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Tag: Community

Unit 3: Healing and Future Building – Healing and Future Building Through Community

Time Frame

  • 1–3 class periods 

Materials 

  • Poem: “Perhaps the World Ends Here” by Joy Harjo
  • Chromebooks
  • Slides 
  • Notebooks
  • Green Card Youth Voices: Immigration Stories from a Minneapolis High School – Angel Santos’s story
  • Highlighter
  • Pen/Pencil 
  • Drawing Paper
  • Markers

Connections to 7 Cs of Ethnic Studies 

  • Cultivate: empathy, community actualization, cultural perpetuity, self-worth, self- determination, and the holistic well-being of all participants, especially Native people/s and people of color
  • Conceptualize: imagine and build new possibilities for post-imperial life that promote collective narratives of transformative resistance, critical hope, and radical healing

Instructions

Day 1 – Ignite: Intro/Warm-Up

Welcome, agenda, announcements, learning target (slide 1)

 

Chunk: Community as a Source of Healing and Future Building (slide 2)

 

a. Warm-up activity

    1. Read as a class: “Perhaps the World Ends Here” by Joy Harjo (source)
    2. Turn + Talk Questions for post-reading: 
      • Gathered around the table are people, not one person. Around the “table” people can be hostile, but also joyous. Why is community necessary despite the ups and downs?
      • What is necessary for people to gather “around the table”?

b. Mental health – Today’s lesson discusses immigration enforcement, family relationships, community safety, healing, and experiences of fear and uncertainty. Some students may personally or intergenerationally connect to these experiences in different ways. Please take care of yourself; participate in ways that feel comfortable and supportive.

Chunk 

c. Community vs. Individualism

          i. Activity: Move to the side if . . .

      • On one side of the room, write on paper or a board, “I can do/solve this by myself.” 
      • On the other side of the room, “This can be done/solved with a group of people.” 
      • Read scenarios for students and have them move to the side they agree with. 
        1. “You’re struggling to figure out your homework.” 
        2. “You’re noticing a lot of garbage on the street by your house.”
        3. “Your city is destroyed by a natural disaster like a tornado or flood.”
        4. “Your community food shelf is running low.” 
        5. “The park in your neighborhood has been vandalized.” 
      • Is every situation in your life meant to be handled by just you? When is it helpful to involve others? 
        1. In many ways, community or collective work is easier and better for us mentally, emotionally, and physically. 

          ii. Slide 3: “Many countries in Central and South America rely on community to get through life. It is very common for homes to be multigenerational and honor those who have come before us!”

 

d. Communities and immigration as a form of future building (slide 4)

         i. One of many reasons for immigration is the dream for a better life. (Break text, new paragraph/line.) What if that dream is threatened? What do you do?

      • Ask students to share aloud; pick 3 people.
        1. Avoid pressuring students to disclose or feel the need to address personal topics.
        2. Prioritize emotional safety 
        3. Realize students may not be ready to learn, talk, or engage in the topic of Metro Surge, as it could be triggering.

          ii. Slide 5: Mini task during lesson

      • Have students read/listen to a story on this MPR article about immigrants during Metro Surge, the federal occupation of DHS agents in Minneapolis.
      • Students answer in notebooks: 
        1. Why did (insert name of person’s story you listened to) move to the US?
        2. What was their experience in the US during this time of the Metro Surge?
        3. In what ways did DHS and ICE threaten their rights to “life, liberty and the pursuit of happiness,” as promised in the Declaration of Independence?

        iii. Ask students to share aloud; pick 3 people.

 

e. Slide 6: Threats to our future: Minneapolis during Metro Surge

                          i.

        • Minneapolis came together: the protesters (source)
          a.
        • Slide 7: Minneapolis came together: the organizers
          a.
        • Slide 8: Minneapolis came together: the ICE watchers
          a.
        • Slide 9: Community as a way to protect the future
          1. The way Minnesota came together for their neighbors demonstrates that people are willing to come together to believe in a future together—no matter their background.

          2. Ultimately, the front leaders were often women, mothers, and queer people leading mutual aid fundraisers for rent, food, transportation, and more. 
            1. In many Latin American cultures, women are the ones tending and sacrificing a lot of their own social/emotional lives for their families.

f. Slide 10: Esperanza – Hope

    1. Esperanza means “hope” in Spanish.

Day 2 – Chew: Class Work Time Instructions

  1. Pick a partner.
  2. Read the story of Angel Santos (have them printed).
  3. Annotate Angel’s story.
    1. Circle words you do not know.
    2. Highlight sections where Angel shares his relationship with his family.
    3. Underline sections where Angel describes acceptance (from others or himself).
    4. Star sections that demonstrate dreams of the future.
  • Slide 11: Add a pair to your pair!
    • Share your annotations and discuss reflection questions together. 
    • Partner Discussion Questions (record or walk around during this)
      1. Pick an annotation that stuck out to you—why did it impact you?
      2. What/who helped Angel when he moved to the US? 
      3. Why was it difficult for Angel to move to the US?
      4. Who helped Angel heal through his hard times? 
      5. Angel mentions his complicated relationships with his family. Why are relationships, despite being complicated, important for people? How did they impact Angel’s life?
      6. In what ways does Angel demonstrate healing?
      7. How do communities protect one another? 
      8. What does belonging look like for Angel? For you? 

 

g. Day 3 – “Inviting Others to Our Table” activity (slide 12)

This activity may require this day to be a planning day, and another day for an execution day.

    • Think of the poem we read at the beginning of class. Now, think of what you’d host at your table.
      1. Students have to plan something that allows for centering community and joy (this looks like an activity + dialogue) → “integrate joy into an activity while engaging in dialogue through prompts made to spark feelings of belonging and inspiration”
    • Students will then set up at a table in a common area during the hour, ready with their activity and dialogue. Teachers are encouraged to invite staff and their classrooms to come on down to engage with students’ tables. 
    • Each table should show:
      1. Invitation and inclusivity—is your table open to all? 
      2. Community nurturing—are you fostering community and a sense of belonging? 
      3. Future building—how does your table inspire others to build a future for all?
  • Examples: 
    1. Collaging images that inspire good mental health while talking about mental health resources or prompts that promote checking in with oneself vulnerably. 
    2. Journaling and sharing with your tablemate what you’re comfortable sharing.
    3. Sharing a meal with prompts to stir conversations with each other.
    4. Puzzling with prompts to stir convos with each other.
    5. Playing chess or cards—talk about friendly competition and what it means to lose.
    6. Gather inspo from the poem!
  • Many, many more!

Review: Large Group Whipshare Discussion (for both planning and execution day)

  1. How does your table represent the future you wish for?
  2. What is it like to build toward that future?

Multilingual and ELL Supports

  • Provide English sentence stems to help students contribute to whole class and small group discussions.
  • Enable captions on videos (in English and/or home language).
  • Allow students to think about their answers by writing them in their home language first prior to teacher questions during the lesson (chunk), and while sharing annotations and reflection questions with a partner.
  • Allow students to read Angel’s story in their home language.
  • Allow students to annotate in their home language.

Vocabulary and Definitions

  • Community: a sense of belonging within a group due to shared interests, attitudes or goals
  • Collective: people or entities that unite voluntarily for a common purpose
  • Individualism: a perspective that draws attention to independence and freedom of action for individuals over the collective interests
  • Future building: a perspective that looks forward to a future that is sustainable and resilient and centers the well-being of the collective community

Resource List

Unit 3: Healing and Future Building – Healing and Hope in Zaynab’s Story

Time Frame

  • 1–2 class periods

 

Materials 

  • Green Card Youth Voices: Immigration Stories from a Minneapolis High School – Zaynab Abdi’s story and video

  • Voice for Refuge

  • Pencil and Notebook

  • Scissors

  • Human Timeline Activity Handout

  • Vocabulary and Definitions Handout

  •  

Connection to the 7 Cs of Ethnic Studies

  • Challenge: move toward learning that interrupts harm; advances justice toward action, organizing, advocating, and healing; and disrupts dominant narratives

 

Instructions

 

Day 1 – Understanding Challenges, Healing, and Hope

Ignite: Interpretive Activity (Viewing/Reading)

Ask students to think about a time when something was difficult for them.

Have each student choose one theme to write about:

  • Talk about a time when you had to be strong.

  • Have you ever moved to a new place or started something new? How did you feel? What did you do?

Allow 3-5 minutes for writing

 

Four Corners Activity

Label four corners for the room: Family, School, Friends, Community

 

Tell students to move to the corner they think is most important in helping people heal and build a future.

 

Corner Discussions

Family

  • How did Zaynab’s family shape who she is?

  • Who in your family helps you when things are hard?

  • How do families help people heal?

School

  • How did school help Zaynab build her future?

  • Has a teacher or school ever helped you through something hard?

  • Why is education important for healing?

Friends

  • How can friends help someone who is going through a hard time?

  • Has a friend ever helped you feel like you belonged?

  • What does a good friend look like during hard times?

Community

  • How did Zaynab’s community in Minneapolis support her?

  • What does a supportive community look like?

  • How can a community help someone heal and build a future?

 

Bring the Class Together and Ask

  • Why did you choose your corner? 

  • Can family, school, friends, community all help at the same time? 

  • Which do you think helped Zaynab the most? 

Tell students: As we learn Zaynab’s story, pay attention to the people and communities that helped her heal and build a future.

Vocabulary Introduction

Distribute the Vocabulary and Definitions Handout before watching Zaynab’s video. Students should keep the handout on their desks during all activities.

  1. Say the word aloud; students repeat.

  2. Read the definition in simple words.

  3. Give a real-life example.

  4. Students turn and tell a partner what the word means in their own words.

 

Cultural Background 

Yemen is a country in the Middle East, located on the southern tip of :the Arabian Peninsula. It is one of the oldest inhabited regions in the world, with a rich history of trade, culture, and civilization. Aden, where Zaynab grew up, is Yemen’s second-largest city and a major port.

 In 2011, Yemen experienced a major political revolution as part of the broader Arab Spring movement. This led to years of civil war and conflict, making Yemen one of the most dangerous places in the world for civilians. Millions of Yemeni people have been displaced and forced to leave their homes because of the violence. 

Many Yemeni families, like Zaynab’s, were separated by the conflict. Some fled to neighboring countries like Egypt or Jordan. Others eventually made it to the United States through the refugee and immigration system. 

Somalia is a country in East Africa, in the Horn of Africa region. Many Somali families have also immigrated to Minnesota; Minneapolis has one of the largest Somali communities in the United States. Zaynab’s story connects to this broader community of East African and Arab immigrants who have built new lives in Minnesota.

TB (tuberculosis) is a serious infectious disease that affects the lungs. It is common in parts of Africa, the Middle East, and Asia, particularly in overcrowded or under-resourced conditions. Zaynab contracted TB while living in Egypt. She received treatment and recovered. Her survival and continued journey show remarkable resilience. 

STEP-UP is a real youth employment program in Minneapolis that connects young people, many of them from immigrant and refugee families, to internships, job training, and career opportunities. It is one of the many programs in Minneapolis that supports new immigrants and refugees in building their futures.

Show:

  • Map of Somalia and Minnesota. 

  • Show 2–3 pictures of Somali families, schools, and community life.

Briefly explain refugee and immigrant experiences at an age-appropriate level.

 

Prepare for Viewing

Tell students that their job is to listen for:

  • What challenges did Zaynab face?

  • What actions did she take?

  • What happened as a result?

  • How did other people help her?

First Viewing

Tell students to watch without writing, and just focus on understanding the story.

After viewing, ask:

  • Where did Zaynab move and why?

  • What challenges did she face?

  • What helped her keep going?

 

Review: Exit Ticket

Complete one statement:

  • One challenge Zaynab faced was . . .

  • One person who helped Zaynab was . . .

  • One thing I learned about Zaynab’s journey was . . .

 

Day 2 – Healing, Community, and Future Building

Warm-Up Review – Partner Talk

  • What do you remember about Zaynab?

  • What challenge did she face?

 

Chunk

Second Viewing

Play the video a second time. Draw the graphic organizer chart on the whiteboard as seen below, then fill it out using words or short phrases. Complete one example together as a class before students work independently.

 

Outcome

Action

Challenge
     
     

 

Teacher Moves (Pause and Support)

  • What challenge did Zaynab have?

  • What did she do?

  • What happened after?

 

Check for Understanding 

Invite two students to share one challenge, action or outcome.

Human Timeline Activity

Distribute the Human Timeline Event Cards Handout. Students work in small groups to place the events from Zaynab’s story in chronological order.

 

Tell Students: Work with your group to arrange the event cards from the beginning of Zaynab’s story to the present. Discuss why each event is important to her journey.

Discussion Question: Why was each step important in Zaynab’s journey?

 

Teacher Key

Correct event order: Family, Move, Journey, School, Support, Success

 

Chew: Interpersonal Activities (Speaking/Exchanging Ideas)

When Zaynab came to the US, she faced challenges but also found new opportunities through school and support.

Partner Talk

Have students pair up with a partner and talk about Zaynab’s story.

  • What challenges did Zaynab face?

  • What actions did she take?

  • What opportunities came from those actions?

  • How did family, school, or community help Zaynab build her future?

Student Choice

Option A: Analyze Zaynab’s Story

Identify: 

  • The challenge

  • The action

  • The outcome

Option B: Make a Connection

Think about a person you know (or a famous person) who:

  • Faced a challenge

  • Took action

  • Had a good result

Draw a picture or explain their story.

Sentence Stems

  • One problem Zaynab had was . . .

  • One thing that can help me reach my goal is  . . .

  • She did . . .

  • Then . . . happened.

  • I think this shows . . .

 

Chew: Presentational Activity (Writing or Drawing)

Option A: Writing 

  • Prompt

    • How did Zaynab heal and build her future?

  • Structure

    • Zaynab faced  ______.

    • She responded by ______.

    • As a result, ______.

Option B: Speaking 

  • Students share with a partner or the class for 30- 45 seconds.

    • Starter: “Zaynab’s story shows she is strong because . . .”

 

Review: Exit Ticket

Answer one question:

  • What is one challenge Zaynab faced? What did she do?

  • What is one way Zaynab showed she is strong?

  • What is one good thing that happened to Zaynab at the end?

Multilingual and ELL Support 

  • Use visuals and pictures to support understanding.

  • Pre-teach key vocabulary with simple meanings and examples.

  • Provide sentence stems for speaking and writing.

  • Allow partner talk before whole-class sharing.

  • Accept oral responses instead of full writing when needed.

  • Allow drawing to demonstrate understanding.

  • Use gestures, modeling, and repetition to support comprehension.

  • Allow use of home language for discussion and first drafts.

  • Turn on captions for the video (home language if available).

  • Provide fill-in-the-blank writing support.

Resource List 

  • Green Card Youth Voices: Immigration Stories from a Minneapolis High School – Zaynab Abdi’s narrative and video

Human Timeline Activity Handout

SUCCESS

Zaynab becomes a senior in high school. She is hardworking and determined. She learns English and keeps pushing toward her goals.

MOVE

Zaynab flees to Egypt. She stays two years but gets sick with TB (tuberculosis). She recovers and keeps moving forward.

SCHOOL

Zaynab enrolls in school. She meets students from all over the world. She works hard and does not give up.

SUPPORT

Teachers help Zaynab catch up in school. She joins the STEP-UP program. She finds community and people who believe in her. She begins to feel like she belongs.

FAMILY

Zaynab grows up in Yemen with a large family. A revolution broke out. There is violence and instability. Her grandmother got sick and passed away.

JOURNEY

In 2014, Zaynab came to the US at age sixteen. She arrives in Minneapolis, Minnesota, a new city, a new language, a new life.

 

Vocabulary and Definitions Handout

 

Vocabulary Word

Definition 

Example 

Challenge

A difficult situation that tests your strength and patience.

Leaving your home country alone at age sixteen is a challenge.

Healing

The process of becoming healthy or whole again after an injury, loss, or difficult experience. 

Finding school and community helped Zaynab begin healing after losing her grandmother.

Hope

The positive feeling that something good can happen or that things will get better. 

Zaynab’s goals for school and helping others show that she has hope for her future. 

Identity

The unique combination of traits, beliefs, and history that defines who a person is.

Zaynab’s identity includes being Yemeni, being a student, being a survivor, and being a future lawyer.

Belonging

The comfortable feeling of being accepted and supported as a true member of a group. 

When Zaynab found students from all over the world at her school, she began to feel like she belonged.

Future

The period of time that is still to come—and the possibilities it holds.

Zaynab is building her future by working hard in school and pursuing opportunities to help others.

Resilience

The ability to keep going and not give up when things are very hard. 

Zaynab showed resilience by surviving TB, traveling alone, and continuing to pursue her dream.
Healing and Future Building Through Community

Unit 3: Healing and Future Building: Healing and Future Building Through Community

Time Frame

  • 1–2 class periods

 

Materials

  • Green Card Youth Voices: Immigration Stories from a Minneapolis High School – Angel Santos’s story
  • Poem: “Perhaps the World Ends Here” by Joy Harjo
  • Slides

 

Connections to 7 Cs of Ethnic Studies

  • Connect: resistance movements locally and globally, historically and today
  • Challenge: learning that interrupts harm, disrupts dominant narratives, and advances justice, toward action, organizing, advocating, and healing

 

 

Instructions

 

Day 1 – Ignite: Intro/Warm-Up

 

Welcome, agenda, announcements, learning target (slide 1)

             a. Warm-Up Question: When was the last time you and family or friends sat around a table? Describe what you did—ate, talked about, shared, etc. 
                   i. Write in a notebook! (2-3 minutes)
                   ii. Turn to a neighbor and share (2-4 minutes)
                   iii. Share out to the class; pick a few students to share (2-3 minutes)

             b. Mental health – Today’s lesson discusses immigration enforcement, family relationships, community safety, healing, and experiences of fear and uncertainty. Some students may personally or intergenerationally connect to these experiences in different ways. Please take care of yourself; participate in ways that feel comfortable and supportive.

Chunk: Community as a Source of Healing and Future Building (slide 2)

 

            c. Warm-up activity

                  i. Read as a class: “Perhaps the World Ends Here” by Joy Harjo (source)
                  ii. Turn + Talk questions for post-reading:

      1. Gathered around the table are people, not one person. Around the “table” people can be hostile, but also joyous. Why is community necessary despite the ups and downs?
      2. What is necessary for people to gather “around the table?”

 

            d. Community vs. Individualism
                  i. Slide 3: Community vs. Individualism

      1. Activity: Move to the side if . . .
           a. On one side of the room, write on paper or a board, “I can do/solve this by myself.” 
           b. On the other side of the room, “This can be done/solved with a group of people.”
           c. Read scenarios for students and have them move to the side they agree with.

             i. “You’re struggling to figure out your homework.”
             ii. “You’re noticing a lot of garbage on the street by your house.”
             iii. “Your city is destroyed by a natural disaster like a tornado or flood.”
             iv. “Your community food shelf is running low.”
             v. “The park in your neighborhood has been vandalized.” 

                       d. Is every situation in your life meant to be handled by just you? When is it helpful to involve others? 
                       e. In many ways, community or collective work is easier and better for us mentally, emotionally, and physically. 

                  ii. Slide 4: Many countries in Central and South America rely on community to get through life. It is very common for homes to be multigenerational and honor those who have come before us!

      1. Coco: www.youtube.com/watch?v=0TYbf1pw1g8 
      2. Encanto: www.youtube.com/watch?v=Yp5nPGWWMh4 

 

            e. Communities and immigration as a form of future building (slide 5)

                  i. Slide 5: One of many reasons for immigration is the dream for a better life. (Break text, new paragraph/line.) What if that dream is threatened? What do you do? 

  1. Ask students to share aloud; pick three people.
          a. Avoid pressuring students to disclose or feel the need to address personal topics.
          b. Prioritize emotional safety.
          c. Realize students may not be ready to learn, talk, or engage in the topic of Metro Surge, as it could be triggering.

              ii. Slide 6: Threats to our future: Minneapolis during Metro Surge
              iii. (image unavailable)

    1. Minneapolis came together: the protesters (source)
       a. (image unavailable)
    2. Slide 7: Minneapolis came together: the organizers
       a. (image unavailable)
    3. Slide 8: Minneapolis came together: the ICE watchers
       a. (image unavailable)
    4. Slide 9: Community as a way to protect the future
      a. The way Minnesota came together for their neighbors demonstrates that people are willing to come together to believe in a future together—no matter their background. (image unavailable)

 

            f. Class work time instructions

    1. Pick a partner.
    2. Read the story of Angel Santos (have them printed).
    3. Annotate Angel’s story.
           a. Circle words you do not know.
           b. Highlight sections where Angel shares his relationship with his family.
           c. Underline sections where Angel describes acceptance (from other or himself).
           d. Star sections that demonstrate dreams of the future.

Day 2 – Chew: Add a pair to your pair! (slide 10)

  1. Share your annotations and discuss reflection questions together. 
  2. Partner Discussion Q’s (record or walk around during this)
         e. Pick an annotation that stuck out to you—why did it impact you?
         f. What/who helped Angel when he moved to the US?
         g. Why was it difficult for Angel to move to the US?
         h. Angel mentions his complicated relationships with his family. Why are relationships, despite being complicated, important for people? How did they impact Angel’s life?
         i. In what ways does Angel demonstrate healing?

 

          ii. Slide 11: Drawing activity
                 1. Grab a piece of paper and the poem from the beginning of class!
                 2. Pick a section from the poem that stood out to you.
                 3. Draw your table and yourself.
                  4. Your table should show me:
                             a. Who is there?
                                 b. What are you doing at/with the table? 
                             c. Write the section of the poem you chose on bottom of your page.

Review: Large Group Whipshare Discussion (or can expand it, if time allows) (slide 12) 

  1. How does your table represent the future you wish for?
  2. How do you build toward that future?

 

Resource List

Unit 1: Identity and Language – Identity Through Stories

Time Frame 

  • 1–2 class periods

Materials

  • Chromebooks
  • Slides
  • Green Card Youth Voices: Immigration Stories from a Minneapolis High School – Alexandra Irrazabal’s story and video
  • Highlighters 
  • Pen/Pencils 
  • Posters / Wall Sticky Notes
  • Markers

 

Connections to the 7 Cs of Ethnic Studies

  • Celebrate: and honor Native People/s of the land and Communities of Color by providing a space to share their stories of struggle and resistance, along with their intellectual and cultural wealth
  • Center: and place high value on pre-colonial, ancestral, indigenous, diasporic, familial, and marginalized knowledge

 

Instruction (ICCR)

 

Day 1 – Ignite: Intro/Warm-Up

Welcome, agenda, announcements, learning target (slide 1)

a. Warm-Up Question: When was the last time you were told a story? What was the story about?

              i. Turn to a neighbor and share (2-4 minutes)
              ii. Share out to the class; pick a few students to share (2-3 minutes)

 

Chunk: Understanding Stories

b. Stories as a sense of self + the world around us (slide 2)

         i. “To know the past is to know the present. To know the present is to know yourself.” —Jason Reynolds + Ibram X. Kendi (Stamped)
         ii. Mental health disclaimer/advisory: “Today’s lesson discusses migration, hardship, identity and experiences from non-dominant communities. Some students may personally connect to these experiences in different ways. Please take care of yourself; participate in ways that feel comfortable.”

 

c. Vocabulary + examples of stories (slide 3)

           i. Vocabulary: Oral Storytelling

      1. What is your definition of oral storytelling? Write down what you think the phrase means! (Give students two minutes to think and write.)
             a. Does your definition match up with the definition on the board? (Call on some students to read the definition and then others to share.)
      2. Definition: the collection and study of historical information using sound recordings of interviews with people having personal knowledge of past events
      3. Let’s make a definition together. (Find commonalities within the definitions and come up with a definition as a class; use that for their notes, if taking.)

 

d. Keeping stories and language alive: Dichos y corridos (slide 4)

            i. Dichos have been used in Mexican and Latino communities for centuries.

      1. They provide a form of expression or advice for all kinds of situations
      2. Example: “El que se lo guarda para alrato, se lo come el gato.” → translates to: “If you save it for later, there’s no guarantee it’ll be there.”
      3. Ask students to shout out “sayings” used in their families (not on slide).
      4. Make a list of all the dichos/sayings → What “themes” do you notice, or what kind of advice do they share? Could we group them into those themes or types of advice? 

 

          ii. Slide 5: w/ evidence of study (ask student to read aloud for class)

    1. The sharing of stories and narratives, dichos (sayings) and consejos (advice) is a prominent experience among families in Mexico as well as among immigrant Mexican families in the United States. An opportunity for entertainment and enjoyment, the retelling of family stories and folktales also serves to build family bonds, share cultural values, and construct identity. The sharing of narratives, particularly narratives of poverty and struggle, is associated with resiliency and empowerment, serving to support parents in their interactions with school and advocacy for their children (Delgado-Gaitan, 2005).

 

         iii. Slide 6: Corridos defined

    1. a ballad in a traditional Mexican style, typically having lyrics that narrate a historical event.
    2. Slide 7: Corridos have been used since the Mexican Revolution, and regained popularity during the colonization of what is now the Mexican-American border and additional southern US lands. 
    3. Corridos were mostly a male-dominated genre, but women have since created subgenres of their own, such as coquette corridos.
    4. Check out or add artist Belinda’s song “300 Noches” or “Cactus,” or even Eydrey’s “X Ti” (both singers talk about women’s perspectives in relationships, gender, and feminist themes).
               a. Write down what you notice from the beat, melody, and even undertones in the sound. Think about what comes across as “feminine.” Next you’ll compare it to “traditional” corridos made by men. 

 

         iv. Slide 8: Popular corridos then and now

    1.   The legend and life of Gregorio Cortez, who bravely fought against American Texas Rangers for the independence of Mexico and Mexican peoples.
    2. Slide 9: “La Jaula de Oro” by Los Tigres del Norte
           a. Explains that the “American” dream is not what it seems, and one ends up feeling more and more isolated from their culture and people while living in America. 
    3. Ask students: What do these corridos have in common with the music from the women artists? What is different about them? Why is it important to have all types of storytellers tell stories through music like corridos? 

 

         v. Student quick work: Ask students to find a song that tells a story about a population of people.

    1. Instructions (slide 10): 
          a. Open Chromebooks.
          b. Find a popular contemporary song that tells a story about a population of people, or tells a historical story (add a six-minute timer).

 

e. Review: “To know the past is to know the present. To know the present is to know yourself.” (slide 11)

    1. “Latin American countries have been telling their stories for centuries through dichos, consejos, corridos and more. 
    2. Sometimes these stories show us hardship, but it can also show us resilience
    3. As a dicho says: “No hay mal que por bien no venga”  → Good can always come out of bad/hard/difficult”

 

 

Day 2 – Chew: How can stories teach us about ourselves and the world around us? (slide 12)

f. Class work time: instructions for students

    1. On your own, read + annotate the GCV story of Alexandra Irrazabal.
    2. Circle words you do not know.
    3. Underline phrases that describe who Alexandra is—what she enjoys, her favorite things, etc.
    4. Highlight words/phrases that demonstrate the world around Alexandra.

g. Poster gallery: Instructions

    1. Write one of the questions below on each poster. 
    2. Groups of three to six students spend 5 minutes on each poster. 
    3. They can add to other’s thoughts, ask questions about other’s thoughts, add their own answer to the question posted, etc. 
    4. Student groups present their poster once full rotation is done, sharing what’s been written.
    5. Gallery questions
    1. Why is it important to share stories of experience?
    2. What do all the stories heard or read today have in common?
    3. How do stories shape the way we think?
    4. Why is it important to highlight stories from non-dominant communities?
    5. Why is it important to acknowledge different forms of storytelling? 
    6. What do we learn from stories?

 

Review (Exit Ticket)

  1. How did today’s lesson deepen your understanding of storytelling?
  2. If you could tell a story about your community, what would it be?

 

Multilingual and ELL Supports

  • Allow students to read Alexandra’s story in home language 
  • Allow students to annotate in home language 
  • Groups can be home language groups or mixed language groups
  • Provide English sentence stems to help students contribute to the conversation during the poster gallery activity
  • Allow students to think about their answers by writing it in their home language first prior to gathering in a group

 

Vocabulary and Definitions

  • Oral storytelling: the practice of passing down history, values, and traditions through spoken words and performance rather than writing
  • Dichos: short, popular sayings or proverbs in Spanish-speaking cultures that offer folk wisdom or life lessons
  • Corridos: traditional Mexican narrative songs or ballads that tell stories of history, social issues, or the lives of everyday heroes
  • Consejos: helpful pieces of advice or cultural wisdom shared by elders to guide younger generations in making good choices
  • Narratives: the specific stories or accounts of events that help people explain their experiences and how they see the world
  • Non-dominant communities: groups of people who have historically had less social, political, or economic power compared to the largest or most influential group in a society

Resource List

Unit 2: Resilience and Resistance – Hmong Resilience and Resistance

Time Frame

  • 1–2 class periods

 

Materials

  • Hmong Politicians Profile Assignment worksheet
  • Green Card Entrepreneur Voices – Bo Thao-Urabe’s story
  • Hmong Town Marketplace and Hmong Village images 

Connections to the 7 Cs of Ethnic Studies

  • Celebrate: using Hmong counter-stories and community narratives through storytelling
  • Challenge: understanding how Hmong individuals and organizations contribute toward action, organizing, advocating, and healing in their local communities

 

Instructions

 

Ignite: Qualities for Success

  • Display on the board an image of either Hmong Village or Hmongtown Marketplace in St. Paul, Minnesota.
  • As students are looking at the visual, share with them: 
  • Hmong immigrants arrived in the US with nothing more than the clothes on their backs and simple pots and pans. Look at the bustling marketplace on the screen, and think of what qualities are needed for survival and success. 

 

Turn and Talk

Ask students to brainstorm with an elbow partner what three qualities (bravery, hard work, etc.) they would need to survive and eventually open a store like the image on the screen, if they had to move to a new country with no knowledge of the language and no money.

  • Ask a few students to share out loud with the class.

 

Chunk: Resilience

Acknowledgement: This was the shared journey for many Hmong Americans. There are other Hmong narratives that may contrast this one, such as Hmong Chinese, Hmong Laos, Hmong Vietnam, and other groups with their own different experiences. Some may have fought along with the communists or with the Pathet Lao for their own survival or by choice. Similarly, not all Hmong followed the refugee journey or chose to migrate to the United States, as many chose to remain in Laos and Thailand, and some even migrated to different countries throughout the world. This lesson will focus mainly on the shared experience of Hmong Americans. 

 

Explain that the Hmong were an ethnic minority group from China. Throughout history, the Chinese and Hmong fought many wars against each other over land and resources. Eventually, Hmong fled China into Southeast Asia. In Laos, the CIA recruited the Hmong to help fight against communism and the Pathet Lao during the Secret War. They were recruited due to the Hmong being familiar with the land; many joined out of necessity to survive during wartime. When the US withdrew from the Vietnam War, they also abandoned the Hmong in Laos. The Hmong faced persecution and genocide by the Pathet Lao and had to fend for themselves in the jungles of Laos. 

 

The journey to get across the Mekong River to Thailand was in itself a journey of resilience. The Hmong had to hide in the jungle, forage for food, travel in groups, and often move under the cover of the night sky to evade the Pathet Lao. Along the way, some had to abandon personal belongings, some had to leave behind family members, some elders had to be carried, some crying babies were drugged with opium to keep them silent when the enemy was nearby, and some babies did not make it. It was their mental and physical resilience that helped them to reach the river and to cross it into Thailand to gain their freedom. (Background Information)

  • Resilience is the ability to get through an incredibly hard time and keep going. 
  • Quick Check-In: What is one example of how the Hmong showed resilience?
    • The Hmong had to hide, travel at night, and look out for each other in the jungle to reach safety across the Mekong River. 

Chunk: Resistance and Power

Transition from history to community, by introducing the clan system and political representation. Explain how Minnesota is home to over 90,000 Hmong immigrants, with St. Paul being the largest urban concentration in the US. 

 

Cultural strength

  • Explain how the clan system is a strength for the Hmong. Use a team analogy to help explain a clan; if one member of your team wants to start a business, everyone on the team pitches in to help.
    • Turn and Talk: Who is a part of your clan, or “team,” or the people you can always count on? 
  • Connection to Resistance: Explain to the students that resistance doesn’t always mean fighting, and can also mean organizing to make sure your people or community have a voice and receive fair treatment. 

 

Politics

  • For a long time, the Hmong community in MN did not have anyone in city or state government who understood their history or culture. Hmong lacked political representation until Mee Moua came along in 2002. Mee Moua was the first elected Hmong state senator.
  • Not only did she use her voice to make sure Hmong were heard, she also opened the door for Foung Hawj and others to follow, attracting Hmong Americans to participate in politics.

 

Chew: Bo Thao-Urabe’s Story

  • Provide an excerpt from “Bo Thao-Urabe” from Green Card Entrepreneur Voices, pages 11–12.
  • Have students read the passage of Bo’s experience with creating positive changes.

 

Group Task

  • Paragraph and Summary: One partner reads a paragraph; the other summarizes the paragraph in 5 words. Switch halfway through the reading.
  • Discuss and Analyze: 
    • Recall: What challenges did Bo face when she was growing up?
      • Sentence Starter: Bo faced the challenge of . . . 
    • Concept: How did Bo use her resilience to help her start her own projects?
      • Sentence Starter: Bo showed resilience by _____________; this helped her because ___________.
    • Connect: How does Bo’s story show resistance, using her power to create a positive change for others?
      • Sentence Starter: Her work created change for the community by __________.

 

Optional Extension Assignment: Hmong Politicians Profile Assignment

  • Create a list of Hmong politicians; have students pick one to research and complete a worksheet on.
    • Possible politicians: Kaohly Her, Fue Lee, Jay Xiong, Nelsie Yang, Samantha Vang, Mai Xiong, Susan Pha, etc.
    • See the worksheet.

 

Review: Exit Ticket

Have students fill in the blank to answer this question prompt: “The Hmong community united together and drew on their strength of ______________________ to challenge ____________________, and created a lasting change by _____________________.”

 

Multilingual and ELL Support

  • Provide a graphic organizer for the Hmong politician profile assignment.
  • Provide sentence stems for reflection questions:
    • A quality one would need is _______ because . . .   
    • I noticed that  . . .
    • I think / I believe Hmong American Day is important / not important because . . . 
    • I think many Hmong became interested/involved in politics because . . . 
    • We can celebrate / critique _______________ because . . .

Vocabulary and Definitions

  • System: the organized way of doing something based on the way it was set up and meant to work
  • Resilience: the ability to bounce back after a tough experience or time
  • Clan system: a large extended family connected by both a shared last name and shared ancestors
  • Change: the process of something becoming different than what it was before
  • Politician: a person elected to help run a government and make decisions for the city, state, or country
  • Entrepreneur: a person who starts their own business or projects to help solve a problem or provide goods or services

Resource List 

Hmong Politicians Profile Assignment

Directions: Choose a current or former Hmong American elected official (like Mee Moua, Foung Hawj, Samantha Vang, Tou Xiong, Jay Xiong, Mai Xiong, etc.) to research. Draw an image of them in the box below. Use trusted sources to complete their profile below!

Facts:

Politician’s Name: ___________________________________________________ 

Age and year elected: ________________________________________________

City & State Where They Live: ______________________________________

Position: ______________________________________________________________

Their District or City: ________________________________________________

Political Party: ________________________________________________________

            

Background:

Where were they born? _____________________________________________________________________________________________________________

Where did they go to school? _____________________________________________________________________________________________________________

What did they do before they were elected? _____________________________________________________________________________________________________________

Why did they decide to run for office? _____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

 

What Do They Stand For:

What are the top 2 or 3 things this politician wants to fix or improve, or their beliefs or issues?

Issue 1: _____________________________________________________________________________________________________________

Issue 2: _____________________________________________________________________________________________________________

Issue 3: _____________________________________________________________________________________________________________

Describe at least one or two new bills, laws, projects, or big ideas they helped create or pass while in office.

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

 

Impact:

How has this politician specifically helped or spoken up for the Hmong American community? Give a real example.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Reflection: 

Why do you think it is important for Hmong Americans to be elected as lawmakers and government leaders?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Unit 2 Resilience and Resistance – Resilience in the Oromo Culture

Time Frame

  • 2 class periods 

 

Materials

 

Connection to the 7 Cs of Ethnic Studies

  • Center: centering the Oromo indigenous culture of helping each other 

 

 

 

Instructions

 

Day 1 Warm-Up Question

  • Think about a time someone helped you without you asking. What did they do? How did it make you feel? Write two to three sentences or draw a picture.

Ignite

  • Ask students the following questions. (Students can answer in English or a heritage language. They can also draw their answer, if they’d like.)
    • What do you think culture means? If it helps, you can describe our classroom culture, our school culture, your family or community’s culture, our culture in America, etc. 
    • What do you think resilience means?
  • Have students share their answers.

 

Chunk 1

  • Give a student-friendly definition of culture and resilience.
  • Provide the lesson on Oromo culture below. 

 

The Oromo Culture of Helping Each Other

 

  • Jiga is when people come together to help each other with work. Everyone shares the effort so no one has to do it alone.
    • The focus is on teamwork and shared responsibility. 
  • Qabo is when people quickly show up to help someone they care about who is in trouble, without needing to be asked.
    • The focus is on community being there whenever it’s needed.
  • Afoosha is when a group of people regularly support each other, especially during emergencies, by sharing money or resources.
    • The focus is on financial and social support.

 

Chunk 2

  • Give a scenario of a student at school who recently traveled from Ethiopia to the US. Ask the following questions:
  • What challenges do you think this student would have with class, lunch, friends, and recess? (Expected answers include the language barrier, not knowing where to go for class/lunch/recess, and difficulty making friends.) 
  • Knowing what our school is like, how do you think students would react to their new classmate? What kind of help do you think the teacher and school would provide?
  • Given our lesson on Oromo culture, would our response be the same as that culture’s, or different?
  • Jiga: Who would be responsible for helping the new student get to classes? Learn English? Get resources for the family?
  • Qabo: Do you think our school is ready to help this student in their time of transition?
  • Afoosha: What role can our school play in providing this student and their family with resources and support to help them transition to a new country?

Exit Ticket

  • Name one of the three Oromo cultural values we learned today (Jiga, Qabo, or Afoosha) and explain what it means in your own words.
    • The value I remember is ___. It means ___.

 

Day 2 Warm-Up Question

  • Think about Tashitaa’s story. What is one challenge he faced when he arrived in the USA? How do you think the Oromo cultural values could have helped him? Write one to two sentences.

Chew

  • Watch Tashitaa Tufaa’s video
  • Turn and Talk, sharing with a partner: 
    • What Oromo culture did Tashitaa mention? 
    • How did he use his Oromo cultural upbringing to persevere when he was learning English, working multiple jobs, and starting his own business?
  • In small groups or with a partner, fill out the Student Worksheet (see attachment/appendix 2) with suggestions for what community help could have looked like for Tashitaa if the Oromo cultural system had been centered when he arrived in the USA. Refer to the slides from this lesson. If needed, you can refer to the handout “Why Is Oromo Culture Important?” (attachment/appendix 1).

 

Review

  • Have students summarize what the Oromo culture means to them. How could we use aspects of Oromo culture and justice systems in our classrooms, schools, and society?
  • Ask students how their family is the same or different from the Oromo culture when it comes to responsibility for caring about the needs of others.

Exit Ticket

  • One Oromo cultural value I want to bring into my school or community is ___ because ___.

 

Multilingual and ELL Support

  • Provide visuals (see slides/attachments).
  • Provide sentence stems for written work and verbal share-outs / small group discussions.
  • Provide captions for the video.
  • Provide Tashitaa’s text in students’ home language, if needed.

 

Vocabulary and Definitions

  • Culture: A reflection of how people live and exist as a community or nation. Culture includes many parts of life, such as politics (how people are governed), religion (belief systems), traditions (customs and practices), and the economy (how people work and support themselves).
  • Resilience: The ability to keep going and not give up when things get hard.
  • Guuza/Jiga (JEE-guh): When people come together to help each other with work. Everyone shares the effort, so no one has to do it alone. The focus is on teamwork and shared responsibility. 
  • Qabo (KAH-boh): When people quickly show up to help someone they care about who is in trouble, without needing to be asked. The focus is on the community being there whenever you need it.
  • Afoosha (ah-FOO-shah): When a group of people regularly support each other, especially during emergencies, by sharing money or resources. The focus is on financial and social support.

 

Resource List 

Appendix 1: Why Is Oromo Culture Important? (Student Handout)

 

What Is Culture?

Culture is a reflection of how people live and exist as a community or nation. Each person and every group of people has their own culture that guides their daily life. Culture includes many parts of life, such as politics (how people are governed), religion (belief systems), traditions (customs and practices), and the economy (how people work and support themselves).

Culture can be seen in how people dress, how they help each other, how they celebrate weddings, and how they express sadness and joy. In simple terms, culture is the way people live their lives and support one another. It acts like a mirror, reflecting who people are and how they live.

What Is Oromo Culture?

The Oromo people, like all groups, have their own unique culture that shapes their daily lives. This culture influences how they think, act, and interact with others. Oromo culture includes many traditions, such as festivals, marriage practices, systems of helping each other, and ways of resolving conflict. These cultural practices guide how people live and support one another in their communities.

Oromo Culture of Helping Each Other

Helping one another is a very important part of Oromo culture. People support each other and stand together during times of need. There are several ways this support happens in everyday life.

One way is Jiga. This is when people come together to do work as a group. For example, people may farm together or help each other build something. This shows the importance of teamwork and shared responsibility, where no one has to do everything alone.

Another way is Qabo. This is when people quickly help someone they care about when they are in trouble, even if that person did not ask for help. This shows that the community is always ready to support its members when they are in need.

A third way is Afoosha. This is a system where a group of people regularly support each other, especially during important events or emergencies, by sharing money or resources. This provides both financial and social support and ensures that people are not alone during difficult times.

Conclusion of Oromo Culture

Oromo culture is deeply rooted in the community and serves as a system for organizing daily life. It is built on strong values of mutual responsibility and support. People help one another not just occasionally, but as an expected part of life.

 

Appendix 2: Using Oromo Culture (Student Worksheet)

Work with a partner or small group. Use the teacher’s slides and our discussions about Jiga, Qabo, and Afoosha to help you answer the questions below. You can also refer to the “Why Is Oromo Culture Important?” handout. 

Part 1: Understanding the Situation

What challenges did Tashitaa face when he came to the USA? 

 

Part 2: Applying Oromo Culture

How could the community have come together to help Tashitaa using Jiga (working together), Qabo (helping without being asked), and Afoosha (providing financial and social support)? 

 

Part 3: Symbolism of Resilience in Oromo Culture

Draw various ways the community came together to support Tashitaa using Oromo cultural values and resilience.

Yuunitii 2ffa: Dandamannaa fii Falmaa – Dandamannaa Aadaa Oromoo fii Sirna Haqaa Kessatti

Yeroo Murtaa’e

  • Kutaa barnootaa lama yookan tokko kessatti

 

Meeshaalee Barnootaa


Connection to the 7 Cs of Ethnic Studies

  • Center: Aadaa Oromoo keessaa wal gargaaruu fi beekumsa Oromoo waa’ee haqaa fi araaraa irratti xiyyeeffachuu.

 

 

Qajeelfamoota:

 

Ignite (Kakaasuu)

  • Gaafii lama kannen barattoota itti gaafadhu. Baratootan afaanii ka fedhaanitti deebii kennu ni danda’an. Suura kaasuullee ni danda’an.

    • Aadaa jechuu maali? Yoo barbaaddan, aadaa kutaa keenya kessa, mana barumsa keenya keessatti, yookan aadaa maatii kee yookan aadaa hawaasa kee yookan aadaa Amerikaa ibsu ni dandeettan.  

  • Haqaa jechuu maali? Yoo barbaaddan, kutaa keenya kessa, mana barumsa keenya, yookan maatii kee kessa yookan hawaasa kee kessaa walitti bu’iinsa hogga jiruu, yeroo sani haqaa akka sittu fakkatu ibsu ni dandeettan. What do you think justice means? If it helps, you can describe what justice looks like when there is a conflict in our classroom, our school, your family, your community, or our society.

  • Barattoonnii deebii isaani wal haa qoodan

 

Chunk 1 (Qindeessuu 1)

  • Hiika salphaa aadaa fi haqaa ibsi

  • Barnoota aadaa Oromoo armaan gaditti dhiyesssi

 

Aadaa Oromoo wal gargaaruu

  • Jiga – Yeroo namni walitti dhufanii hojjii waliin wal gargaaruuf, akka nama tokko kophaa isaati hin rakkanneef, namni carraqqii isaani wal qoodaan.

    • Xiyyeeffannaan itti gaafatamummaa wal qoodu irra.

  • Qabo – Yeroo namni dafeeti nama jaallatan deeggaruu, gaafachuu malee.

    • Xiyyeeffannaan hawaasni yeroo barbaachisa hundatti achitti argamudha

  • Afoosha – Yeroo namni yeroo hundaattin wal deggaaruu, yero rakkina kessaa, malaqaa ykn qabeenya waliin wal gargaaruu.

    • Xiyyeeffannaan deeggarsa maallaqaa fi hawaasummaa.

 

Haqaa fii Araara Oromoo

  • Jaarsumaa – Maanguddootaa kabajama hawaasa kessatii yeroo wal bu’iinsa jiru gama lamaan dhaggefachuudhan araara itti ga’uf namoonnii ni gargaara

  • Xiyyeeffannaan isaa walitti dhufeenya cimsuu irratti, malee eenyu akka balleesse irratti miti

  • Gumaa – Yeroo namni tokko yookaan maatiin isaa miidhaa geessisan irratti itti gaafatamummaa fudhatanii, waan sana sirreessuuf deeggarsa yookaan beenyaa kennani

  • Xiyyeeffannaan isaa miidhaa sirreessuu irratti malee adabuu irratti miti.

  • Araara Walitti bu’iinsa booda kara dhiifama gaafachuu fi dhiifama gochuutiin namoota wal fiduu

  • Xiyyeeffannaan isaa nagaa fi fayyina argachuu

 

 

Chunk 2 (Qindeessuu 2)

Aadaa fii haqaa Amerikaa fii Aadaa fii haqaa Oromoo wal bira qabi.

  • T-chartii itti garsisii (Dabalee 1 ilaali)

  • Haalaa tokko walitti bu’iinsa barata lama jiddu yaadi. Miidhaa maal uumame? Haqaan maal fakkata? Hooggannaa mana barnoota rakkoo kana akkamitti hiika?

    • Deebiin eegamu eenyu akka rakkoo jalqabe fi adabbiin maal akka ta’u irratti xiyyeeffata 

  • Sirnaa haqaa Oromoodhan, walitti bu’iinsa kana akkamitti hiika?

    • Jaarsumaa: Maanguddota kabajamaa walitti bu’iinsa kana ni furaan, gama lamaati dhaggeefachuudhan. Akkasumas, barata lameeni wal haasa’an. 

      • Barattoota gaafii kana itti gaafadhu: Gaafii maal gaafattan? Gama lameeni akka wal dhaga’an fii akka wal hubataan akkamitti goota?

    • Gumaa: Miidhan tarkaanfii gaariitin ni sirreefamaa.

      • Barattoota gaafii kana itti gaafadhu: Deggarsaa barata lameeni maal barbaadan? Walitti dhufeenyi isaanitti akkamitti deebian? Tokkoo tokkoon isaani walitti bu’iinsa kanaaf akkamitti itti gaafatamummaa fudhatan?

    • Araara: Walitti bu’iinsa kana xumurudhan, hawaasni walitti deebi’an

      • Kana gaafachuu ni dandeetta: Walitti bu’iinsa isaani booda nagaan maal fakkaata? Barattoonni kutaa keessaa yeroo barattoonni lamaan araaraan deebi’an, miira isaani maal fakkaata?

 

Chew (Xiinxaluu)

  • Seenaa Tashitaa Tufaa ilaaluu yookan dubbisuu ni dandettan. Yoo dubbistan, barruu keessatti bakka barbaachisaa mallatteessi gaafii armaan gadittif:

  • Barata waliin, gaafii armaan gaaditti kana barattonnii haa deebiian:

    • Tashitaa waa’ee aadaa Oromoo maal kaase?

    • Wal dhabbiinn yookan walitti bu’iinsa maal kaase?

    • Osoo Afaan Ingilizii barachaa jiru, hojii adda adda hojjechuu fii daldala isa eegaluu, guddina aadaa Oromo kessa isaatii fayyadamuu akkamitti cichee? 

 

  • Barattoonii hogga wal qoodu fixan, kana isaani wajjin qoodi: Seenaa Tashitaa mata duree kana walitti dhufeenya ni qaba, sababiin isaa inni godaanaa Oromoodha. Bara 1992 irra Miiniisoota kessaa galuu ture. Inni nama jabaatee hojjetuu fii hawasaa isa gargaaruudha. Aadaa Oromoo kessaa wal gargaaruun waan barbaachisaa ta’e hojii isaa kessattii ni argama. Ummata Oromoon, akkuma Tashitaati aadaa isaani kabajaadhan, duudhaatiin fii hawaasummaadhan ni agarsiisan.

 

  • Gareewwan xixiqqoo keessatti yookan hiriyaa wajjin, mata dureewwan kana kessaa tokko filachuun Tashitaaf haqaan maal fakkachuu danda’u irrati mari’adhaa. Sirna haqaa Oromoo silaa fayyadamee ta’e, muuxannoon Tashitaa akkamitti adda ta’a? Waraqaa “Why is Oromo Culture Important?” (Dabalee 2) fii gaafiiwwan armaan gadittii itti fayyadamii.

  • Barattoonnii waraqaa irra yookan karaa dijitaalaatiin qopheessuu ni danda’an. Muuxannoon Tashitaa akkamitti adda ta’uu agarsiisuu qaban.

 

Filannoo mata dureewwanii (tokko filadhuu) fii gaaffiiwwan:

  • Mata Duree 1: Mootummaa wajjin walii galuu dhabu

    • Walii galuu dhabu yookan miidhaan maali ture?

    • Jaarsummaa fi Gumaan maal fakkaachuu danda’u?

    • Araarrii maal fakkachuu danda’u?

  • Mata Duree 2: Afaan Ingilizii Barachuu

    • Gufuuwwaan Tashitaa maltu mudate?

    • Namoonnii fi hawaasni Afaan Ingilizii akka baratu akkamitti isa gargaaruu danda’an?

    • Haala kana keessatti, Jiga, Qaboo fi Afooshaan Tashitaaf maal fakkachuu danda’a?

  • Mata Duree 3: Hawaasa Haaraa Kessatti Makamuu

    • Hawaasni hojii argachuu fi mana argachuu keessatti Tashitaa akkamitti gargaaruu danda’an?

    • Deggarsi kami yeroo ce’umsa Tashitaa keessatti isa gargaaru danda’a?

    • Haala kana keessatti Jiga, Qaboo fii Afooshaan Tashitaaf maal fakkachuu danda’a?

 

Irra Deebi’u

  • Barattoonnii gaafii armaan gaaditti walitti haasa’udhan ha deebiian:

  • Amma haqaa jechuu anaaf maal jeechudha? Qaamolee aadaa Oromoo fii sirna haqaa kutaa barnootaa keenya, mana barumsaa keenya, fii hawaasa keenya kessattii akkamitti fayyadamuu dandeenya?

  • Maatii koo yookan hawaasni aadaa koo haqaa akkamitti hiiku fi wal gargaaruu danda’a? Kun aadaa Oromoo wajjin wal fakkaataa moo addadha?

 

Deeggarsa Afaanii

  • Mul’ata kennu (see slides/attachments).

  • Jalqaboota himaa kennuu hojjii barreeffamaa fi ha’saauuf.

  • Viidiyoof barreefama kennu

  • Barrefamaa Tashitaa afaan baratootattin keenuu yoo barbaachisee

 

Jechootaa fi Hiika Isaanii

 

  • Aadaa: Aadaan akkaataa jireenya namoonni fii waliin ta’an agarsiisa. Aadaan jirenya guyyaa guyyaa isaani ni qajeelcha. Aadaan qaamolee jireenya hedduu of kessaa qaba; mootummaa, amantii, duudha fi dinagdee ni jira.

  • Dandamannaa: Yeroo rakkoon dhufu illee dandamatee itti fufuu fi abdii kutachuu dhiisu.

  • Guuza/Jiga (JEE-guh): Yeroo namni walitti dhufanii hojjii waliin wal gargaaruuf, akka nama tokko kophaa isaati hin rakkanneef, namni carraqqii isaani wal qoodaan. Xiyyeeffannaan itti gaafatamummaa wal qoodu irra.

  • Qabo (KAH-boh): Yeroo namni dafeeti nama jaallatan deeggaruu, gaafachuu malee. Xiyyeeffannaan hawaasni yeroo barbaachisa hundatti achitti argamudha

  • Afoosha (ah-FOO-shah) Yeroo namni yeroo hundaattin wal deggaaruu, yero rakkina kessaa, malaqaa yookan qabeenya waliin wal gargaaruu. Xiyyeeffannaan deeggarsa maallaqaa fi hawaasummaa.

  • Jaarsumaa (jar-SOOM-mah): Maanguddootaa kabajamaa hawaasa kessatii yeroo wal bu’iinsa jiru gama lamaan dhaggefachuudhan araara itti ga’uf namoonnii ni gargaara. Xiyyeeffannaan isaa walitti dhufeenya cimsuu irratti, malee eenyu akka balleesse irratti miti

  • Gumaa (GOO-mah): Yeroo namni tokko yookaan maatiin isaa miidhaa geessisan irratti itti gaafatamummaa fudhatanii, waan sana sirreessuuf deeggarsa yookaan beenyaa kennani. Xiyyeeffannaan isaa miidhaa sirreessuu irratti malee adabuu irratti miti.

  • Araara (ah-RAH-rah): Walitti bu’iinsa booda kara dhiifama gaafachuu fi dhiifama gochuutiin namoota wal fiduu. Xiyyeeffannaan isaa nagaa fi fayyina argachuu

 

Dabalee 1: T-Chartii – Adabbii Mana Barumsaa Biyyoota Dhihaa fii Sirna Haqaa Oromoo

 

Yoo Mana Barumsaati Walitti Bu’iinsi Jiraate . . . (Mala Adabbii Mana Barumsaa Biyyota Dhihaati)

Yoo Mana Barumsaati Walitti Bu’iinsi Jiraate . . . (Mala Sirna Haqaa Oromoo)

Xiyyeeffannaan isaa eenyu akka walitti bu’iinsa jalqabe irrattidha

Xiyyeeffannaan isaa miidhaan maali akka ta’ef irratidha

Barattoonni dhuunfaatti komatanii

Barattoonni lamaan isaanii ni dhaggeeffataman.

Barattoonni gara hoogganaatti ergan

Barattoonii maanguddota kabajamaa yookan nama amaanama walitti fidamaa, araara buusuf.

Barattonni adabamu (yeroo muraasaaf mana barumsaa irra ari’amuu)

Barattoonni miidhaa sirreessuuf hojjetan (Gumaa).

Barattoota gidduutti mariin xiqqaa jira.

Barattoonni wal dhaggeeffatanii yaada isaanii wal qoodan.

Walitti bu’iinsi yeroo baay’ee adabbiidhaan xumurama.

Walitti bu’iinsi nagaa fi araaraan xumurama (Araara).

Maatiin hirmaachuu yookaan hirmaachuu dhiisuu ni danda’ama

Hawaasni (maatii, hiriyyoonni, fi ga’eessonni) ni hirmaatan

Xiyyeeffannaan isaa seerri cabuu irrattidha.

Xiyyeeffannaan isaa walitti dhufeenya deebisanii ijaaruu irrattidha.

 

Dabalee 2: Aadaa Oromoo Maalif Barbaachisoo Ta’e? (Hojii Barattootaf)

 

Aadaan Maali?

Aadaan akkaataa jireenya namoonni fii waliin ta’an agarsiisa. Namoota hunda fi gareen namoota hunda aadaa ofii isaani ni qaban. Aadaan jirenya guyyaa guyyaa isaani ni qajeelcha. Aadaan qaamolee jireenya hedduu of kessaa qaba; mootummaa, amantii, duudha fi dinagdee ni jira.

Aadaa nama uffata isaani, wal gargaaruu isaanii, cidha akkatti kabajan fii gadda fii gamachuu isaanii kessaa argamaa. Akka walii galaattii, aadaan akkaataa namoonnii itti jiraatanii fii akkaataa wal gargaaranidha. Aadaan eenyummaa isaanii fii jireenya isaanii ni agarsiisa.

Aadaa Oromoon Maali?

Ummannii Oromoo, akkuma ummata biraa hunda, aadaa isanii adda kan jireenya isaaniif guyyaa guyyaa barbaachisaa ta’e qabanii. Aadaan kun akkaataa isaanii, yaada isaani fii wal qunnammuu isanii dhiibbaa ni qaba. Aadaan Oromoo duudhaa fi goochaalee aadaa hedduu of kessaa qaba. Isaan kessaa ayyaanoota, sirna gaa’ilaa, wal gargaaru fii karaa rakkoo itti furan. Duudhaaleen aadaa kana akkaataa jireenyaa namoonni fii hawaasa isaani irrati ni qajeelfama. 

Aadaa Oromoo Wal Gargaaruu

Wal gargaaruu aadaa Oromoo kessatti heddu barbaachisadha. Namoonni yeroo rakko kessatti wal ni gargaarani, wal ni dhabbatanii. Deggarsa kun jireenyaa guyyaa guyyaa kessatti haala adda addattin mul’atu ni danda’ama. 

Karaan tokkoo Jigadhaa: Yeroo namni walitti dhufanii hojjii waliin wal gargaaruuf, akka nama tokko kophaa isaati hin rakkanneef, namni carraqqii isaani wal qoodaan.

Karaa biraatii Qabodhaa: Yeroo namni dafeeti nama jaallatan deeggaruu, gaafachuu malee. Hawaasni yeroo barbaachisa hundatti achitti argamudha

Karaa 3ffatti  Afooshadhaa: Sirna kan namni yeroo hundaattin wal deggaaruu, yero rakkina kessaa, malaqaa ykn qabeenya waliin wal gargaaruu. Deeggarsa maallaqaa fi hawaasummaa ni kennama, akka namnii kophaa isaati hin rakkanneef.

Sirna Araaraa Oromoo

Aadaa Oromoo keessatti walitti bu’iinsa hiikuuf sirnoonni ni jira. Sirnoonni kun wal dhabbii xixiqqoo irraa kaasee hanga rakkoo guddaatti hiikuuf ni gargaara. Isaan dhalootaa gara dhalootaatti darbanii dhufan. Nagaa fi tokkummaa hawaasaa eeguufis baay’ee barbaachisaadha.

Mukaa Odaa (Mallattoo Tokkummaa fi Nagaa)

Odaan aadaa fii seenaa Oromoo keessatti bakka gudda qaba. Inni mallattoo tokkumma fi nagaati. Abbootii Gadaa Odaa jalatti murtii murteessuf, rakkoo hiikuf, fi naga eeguuf walitti dhufanii. Odaan bakka hawaasni walitti dhufee mari’achuuf fii araaraa buusuudhaf.

Haqaa Oromoo fii Sirnoota Araaraa

Uummanni Oromoo walitti bu’iinsa hiikuu fi nagaa deebisuuf sirnoota adda addaa qaba. Isaan keessaa Jaarsummaa, Gumaa, fi Araarri ni jira. Sirnoonni kun namoota wal hubachiisuu, itti gaafatamummaa fudhachiisuu, fi walitti dhufeenya fooyyessuu irratti xiyyeeffata.

Jaarsummaa: Yeroo maanguddota kabajamaa walitti bu’iinsa hiikanidha. Isaan gama lamaan ni dhaggeeffatan, namoonni nagaan akka walitti deebi’an ni gargaara.

Gumaa: Yeroo namni tokko yookaan maatiin isaa miidhaa geessisan irratti itti gaafatamummaa fudhatanii, waan sana sirreessuuf deeggarsa yookaan beenyaa kennani. Xiyyeeffannaan isaa miidhaa sirreessuu irratti malee adabuu irratti miti.

Araara: Yeroo nagaan deebi’u ta’a. Namoonni dhiifama gaafatan, wal dhiifamu, fi nagaan waliin itti fufu

Aadaa Oromoo keessatti walitti bu’iinsi qaama jireenyaati. Haqaan namoota adabuu irratti osoo hin taane miidhaa sirreessuu fi walitti dhufeenya deebisanii ijaaruu irratti xiyyeeffata.

Xumura Aadaa Oromoo

Aadaa Oromoon jireenya ummata Oromoof baa’yee barbaachisadha. Aadaan Oromoo wal gargaaruu fii itti gaafatamummaa irrati ijaarame. Namoonnii aadaa Oromoo keessatti jireenya guutuu isaanif wal gargaaran.

Aadaa Oromoo kessatti, namni kophaa isaanitin hin rakkatan. Hawaasni wal garaaruf ni jira. Hawaasummaa kana hawaasni ni jabeefama, akkasumas tokkummaa ni agarsiifama.

Yunitii 3ffaa: Fayyinaa fii Fuuldura Ijaaruu – Sirna Gadaa Bulchiinsa Oromoo

Yeroo Murta’e 

  • Kutaa barnootaa tokko yookan lama kessatti

 

Meeshaalee Barnootaa


Connections to the 7 Cs of Ethnic Studies

  • Center: Sirna Gadaatin beekumsa hawaasa Oromoo, jaarsolii, maatii, fi muuxannoo jireenyaa irratti xiyyeeffachuu.
  • Conceptualize: Dargaggoota Oromoo fi Itoophiyaa keessattif abdii, fayyinaa, fuuldura, fi carraalee irratti yaadu

 

 

Qajeelfamoota:

 

Ignite (Kakaasuu)

  • Barattoonni walitti haa’saaudhan, gaafii armaan gaditti kana haa deebisan:
  • Galmaa yookaan abdii fuulduraf maal qabda?

 

Chunk 1 (Qindeessuu 1)

  • “What Is the Gadaa System?” Baratootatti garsiisii (Dabalee 1 ilaali). 
  • Barattoonni Venn Diagramii haa guutan (Dabalee 2 ilaali).

 

Chunk 2 (Qindeessuu 2)

  • Baratoonni Vidiyoo Mikyas Woldemichael haa laalan.

 

Chew (Xiinxaluu)

  • Viidiyoo ilaaluu booda, barattonnii gaafii armaan gaditti haa deebisan:
    • Mikyas yeroo Ameerikaatti dhufe qormaatawwan maalii isa mudatan?
    • Mikyas hawaasa isaatiif deebi’ee gumaachuu akka jalqabu kan isa taasise maal ture?
    • Kubbaa miilaa hawaasa Mikyasiif fayyinaa fi carraalee fuulduraa kenne ni yaaddan? Maaliif? 
    • Mikyas yeroo hawaasa isaatiif deebi’ee gumaachaa ture sadarkaa Sirna Gadaa keessaa kam ture yaaddan? Maalif?

 

Irra Deebi’u

  • Barattoonnii gaafii armaan gaditti wal haa qoodan:
    • Ijoollee akka umrii keeti Sirna Gadaa kessatti sadarkaa kam jiran?
    • Umrii kanattii itti gaafatamummaa maal fakkata?
    • Waan kun aadaa kee kessatti akkam tokkoo yookan adda ta’e? 

   

Deeggarsa Afaanii

  • Mul’ata kennu (see slides/attachments).
  • Meeshaalee yaada qindeessan kennuu
  • Jalqaboota himaa kennuu hojjii barreeffamaa fi ha’saauuf.

Jechootaa fii Hiikaa Isaanii

  • Gadaa system: Sirna siyaasa fii mootummaa ummata Oromoof.
  • Abba Gadaa: Geggeessaa filatame Sirna Gadaa kessaatti. 
  • Qondaala: Sadarkaa 4ffa Sirna Gadaa kessatti, umrii diigdamii afuur irra hanga sodomii lamatti. Dargaggonni kun tiksitoota hawaasaa ta’u. Isaani loluu, ispoortii fi daakuu ni leenjisan.
  • Abba Duula: Ajajaa waraanaa Sirna Gadaa keessatti.

 

 

Tarree Maddalee Barnootaa

    • Dirrib Damisse, 2007 Sirna Gadaa
  • The Oromo and the Christian Kingdom of Ethiopia, 1300–1700 by Mohammed Hassen

Dabalee 1: Sirna Gadaan Maali? (Hojii Barattootaf)

 

Sirna Gadaan Maali?

Sirna Gadaa akkuma gaaddisaati. Ummata Oromoo bakka hundatti ni hordofa. Namoonni umrii isaanii irratti hundaa’uun hojjii ni qaban. Sirna Gadaa addunyaa irrati beekamaadha. UNESCO’nis Sirna Gadaa  akka qabeenya Addunyaa ta’e eegumsaa jiran.

Geggeessaa Shanan (Mootummaa)

Sirna Gadaa gareewwan garaagaraatiin qoodama. Gareen hundi geggeessaa qaba. Geggeessaan sun hojii addaa qaban.

  1. Abbaa Gadaa: Geggeessaa olaanaa biyya guutuu bulchu
  2. Abbaa Duulaa: Ajajaa waraanaa Sirna Gadaa keessatti.
  3. Abbaa Sa’aa: Qabeenya uumamaa akka buna fii qonnaa irrati hojji hojjetu.
  4. Abbaa Caffe: geggeessaa seera baasuu keessatti hojji hojjetu.
  5. Abbaa Seeraa: geggeesaa haqa fi seerati. Namoonni hunda seera akka kabajan ni ilaalaa.

 

Sadarkaa Kudhan Sirna Gadaa Keessatti

Sadarkaa 1: Dabballee (Umrii 0–8)

Ijoolleen umrii kanatti akka qulqulluu ta’an fii dilii hin qabnee ilaalamu. Hojjiin isaanii taphaan, mammaaksan fii hibboon waa’ee maatii isaani fii uumamaa barachuuf.

Sadarkaa 2: Ittimakoo (Umrii 8–16)

Sadarkaa kanattin ijoolleen taphoota, sirboota fii shubbisaa aadaa ni baratan. Akkasumas seenaa maatii isaanii fi lakkaawwuu ni baratan. Amala gaarii ijaaruu, gaarummaa fi obsa qabachuulee ni baratan.

Sadarkaa 3: Fools / Great Gaammee (Umrii 16–24)

Kana sadarkaa akkumaa koollejjii yaadaa. Dargaggoonii umrii kanatti hojjii qonnaa, fardaa yaabbachuu fii horii tiiksu ni baratan. Akkasumas dandeettii lolaa ni leenjisan. Sirbootadhan aadaa isaanilee ni kabajan.

Sadarkaa 4: Qondaala (Umrii 24–32)

Kun sadarkaa eegumsaati. Dargarggonni ispoortii, daakuu, fii loluu ni leenjisan. Hojjii irra gudda isaanii ummata Oromoo fii qabenyaa isanii tiiksudha.

Sadarkaa 5: Raaba Doorii (Umrii 32–40)

Kun sadarkaa namoonni geggeessummaaf itti qopha’anidha. Wa’ee seeraa, seenaa fii mootummaa geggeessuu ni baratan. Akkasumas itti gaafatamummaa fuudhuu fii maatii ijaaruu ni fudhatan, akka biyyaa geggeessuuf qophaa’an agarsiisuuf.

Sadarkaa 6: Gadaa / Abbaa Gadaa (Umrii 40–48)

Kun sadarkaa mootummaa geggeessuuti. Namoonnii waggoota hedduu leenjii booda geggeessummaaf filatamu. Abba Gadaan geggeessa olaanaadha. Isaani waggaa saddeetiif ummata isaanii bulchan.

Sadarkaa 7: Yuuba tokkoffaa (Umrii 48–56)

Waggaa sadeetii geggeessaa ta’anii booda, namoonni gorsitoota ta’an. Nama kabajamaa tokko Abba Bokkuu ta’ee filatamu. Inni filannoo sirrii akka ta’u ilaala, akkasumas ummata Oromoof waliigala guddaatti deema (akkuma waliigala Afrikaan Yuuniyoon).

Sadarkaa 8 and 9: Yuuba lamaffaa fii saddaffaa (Umrii 56–72)

Sadarkaalee kana keessatti, maanguddoota Hayyuu jedhanii waamani. Hojjiin isaanii dargaggoota aadaa Oromoo fii mootummaa barsiisuudha. Akkasumas yeroo wal mormuu kessaa, araara ni baasan.

Sadarkaa 10: Yuuba afraaffaa / Gadaamojjii (Umrii 72–80)

Maanguddoota kun hayyota hawaasati. Beekumsa guddaa qaban, namoonni hedduunis isaani ni kabajan. Yeroo isaani barsiisuu, kadhachuu fii ummata isaanii gargaaruu wajjin dabarsanii.

 

 

Xumuraa

  • Humna Saddeetii: Sadarkaan hundi waggaa saddeetii turti.

  • Ce’umsa Dimokiraasii: Aangoon yeroo hundaa garee itti aanuuf darbama; namni tokko yeroo hunda aango waliin hin turuu.

  • Kabaja Umriif: Gareen umrii hundi hojii addaa qaba. Hojiin isaani hawaasa guutuu ni gargaara.

 

Dabalee 2: Sirna Gadaa Wal bira Qabi fi Garaagarummaa Isaa Adda Baasi (Hojii Barattootaf)

Sirna Gadaa aadaa kee yookaan maatii kee wajjin maal akka wal fakkaatu fi maal akka adda ta’e irratti waraqaa hojii armaan gadiitti guuti. Fakkenyaa Sadarkaa Kudhan Sirna Gadaa irra itti fayyadami.

Sirna Gadaa fi Aadaa Koo yookaan Maatii Koo: Waan Wal Fakkaatan fi Waan Adda Ta’an

Unidad 3: Sanar y construir un futuro – Sanar y construir un futuro a través de la comunidad

Periodo de tiempo

  • 1-3 períodos de clase

 

Materiales

  • Poema: “Quizás el mundo termina aquí” de Joy Harjo
  • Chromebooks
  • Diapositivas
  • Cuadernos
  • Green Card Voices: Historias de inmigración de una escuela secundaria de Minneapolis –Ángel Santos historia
  • Resaltador
  • Pluma/Lápiz
  • Papel para dibujar
  • Marcadores

 

Conexiones con las 7 C’s de los estudios étnicos

  • Cultivar: empatía, realización comunitaria, perpetuidad cultural, autoestima, autodeterminación y el bienestar holístico de todos los participantes, especialmente los pueblos indígenas y las personas de color.
  • Conceptualizar: imaginar y construir nuevas posibilidades para la vida posimperial que promuevan narrativas colectivas de resistencia transformativa, la esperanza crítica y la sanación radical.

 

 

 

Instrucciones

 

Día 1 – Encender: Introducción/Calentamiento

 

Bienvenida, agenda, anuncios, objetivo de aprendizaje (diapositiva 1)

 

Fragmentar: La comunidad como fuente para sanar y construir el futuro (diapositiva 2)

 

 a. Actividad de calentamiento

     i. Leer juntos en la clase: “Quizás el mundo termina aquí” de Joy Harjo (fuente)

     ii. Preguntas para la actividad “Conversar en parejas” después de leer:

  • Alrededor de la mesa se reúnen personas, no solo una. Alrededor de la mesa, la gente puede ser hostil pero también alegre. ¿Por qué es necesaria la comunidad a pesar de los altibajos?
  • ¿Qué es necesario para que la gente se reúna “alrededor de la mesa”?

 b. Salud mental –La lección de hoy trata sobre la aplicación de las leyes de inmigración, las relaciones familiares, la seguridad comunitaria,  sanar y las experiencias de miedo e incertidumbre. Algunos estudiantes pueden identificarse con estas experiencias de varias maneras, personalmente o intergeneracionalmente. Cuídense y participen de la forma que les resulte más cómoda y les brinde apoyo.

 

Fragmento

 c. Comunidad vs. individualismo

         i. Actividad: Muévase hacia un lado si…

  • En un lado del aula, escribe en papel o en una pizarra: “Puedo hacer/resolver esto por mi cuenta”.
  • Al otro lado del aula: “Esto se puede hacer/resolver con un grupo de personas”.
  • Lea a los estudiantes los diferentes escenarios y pídales que se pongan al lado con el que estén de acuerdo.
       a. “Te cuesta entender tus deberes.”
       b. “Ves mucha basura en la calle cerca de tu casa.”
       c. “Tu ciudad queda destruida por un desastre natural como un tornado o una inundación.”
       d. “Las reservas de alimentos de su comunidad se están agotando.”
       e. “El parque de tu barrio ha sido vandalizado.”
  • ¿Todas las situaciones de tu vida deben ser manejadas por ti solo? ¿Cuándo es útil involucrar a otros?
         a. En muchos sentidos, el trabajo comunitario o colectivo es más fácil y mejor para nosotros a nivel mental, emocional y físico.

 

    ii. Diapositiva 3: “Muchos países de Centroamérica y Sudamérica dependen de la comunidad para salir adelante. ¡Es muy común que los hogares sean multigeneracionales y honren a quienes nos precedieron!”

 

 d. Las comunidades y la inmigración como una manera de construir un futuro (diapositiva 4)

     i. Una de varias razones para emigrar es el sueño de una vida mejor. (Salto de texto, nuevo párrafo/línea). ¿Qué sucede si ese sueño es amenazado? ¿Qué se puede hacer?

  • Pida a los estudiantes que compartan sus ideas en voz alta; elija a 3 personas.

               a. Evite presionar a los estudiantes para que revelen o sientan la necesidad de atender a los temas personales. 
              b. Prioriza la seguridad emocional
              c. Mantenga en cuenta que quizás los estudiantes no estén preparados para aprender, hablar o participar sobre el tema de Metro Surge, ya que podría resultarles perturbador.

       ii. Diapositiva 5: Minitarea durante la lección

  • Anima a que los estudiantes lean o escuchen una historia sobre este artículo de MPR de los inmigrantes durante Metro Surge, la ocupación federal de agentes del DHS en Minneapolis.
  • Los estudiantes responden en sus cuadernos:
       a. ¿Por qué (incluye el nombre de la persona cuya historia escuchó) se mudó a los Estados Unidos?
       b. ¿Cuál fue su experiencia en los Estados Unidos durante este período del Metro Surge?
       c. ¿De qué manera DHS y ICE amenazaron sus derechos a la “vida, la libertad y la búsqueda de la felicidad”, tal como se promete en la Declaración de Independencia?

        iii. Pida a los estudiantes que compartan sus ideas en voz alta; elija a 3 personas.

 

 e. Diapositiva 6: Amenazas para nuestro futuro: Minneapolis durante Metro Surge

      i.

  • Minneapolis se unió: los manifestantes (fuente)
     a.
  • Diapositiva 7: Minneapolis se unió: los organizadores
     a.
  • Diapositiva 8: Minneapolis se unió: los observadores del ICE
     a. 
  • Diapositiva 9: ​​La comunidad como una manera de proteger el futuro  
     a. La manera en que los habitantes de Minnesota se unieron para ayudar a sus vecinos demuestra que la gente está dispuesta a unirse para creer en un futuro juntos, sin importar su origen.
     b. Finalmente, quienes lideraban estos movimientos muchas veces eran mujeres, madres y personas LGBTQ+ que organizaban colectas de ayuda mutua para cubrir gastos como el alquiler, la comida, el transporte y otras necesidades.
         i.  En muchas culturas latinoamericanas, son las mujeres quienes se ocupan de sus familias y sacrifican gran parte de su vida social y emocional por sus familias.


 f. Diapositiva 10: Hope-Esperanza 

     i.  “ Hope” significa esperanza en español.

  • Mira un vídeo sobre cómo decirlo: https://www.youtube.com/watch?v=YIFVG-PNK9o
  • La esperanza suele considerarse un valor cultural, ya que muchos latinos en Estados Unidos tienen una conexión con la inmigración latinoamericana o el desplazamiento de tierras indígenas.
  • Por eso es importante conocer las historias sobre el origen familiar que se transmiten a través de la cultura, las tradiciones, el arte y más.    
          a. Pregunta para los estudiantes: ¿Hay una manera de honrar los momentos difíciles? ¿Es mejor hacerlo a solas o en comunidad?
  • Profundizar más (sugerido) y considere hablar sobre las tradiciones de la comunidad afro-latino, los enfoques indígenas del cuidado colectivo y el reconocimiento de las diferencias en las prácticas de sanar prácticas comunitarias a través de este enlace:

a.

www.afrolatinoforum.org/pensamientos-blog/collective-writing-as-communal-ritual-and-reflection-engaging-with-faith-in-blackness

b.

https://www.safeaustin.org/healing-practices-and-traditions-from-across-the-african-diaspora

 

 

Día 2 – Masticar: Instrucciones para el tiempo de trabajar en clase

  1. Elige un compañero.
  2. Lee la historia de Ángel Santos (imprímala).
  3. Anota la historia de Ángel.
       a. Rodea con un círculo las palabras que no conozcas.
       b. Resalte las secciones donde Ángel comparte su relación con su familia.
       c. Subraya las secciones donde Ángel describe la aceptación (de los demás o de sí mismo).
       d. Marca con una estrella las secciones que muestran sueños para el futuro.

   ii.  Diapositiva 11: ¡Añade un par a tu pareja!

  • Compartan sus anotaciones y comenten juntos en las preguntas de reflexión.
  • Preguntas para la discusión en pareja (grabar o caminar por el aula )
         a. Elige una anotación que te haya llamado la atención: ¿por qué te impactó?
         b. ¿Qué o quién ayudó a Ángel cuando se mudó a los Estados Unidos?
         c. ¿Por qué le resultó difícil a Ángel mudarse a los Estados Unidos?
         d. ¿Quién ayudó a Ángel a superar sus momentos difíciles?
         e. Ángel menciona sus relaciones familiares complicadas. ¿Por qué son importantes las relaciones, a pesar de ser complicadas? ¿Cómo impactaron la vida de Ángel?
         f. ¿De qué maneras  Ángel demuestra sanar?
         g. ¿Cómo se protegen las comunidades unas a otras?
         h. ¿Qué significa para Ángel pertenecer? ¿Y para ti?

 

 g. Día 3 – Actividad “Invitar a otros a nuestra mesa” (diapositiva 12)

Esta actividad puede requerir que este día sea de planificación y otro para la ejecución.

  • Piensa en el poema que leímos al principio de la clase. Ahora, piensa en qué invitados tendrías en tu mesa.
         a. Los estudiantes deben planear algo que permita centrar la atención en la comunidad y la alegría (esto se parece a una actividad + diálogo) → “integrar la alegría en una actividad mientras se participa en un diálogo a través de preguntas diseñadas para despertar sentimientos de pertenecer e inspiración”.
  • Los alumnos se instalarán en una mesa en un área común durante la hora programada, listos con su actividad y diálogo. Se anima a los profesores a invitar al personal y a sus clases a venir a interactuar con los alumnos en sus mesas.
  • Cada mesa debe mostrar:
       i. Invitación e inclusión: ¿su mesa está abierta a todos?
       ii. Apoyar a la comunidad: ¿estás creando comunidad y te sientes parte de ella?

           iii. Construir un futuro: ¿cómo inspira tu mesa a otros a crear un futuro para todos?

  •     Ejemplos:
    a. Juntar imágenes que inspiran buena salud mental, mientras hablan de recursos de la salud mental o sugerencias que fomentan la introspección de la vulnerabilidad.
    b. Escribe en tu diario y comparte con tu compañero de mesa lo que sientas cómodo compartiendo.
    c. Compartir una comida y proponer temas que animan a la conversación.
    d. Interpretando preguntas que animan a la conversación entre ellos.
    e. Jugar al ajedrez o a las cartas: hablar de la competencia amistosa y de lo que significa perder.
    f. ¡Inspírate del poema! + ¡Muchísimos más!

 

Revisar: Discusión en grupo grande (tanto para el día de planificación como el de ejecución)

  1. ¿Cómo representa tu mesa un futuro que deseas?
  2. ¿Cómo es construir para ese futuro?

 

Apoyo multilingüe para estudiantes de inglés (ELL, por sus siglas en inglés) 

  • Proporcionar frases en inglés para ayudar a los estudiantes a participar en las discusiones con toda la clase y en grupos pequeños.
  • Activar los subtítulos en los vídeos (en inglés y/o en el idioma materno).
  • Permitir que los estudiantes reflexionen sobre sus respuestas escribiendo primero en su lengua materna, antes de que el profesor haga las preguntas durante la clase (fragmentos), y mientras comparten anotaciones y preguntas de reflexión con un compañero.
  • Permitir que los estudiantes lean la historia de Ángel en su idioma materno.
  • Permitir que los estudiantes hagan anotaciones en su idioma materno.

 

Vocabulario y definiciones

  • Comunidad: Un sentimiento de pertenecer dentro de un grupo debido a intereses, actitudes o metas compartidas.
  • Colectivo: Personas o entidades que se unen voluntariamente con un propósito común
  • Individualismo: Una perspectiva que pone atención a la independencia y la libertad de acción de los individuos por encima de los intereses colectivos.
  • Construir el futuro: Una perspectiva que mira hacia un futuro sostenible y resiliente y que centra el bienestar de la comunidad colectiva.

 

 

Lista de recursos