ed-blesl 202

Disposition:

1. The teacher realizes that subject knowledge is not a fixed body of facts but is complex and ever evolving.

Focused academic dialogue journals/ learner's log; attendance & participation; class presentations; final academic synthesis paper

Performance:

2. The teacher presents information that is accurate and relevant.

3. The teacher effectively links discipline concepts to students’ prior learning and makes connections to everyday life and the global community.

4. The teacher presents differing viewpoints, theories, ways of knowing, and methods of inquiry in his or her teaching of subject matter.

Conducting balanced research for debate topics.

Service learning, journaling.

Focused academic dialogue journal/ learner's log; attendance & participation; class presentations; final academic synthesis paper

Course Description: Mexican-American traditions, culture, and history. Mexican-American people including their influence on contemporary American language, customs, and beliefs in Mexican-American and educational institutions.

Overview:

Welcome! This course is for students interested in gaining a broader understanding of Mexican-American Traditions and Culture. This course is designed to help you deepen your knowledge base of a culturally diverse population. Over the course we will engage critical perspectives on supporting Mexican-American, Chicano/a, Latino/a and other culturally diverse students. Moreover, we will engage in discussions that challenge our understandings of persons from ethno-linguistically and culturally diverse backgrounds. We will also investigate issues that involve multicultural and bilingual education, and creating a more socially just society.

Course Learning Outcomes

By the end of the semester, you should have:

§ A broader understanding of Mexican-American Traditions and Culture.

§ A deeper understanding of the lives of minoritized and marginalized communities.

§ Connected curriculum to the understandings, perspectives, identities, and cultures of our students

§ An understanding of theories of language and literacy acquisition

§ Knowledge of education for a pluralistic, democratic and socially just society

§ An understanding of the ways age, disability, national origin, military status, gender, race, class, or sexual orientation are used to discriminate against individuals or groups

Course Materials:

You will be reading from a combination of sources, including texts, on-line readings, and electronic readings and material you select for your own project. Below is a description of our texts.

Valenzuela, A. (1999). Subtractive schooling: U.S. Mexican youth and the politics of

caring. Albany, NY: SUNY Press

Keller, G. D. (1992). Zapata rose and other tales. Phoenix, AZ:

Bilingual Review Press

Electronic reserve

To access electronic readings (ER) away from off campus you need to go to the Bronco Web site. The direct link is http://eres.boisestate.edu/ Click on the first link “Electronic Reserves” and then search by class number, 511 or the professor’s last name, Rodriguez.

Calendar: A more complete calendar will be posted via blackboard

ADA: Students needing support other than what is written into the syllabus please see me as soon as possible before or after class, or make an appointment to speak with me. I will make accommodations as needed. We will work together to ensure that you receive a rigorous academic experience while being responsive to your particular situation.

GRADING: Grading Scale: A+ to A=Outstanding A- to B=Good B- to C=Acceptable

A-Reserved for exemplary work. Your work shows deep thought, analysis, and synthesis of the readings and activities. You made connections among the readings and with your learning experience. You shared with your classmates; examined your biases and prejudices and were willing to make changes based on new information. You attended class in both body and spirit.

B-Distinguished work. You fulfilled all the assignments according to specifications. You were present most of the time. You did the readings, but didn’t really get into them or make personal connections, either to our own life or to your service learning experience. Sometimes you shared in class. You were able to embrace some new ideas and information.

C-Average work. You fulfilled the assignments minimally. If you did all the readings, you didn’t really get below the surface to the deeper issues. You made few connections among the readings, activities or service learning experience. You rarely entered into the discussions in class. You have made few changes in your thinking about diversity, democracy, equity and social justice.

D-Below average work. Attendance and participation were sporadic. You didn’t really enter into the learning opportunities presented to you. Assignments were completed in a haphazard, slipshod manner that shows lack of planning, commitment, and deep thought.

F-You put nothing into this class.

Assignments:

Percentage of Grade	Description of Assignment	Due Date
15	Weekly Journal writing Conduct research on Mexican-American Traditions and Culture. See Products/Production for guidance.	February 26, March 25, and April 29, 2008
20	Weekly electronic discussion Share and respond to the weekly discussions posted via Blackboard. We will consider important questions that arise from your/our discussions, in-depth interviews and or class, which may help to focus further classroom discussion.	At least 1 weekly posting due no later than Sun 5:00 p.m.
45	Research Paper: Topic of Choice but using the following added focus: Mexican-American/Chicana-o/Latino-a Traditions and Culture.	May 1, 2008
20	In-depth Interview: Please see a more complete description under the heading products.	February 26, 2008

POLICIES:

ATTENDANCE AND PARTICIPATION (on going)

You are expected to attend class and to be well prepared to participate. This means that you have read and reflected on the assigned readings and are clearly involved in group discussions and activities. Early departure from class, excessive tardiness, or not respecting the length of break time will negatively affect your grade. Missing class or turning in late work may result in the loss of a letter grade, you may be dropped from the course or receive an incomplete.

The only exceptions to this rule are true family emergencies or serious illness that you have discussed with me in advance.

Papers: Papers should be typed using APA style. All papers should be carefully proof read (use spell-check and an outside editor; a friend or colleague), and turned in as clean and clear of form as possible. Computers are available at the County Canyon Center.

Academic honesty

Cheating or plagiarism in any form is unacceptable. The University functions to promote the cognitive and psychosocial development of all students. Therefore, all work submitted by a student must represent her/his own ideas, concepts, and current understanding. Academic dishonesty also includes submitting substantial portions of the same academic course work to more than one course for credit without prior permission of the instructor(s).

Products

Personal Journal

Keep a weekly journal that covers your experiences during this component of your education. Each entry in your journal should be one page, typed using APA style. Bring the journal to class as we may be using it during our sessions. You will provide me a final hard copy at the end of the semester.

Notes on writing the research paper:

For this product it is important that you write at length given the subject (14 page minimum not including title page and references). Several items are essential when you write for this course: use APA style, your knowledge/perspective and a well developed theoretical framework. A research paper may contain a: a clear topic, concise thesis statement and or research question/s. But, write until you have covered the subject with enough depth to reflect your knowledge. The final copy, what is your/our analysis of the world; we may agree or disagree. Finally revise, revise and proofread.

In-Depth Interview:

As part of this class you will conduct an in-depth free flowing interview of a person who considers her/himself Mexican-American, Chicano or Latina/o of Mexican origin. You must conduct a thorough investigation into your informant’s life (final product will be an essay, 10 page minimum). The purpose of this product is for you to gain as thorough an understanding of your informant’s lived socio-historical and cultural reality.

Supplementary References (not required but helpful)

Anzaldua, G. (1999). Borderlands/la frontera: The New Mestiza. San Francisco, CA:

Aunt Lute Books.

Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.

* Syllabus collaboratively adapted by Bilingual Faculty

** I reserve the right to change, add to or subtract from, the content of the syllabus, due dates, assignments, schedule and calendar as necessary throughout the semester.