1. Latin Influences on American Culture: Created By: Dennis Donovan Heidi O’Sullivan An Interdisciplinary WebQuest In Spanish & Social Studies EDU 505 Multimedia Internet Fall 2009 Dr. Yang

2. Introduction Do you know why America is called a melting pot? Do you know why America is called a melting pot? Have you ever wondered where different aspects of American culture come from? Have you ever wondered where different aspects of American culture come from? More specifically, have you ever thought about linking things you learn about in your Spanish class, to the world YOU live in? More specifically, have you ever thought about linking things you learn about in your Spanish class, to the world YOU live in?

3. Welcome To WebQuest! A WebQuest is an opportunity for you to use the internet to expand your understanding of key concepts by taking advantage of resources housed outside the walls of our classroom. The sky is the limit, when the world is at YOUR fingertips! A WebQuest is an opportunity for you to use the internet to expand your understanding of key concepts by taking advantage of resources housed outside the walls of our classroom. The sky is the limit, when the world is at YOUR fingertips! In the following WebQuest, you will undertake a journey through the World Wide Web to help you better understand how Latinos and Latin culture have influenced Modern American culture, norms, ideas, and values. In the following WebQuest, you will undertake a journey through the World Wide Web to help you better understand how Latinos and Latin culture have influenced Modern American culture, norms, ideas, and values.

4. Where Do Latin Influences Come From? Latin America is made up of a number of countries in the Western Hemisphere. Latin America is made up of a number of countries in the Western Hemisphere. As you may know, much of the Latin world speaks Spanish. However, there are a variety of other languages spoken in this part of the world, such as French, Haitian Creole, Portuguese, English, Dutch, and a variety of indigenous languages. As you may know, much of the Latin world speaks Spanish. However, there are a variety of other languages spoken in this part of the world, such as French, Haitian Creole, Portuguese, English, Dutch, and a variety of indigenous languages. Along with the diversity in languages, comes a diversity in cultural and historical experiences. Along with the diversity in languages, comes a diversity in cultural and historical experiences. You may also notice how close the United States is to the Latin American world. You may also notice how close the United States is to the Latin American world. This helps aid cultural diffusion or the exchange of cultural traits, material objects, ideas, or behavior patterns between different peoples and groups. This helps aid cultural diffusion or the exchange of cultural traits, material objects, ideas, or behavior patterns between different peoples and groups.

5. Why Should We Study About Latin Influences? There are over 51 million Latinos living in the United States today. There are over 51 million Latinos living in the United States today. The more we know about Latin influences, the better we can : The more we know about Latin influences, the better we can : understand Latino perspectives understand Latino perspectives reduce stereotypes that divide and isolate people and groups reduce stereotypes that divide and isolate people and groups achieve international and intra-national diplomacy achieve international and intra-national diplomacy create a collective cultural and societal identity create a collective cultural and societal identity advocate for social awareness and acceptance of diversity advocate for social awareness and acceptance of diversity

6. Task Your task is to explore a variety of internet resources in Spanish and English to increase your understanding of Latin American influences on the culture of the United States. Your task is to explore a variety of internet resources in Spanish and English to increase your understanding of Latin American influences on the culture of the United States. After your research, you will : After your research, you will : Make a 5 minute minimum PSA, in which you and your group touch on themes related to Latino culture or life. This PSA should be in Spanish (with English subtitles). Make a 5 minute minimum PSA, in which you and your group touch on themes related to Latino culture or life. This PSA should be in Spanish (with English subtitles). Some ideas might include: the necessity for starting an outreach program in your community; combating stereotypes through vignettes; reducing intolerance by modeling good practices; conveying the advantages to increased cultural- linguistic understanding, whether intrinsic or extrinsic; or demonstrating the ways that ideas are exchanged between Latin America and the United States. The idea is to be persuasive in your approach. Some ideas might include: the necessity for starting an outreach program in your community; combating stereotypes through vignettes; reducing intolerance by modeling good practices; conveying the advantages to increased cultural- linguistic understanding, whether intrinsic or extrinsic; or demonstrating the ways that ideas are exchanged between Latin America and the United States. The idea is to be persuasive in your approach. Individually, write a brief reflection about the group process, what you have learned and how you will apply it, as well as any changes in your perspective and the reasons why or why not. This may be done in English or Spanish, depending on your preference. Individually, write a brief reflection about the group process, what you have learned and how you will apply it, as well as any changes in your perspective and the reasons why or why not. This may be done in English or Spanish, depending on your preference.

7. Process Process 1 Review the entire presentation to get an idea of what the WebQuest project will require. 2 Explore the resources on the next slide to help you decide where you are going to go with your project. 3 Choose at least 4 resources from DIFFERENT categories to incorporate into your PSA. At least 1 of your choices MUST be in Spanish. 4 Remember to take notes on aspects you may want to put in you PSA or Reflections (Especially for citations, quotes, and examples) 5 Connect with your assigned group members to share ideas from your notes. 6 Using the “PSA Rubric” as a guideline to determine what you need to be successful: A) Decide on your thesis statement; B) Determine roles for the project; C) Create your PSA. 7 As a group, present your PSA to the class. While observing other groups, assess them using the rubric provided by the teacher. 8 Following the “Reflection Rubric” to determine what you will need to be successful, write your reflection paper. 9 Each student will share 1 thing they learned and wrote about in their reflection paper with the class.

8. Resources People/Cultural Identity People/Cultural Identity http://robertoclemente.si.edu/spanish/index.htm http://robertoclemente.si.edu/spanish/index.htm http://robertoclemente.si.edu/spanish/index.htm http://latino.si.edu/virtualgallery/Lowrider/Car_intro1.html http://latino.si.edu/virtualgallery/Lowrider/Car_intro1.html http://latino.si.edu/virtualgallery/Lowrider/Car_intro1.html http://americanart.si.edu/education/corazon/index.cfm?l=s http://americanart.si.edu/education/corazon/index.cfm?l=s http://americanart.si.edu/education/corazon/index.cfm?l=s http://www.apsanet.org/content_41251.cfm http://www.apsanet.org/content_41251.cfm http://www.apsanet.org/content_41251.cfm http://www.nclr.org/content/resources/detail/48390/ http://www.nclr.org/content/resources/detail/48390/ http://www.nclr.org/content/resources/detail/48390/ http://www.nclr.org/content/resources/detail/56560/ http://www.nclr.org/content/resources/detail/56560/ http://www.nclr.org/content/resources/detail/56560/ http://www.nytimes.com/2007/05/24/us/politics/24richardson.html http://www.nytimes.com/2007/05/24/us/politics/24richardson.html http://www.nytimes.com/2007/05/24/us/politics/24richardson.html http://www.bbc.co.uk/languages/spanish/news/topic/hispanic.shtml http://www.bbc.co.uk/languages/spanish/news/topic/hispanic.shtml http://www.bbc.co.uk/languages/spanish/news/topic/hispanic.shtml http://www.uta.fi/FAST/US1/SPAN/cisneros.html http://www.uta.fi/FAST/US1/SPAN/cisneros.html http://www.uta.fi/FAST/US1/SPAN/cisneros.html http://www.cnn.com/SPECIALS/2009/latino.in.america/ http://www.cnn.com/SPECIALS/2009/latino.in.america/ http://www.cnn.com/SPECIALS/2009/latino.in.america/ Music Music http://www.musicadelpueblo.org/ http://www.musicadelpueblo.org/ http://www.musicadelpueblo.org/ http://www.folkways.si.edu/explore_folkways/latino_chicago.aspx http://www.folkways.si.edu/explore_folkways/latino_chicago.aspx http://www.folkways.si.edu/explore_folkways/latino_chicago.aspx http://www.folkways.si.edu/explore_folkways/bomba_plena.aspx http://www.folkways.si.edu/explore_folkways/bomba_plena.aspx http://www.folkways.si.edu/explore_folkways/bomba_plena.aspx http://www.folkways.si.edu/explore_folkways/la_nueva.aspx http://www.folkways.si.edu/explore_folkways/la_nueva.aspx http://www.folkways.si.edu/explore_folkways/la_nueva.aspx http://www.donquijote.org/culture/spain/musica/index_es.asp http://www.donquijote.org/culture/spain/musica/index_es.asp http://www.donquijote.org/culture/spain/musica/index_es.asp

9. More Resources Social Studies Connections Social Studies Connections http://latino.si.edu/SpainLegacy/Archive/spanish/about_exhibit.html (Click on California y el suroes) http://latino.si.edu/SpainLegacy/Archive/spanish/about_exhibit.html (Click on California y el suroes) http://latino.si.edu/SpainLegacy/Archive/spanish/about_exhibit.html http://americanhistory.si.edu/collections/group_detail.cfm?key=1253&gkey=100&page=1 http://americanhistory.si.edu/collections/group_detail.cfm?key=1253&gkey=100&page=1 http://americanhistory.si.edu/collections/group_detail.cfm?key=1253&gkey=100&page=1 http://ohioline.osu.edu/hyg-fact/5000/5237.html http://ohioline.osu.edu/hyg-fact/5000/5237.html http://ohioline.osu.edu/hyg-fact/5000/5237.html http://futurity.org/society-culture/cultural-ties-help-latino-teens-flourish/ http://futurity.org/society-culture/cultural-ties-help-latino-teens-flourish/ http://futurity.org/society-culture/cultural-ties-help-latino-teens-flourish/ http://college.usc.edu/latinamericanstudies/ http://college.usc.edu/latinamericanstudies/ http://college.usc.edu/latinamericanstudies/ http://www.americas-society.org/article.php?id=1951 http://www.americas-society.org/article.php?id=1951 http://www.americas-society.org/article.php?id=1951 http://www.americas-society.org/article.php?id=1953 http://www.americas-society.org/article.php?id=1953 http://www.americas-society.org/article.php?id=1953 http://www.pbs.org/speak/seatosea/officialamerican/englishonly/ http://www.pbs.org/speak/seatosea/officialamerican/englishonly/ http://www.pbs.org/speak/seatosea/officialamerican/englishonly/ http://www.pbs.org/speak/seatosea/officialamerican/banenglish/ http://www.pbs.org/speak/seatosea/officialamerican/banenglish/ http://www.pbs.org/speak/seatosea/officialamerican/banenglish/ http://smithsonianeducation.org/textiles/espanol/about/index.htm (Click also on Gallery) http://smithsonianeducation.org/textiles/espanol/about/index.htm (Click also on Gallery) http://smithsonianeducation.org/textiles/espanol/about/index.htm Language Language http://americanhistory.si.edu/collections/mexicanamerica/glossary.html http://americanhistory.si.edu/collections/mexicanamerica/glossary.html http://americanhistory.si.edu/collections/mexicanamerica/glossary.html http://www.mla.org/census_main http://www.mla.org/census_main http://www.mla.org/census_main http://www.uta.fi/FAST/US1/SPAN/ http://www.uta.fi/FAST/US1/SPAN/ http://www.uta.fi/FAST/US1/SPAN/ http://pbs-newshour.onstreammedia.com/cgi-bin/visearch?user=pbs- newshour&template=play220asf.html&query=&squery=%2BClipID%3A6+%2BVideoAsset%3Apbsnh102303&inputField=undef ined&ccstart=2861308&ccend=3336596&videoID=pbsnh102303 http://pbs-newshour.onstreammedia.com/cgi-bin/visearch?user=pbs- newshour&template=play220asf.html&query=&squery=%2BClipID%3A6+%2BVideoAsset%3Apbsnh102303&inputField=undef ined&ccstart=2861308&ccend=3336596&videoID=pbsnh102303 http://pbs-newshour.onstreammedia.com/cgi-bin/visearch?user=pbs- newshour&template=play220asf.html&query=&squery=%2BClipID%3A6+%2BVideoAsset%3Apbsnh102303&inputField=undef ined&ccstart=2861308&ccend=3336596&videoID=pbsnh102303 http://pbs-newshour.onstreammedia.com/cgi-bin/visearch?user=pbs- newshour&template=play220asf.html&query=&squery=%2BClipID%3A6+%2BVideoAsset%3Apbsnh102303&inputField=undef ined&ccstart=2861308&ccend=3336596&videoID=pbsnh102303 http://www.pbs.org/speak/seatosea/americanvarieties/spanglish/usa/ http://www.pbs.org/speak/seatosea/americanvarieties/spanglish/usa/ http://www.pbs.org/speak/seatosea/americanvarieties/spanglish/usa/ http://www.pbs.org/speak/seatosea/americanvarieties/spanglish/threat/ http://www.pbs.org/speak/seatosea/americanvarieties/spanglish/threat/ http://www.pbs.org/speak/seatosea/americanvarieties/spanglish/threat/ http://www.uta.fi/FAST/US1/SPAN/caramelo.html http://www.uta.fi/FAST/US1/SPAN/caramelo.html http://www.uta.fi/FAST/US1/SPAN/caramelo.html http://www.uta.fi/FAST/US1/SPAN/latino.html http://www.uta.fi/FAST/US1/SPAN/latino.html http://www.uta.fi/FAST/US1/SPAN/latino.html

10. Even More Resources Food Food http://web.mit.edu/21F.714/www/spring99/comida/comida.html http://web.mit.edu/21F.714/www/spring99/comida/comida.html http://web.mit.edu/21F.714/www/spring99/comida/comida.html http://travel.nytimes.com/2008/06/15/travel/15weekend.html?scp=1&sq=El %20Basurero&st=cse http://travel.nytimes.com/2008/06/15/travel/15weekend.html?scp=1&sq=El %20Basurero&st=cse http://travel.nytimes.com/2008/06/15/travel/15weekend.html?scp=1&sq=El %20Basurero&st=cse http://travel.nytimes.com/2008/06/15/travel/15weekend.html?scp=1&sq=El %20Basurero&st=cse http://www.foodtimeline.org/foodmexican.html http://www.foodtimeline.org/foodmexican.html http://www.foodtimeline.org/foodmexican.html http://www.texmextogo.com/TexMexFoodHistory.htm http://www.texmextogo.com/TexMexFoodHistory.htm http://www.texmextogo.com/TexMexFoodHistory.htm http://www.foodnetwork.com/videos/latino-beach-party/1595.html http://www.foodnetwork.com/videos/latino-beach-party/1595.html http://www.foodnetwork.com/videos/latino-beach-party/1595.html http://www.foodnetwork.com/regional-international/latin-american- cooking/index.html http://www.foodnetwork.com/regional-international/latin-american- cooking/index.html http://www.foodnetwork.com/regional-international/latin-american- cooking/index.html http://www.foodnetwork.com/regional-international/latin-american- cooking/index.html Holidays Holidays http://latino.si.edu/DayoftheDead/ http://latino.si.edu/DayoftheDead/ http://latino.si.edu/DayoftheDead/ http://www.foodnetwork.com/videos/miami-latino-christmas/652.html http://www.foodnetwork.com/videos/miami-latino-christmas/652.html http://www.foodnetwork.com/videos/miami-latino-christmas/652.html http://clnet.ucla.edu/cinco.html http://clnet.ucla.edu/cinco.html http://clnet.ucla.edu/cinco.html http://www.viajeros.com/articulos/carnaval-de-miami-el-festival-mas- importante-de-la-cultura-latina http://www.viajeros.com/articulos/carnaval-de-miami-el-festival-mas- importante-de-la-cultura-latina http://www.viajeros.com/articulos/carnaval-de-miami-el-festival-mas- importante-de-la-cultura-latina http://www.viajeros.com/articulos/carnaval-de-miami-el-festival-mas- importante-de-la-cultura-latina

11. Evaluation (PSA) CriteriaPoints Worth Points Earned Comments Content/Development:  A thesis statement defines the direction of the PSA. o A position is clearly taken on the importance of cultural diffusion.  Uses at least 1 stated citation from each of the four CHOSEN categories of internet resources provided to support your stance (they may affirm what you are saying or add a new perspective) (REMEMBER 1 CATEGORY MUST BE IN SPANISH)  At least 1 direct quote is used.  Give at least two examples of diffusion.  The producers’ voices are evident in terms of making a persuasive argument.  Content should be based primarily on factual evidence.  Opinions should also be supported by evidence and should be presented as well but in a very limited fashion. No more than ¼ of the total PSA. Your view should be evident in the way you argue rather than explicitly stated. 30 Organization:  Ideas flow in a logical and convincing manner.  Producers remain on topic and on task throughout the PSA.  Group members have evident equal roles in executing the PSA, which are listed in the credits of the PSA (movie, PowerPoint Slide, programs, or posters). 15 Language Use/Conventions:  Standard English and Spanish are used, where specified in the task.  Errors in mechanics, spelling, grammar, usage, and conventions do not impede the meaning of the PSA.  Meaning is facilitated by strategies that provide cohesion, social and cultural appropriateness, and get around unknown vocabulary and language structures. 25 TOTAL70

12. Evaluation (Reflection) CriteriaPoints Worth Points Earned Comments The group process Do you think your group members contributed equally? Did you feel the composition of your group aided or hindered your learning? How did you overcome any differences in opinion? 5 What have you learned & how will you apply it? Describe at least 2 specific examples of what you have learned with proper citations. State at least 1 application PER example. 10 How have your perspectives changed? Give at least 1 specific reason of why or why not. 10 Language Use/Conventions:  Standard English or standard Spanish is used.  Errors in mechanics, spelling, grammar, usage, and conventions do not impede the meaning of the reflection.  Meaning is facilitated by strategies that provide cohesion, social and cultural appropriateness, and get around unknown vocabulary and language structures. 5 TOTAL30

13. Conclusion The groups will share their PSAs with each other. The groups will share their PSAs with each other. After the PSAs are viewed, classmates will use the rubric to provide feedback to their peers. After the PSAs are viewed, classmates will use the rubric to provide feedback to their peers. These evaluations will be collected by the teachers and returned to participants along with their final grade after everyone has presented and reflections have been graded. These evaluations will be collected by the teachers and returned to participants along with their final grade after everyone has presented and reflections have been graded. Each student will share 1 thing they learned and wrote about in their reflection paper with the class. Each student will share 1 thing they learned and wrote about in their reflection paper with the class. Great Job! You’re Finished! Great Job! You’re Finished!