Diane Beiswanger Megan Kraemer Rob Rester Angela Solberg Julie Trenerry Cassie Tri

 “Hispanic” – España  U.S. Census term; classified by language rather than country of origin  Latin America is the homeland of most “Hispanics”  Latin America consists of 21 separate republics - (Cuba, Puerto Rico, the Dominican Republic, Mexico, Guatemala, Nicaragua, Costa Rica, El Salvador, Panama, Honduras, Venezuela, Colombia, Ecuador, Bolivia, Peru, Chile, Argentina, Uruguay, and Paraguay and sometimes Brazil) - each with its own distinct culture and history, religion, foods, etc.  In U.S., many “Hispanics” prefer to be called Latinos”/“Latinas” or they call themselves “Mexican-American,” Cuban-Americans,” etc.  U.S. Census Bureau - Hispanics/Latinos remain the largest minority group 2000 Census % of U.S. residents indicated that they were Hispanic (Mexicans represented 7.3%, Puerto Ricans were 1.2%, Cubans were 0.4%, and other Hispanic were 3.6% of the total population)

 MN Hispanic/Latino population more than doubled between ; Minnesota projections indicate that by 2025, 5.61% of our state’s population will be Hispanic/Latino  2000 U.S. Census - MN’s Hispanic/Latino community includes residents from every Latin American nation, but remains predominantly Mexican (66.7% of all Hispanics in MN were Mexican; 4.6% Puerto Rican; 1.8% Cuban; 26.9% other Hispanic or Latino) – In Rochester, data showed that 60.26% of our Hispanic/Latino population was Mexican  2000 U.S. Census:  Almost 39% of MN’s Hispanics are under 18 – (13 percentage points higher than rate of all Minnesotans under 18)  Almost 42% of Hispanic people over 25 in MN did not have a high school diploma (or equivalency)  More than 28% of Minnesotans over 5 who spoke Spanish at home indicated that they spoke English “not well” or “not at all” - (this rate was almost twice the rate of 1990)

 Minnesota Department of Education (MDE) data for school year – - Hispanics/Latinos - 4% of state’s total population, but Hispanic/Latino PK-12 students - 6.1% of the students on a state-wide basis (up from 5.4% in 2006)  - Hispanic/Latino children made up 8.2% of Minnesota’s kindergarten classrooms, but by grades 9-12, Latino children made up only 4.5% of students  - Data shows significant disparities in academic achievement and graduation rates for Hispanic/Latino students  dropout rate for all students - 6.3%, while graduation rate was 73% - Hispanic/Latino dropout rate %, while graduation rate was only 41.3%

 In the U.S. 68% of Hispanics are Catholic, 23% belong to other Christian faiths and 8% are listed as secular (1% refused to answer).  Many of the American churches are actively recruiting the Hispanic people.  Hispanics are the largest, the fastest growing, and the youngest population in the U.S. Catholic church.  Religious symbols (pictures, statues, rosaries) play a big role in the Hispanic faith.  The four main Hispanic holidays are Lent, Holy Week, Christmas and Three Kings Day.

 The Quinceanera is a traditional Hispanic celebration, it is a coming-of-age ceremony held on a girl’s fifteenth birthday.  Cinco de Mayo is a holiday that originated from Mexico’s victorious battle against France in Although the holiday is not widely spread in Mexico, it has become very popular in the U.S. It is now seen as a holiday to celebrate Mexican culture.  El Dia De Los Muertos or The Day of the Dead is a tradition that dates back thousands of years. Its purpose is to honor and celebrate the family member’s who have died.  Within the Hispanic community, not being on time is a socially acceptable behavior.  Hispanics believe in a moral responsibility toward their family units, they take care of each other in times of need (this includes their extended family).

 Space: less than arm’s length  Greetings: gentle handshake, hug, kiss on cheek  Speaking: gestures, finger pointing, loud fast pace  Individuals are welcomed in a larger group conversation  Group needs over individual  Time: very relative, socially acceptable behavior to be late

 Seating charts  Respect is shown thru titles  Indirect eye contract, depending  Do not interrupt- patiences  Gain and maintain trust  Pay attention to the individual—the little tasks help  Parents do not interfere with school unless asked by the teacher  Timed projects

 Tortillas are the base of most Hispanic food  Many dishes include beans and rice  Much of the food is not spicy  Chocolate !!!  Fiesta: food + music = good time

 Explore foods past and present  Create a class Fiesta  Where do certain foods come from?  Use the food pyramid and culture foods

 Background  Census 2000 Brief, The Hispanic Population. Viewed on September 12, 2009 at  Chicano Latino Affairs Council, State of Minnesota Viewed on September 7, 2009 at  Novas, Himilce. Everything You Need To Know About Latino History. New York: Plume,  Roethke, Leigh. Latino Minnesota. Afton, MN: Afton Historical Society Press,  Values/Religon      Communications   www3.aaos.org/education/csmp/HispLatCulturallyCompetentTip.cfm   Food   A family in Mexico  Enchantment of the World: Mexico

 Teacher Resources  Everything You need to Know About Latino History  Latino Minnesota  An Illustrated Treasury of Latino Read-Aloud Stories  Student Resources  El Leon, La Bruja Y El Ropero  In My Family

 Teacher Resources  “Classroom Flashcards.”.  “NEA - Hispanic Education Resources, Issues, & Scholarships.”.  "Educating Hispanic Students: Effective Instructional Practices.“< brief05/>.  Student Resources  “Enchanted Learning.”.  "Five Little Monkeys Song in Spanish Music and Song for Kids." song-in-spanish.html