We are starting off the Summer with two initiatives designed to give educators tool and resources to address timely issues of immigration, language learning, and teaching in times of COVID-19.
CLACS 2020 Teacher Fellowship Program:
Teaching About Language, Contemporary Culture and Immigration
The Teacher Fellowship Program promotes the development of K-12 curriculum focused on the themes of language, contemporary culture, and immigration in Latin America and the Caribbean. The year-long program will include monthly workshops and mentoring by experts and CLACS faculty members, culminating in the presentation of a capstone curricular project that is both classroom applicable and that can be made available online to educators. Apply by June 5, 2020
2020 Virtual Summer Institute for K-12 Educators:
Teaching the Middle East and Latin America in the Time of Covid-19
The purpose of this summer institute, indeed “unprecedented” is an appropriate term, is to provide through a month-long virtual format some of the tools and content that will be useful for teachers in designing engaging curricula for students in the age of Covid-19. How might historical incidences of plague in the Mediterranean and Middle East underscore the continued impact of global trade networks? How have colonial legacies in Latin America impacted the infrastructural and governmental capabilities in dealing with disease? What is the role of xenophobia towards and neglect of vulnerable populations, whether Middle Eastern refugee groups or indigenous communities in Latin America, in magnifying the intensity and probability of the spread of disease? What can we learn from cultural or “traditional” health practices of these communities in preventing the spread of disease?
The institute’s sessions will address important theoretical approaches to terms such as “disease,” “pandemic,” “public health,” and “quarantine.” Specialists will be presenting on their expertise drawn from a variety of fields, such as area studies, history, medical anthropology, political science, humanitarianism and human rights studies. Through a comparative approach that utilizes Latin America and the Middle East as two specific case studies, though with constant connections, influences, and impacts from/to the wider globe, we will explore both historical episodes of disease as well as the contemporary.
Please note that the institute is free, but registration is limited. To register, teachers must fill out a Google Form here and an Eventbrite here.
On Thursday, December 17 at 6:30pm, CLACS will be hosting the last screening of the Fall 2015 Indocumentales Series. This semester’s series will close with a “broche de oro,” as we will be presenting La Jaula de Oro. This film by director Diego Quemada-Diez has won an impressive array of awards, accolades, and distinctions.
Click here to RSVP.
With over 80 awards, including for Best Film and Best Director at the Thessaloniki Film Festival, and for Best New Director at the Chicago Film Festival, La Jaula de Oro became the most internationally awarded Mexican film in history. The film swept the 56th edition of the Ariel Awards–Mexico’s national cinema honors–receiving nine awards including for Best Picture, Debut Feature, Original Screenplay, Actor (Brandon López) and supporting actor (Rodolfo Domínguez).
Post by Gretchen Kyle Shaheen, CLACS MA Candidate and Graduate Associate for K-12 Outreach
On Monday, November 23, CLACS will be presenting the second film in this semester’s installation of Indocumentales. Starting at 6:30pm, we will be screening Empire of Dreams (1880-1942) of the PBS Series Latino Americans.
The second part of the Latino Americans Series, this film highlights immigration to the U.S. from Latin America during the late 19th and early 20th centuries. Empire of Dreams documents how the American population begins to be reshaped by the influx of people that began in 1880 and continues into the 1940s, as Cubans, Mexicans and Puerto Ricans begin arriving in the U.S. and start to build strong Latino-American communities in South Florida, Los Angeles and New York.
The screening will be followed by a conversation with award-winning journalist, author, and 2015 Andres Bello Chair in Latin American Cultures and Civilizations at NYU’s King Juan Carlos I of Spain Center, Juan González, and Maribel Hernandez Rivera, Executive Director of Legal Initiatives at the Mayor’s Office of Immigrant Affairs.
To read more about the screening of Empire of Dreams (1880-1942), and register to attend, click here.
Viewers interested in K-12 education can find more information on ways to incorporate the themes explored in the film into their classrooms by clicking here.
Indocumentales is a film and conversation series exploring the immigrant experience. This series is done in partnership with Cinema Tropical, and What Moves You?. For more on Indocumentales, click here.
Our last screening of 2015 will be the award-winning film by Diego Quemada-Diez entitled La Jaula de Oro. This film will be showcased on Thursday, December 17. More information here.
We have continued developing the exhibition, Stories of El Salvador: The Civil War and Its Aftermath over the course of the Fall semester. What had started as a small project to showcase the Mujeres de la Guerra Project has grown into an exhibition that will have robust collateral programming that will include a film series, symposia, and a partnership with an honors undergraduate seminar.
We have started the selection process of photos from the NACLA photographic archive that will be included in the exhibit. As we delve into the archive we have started noticing themes we will want the exhibition to highlight including civil rights abuses, U.S. involvement in the conflict, the role of religion, the refugee camps, women in leadership roles, and the resilience of the human spirit.
One of our newest collaborations is with Dr. Pamela Calla and her Spring 2014 undergraduate seminar, Women in Social Movements in Latin America. This partnership will provide freshman honors students with the opportunity to explore the role of Salvadoran women during the Civil War by working with us as we actively build the exhibition.
We have begun the exhibition design phase to conceptualize the layout and are excited to continue developing this project next semester. The exhibition will run from April 7, 2014 to May 4, 2014 at the Stoval Gallery at New York University’s Kimmel Center.
Posted by Raúl Guzmán and Camilla Querin – MA Candidates at CLACS / Museum Studies
Cinco de Mayo is celebrated across the U.S. as a festive Mexican holiday, but it also has deep historical and cultural significance. At a CLACS K-12 Outreach event, author David Hayes Bautista presented his recently published book, El Cinco de Mayo: An American Tradition, which looks at the shifting meanings of Cinco de Mayo in historical perspective. According to the author, Cinco de Mayo’s roots are in U.S. Latino culture, not Mexican, and reflect the aspirations and cultural changes in this community. His work is particularly rooted in California’s Mexican cultural history, and he is working on curriculum that will be made available to the California school system.
The event also featured presentations by Elizabeth Frankel-Rivera, a 3rd grade teacher at PS 333, Manhattan School for Children, and Marisa Cadena Belski, a CLACS M.A. candidate and coordinator of the K-12 Outreach Program. Elizabeth talked about her experience teaching the class, and feeling personally connected to the subject because of her husband’s Mexican nationality. Her curriculum is intended for elementary school students.
Marisa’s curriculum is intended for 6th – 12th grade students, and is more contextual and thematic, and is complemented by online and video resources. “150 years later, there continues to be a lot of confusion about the importance of Cinco de Mayo. By focusing on this era, it opens a space for investigating the ‘parallel histories’ of the U.S. and Mexico,” she says.
As a complement to David Hayes Bautista’s emphasis on California, both Elizabeth and Marisa created materials that put Cinco de Mayo in a national historical context. Learn more about K-12 Outreach initiatives at CLACS and review our extensive online curricular materials.
The CLACS Teacher Residency Program is a unique opportunity for New York City educators interested in professional and curriculum development on Latin America and the Caribbean. The program aims to provide a space for teachers to grow their own knowledge base, gather and create accessible and engaging teaching materials, and share materials with other educators.
Are you a K-12 educator? You are eligible to participate in the Teacher Residency Program, through which you gain access to NYU faculty, staff, library and resources! Learn how to apply.
This year, CLACS will be running two concurrent Residency Programs, one on US-Mexico topics and one on Andean topics. Past Residency Programs have focused on Teaching the Cold War and Latin America, and Latin American Migrations. The first section of the residency on US-Mexico topics will give teachers the opportunity to collaborate with the Indocumentales/Undocumentaries: US/Mexico Interdependent Film Series project, and will be run concurrently with a graduate-level design course entitled Public Project at the Pratt Institute.
Participants pursuing the second residency theme, topics related to the Andes, will expand their own knowledge base, gather and create accessible and engaging materials for a Middle or High School audience, and share materials with other educators. Residents will have the opportunity to connect with programming initiatives stemming from the CLACS Andean Initiative. Topics of focus could include indigenous movements, colonization, multiculturalism, power, natural resources and land rights, quechua and kichwa languages.
Visit the Teacher Residency Program page on the CLACS website for more information and to apply.
Learn more about the CLACS K-12 Outreach Program and K-12 curricular materials.
As part of our K-12 Outreach, CLACS hosts a teacher residency program, attracting local educators who are interested in enhancing the Latin American studies curricula in their classrooms.
David Hanna, a history teacher at University Neighborhood High School in Manhattan’s Lower East Side, teaches Regents prep courses in both Global and U.S. History, as well as AP United States History. In 2011 he participated in the CLACS Teacher Residency Program.
During his time in the program, he worked with NYU faculty and CLACS staff to research rural to urban migration in Brazil. He also developed curricular materials about this topic, aimed for high school-aged students. In January 2012, at the K-12 educator conference that marks the closing of the program, he and other participants presented their curricular materials to their peers. These curricular materials and others are available on the CLACS website for teachers around the world to use free of charge.
According to David, his students responded well to the curriculum, and had a lot to say during the activities. “They were probably the best conversations we had in class all semester,” David says. He plans to teach the curriculum to future students.
David is an avid history lover, which inspired his career choice. His interest in history spans much farther than Latin America. This year he published his first book, titled Knights of the Sea, which chronicles the lives of two young naval officers in Maine during the War of 1812.
David says that he had a great experience participating in the teacher residency program, and that he would definitely recommend the program to other educators. “I grew as a teacher by broadening my understanding of Latin America. I also got to share my efforts with teachers from across the city both at the conference, as well as online,” David says.
In addition to the residency program, David is also contributing to the “Teaching Global History” book project, a project that brings educators and scholars together with the common goal of making recent research on global history more accessible to educators and students.
Visit the CLACS website to learn more about the Teacher Residency Program, or to access free K-12 curricular materials.
Teachers meet about the "Teaching Global History" book project.
The “Teaching Global History” book project aims to bridge the gap between historians and history teachers. A group of four New York City public high school teachers, with help from NYU graduate students, are working to translate cutting edge history scholarship to a format that works for high school classrooms.
Mike Stoll and Maia Merin, both doctoral students in the Teaching and Learning department at NYU’s Steinhardt School, are coordinating the book’s Latin American history chapter, with institutional support from CLACS.
“We want to get historians in touch with history teachers, and try to narrow the divide,” says Maia.
The goal of “Teaching Global History,” is to suggest new ways of teaching global history that bring college-level academic scholarship to a level that younger students can engage with. Project coordinators and teachers will observe the curriculum in the classroom setting, and then evaluate the efficacy of the teaching themes and strategies.
“The point is to get historians to talk to history teachers about instruction that actually happens in schools,” Mike says.
This summer, the Council on Latin American and Iberian Studies (CLAIS) at the Whitney and Betty MacMillan Center for International and Area Studies at Yale, the Yale Programs in International Education Resources (PIER) and the Center for Latin American and Caribbean Studies (CLACS) at NYU partnered on a summer institute for educators. Titled Colonial Latin America, the institute was available to educators and any member of the general public interested in learning about the latest research on colonialism and modern-day impacts of it in Latin America.
This summer institute, the first-ever collaboration between CLACS Outreach Initiatives, Yale CLAIS, and Yale PIER, consisted of a week-long workshop and an optional week-long trip to the Dominican Republic. Participants then created curricular materials based on what they learned. These curricular materials are now freely available for use via the CLACS website, included in a wide collection of resources for educators around the world who want to enrich their instruction content with more Latin American topics.
Curricular materials developed through this institute include:
– Settlements and Colonial Cities in the Andean Region
– Revisiting the Past: Understanding Identity and Practicing the Past Tenses through Historical Investigation
– Colonial Power and Indigenous Resistance in Art
Teaching Latin America’s migration history in the classroom can be a challenge. The most recent K-12 Educator Conference focused on just this issue, bringing scholars and educators together for a day of learning and exchange.
Two educators participating in the CLACS Teacher Residency Program spoke at the event. David Hanna currently teaches at University Neighborhood High School, and presented on “The Great (Quiet) Migration: Brazil.” Ariela Rothstein is a teacher at East Brooklyn Community High School, and she gave a presentation on “Perspectives on the Cuban Revolution: Social class, equality of opportunity and equality of outcomes before and after the Cuban Revolution.”
CLACS piloted its first Teacher Residency Program in 2010. Through this program, select teachers work closely with NYU faculty members, NYU Bobst Library resources, and CLACS K-12 outreach staff on Latin American research topics. Residents receive expert support, and have the opportunity to develop curricular materials for use in their classrooms.