CULTURAL CAPITAL
Examining How Immigrant Groups Adjust to American Society

Grades:  6-8, 9-12

Subjects:  American History, Civics, Geography, Language Arts, Social Studies

Related New York Times Article
"Is Spanish the Measure of `Hispanic'?, By MIREYA NAVARRO", June 9, 2003

Overview of Lesson Plan:: In this lesson, students research the adaptation and acculturation of immigrant groups in the United States. They then create "culture capsules" aimed at preserving the cultural heritage of new peoples in American society.

SUGGESTED TIME ALLOWANCE:   1 hour

OBJECTIVES:
Students will:

1. Consider the definition of culture, and reflect on what this means to earlier and later generations.
2. Explore the difficulties that have arisen in Latino culture by reading and discussing "Is Spanish the Measure of 'Hispanic'?"
3. Research different groups that have migrated to the United States; create "culture capsules" containing artifacts and information that will help future generations understand this particular cultural group.
4. Write reflective essays examining the research and "culture capsules" completed during class, as well as their own personal experiences with cultural heritage and ethnicity.

RESOURCES / MATERIALS:

• student journals
• pens/pencils
• paper
• classroom blackboard
• copies of "Is Spanish the Measure of 'Hispanic'?" (one per student)
• empty shoeboxes or containers (one per group)
• resources about the immigration of different peoples(encyclopedias and library references, computers with Internet access)
• scissors, markers, and masking tape (enough for students to share)

ACTIVITIES / PROCEDURES:

1. WARM-UP/DO NOW: Upon entering class, students respond to the following prompt in their journals (written on the board prior to class): "What is culture? How does your cultural heritage define who you are? Consider your language, religion, value systems, neighborhood, etc. How do these factors in your life differ from those of your parents, grandparents or great grandparents?" After a few minutes, allow students to share their responses. How do students think the cultural factors they identified might change for their future children, grandchildren and great grandchildren?
2. As a class, read and discuss the article “Is Spanish the Measure of ‘Hispanic’?,” focusing on the following questions:
   1. When do Patricia Arias and Jorge Ignacio speak English?
   2. How does Richard Rodriguez describe himself culturally?
   3. According to the article, what are the two facets of Latinos in the New York metropolitan region?
   4. Which group of Latinos prefers Spanish, and which group prefers English?
   5. For whom does this division in cultural identity cause a problem? Why?
   6. How did Governor Pataki try to reach both groups of Latinos during his re-election campaign?
   7. According to New Generation Latino Consortium, which group deserves more attention?
   8. What percentage of the American population is Latino?
   9. How is the national cable channel, Telemundo’s mun2, trying to reach the Americanized Latino audience?
   10. How do the social views of the immigrant and American-born Latino groups differ?
   11. What issues do immigrant Latinos value, according to the article?
   12. What views set Latinos apart from African-Americans and non-Hispanic whites?
   13. What cultural issues occur in Vianni Gomez’s family?
3. Divide the students into seven groups. Explain that each group will be researching how Americans from different countries retained their identity and culture in the United States. Their research will be used to create “culture capsules,” sealed containers of information for future generations to examine. Assign each group a country, such as Sweden, Nigeria, Jamaica, Poland, Ecuador, China and Japan. In order to gather information for their capsules, students should consider the following questions while conducting their research:
   • What group of people are you studying?
   • Why did these people leave their homeland? For those who were brought here involuntarily, what purpose did these people serve? Why were they chosen for this purpose?
   • When did this group of people first arrive in the United States?
   • What historical events or legislation has affected the livelihood of this group in America?
   • How many people from this country or culture live in the United States today? How has this percentage fluctuated since this group first came to America?
   • Where do the majority of these people live?
   • What general characteristics, beliefs, holidays, etc. do these people have that illustrate their heritage and ethnicity here in the United States? If applicable, which of these aspects have been assimilated into American mainstream culture? If applicable, which of these aspects are celebrated on a large scale? If applicable, which aspects hinder assimilation into the American mainstream?
   • What issues exist between the immigrant population and the American-born population?
   • If applicable, how are advertisers and the media addressing those issues?
   Once research is completed, each group will work on their "culture capsules" by obtaining a shoebox and putting the following items into the shoebox for future generations to examine:
   • map of the home country
   • statistical data illustrating the population of this cultural group over its history in the United States
   • illustrations or pictures that represent events or laws that have affected this group
   • examples of this group’s language
   • examples and images of this group’s customs, including holidays, beliefs or values (newspaper clippings, images, artifacts, etc.)
   • information pertaining to locations where large communities of these people live
   Allow students to complete the Wrap-Up/Homework assignment before sealing the culture capsules. Capsules can be opened in the future for presentations on culture in the United States.
4. WRAP-UP/HOMEWORK: Individually, students will write an essay reflecting upon their research, “culture capsule” creation and their own personal cultural identity, by responding to the following prompt (written on the board for students to copy before leaving class): "Describe your own cultural heritage and identity, and explain if your family is American-born (native-country born) or immigrants. How does your personal ethnicity or cultural heritage compare with the culture you researched during class? What are the similarities? What are the differences? Why is it important for future generations to know about and understand other people’s cultural heritage? Be sure to include information from your research, as well as your own personal experiences." This written piece should be added to the "culture capsule" in a future class, along with the essays of the other members of that particular group. Then, the capsules should be "sealed" (using masking tape or duct tape) for the future.

DISCUSSION QUESTIONS:

• Why might American-born Latinos (or any other American-born ethnic group) distance themselves from their heritage?
• Why wouldn’t an American-born Latino want to speak Spanish?
• Why do most Spanish-speaking Latinos feel they do not have control over their futures?
• Why might immigrant Latinos be less trusting and more strict with their children?
• What are some of the privileges that come with being in a majority group? What are some of the disadvantages of being a minority? Why do you think such privileges and disadvantages exist?

EVALUATION / ASSESSMENT:
Students will be evaluated based on initial journal responses, participation in class and group discussions, thorough research on a particular group of immigrants, thoughtful participation and completion in the creation of a "culture capsule," and thoughtful completion of a reflection essay.

VOCABULARY:
agency, salsa, fusion, facets, dichotomy, quandary, array, mesh, consortium, niche, relevance

EXTENSION ACTIVITIES:

1. Create a flow chart illustrating how immigrants become legal citizens of the United States. What legal processes, agencies and education are involved in becoming a U.S. citizen?
2. Conduct a roundtable discussion on the question, “What is an American?” Consider commonalities between cultures, experiences, etc. Can this question really be answered? Why or why not?
3. Design an advertisement for a product that your family uses. What tactics can be used to illustrate that the product is being marketed to the cultural heritage of your family?

INTERDISCIPLINARY CONNECTIONS:
Global History- Choose a country where people speak more than one language, such as Canada, Switzerland, South Africa, Morocco or Israel. Write a comprehensive study of the languages and how they affect that particular country’s society. Answer questions such as: What are the languages spoken? Historically, how did the languages get to this country? Which language, if any, is the official language? What cultural groups speak each language? If relevant, what political groups speak each language? What social stigmas or beliefs are attached to each language? What problems, if any, exist as a result of the multiple languages spoken?

Journalism- Interview an immigrant to your home country and write an article illustrating their experiences with migration and assimilation.

Mathematics- Create a pie chart illustrating the cultural makeup of the U.S. population.

Media Studies

• Examine television channels such as Telemundo, Univision, or mun2 and assess which Latino audience is being targeted. Write a report analyzing the channel’s success in reaching that audience through its programming and advertising campaigns. How successful is the channel at reaching its audience? If possible, include opinions of Latinos in the targeted group that watch that channel regularly.
• Watch "The Joy Luck Club" (1993), "Real Women Have Curves" (2002), "Avalon" (1990) or "Coming to America" (1988), and create a chart illustrating the cultural differences between immigrant and American-born family members depicted in these movies.

Copyright 2003
The New York Times Company