door'.
In a 1399 page text you would surely think that more than 12 pages could be spared for Hispanic Literature. What type of literature fills the rest of the text? How many of those pages belong to culturally diverse authors?
When it comes to texts we need to learn to take them with a grain of salt and take very little from them. Use them for idea generating, in my opinion, that is all they are good for these days.
In a 1399 page text you would surely think that more than 12 pages could be spared for Hispanic Literature. What type of literature fills the rest of the text? How many of those pages belong to culturally diverse authors?
When it comes to texts we need to learn to take them with a grain of salt and take very little from them. Use them for idea generating, in my opinion, that is all they are good for these days.
The Hispanic Experience (thanks Danielle)
Living an hour from Kalamazoo makes it difficult to attend any of the activities that sound like great fun to attend, but here in Eau Claire we have a wonderful authentic restaurant that I choose to visit quite often.
Taquiera La Cabana is the best place for authentic tacos. I remember when I was in Mexico the only thing I wanted to do was to find some tiny little place to get tacos from. When I finally found the place the tacos were not like what we get here, but absolutely amazing. These are the kind of tacos the restaurant here in Eau Claire serves.
The very sad part is that the restaurant closes during the winter and does not reopen until late spring. If you want any type of authentic Mexican food you have to make it at home. Definately no Taco Bell around here. For exceptional authentic Mexican cooking, Taquiera La Cabana is the place to be.
Taquiera La Cabana is the best place for authentic tacos. I remember when I was in Mexico the only thing I wanted to do was to find some tiny little place to get tacos from. When I finally found the place the tacos were not like what we get here, but absolutely amazing. These are the kind of tacos the restaurant here in Eau Claire serves.
The very sad part is that the restaurant closes during the winter and does not reopen until late spring. If you want any type of authentic Mexican food you have to make it at home. Definately no Taco Bell around here. For exceptional authentic Mexican cooking, Taquiera La Cabana is the place to be.
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