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DOCUMENT RESUME

ED 470 435 RC 022 430

AUTHOR Tello, Angelica, Ed.; Guajardo, Juan, Ed.; Guajardo,Francisco, Ed.; Saldivar, Jose, Ed.

TITLE Curriculum Guide Based on Pedagogy of Place Principles.

INSTITUTION Llano Grande Center for Research and Development, Edcouch,TX.

SPONS AGENCY Annenberg Rural Challenge, Granby, CO.PUB DATE 2000-00-00NOTE 17p.

AVAILABLE FROM Llano Grande Center for Research and Development, P.O. Box340, Edcouch, TX 78538 ($5). For full text:http://www.11anogrande.org/publications/ place.pdf.

PUB TYPE Guides Classroom Teacher (052)

EDRS PRICE EDRS Price MF01/PC01 Plus Postage.DESCRIPTORS *Educational Objectives; *Educational Principles; Elementary

Secondary Education; Environmental Education; Local History;Mexican American Education; Oral History; *School CommunityRelationship; *Social Studies; *Student Projects; *StudentResearch

IDENTIFIERS Environmental Awareness; Texas (South.)

ABSTRACT.'

The Llano. Grande Research Project in south Texas directsresearch methods and special projects classes that assist students indeveloping effective academic, research, and social skills. Students in theseclasses pursue a curriculum based on pedagogy of place principles and gain anunderstanding of their community's environment and culture. This documentoutlines principles, objectives, and activities of the place-basedcurriculum. The principles focus on experiencing the local environment,history, and economy; spirituality; and community participation and politics.Almost all of the local students are of Mexican descent, and Llano Grandeaddresses the lack of culturally relevant textbook materials through studentoral history projects. Course objectives are presented for two half-creditcourses in social studies: special projects and researchmethods. Objectivescover academic skills in reading, writing, critical thinking, interpersonalskills, computer skills, and research; fund raising; conducting communitymeetings; .seeking and using information; written and oral communication; andproblem solving. Elementary and secondary activities are described thatencompass interviewing family and community members, journal writing, art andperformance activities, journalism, environmental study, and uses ofmathematics in the real world. (SV)

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1

Curriculum GuideBased on Pedagogyof Place Principles.LLANO GRANDE CENTER

FOR RESEARCH & DEVELOPMENT

Prepared by students and staff of the

Llano Grande Center for Research & Development

for courses taught and supported by theLlano Grande Center

BEST COPY AVAILABLE 2Curriculum Guide I

The Llano Grande Research Projectin South Texas is funded by theAnnenberg Foundation'sRural Challenge.

Curriculum Guide Based on Pedagogy of PlacePrinciples was developed by:

Editors:

Angelica Tel loJuan GuajardoFrancisco GuajardoJose Saldivar

Layout:

Steven RodriguezOrlando CastilloFrancisco Guajardo

Writers:

Angelica Tel loJuan GuajardoFrancisco GuajardoDalia HernandezPatsy LopezRoberta MezaTerry ZavaletaRicardo PerezDelia PerezJose SaldivarYzenia PerlaOrlando CastilloKrystal CuraMargarita Medina

3 Curriculum Guide 2

Introduction

Mission Statement

The purpose of the Research Methods and theSpecial Topics classes directed by the Llano GrandeResearch Project are to assist students in developingeffective academic, research, interpersonal, and socialskills. Students in these classes will also pursue acurriculum based on pedagogy of place principles.Students will gain an understanding (and hopefullyan appreciation) for the environment, the economy,the history, and the culture in which they live.

The Texas Essential Knowledge and Skillsare at the core of our curricula, and we have incor-porated a set of principles based on teaching place.In addition, our teachers and students have devel-oped a series of activities ranging from K-12 whichcan be used in numerous classes and situations;these can be found later in this document.

Principles

The Essence of Place:Experiencing the Environment

Students become aware of the importance oftaking care of their surroundings. This awarenessfosters a greater concern for continuing worldpreservation.

The Essence of Yesterday:Experiencing History

Students become aware of their heritage.Knowing their history lays the foundation for further,more meaningful learning.

The Essence of Worth:Experiencing the Economy

Students become aware of their role asresponsible citizens who can participate in thecommunity's economy.

4

The Essence of Unity:Experiencing Spirituality

Students become aware of their personal lifeexperiences dealing with the emotional and spiritualself in individual and collective ways.

Edcouch-Elsa student Orlando Castillo documents a studentreading her poem at a community meeting..

The Essence of Community Participation:Experiencing Politics

Students become aware of the need toactively participate in the decision-making processof their community.

On traditional history and literature

A concern we face in our social studies andlanguage arts courses are the way history and litera-ture have been traditionally taught. Ninety-ninepercent of Edcouch-Elsa students are of Mexicanancestry, yet our textbooks treat people of Mexicanorigin only peripherally.

Curriculum Guide 3

To address that concern, the Llano GrandeResearch Project has begun to retrieve elements of ourpast and has encouraged locals to create their ownliterature. We have done this through an extensive oralhistory project where students and teachers togetherdevelop questionnaires, interviews, and narratives.

On our Democratic Approach

While our focus last year was on oral histories,this year we will begin training our students on how tobest spread the practices of teaching place. To that end,the Research Methods and Special Topics classes willconcentrate on teaching students how to train others on

how to pursue pedagogy ofplace instruction. But perhapsmore significantly, our studentswill become important re-sources for other students,faculty, administrators, and thecommunity

Edcouch-Elsa High School students engage inan oral history with a local resident.

The results have thus been positive. Members ofour community have been eager to share their voices andexperiences and in the process have become historians.Just as our students have become ethnographers, writers,and active agents for curricular and cultural transforma-tion in our schools and community.

These processes can be seen in the LlanoGrande Journal, a journal that has become the forumthrough which our students and members of the commu-nity express themselves.

BEST COPYAVAILABLE

5

I no Gronde Jour

Desettraizatolo el Valle-Clearing Our Lauds" in South Texas

Cover page of the Llano Grande Journal, Vol.1, no. 2.

Curriculum Guide 4

Course Objective

To develop a wide range of skills directed at teachingstudents to be effective problem solvers.

113.38 Special Topics in Social Studies (One HalfCredit)

Academic Skills

Reading:Reading different genres of local literature,

local history, local issues in economics, government,etc.

Writing:Oral histories, correspondence with school

and community people, grant proposal development.

Critical thinking:Addressing problem solving in the schools

and in the community will force students to usecritical thinking skills.

Interpersonal skillsAre developed through meetings, interviews,

conversations, and even negotiations with a widerange of people.

ComputerStudents in this course will learn a wide range

of computer skills, from basic word processing tographic design and publishing.

ResearchSecondary research by reading books, pri-

mary research interviewing primary sources,collecting data from people, city records, countyrecords, state records, university archives [PublishingProcess]

6

Orlando Castillo, Krystal Cura, and Yzenia Penaat an Austin workshop on PageMaker.

FundraisingLearn process of writing, identifying, submit-

ting and developing a proposal by understanding howto develop needs assessment, a cogent narrative, andhow to respond directly to questions in the Requestfor Proposal (RFP). Through this process our stu-dents have been successful in winning $375,000 ingrant money from the Kellogg Foundation, and weare currently competing for more funding which willcome directly into our schools and communities.

Community developmentDeveloping frame works where community

conversations happen how to plan a meeting howto create an agenda how to run a meeting how todocument a meeting-how to conduct a debriefing.We'll do all this through the use of ParticipatoryModels.

(a) General requirements. Students shall beawarded one-half unit of credit for successfulcompletion of this course. Students may takethis course with different core content for amaximum of two credits.

(b) Introduction. In Special Topics in SocialStudies, an elective course comparable to theformer Advanced Social Science Problems,students are provided the opportunity toapply the knowledge and skills of the socialsciences to a variety of topics and issues.

Curriculum Guide 5

Students look on as Superintendent Mary Alice Reyesspeaks at a community meeting.

Students use critical-thinking skills to locate,organize, analyze, and use data collectedfrom a variety of sources. Problem solvingand decision making are important elementsof the course as is the communication ofinformation in written, oral, and visual forms.

(c) Knowledge and skills.

(1) Social studies skills. The student appliescritical-thinking skills to organize and useinformation acquired from a variety ofsources including electronic technology.

The student is expected to:

(a) differentiate between, locate, and use primaryand secondary sources such as computersoftware, database, media and news services,biographies, interviews, and artifacts toacquire information about a selected topic insocial studies;

(b) analyze information by sequencing, categoriz-ing, identifying cause-and-effect relationships,comparing, contrasting, finding the main idea,summarizing, making generalizations and

predictions, and drawing inferences and conclu-sions;

(c) identify points of view from the historiccontext surrounding an event and the frameof reference that influenced the participants;

(d) support a point of view on a social studiesissue or event;

(e)

(1)

(g)

identify bias in written, oral , and visualmaterial;

evaluate the validity of a source based onlanguage, corroboration with other sources,and information about the author; and

use appropriate mathematical skills to inter-pret social studies information such as mapsand graphs.

(2) Social studies skills. The student communi-cates in written, oral, and visual forms.

7

Ray Garcia from La Villa High Schoolshows a different form of expressingsocial commentary.

Curriculum Guide 6


(a) use social studies terminology correctly;

(b) use standard grammar, spelling, sentencestructure, and punctuation;

(c) transfer information from one medium toanother, including written to visual, andstatistical to written or visual, using computersoftware as appropriate; and

(d) create written, oral, and visual presentationsof social studies information.

(3) Social studies skills. The student usesproblem-solving and decision-making skills,working independently and with others, in avariety of settings.


(a) use a problem solving process to identify aproblem, gather information, list and consideroptions, consider advantages and disadvan-tages, choose and implement a solution, andevaluate the effectiveness of the solution; and

(b) use a decision making process to identify asituation that requires a decision, gatherinformation, identify options, predict conse-quences, and take action to implement a

decision.

113.39. Social Studies Research Methods (One-Half Credit)

(a) General requirements. Students shall beawarded one-half unit of credit for successfulcompletion of this course. Students may takethis course with different course content for amaximum of two credits.

(b) Introduction. In Social Studies ResearchMethods, an elective course, students con-duct advanced research on a selected topic insocial studies using quantitative methods ofinquiry. The course is designed to be con-ducted in either classroom or independentsettings.

Knowledge and skills.

(1) Social studies skills. The student under-stands the basic philosophical foundation forqualitative and quantitativemethods of inquiry.

Edcouch-Elsa students solve a problem creatively duringcommunity workshop.

8


(a) develop and use criteria for theevaluation of qualitative and quantitativeinformation;

(b) generate logical and consistent con-clusions from given qualitative and quantita-tive information; and

(c) design a research project with arationale for a given research method.

Curriculum Guide 7

(2) Social studies skills. The student under-stands the need for an organizing frameworkto identify a problem or area of interest andcollect information.


(a) select an issue, problem, or area of interest;write a rationale and preliminary ideas forresearch methods; and develop a bibliogra-phy; and

(b) apply a process approach to a researchproblem.

Social studies skills. The student under-stands the fundamental principles and re-quirements of validity and reliability (bothsocial science and historical fields of in-quiry).


define and differentiate reliability and valid-

ity;

identify methods of checking for reliability;and

evaluate various sources for reliability andvalidity and justify the conclusions.

Social studies skills. The student under-stands how data can be collected from avariety of sources using a variety of meth-ods.


(a) collect information from a variety of sources(primary, secondary, written, and oral) usingtechniques such as questionnaires, interviewsand library research; and

(b) use various technology such as CD-ROM,library topic catalogues, networks, and on-line information systems to collect informa-tion about selected topics.

9

(5) Social studies skills. The student under-stands the use of theory and research fordescriptive and predictive purposes.


(a) describe the results of a research process;and

(b) make predictions as to future actions and/or outcomes based on conclusions ofresearch.

(6) Social studies skills. The student under-stands the principles and requirements of thescientific method.


(a) apply the scientific method in a researchproject;

(b) create a matrix, relating various researchmethodologies such as survey research,ethnography, primary documents, and statis-tical analysis to given subject areas; and

(c)

(7)

determine the most efficient research ap-proach from a variety of alternatives using acost-benefit analysis.

Social studies skills. The student under-stands basic statistical approaches to theanalysis of aggregate information.


(a) define and compute statistical informationusing various statistical approaches such asmeans testing and correlation, measures ofcentral tendency and distribution, the devel-

Curriculum Guide 8

opment of categorical systems, and logicalanalysis; and

(b) analyze information using a spreadsheet orstatistical analysis information software.

(8) Social studies skills. The student under-stands the requirements of graphic displays ofdata.


(a) construct visuals such as charts, graphs,tables, time lines, and maps to convey appro-priate data; and

(b) create a presentation on a selected topic usingword-processing, graphics, and multimediasoftware.

(9) Social studies skills.The student understandsthe basic principles ofhistorical analysis.

The student is expectedto:

(a) differentiate betweenprimary and secondarysources and describe thebest uses for each;

(b) construct and test cause-and-effect hypotheses andcompare them withcorrelational analyses; and

(c) select the appropriate useof chronological relation-

ships in historiography.

(10) Social studies skills. The student under-stands the ethical aspects of collecting,storing, and using data.

The student is expected to:(a) describe breaches of ethical standards for

handling human experimental or surveyinformation in a given scenario; and

(b) evaluate the relationship among copyrightlaws, proper citation requirements, andethical ways of collecting and presentinginformation.

Students at LBJ School in Elsa interview local WorldWar II veterans, a prime example of studyingprimary sources.

10Curriculum Guide 9

Scope of Pedagogy of Place StudiesLlano Grande Research Project

Grade:Six Weeks:

Pre K-12all

THEME: Pedagogy of Place

Unit Generalization: As students study themselves and their community,they make positive connections to this place they call home.

Listening/Speaking

oral historiesnotetaking strategiesoral discussionradio playinterviewspresentations

Science/Health

Reading

oral historiesstory mapresearch

studying local microfloraa look at our ecologywater testingdisease in the communityclimate/geographicaldescriptions on map

Writing

oral historiesjournal writingthen and now bookthank you letterstory mapnewsletter/newspaper

Math

maptimelinecommunity membersdemonstrate math inreal-life applicationscounting our area

Life Skills

responsibilitycommon senseproblem-solvingorganizationcooperationrespect

Social Studies Art/Music Special Activities

timeline murals skitsmap collages radio/role playsoral histories videos inviting community

skits members to speakpaintings online version of news

research presentations

11Curriculum Guide 10

Pedagogy of PlaceA Plan for Exploration

I. Elementary Plan

Then and Now Book (ongoing)

Students will take a questionnaire home that theparents and/or grandparents will complete. Thequestions can focus on a specific topic (e.g. the first dayof school, Christmas, Easter, etc.). Students will com-pose one paragraph based on the information from thequestionnaire and then write another paragraph abouttheir own experience. This activity can be continuedthroughout the year so that the paragraphs can be com-piled into a book for an Author's Fair.

Journal

Using a similar questionnaire as a basis, studentswill adopt a character's point of view and write about aday in the life of the character.

Fourth grade Edcouch-Elsa student writes in her journal.

Timeline (ongoing)

Students will display various events that weregathered from their interviews on a timeline in the se-quence that they occurred in the story.

BEST COPY AVAILABLE 12

Story Map

Students will summarize one of the oralhistories from the Llano Grande database. A typicalstory map has the following elements:

Characters Setting

Pictures

Problem Solution

However, teachers can select different elements,depending on the story. In addition, the "Pictures"section can include poems, drawings, paintings, or evensongs that illustrate certain aspects of the story.

Interview

Using student-written questions, students willinterview an elderly community member and composean oral history based on the stories and facts gatheredfrom the interview.

Puppet Show/Skit

Students willperform a show basedon local history. Theycan use an interviewthey conducted or anoral history from theLlano Grande databaseas a resource. Theshow can be performedin class, at a parent-teacher meeting, etc.

Mural/Collage

LI 11,

Edcouch-Elsa High School studentrecreates the lifeof an oral historyinterviewee.

Students will bring the interviews and oral his-tories to life through art, creating visual representationsof various aspects and events found in the stories.

Curriculum Guide 11

Map

Students will create a map that represents aselected route in their community (e.g. from home toschool, etc.). Other routes that can be mapped andexplored are particular routes that each student'sfamily has traveled. For example, students could maptheir families' journey from Mexico to the Delta Area,from the Delta Area to Michigan, from the Delta Areato a vacation destination, etc. In addition, students canexamine the geographical aspects, such as climate andvegetation, of each route.

Newsletter/Newspaper

Teachers will send out a letter at the beginningof the project to encourage parental involvement.Students will be assigned parts of the newsletter to writebased on the unit they are studying. Some examplesof the sections include the following: front page,

isovrtind ithour, rt.& tOR 14(.4'0 2, .?

Z;C:. 04, 0.1, 1,-.1.z1 La, 5.1 D4'1.4 4tft& C4r;aa-",rta 4,1 tO (kr great

tudents report on Delta Area-"----" . 1....vy* re 44 wart evv..trx

11:01 11,14-111.7a, nn ii.rat itta. a a CA,

a,1

i'. k INN, aa, 4,,a4 tr. avataaai 11.-4A

Edcouch-Elsa High School student presents her oral historyfindings in a public forum.

classifieds, local heroes (e.g. firefighters, police,veterans, high school students, people who serve thecommunity), book reviews, pictures, poetry (bilingual),stories, word search, and cartoons.

Radio Play

Students can role-play disc jockeys, newscast-ers, or talk show hosts, covering certain aspects of anoral history. These plays can be acted out over theintercom system, at a parent-teacher meeting, etc.

Studying Our Surroundings

In teams, students will identify and describe allthe plant and animal life in an area designated by theteacher, perhaps one half of a city block near the school.Students will make careful observations of each itemand discuss the importance of each to the area.

Students will also consider the impact of the lossof one or more of the living organisms on thearea. This research can be presented in a varietyof formats: charts, tables, video, collages, orreports. In addition, this information can serveas a basis for class discussions, further research,and written summaries.

13

Counting Our Area

Students will practice basic arithmetic by count-ing items in their community. Teachers willselect certain items from the area for countingand comparison (e.g. how many churches, howmany stores, etc.). These exercises can be thebasis for the construction of charts and countinggames using the layout of the local area.

BEST COPY AVAILABLE

II. Secondary Plan

Comparing the Past and Present (ongoing)

Students will retrieve information about theirparents '/grandparents' past and life experiences usingdifferent mediums: student-written questionnaires, oralinterviews, or writing samples of the interviewee. Thequestions can focus on a specific topic (e.g. the first dayof school, Christmas, Easter, etc.). Students willcompose one paragraph using the information gatheredand then write another paragraph about their ownexperience. This activity can be continued throughoutthe year so that the paragraphs can be compiled into abook for display, published as a classroom journal, orpublished in the Llano Grande Journal.

Journal

Using a similar research method as a basis, stu-dents will adopt a character's point of view and writeabout a day in the life of that character. Students will beencouraged to interview people outside their family,perhaps a neighbor, distant relative, etc.

Story Map

Students will outline one of the interviews fromthe Llano Grande database or one of the interviews theyhave conducted using a story map. A typical story maphas the following elements (subject to changeaccording to teacher's discretion):

Characters

PicturesProblem

Setting

Solution

,j,

Local laborer working the fields.

The "Pictures" section can include drawings, computergraphics, magazine cutouts, or poems. Students can evenuse PowerPoint software to create and present their storymaps. In addition, the story map can serve as a basis for awritten summary and class discussion.

Timeline (ongoing)

Students will display various events that weregathered from their interviews on a timeline in thesequence that they occurred in the story. The timelinecan be collective or individual and will be constructedso as to allow for mobility and flexibility.

Thank You Letter

Students will write a thank you letter to theperson(s) they interviewed using the components of aninformal letter.

14

Newsletter/Newspaper

Teachers can send out a letter at the beginningof the project to encourage parental involvement.Students will be assigned different parts of the newslet-ter to write. Some examples of the sections include thefollowing: front page, classifieds, local heroes (e.g.firefighters, police, veterans, high school students, peoplewho serve the community), book reviews, pictures,poetry (bilingual), stories, word search, and cartoons.Each newsletter will focus on a different local theme.An online version of the newsletter can be developed inaddition to the paper version.

Puppet Show /Skit

Students will perform a show based on localthemes. The show can be performed in class, at aparent-teacher meeting, etc. Students will beencouraged to use different forms of media, includingmusic, videos, computer graphics, PowerPoint, or othertechnological equipment.

Mural/Collage

Students will bring the interviews and oral his-tories to life through art, creating visual representationsof various aspects and events found in the stories.Students will be encouraged to use various forms of me-dia, including music, videos, computer graphics,

;

Students perform in Delia Perez's class-sponsored CulturalArts Festival.

PowerPoint, or other technological equipment. These rep-resentations can be displayed at various places around thecommunity.

Map

Students will create a map that traces themigration and immigration patterns, past and present,of their families. Students can focus on the geographi-cal features of the various areas traveled by theirfamilies. Students will again be encouraged to use amultimedia format. These maps can serve as a spring-board for discussion.

Role Play

Students can role-play disc jockeys, newscast-ers, or talk show hosts, commenting on scenes or eventsfrom the oral histories. These plays can be acted outover the intercom system or filmed and shown over theschool's television monitors.

Research Project

Students will select a topic on which to doin-depth research. They will utilize interviews and othersecondary material as sources. The culmination of eachstudent's research will not be limited to the standardresearch paper. Students will be encouraged to use amultimedia format, including music, film, and/or othervisual aids, to present their findings and conclusions tothe class or community. In addition, these papers andpresentations can serve as a springboard for classdiscussions and further research.

Interview

Students will interview an elderly communitymember using student-written questions and composean oral history based on the stories and facts gatheredfrom the interview. These histories can be compiled intoa book with illustrations and graphics.

15

Student transcribes an oral history.

Sample Research Topics

Where Does Our Money Go?

As part of an extended research project on thedecline of the Delta Area's economy or as an isolatedactivity, students will calculate the percentage of theirfamily's income that leaves the area. Using studentresults, the class will compile aggregate data using graphsand charts. This data can be used to prompt classroomdiscussion on the changes of the area's economy.

Grant Research and Writing for Community Develop-ment

Using the Internet as a research tool, studentswill fmd available monies to meet the community's needs.In grant writing teams, students will write grant narra-tives and applications, following carefully the format ofthe grant description. These grant applications will besubmitted to foundations for full consideration.

Our Families: Then and Now

Students will research their family dynamics andheritage (e.g. size, gender roles, structure, social andcultural attitudes, education, etc.). They will interviewfamily members using student-written questionnares andthen compile this data on an individual or class basis.This data will create a foundation for discussion andcomparison of families past and present.

Studying Local Microflora

Students will gain a better understanding of theimportance of local microflora (bacteria and protists) asit affects everyday life. Students will take specimensfrom local water supplies, including canals and lakes,local agricultural fields, and local food products. Eachspecimen will be researched carefully to determine themost likely role each plays in the environment, whetherit be beneficial or harmful. Students will then constructa catalog of the different specimens and their respectiveecological roles.

A Look at Our Ecology

Students will catalog, identify, and describe theecological system in an area of approximately one cityblock. Students will make careful observations of theliving organisms and discuss the ecological roles of eachliving organism in the designated area. Students willalso consider the impact of the loss of one or more ofthe living organisms on the area.

Water Testing

Students will discover the importance of waterquality as it deals with public health. Students will takeand test water specimens from the local water plant alongwith local water supplies such as lakes, canals, streams,etc. Testing on specimens will involve both chemical

16

and biological testing. The amount and extent of testing isleft at the instructor's discretion. A catalog of organismsand chemicals along with their possible effects onhuman and animal health will be constructed. The data willthen be correlated with local public health data to deter-mine the possible links to inadequate water quality.

Disease in the Community

Students will examine the susceptibility of thelocal population to three major diseases: cancer, diabe-tes, and heart disease. Students will construct surveysand interview questions through which they will gatherdata on the local population as it relates to age, race,occupation, diet, family history, socioeconomic level, andactivity level. The information gathered will paint abetter picture of the occurrence and severity of thesethree deadly diseases on the local population. The datagathered will be correlated and compared to similarregional, state, national, and worldwide data on thesethree diseases.

Math in the Real World

Community members, such as policemen,firefighters, and engineers, will be invited to theclassroom to demonstrate the use of mathematics in theirrespective jobs. For example, firefighters can discusshose length and water pressure, engineers andconstruction workers can discuss geometric principles,and policemen can simulate accident scenes andsituations where angles could be measured. Studentswill observe and participate in these demonstrations.These presentations can be used as a source from whichto draw study and test material.

The Llano Grande Center for Research &Development, a Rural Challenge initiative, ishoused at Edcouch-Elsa High School in Edcouch,Texas. For information, contact Center DirectorFrancisco Guajardo at 956.262.4474.

17

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