DOCUMENT RESUME

ED 398 103 SO 026 331

AUTHOR Shih, Tzymei AlexasiaTITLE My Fulbright Experience in Mexico.SPONS AGENCY Center for International Education (ED), Washington,

DC.

PUB DATE Aug 94NOTE 128p.; Some materials may not reproduce well.PUB TYPE Guides Classroom Use Teaching Guides (For

Teacher) (052)

EDRS PRICE MF01/PC06 Plus Postage.DESCRIPTORS Area Studies; Bilingual Education; Catholics;

Culture; Education; Elementary Education; ForeignCountries; Geography; atermediate Grades; *LatinAmericcal Culture; *Latin American History; *LatinAmericans; Multicultural Education; Religion; *SocialStudies

IDENTIFIERS *Mexico

ABSTRACTThis packet shares general impressions and

interpretations of Mexico offered by a participant in a 5-weekFulbright-Hays Seminar. Included are suggestions on how to use thisinformation to open up communication between the school and Mexicanstudents and their parents. In addition to the background informationand statistics, the material also has included personalinterpretations and observations. The packet includes the followingsections: (1) "Geography of Mexico"; (2) "The North and the South";(3) "The Mexican Education System"; (4) "Parent Involvement"; and (5)"Children's Literature." Curriculum guides from Mexico written inSpanish are provided. (EH)

***********************************************************************

Reproductions supplied by EDRS are the best that can be made* from the original document.***********************************************************************

littattvp,

Presented to the staff at El Roble Intermediate SchoolAugust 1994

B y

Tzymei Alexasia (Alex) Shih

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PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL

HAS BEEN GRANTED BY

eid inein e,TO THE EDUCATIONAL RESOURCES

INFORMATION CENTER (ERIC)

belh-1-41

U S DEPARTMENT OE EDUCATIONOuter ui Educul anal Hespnrch wig] Inlpeoenuiiii

EDUCATIONAL RESOURCES INFORMATIONXCENTER (ERIC)

This document has been reproducod asreceived from the person or organwationoriginating it

0 Minor changes have been made toimprove reproduction quality

Points of amw or opinions statod in thisdocument do not necessarily representofficial OERI position or policy

Table of ContentLetter to StaffMap of MexicoKey to map

I. Geography of MexicoII The North and the SouthIII. The Mexican Educational System

2

812

A. General and Historical information 12

B. Public School system 13

C. School Days and Hours 14

D. Assessment and Grades 16

E. The Reform 16

Questions 17-19

The Curriculum 20

Spanish 21

Math

Natural Science 21

History 24

Geography 25

Civic Education 25

Art Education 26

Physical Education 26

IV Parent Involvement 27

V. Children's Literature 31

Spanish Language Arts Curriculum GuideMath Curriculum Guide

Physical Education Curriculum Guide

A NOTE TO THE STAFF

Dear Staff,

Since I will not be returning to work with you this year, I am putting together this

packet to share with you what I saw, what I have learned, and what my impressions andinterpretations are of Mexico from the five-week Fulbright-Hays Seminar. Included arealso suggestions on how to use this information better assist the students and to open up

communication between the school and the students and their parents. Of course, there willbe more information on the states that I visited, and maybe very little on other states. Also,

compare to research reports that people take years to complete, this packet merely scratches

the surface, and please feel free to add in information that I have overlooked, and please

share them with your colleagues (and me!)

Please note that in addition to the backgrou Id information and statistics, I have also

included personal interpretations and observations, and this packet is in noway completely /objective. I will try to make it obvious when it is a personal opinion or comment, but just

make a mental note when you are reading.

I hope you will find the information in this packet helpful in understanding a little

more about your Mexican students and their parents. Pleae let me know of any errors or

additions that need to be made. I will leave my new address with Personnel, although

mailing me at my permanent address will be just as efficient.

3.

Sincerely,

Tzymei Alexasia (Alex) Shih

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6

STOGIPARITY

Since I did not visit all 32 states of Mexico, I will not pretend to be an expert here

and give information on all the states, because I would just be copying from a tour book. I

will do my best on the states that I learned something about, and a guide book will always

be good if you ever need to look up more information. As a matter of fact, I strongly

recommend that the school keep a set of guide books or visitor handbook from countries

from where we get lots of students. These usually can be easily obtained from the

consulate of the country or the tourism bureaus. Assign this as extra credit for the

studentsimorhositimmoimmo. If guidebooks are desired, try the budget/student-oriented

guide books published by Berkeley or Harvard, as I found them to me much more down to

earth and people-friendly. The Mexico travel guide published by Fisher Travel Guides Inc.

is also good. After all, you are reading these books to learn about your students, not

(necessarily)where you can go for your next vacation.

When new students from Mexico come% in to register, ask them to write down what

city and what state they came from. Then (on your own later or while they are there), use

the map given to locate the state (Most of our students from Mexico come from Michoacan,

Baja California, and some from Jalisco). Use the information in this paper or a guidebook

to find out the major cities, attractions, foods, folk-arts in that particular state (if available).

This will give you a better understanding of these students' home town.

The next day you see them, name a few of these cities/sites/foods, ask them how to

pronounce these names, ask them whether they live close to (LEsta cerca de (name of

place)? ) or have been to these places, or ask them if they know how to cook this special

dish/make these special crafts. (Of course, the amount of conversation you can have

depends on the language level of the parents and the students. But a little effort on your

side to show that you have learned about their culture does wonders!)

Once you have learned about the state, use the map to determine what "region"

(north or south) the state is in Mexico, and read about the major industries, living

.conditions, religion, health situations in those particular regions. This information will also

assist you in getting a better sense of the cultural baggage and background knowledge that

2

the students came with, and for you to anticipate where their difficulties in adjusting to a

new life here may be. (For example, a child from the North, such as Chihuahua, may find

the Californian desert climate very familiar, but a child from the Tropical South, such as

Oaxaca, may not). This again, will help you suggest interesting topics for writing,

discussions, or just to chat with the students and their parents.

/

19

ChiapasI was not there, but thought I would mention it because the recent uprising has

made this a familiar name. It is mostly mountains and jungles and overwhelmingly

indigenous, with Maya and Olmec cultures. San Cristóbal was the old capital, and I have

been told that this is one of the most beautiful states to drive to, to sight see in.

ChihuahuaThis is the largest state in Mexico. The capital Chihuahua is an old silver mining

town, known also for its cattle ranch. Lots of people in cowboys hats and boots. Hot and

dry. This is the state where the Copper Canyon and the scenic Pacific Railway are located.

The largest indigenous group, the Tarahumaras, also lives here. The father of Mexican

Independence, Father Miguel Hidalgo, was executed by the Spanish here in 1811. It was

also home of General Pancho Villa. whose revolutionary army was decisive in

overthrowing dictator Porfirio Diaz in 1910 and securing victory in the ensuing civil war.

The city was briefly the capital of Mexico in 1864, and in 1865 Benito Juarez, known as

the Abraham Lincoln of Mexico. made it his base during the French invasion of the

country.The dog Chihuahua was onginally developed by the Aztecs and&bred in

Chihuahua. Oh, the state Chihuahua was also the birth place of actor Anthony Quinn.

Pistrito Federal (D,F,)This is not a state. It i% more like our Washington D.C.. The FederalDistrict is

known as Mexico City (just like how we say New York for New York City), the largest

city in the world, and it is also the highest (altitude 7350 ft). It is also the oldest capital in

North and South America. hat ing hetn built by the Aztecs in 1325, called Tenochtitlin.

Today its residents are called Chilangos by other Mexicans with a hint of distaste. The city

is busy, crowded, (1/4 of the sountr's population lives here! That is 20 million people!),

and the air quality was the w.4.1 I ha.c e%er experienced, and it was actually at the

acceptable level since I w :ix-rt in the summer because it was the rainy season!

Mexico city was built on a .wanip. so it is now slowly sinking. All the historical

structures seen at the ZOcalo ( ttIsAn central square) are now with scaffolding on the inside,

water pump in the basement. and people are just frantically doing repairing work to keep

the buildings from sinking ans turther

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Famous places to visit near the Local° are the ruins of Templo Major (the Great

Temple), the Cathedral (there is at least one ii EVERY city. This one is huge and

f gorgeous,but what really interested me was the modem scaffolding inside to keep it from

sinking and the pendulum in the middle to measure the rate it is sinking.)

If you travel away from downtown Mexico City (remember, this is the largest city

in the world, and it takes HOURS) you can visit the Basilica of Our Lady Guadalupe, a

place where a dark virgin Mary appeared. It is a miracle recognized by the Catholic church.

Be ready to climb lots of stairs at high altitude.

My personal favorite is the breathtaking (I mean that literally) pyramids of

Teotihuacan. This is the largest city of the Mesoamerica. When the Aztecs took it over in

the 1300's, they were so impressed by it that they named it Teotihuacdn, "A place wheremen became gods."

,Talisco

I was only there for a few hours at the Guadalajara airport. Guadalajara is

Mexico's second largest city situated on a 5000 focthigh plain. It is also a colonial city,

where 16th century towns with colonial architectures are evident.

Michoacdn

The capital of Michoacdn is Morelia, and one can see the "M" painted as an

aqueduct on the city taxis. I don't think the aqueduct works now (or ever worked),

though. Morelia was charming, with sidewalk cafes, parks of people and vendors, and

CATHEDRALS. However, much of my time in Michoacdn was spend in the little town

called Erongarfcuaro, one of the many little towns around Lake Patzcuaro.

Michoacán is very green during summer, the rainy season. It istonsidered one of

the most beautiful states in Mexico. The pottery and furniture are simply beautiful, and I

love the embroidery work and the linens for dining. The weather was actually pleasantly

cool early mornings and evenings because of the altitude.

Lots of people in Michoacdn move between there and the US. Sometimes the father

of the family comes first, then brings the kids. Sometimes it is just the father traveling

back and forth. It is not uncommon that these people have very nice houses in Michoaan

(they can be easily distinguished) but live in an apartment with ten other people while they

are in the United States. Most of the money made is channeled back to Mexico to help the

family out there. When these people move to the US, they join the people from their own

village here and continues the network. There are areas in California, such as Watsonville,

where most everyone there from Mexico is from the same village in Michoacdn.

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OaxacaOaxaca is the fifth largest state in Mexico, and one of the poorest. It is at an altitude

of 5000 ft(?),in the rugged Sierra Madres. Very pleasant, very friendly despite the fact that

it IS a tourist jungle. The major indigenous tribes are the Zapotecs and the Mixtec, both,

frum my experience, are much more outgoing than the othertribes that I had met. I did not

see any other state with that maly "gringos." Oaxaca is known for its wonderful crafts,

such as black pottery, carved wooden animals, and gorgeous dresses with hand-woven

lace/embroidery. There are villages where the entire population does ONE type ofcraft for

a living. It was one of my personal favorite state.j.

Oaxaca is the home of numerous archeological ruins, such as Monte Albán (one of

the most imiiressive ancient cities, still being excavated), Yaagul (an ancient fortress city),

and Mit la (a burial center with lavishly decorated tombs)

PueblaKnown for: Mole Poblano, known to many as "that chocolate sauce." Actually,

there in only a little bit of chocolate in the mole p6blano sauce. Of course, since I don't

cook, I really have no idea of the kinds of spices and herbs in there. Ain know is that it is

a real delicacy and takes a lot of work Only stayed there one day. The capital Puebla is a

small town, but with bustling night life (people in the park, on the street shopping, etc.)

Oxintana Roo

It is known for the world's first computer-generated city: Canciin. Need I say

more? Hot, extremely humid, but the water is gorgeous! The two islands, Cozumel and

Isla Mujeres, are the two major islands off the coast of Quintana Roo in the gorgeous

turquois water of the Caribbean. Playa del Carmen is further south of Cancdn, and it is

pretty much a quiet, less touristy and more affordable Canciin with wonderful Pirla Coladas

(the best I've ever had).However, one should not overlook its wonderful archeological sites, such as

Chichen Itz.i and Tuium. Ch when Itza is a city where you can see during-the equinox the

appearance of snake patterja on the main pyramid. It is overwhelmingly impressive, and

full of fascinating stories and legends (which I learned from our wonderful tour guide

Sefior Victor). Then there is Tulum. Tulum is the only archeological site that I visited

where you can go for a sv., tm on the beach after becoming all hot and sweaty from walking

around. The ancient buiidimis stand against the long stretch of turquois water of the

Carribean is simply breathtaking. I have pictures. Parts of the movie "Against all odds"

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were filmed in Tulum. Although I would not pay the money to see the movie again, I woul4

definitely watch it when it comes on TV just so I can see how they filmed Tulum.

Most of the places we saw were farms, and people lived in huts or houses with

strawhut-like roofs. Most of them had very dim lights at night, and you can see hammocks

hanging in the house (a way to keep cool at night in this weather).

VeracruzHot, humi. I, by the beach, just like big beach towns here in Southern Califoria,

7:0,10Abut on a smaller scale. The Anthropological museum in isp,, the state capital, has lots of

things, including the huge Olmec heads. The garden outside had so manAopical plants

that I could not keep track of how many (let alone-M=1g them).The cafe con leche

served in the busy local restaurant are directly poured from the kettles of milk and coffee.,

and is DELICIOUS! Loved the parks downtown where people hung out at night, where

people of all ages dance to the music, walk, chat, eat....Very festive, warm feeling. Heard

stories about witchcraft being still practiced in areas in Veracruz, and visited a garden

where varieties of herbs that are used by "witch doctors" were grown. I found Veracruz to

be very charming, and this was the first city where I actually felt "wow, I am in a

completely different place!"

Yucatan

Known for: archeological sites such as Uxmal, a personal favorite of mine. It has

one of the most impressive and the steepest pyramids that I had to climb, yet the size of the

place was not overwhelming like some of the others. In many places I stepped so close to

touching the ancient history (many areas are not fenced or blocked off like the other ruins),

it was like traveling back in time.

The capital Merida is called the Paris of (this) continent. Either I went to the wrong

pan of Paris or the tour book lied. 1 saw lots of French influence, but Merida is its own

city with its own characteri.ncs . and it is definitely Mexican. Sight seeing there would

include the city hall, the cathedrals, and others, just like any major city. But the markets

are also very impressive. I Limmocks are for sale anywhere. The local traditional dances

are very interesting. I was impressed by how the dancers were able to dance away with a

serving tray full of water glasses filled to the top.

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7

1 7E3 MIAMI MID 'TM 31)11712,

To me, underneath all the fierce nationalism and Catholicism that is evident for

people to see everywhere in Mexico, there are many different faces. Besides each state

having its own characteristics and charm, the difference in geography and ethnic groups

between the desert north and the tropical jungle south is just overwhelming. I have also

learned that life style in Mexico is very much determined and affected by the geographical

location, so I am going to attcmpt to summarize some general characteristics of the northern

region and sOuthern region, and give an overall picture of diversity and the drastic, even

shocking contrast between these two regions. According to Dr. Zubierta at the Health

Council, there is a difference of 40 years between the north and the south, a difference that

is disturbing.

Just for reference, when I say North, I am talking about (generally speaking) states

that lie north of the Yucatan peninsula, and the south includes the Yucatan peninsula and

states that lie south of it. I will mention specific states when they do not fall into that

general description.

Physical DifferencesThe north is rather flat and dry, with desert climate similar to California and our

Southwest. The south, however, is humid, mountainous, with rainforests.

Degree of developmentThe north is much closer in industrialization and development to the United States,

whereas the south is closer to South and Central America and more agricultural. This in

turn affects the educational and socio-economic aspects of these regions. Read on.

Density of populationThe highest concentranon is in Mexico City, D.F., then the population thins out as

we move further out from that point. Over 60% of the people in the south live in villages

or rural areas, which by definition has less than 2500 people. Many of these.people are the

8

indigenous people who were relocated to forest areas. In contrast, over 60% of the peoplein the north live in urban areas, which has more than 15,000 people.

Indigenous GroupThere are anywhere from 48 to 54 ethnic groups, depending on the criteria under

which the census was conducted. The indigenous people make up about 9% of the total

Mexican population. Most of these groups can be found in regions along the coast of Gulfof Mexico and in the south, with the most groups being in Oaxaca (18), then Veracruz

(12), then Chiapas (9). The major groups in the south are groups such as the Mayans,

Zapotecs, and some Mixtecs. The largest group, however, is the Tarahumaras in

Chihuahua (saw how they lived in the Copper Canyon region), which has three other

indigenous groups as well.

Most of these people are living in agricultural areas and/or in areas lacking in

resources (due to relocating programs by government to move them to jungle areas, where

land is poor for farming). Many of these people supplement their income by working in

cities, the US, or as migiant workers. Currently in Mexico City there are 2 million

indigenous people, most working the lowest paying jobs.

There are still regions where people speak only their native language and not

Spanish. Bilingual Education in Mexico is left up to the teachers because it is "costly" even

though there is a great need for such a program. Similar to the United States, there is also

often resistance from the parents to put their children in bilingual classes because they want

the children to speak Spanish, since that is the tool to upward mobility in society. The

Tarahumara Indians in Chihuahua (some of the quietest and shyest people I have EVER

met) is the only group that has a developed bilingual curriculum, with text books and

dictionaries.

Since most of the students who come to Claremont are Mestizos (mixed) and not

indigenous, it would make an Interesting topic for discussion or composition for these

students to compare the perception and the treatment by the Mexican society of the

indigenous people to that of the "American" society on immigrants who are limited in

English. By making compan sons, it may help the students see more clearly where they

stand and what transitions they need to make, because they will be looking at the situation

from the role of both mainstream society and the minori

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9

Literacy RateThe Mexican government issued a report of very high literacy rate, and I am a bit

skeptical of that (see statistics in section III). Literacy rate is higher in the north, with 95%

of the people in the northern region over the age of 15 being literate. However, only 69%

of the people in the south in the same age group are literate. Illiteracy rate is as high as

100% in some rural and indigenous areas.

Living. Conditions:The north has more rooms for the same number of people in one household than tfie

south. In other words, over-crowding is more common in south. More than 50% of the

northern region households have floor covering, potable water, sewage system and

electricity except Sonora. However, with the exception of Mexico City, less than 50% of

the southern region households have all that "luxury." In Mexico city where some of the

richest people in the world live, the HAVES and the HAVE NOTS aie about 50-50. This

is because there are areas around the edge of the Federal District where one can find large

shanty towns, where people are living without electricity, sewage system...etc.

When I first walked by the school of arts in Chihuahua (relatively urban) and saw

that the band had to bring chairs out to practice outside in the tree shade because there is not

a room big enough to hold them, I thought that was kind of sad but not TOG bad. Once I

began hitting the rural areas, however, some of the sights just broke my heart. Many of the

public schools we visited in the rural area do not even have the basic facilities such as

enough tables and chairs. Their "library", if they are lucky, is a box of books for

everyone to share.

We drove by many "houses" (more like huts) while traveling the Yucatan Peninsula

, and most of the houses were either pitch dark or used one dim light bulb to light the

room. I wondered how these kids study (if they do) since many of them work while there

is day light. This may call for a watch on vision problems of kids from the poorer areas.

ReligiortAlthough there is no stow religion, Catholicism is the dominant religion in Mexico,

especially in the northern (Tamaulipas, Chihuahua, Nuevo Leon, etc., at around 86-87% of

population) and the western (Guanajuato, Queretaro, Jalisco, Michoacan, etc, 94-96% of

population) region. The state of Aguascalientes has the highest concentration of Catholics,

with 97.2% of the people being Catholic.

1 y 1 0

The Catholic church is losing member in the southern region, where there is a

strong concentration of indigenous people who practices their own religions. Curiously,

the Protestant influence (the second strongest religion in Mexico) is growing the most

rapidly in these same areas where Catholicism is diminishing. In areas such as Veracruz,

Tabasco Quintana Roo and Chiapas, where about 67-80% of people are Catholic, the

number of people who reported to be Protestants are anywhere from 12% to 16%.

Between 1970 and 1990, the population has gone from 96% Catholic to.89.7%,

while the Protestants went from 1.8% of the population to 4.9%. The Jewish population

remained unchanged. People who declared to have other religions increased from 0.3% to

1.4%, and people who declared "none" on religion went from 1.5% to 3.2%

MISC:Life expectancy is higher in the north, partly because of the better living conditions,

but also because of job security etc. Life expectancy is the lowest in Oaxaca and Chiapas,

two of the poorest southern states. The natality rate is higher in agricultural states (mainly

the south, but also includes Durango), mortality rate is also higher in the south, especially

in, again, Oaxaca and Chiapas. It is mainly due to lack of potable water and working

sewage system. For that reason, the main cause of death in the south is intestinal diseases.

The main cause of death for the industrialized north is heart disease and accidents.

When it comes to medical care, the difference is drastic between the north and the

south. In areas such as Baja and Mexico City, there is 1.2 to 2.27 doctors per 1000

people. In the south, there is 0.4 to 0.6 doctors per 1000 people. Many children in these

areas do not get vaccinated to be able to fight childhood diseases. In many cases, it is

difficult to get the vaccine to these remote areas, having to keep it cool and with no other

form of transportation but v. alking.

Alcoholism is big in the south (Veracruz, Oaxaca, etc.) but also in Baja California

and Sinaloa. Drug use is also serious in these same states.

L) 1 1

gn. TIM 1`113ZICA\N IEDUCknonc,,,GUSTIEK

General InformationAlthough the Unked States' public education system has been under attack, and

being a teacher I experience many of its problems, spending time in Mexico this summer

made me really appreciate what we have and how far we have come. If I were to ask about

the US educational system. I 444of course hear lots of complaints and problems, but if I

were to ask the question "what do you see that IS working in the system?" I know there

will be a list, also. The picture painted for me of the Mexican public education system was

so dark, so bleak, so hopeless and helpless and so depressing that I had to ask that same

question to different educators and researchers. I did, and the longest answer I got was,

"that is a very good question." The rest of the responses went from a sigh to a shrug to a

shake of the head and "nothing."

It is true that the two educational systems are different, but many problems that I

will describe will sound very familiar to US educators.

In this section I am going to give some statistics on the current situation in the

Mexican public education system to help illustrate some of the problems they have

experienced and why there is a major reform underway. After giving some general

background information of thc Mexican educational system, I will add in details by using a

Q &A format to (hopefully) make locating information easier.

A. Historical Information

Primary education was established in 1879 and secondary in 1889. Under the

dictatorship of Porfirio Diaz, all educational activities were to be guided by a centralized

administrative apparatus. Efforts were made to unify pedagogical contents and methods

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across the different levels and throughout the national territory. However, by the end of

Porfiriato, the emphasis had shifted to college education, and of the one-sixth of the

population that was school age, only one third of them attended primary schools. Even

fewer attended secondary. The expenditures for education was reduced from 7% of the

national budget to 0.9% (versus the current figure of 6% of national budget).

After the Mexican Revolution, the Mexican constitution recognizes that education is

a national responsibility and the responsibility of society as a whole. Since the constitution

of 1917 and under president Alvaro Obregón, emphasis was given to rural, technical, and

teacher education, and there was the establishment of the Ministry of education (Secretaria

de EducaciOn Ptiblica: SEP) in 1921, and the establishment of the Escuela Nacional de

Maestros (a teacher's education program) in 1924. Schools were build at an accelerated

rate, and Mexico has made quite an effort and difference in increase enrollment,decrease

illiteracy, and make schools accessible to all. At the same time, it is also trying to combat the

educational backlog problem.

B. Public School System

A student in the Mexican public educational system would go through six years of

Primary school, three years of Secondary school, and three years of "Prep" school before

going into higher education. All public education, includinit higher education, is "free."

The government develops, prints, and distributes close to 90 million free text books each

year. Although I am told that the teachers can choose not to use the government text

books, there does not seem to be any other resource for the teachers to use, so I am pretty.

sure that most of them follo the curriculum fairly closely. This to me can be beneficial

because it does not matter v. here a student moves to, the text books are the same

everywhere in the country. The problem is, there are areas in the country where there are

no schools, or the books neer get to them...etc.

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C. School Day and hours

A typical day in an elementary school begins either at 8 am or 2 pm, depending on

which shift the student is in. There are two shifts per day because of the over-crowding,

lack of facilities and the fact that some students have a work schedule to follow. The 8 am

shift goes till 12:30 or lpm, and the 2 pm shift goes till 6:30 pm. Meal time is not included

in the schedule because these are only half-day classes. On Mondays there is a morning

assembly where the students gather and do flag salute.

A typical secondary school day also has 2 shifts, also. Morning shift begins at 7:30

and goes till 1:45. The afternoon shift begins at 2 pm and ends at 8 pm.

The typical classroom size is anywhere from 60 to 62 students, and there is no

government restrictions on maximum class size. However, I was told that at the secondary

level, the afternoon classes may have only 16 to 20 students because the those hours are

less desired by students.

The students attend school for 200 days a year, 4 hours a day, five days a week.

Specific break down on hours/subject follows:

First and Second rade:

Subject Hours per year Hours per week

Spanish 360 9

Math 240 6

Sod Studies & Science

-

120 3

Art Education 40 1

P.E. 40 1

Total 800 2 0

14

Third through Sixth Grade

[-subject Hours per year Hours per week

Spanish 240

,

6

Math 200 5

Natural Science 120 3

History 60 1.5

Geography 60 1.5

Civic Education 40 1

Art Education 40 1

P.E. 40 1

,Total 800 2 0

In the Secondary Level (listed by subject and hours of instruction per week)

First year second year third year

S .anith 5 5 5

Math 5 5 5

World Histo 3 3

Mexican Histo 3

Geography (Gen) 3

Geo h (Mex) 3

Ed. Orientation (?) 3

Civics 3 2

Intro to Phy and Bio 3

Biolo, 31

2 215

Physics 3

,

3

Chemistry 3

,

3

Foreign Language 3 3 - 3I

Elective 3

Art Appreciation 2 2 2

P.E. ') 2 2

Tech Education 3 3 3

Total , 3 5 3 5

_

3 5

D. Assessment and Grades

Teach= of the same grade level at each school site work together on writing up

monthly tests according to what is covered in each classroom, which is very similar to what

the Japanese educational system does.

Report cards are sent home with the students on a monthly basis. The grading

system uses numbers from 1 - 10, with 10 being the highest/best mark. The parents must

sin the report cards and return them to school. At the end of the year a summary of the

report cards (a final report card) is sent home. This one the parents do keep. Student files

are kept but not at the school but at the local department of education (I was told), and these

files follow the students with each transfer. Ask the parents about the "Calificación" (the

eport cards) and see if they still have them.

E. IlmicfamThere is an educational reform going on that is working towardsdecentralization,

partly because it cuts down on the bureaucracy that onc must go through to get work done,

and partly because of the financial difficulties. What they are using as a model for the

reform is, guess what? The United States public school system.

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F. Ouestionst

Why was the word "free" of "free education" in quotation marks?I was told that the education is free as long as one can afford it. What this means is

that many of the students must work to bring extra income to help the family, and to go to

school means to give up the income that is needed. Many students cannot afford to receive

free education because of the need of the family. In rural and indigenous areas, truancy

and dropout rams are especially high because the family needs the children to work in the

fields. Also, school activities cost money. Unlike the US. where we have bake sales to

raise money, parent in Mexico have to pay money for preparations of special (yet

mandatory) activities, such as mothees day, sports competitions, graduation, etc.

According to some parents of school age children whom I spoke to, the cost does acid up.

How many students DO receive this free education?Of the 14.6 million children attending elementary schools, 72% are in Federal

schools, 22.3% in state institutions, and 5.7% in private schools. Today, primary school

covers about 98% of the children. Nearly 300,000 Mexican children (2% of total, mainly

in rural and indigenous areas) do not have access to schools. Of those completing primary

schools, 83% enroll in secondary schools. Presently, one out of two Mexicans does not

benefit from any instruction beyond the elementary grades. On a side note, 45%, or 6.6

million students do not complete the primary education in the six-year period. In the rural

and indigenous areas it comes close to 80%.

What is the drop-out rate?About 880,000 drop out from elementary schools and 1.7 million students 10 to

14 rars of age are not enrolled in school. Of the 880,000, about 500,000 Children drop

out of elementary school during the first three years (and joins the rank of the illiterate).

Another 380,000 drop out in the next three years of primary school.

What type of teacher training is there? What is the salary like?

In the past, teacher training program is an alternative to attending the prep school

(equivalent to our 10-12 grade level). That was all that was required, but today teachers are

required to attend four years of normal school after finishing "prep" school. Inservices and

workshops beyond this level ts still scarce.

I was not able to get an exact figure on teacher salary, although everyone said it is

very little. Maybe this would give you a better idea: I spoke to a principal ("director") of

tiX

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an elementary school in the state of Michoacan, and he makes about 1200 pesos a month,

which is about US $400. Teachers make less. Granted that the cost of living is lower in

Mexico, but not.by much. These people also have to pay income tax (see question on tax).

Are these schools at least well-staffed and offer the completecurriculum?

Over 15,000 public schools (20% of the total) do not offer the six-year elementary

cuniculum, and more than 16,000 (22%) have only ONE teacher for all school grades.

Are the teachers at least respected?Teaching is often considered a vocational job rather than a career. The degree of

respect a teacher receives depends on many factors, as we all know in the United States.

However, in many rural regions where the teacher is the only person who knows how to

read, these teachers must also take on leadership roles in the community. In cases like

these the teacher earns a lot of respect for his or her active participation in the community.

As for getting the respect for possessing the knowledge and for teaching, I am beginning to

find that these mentality are becoming more and more difficult to find.

What does a principal do as a director of the school?According to this principal, his job is to deal with government and request funds.

The government gives school money for salary and books. If there is any other need, the

principal must either repeatedly go to the government to request funding, "network" with

people who may have influence in getting things done, or go out and find businesses to

donate needed materials. He told me that once the school needed to build a basketball court

for the kids to play on, and he had to first go out and get people to donate gravel and other

necessary material, then after that he had to go out and gather parents and volunteers to help

put the basketball court together.

Doesn't Mexico have a fairly high income tax? Where do all the taxmoney go if there is such a lack of funding?Mexico does charge a very high income tax (about 35-40%). The problem is that

there is no organization there like our IRS that can rack down people, so those who

volu. teer to pay taxes pay a lot, the rest do not pay at all. I was given the figure of 6

million out of 80 million people pay their income tax. I am not sure how accurate this is,

but I wouldn't be surprised if that is the reality from what I have seen and observed in

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Mexico. The effect of this is evident everywhere in Mexico, from the small areas suchas

major roads are unpaved or unrepaired, etc.

What about the teacher's union? Can't they do something?Mexico has the largest teacher's union in Latin America. However, it is looked at

as a mechanism to control th t.. teachers for that the union leaden are supporters and are

closely affiliated with the PRI (the dominant political party) and this makes strike very

difficult. When it comes time to vote, most people cast their votes based on indebtedness

of a favor done for them rather than voting for a party or a candidate. In other words, if

your supervisor is the person who got you the job, you in a way return this favor or show

support for this person by voting for the supervisor's party, which in general is the PRI.

What do you mean by "the supervisor getting you the -h"?

When one looks for a teaching job, the location is determined by whc.re teachers are

needed (usually in rural areas with no electricity or water), not where the person would like

to teach. The only way to make changes to ensure you get a job that you want is to use

connections, social rotwork, or MONEY. When such a favor is done, that is where the

indebtedness come from.

What educational backlog problems are there?Today in Mexico 4.2 million people over 15 years of age are illiterate.

Approximately 20.2 million adults have not completed elementary education as required by

the constitution, and nearly 16 million more have not finished secondary school. Illiteracy

approaches 100% in geographical zones With high concentration of indigenous groups,

while in other parts of the country it may be close to 2%.

What are the goals for the elementary and secondary educationalreform?

One of the problems .4. ith the old system was that there is no internal coherence

between different levels of schooling, and that the goals and contents are "overambitious"

with gaps and overlaps. Therefore, in addition to decentralizing, reducing bureaucracy,

and increase professional development, the main curriculum goals is to develop a

curriculum with continuity from one level to another, and prepare students to be "reflexive

and critical in their thinking," and to encourage participation and responsibility for their

own actions and decisions. In other words, to move away from the traditional passive

learning to active learning.

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2.6

CURRICULUM"%i

I managed to acquire (after running aroundfihe Benjamin Franklin library, making

numerous phone calls in broken Spanish, a taxi ride in rush hour traffic on a Friday/pay

day, and ran three blocks to the ministry of education with five minutes to spare) the new

benational curriculum guidelines of 1994-95 for the primary level and had thought about

including a brief summary of it so that staff and counselors get a better idea of the

educational background the new students from Mexico come with, since we normally do

nots-and will not ever see their report cards from Mexico and have no idea what they have or

have not learned. Sometimes the testing do not show much because these students do not

speak enough English to take the tests.

However, as I began with the translating work, I realized that in order to do a

thorough enough job to summarize what is included in the curriculum, it would take a lot

more time than what I currently have, especially since I have had only minimum training in

Spanish. Nevertheless, I was able to summarize (and I DO mean that) most of the subject

areas in the primary levels except for Math and Langauge Arts (Spanish). I have,

therefore, included these sections for anyone who is interested in browsing them and/or

help translate them to use as future reference, and I apologize for the quality of translation

in some areas, as I am not well-versed in some of the lingo used to know the proper

words.

What I did notice was that the new curriculum developed under the educational

refoun looks a lot like the California state framework, with differences in the language arts

and history, since we are talking about teaching Spanish, not English, and Mexican history

at the upper elementary than US history. There is also a separate section of Geography,

which is integrated into social studies at the first and second grade level, and taught as its

own subject from third grade on.

If you do decide to use the curriculum as a guideline for placement, however, do

remember that this is a guideline to be implemented THIS school year, and it may be

different from the older guideline under which the new student was taught. However, I did

read that the changes are not MAJOR and that the main shift is in emphasis in critical

thinking.

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One other important factor to remember when trying to determine what this student

has learned is that the student would have been exposed to everything in the curriculum

guide only if the student has attended a school that followed the curriculum and had

qualified teachers to teach it (and I have shown that in many cases this does not happen). It

may be better to use this information to determine what the student has NOT been exposed

to, apd hence narrow down the possible classes the student may need to be in.

SpanishThe Primary Spanish language arts program focuses on four main areas: The

spoken language, the written language, reading, and language application. The content of

each area builds on and develops what is taught in the previous grade, but all four areas are

covered every year. See program guideline for "Espafiol."

MathSimilar to the Spanish program, the math program includes six main areas. Each of

these areas have sub-topics, and the content under each sub-topic develops with each

grade, but all areas are covered each year. These four main areas and their sub-topics are:

I . The numbers and their functions:natural numbers

2. Measuring: length, width, areas, volumn, time

3. Geometry: location, spacial relation, geometrical figures

4. Graphing

5. Estimation (beginning 3rd grade)

6. "Process of change" (problems dealing wiih proportions).

Natural SdenceEach grade covers five areas: The living things, human body and health, the

'environment and environmental protection, matter and energy change, "science,

technology, and society." In the first and second grade, Natural science, geography,

and civic education are integrated, but I will list what is covered specifically in the

areas mentioned above. (Do note the topics covered in human body and health and also

anything related to water. Then relate that to the health issues covered in Chapter ID.

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24

First gradeThe living things:

plants and zaimals, their differences, ID plants and animals in the neighborhood,

germination.

Human body and health:how we were and how we are, parts of the body, the senses, good health habits,

safety.

The environment and its protection:the importance of water and its use, how people change nature

Maiter and energy change:the sun, night and day, properties of water

"Science, technology, and society":basic necessities, modern conveniences in a house

Second gradeThe living things:

living and-non-living things, living things and their environment, care for living

things, common functions of plants and animals, land and water creatures,

classification of animals (mammals, etc.)

Human body and health:Structure of human body, nutrition, personal hygene

The environment and its protection:the water, change in atmosphere, deterioration of environment

Matter and energy change:temperature, light change, light and heat, sortie natural phenomenons and their

causes

"Science, technology, and society":sources of food, types of food (natural, processed, etc.), basic needs and scientific

applications.

Third gradeThe living things:

Respiration, water and air and plants, the plants (parts, photosynthesis...etc.), the

food chain.

Hutnan body and health:

2J

digestive, circulatory and respirtory system and their care, nutrition, balanced diet,

illnesses related to digestive system and their causes, potable water and health,

personal safety, simple first-aid.

The environment and its protection:air and water, natural resources, biodegradable and non-biodegradable items

Matter and energy change:. solid, liquid, gas, measurement, classification of objects

"Science, technology, and society":natural resources in the community and the region.

Fourth GradeThe living things:

ecosystem, vertibrates and other, stages of life, characteristics present in adult

, female and male species.

Human body and health:Respirtory diseases, sensory organs, immune system, digestive system, muscles

The environment and its protection:water purification process, national natural resources, the nation's environment

Matter and energy change:chemical and physical changes, heat and temperature, energy sources, motion

"Science, technology, and society":natural resources, basic elements, type and sources of contamination

Fifth gradeThe living things:

The cell, single cell organisms etc., diversity of biological things, artificial

ecosystem, combusuon (?)

Human body and health:nervous system, glans and hormones, reproductive organs, sexual roles, addictions

The environment and its protection:human effect on ecosystem, pollution

Matter and energy change:work (physics), energy, mixtures, simple methods on separating substances,

motion, sound waves, earthquake, types of energy and their uses

"Science, technology, and society":. electricity, magnetism

Sixth gradeThe living things:

evolution, geological eras, fossils

Human body and health:human developmental stages, puberty, human repmduction, health, disaster

training

The environment and its protection:population explosion, influence of technology on ecosystem, disaster preparedness

Matter and energy change:water cycle, atom, molecules, elements, compounds

"Science, technology, and society":simple machines.

BistoryFirst Grade:

personal history, history of family, the school, time, national anthm and

flag, festivals and customs of Mexico.

Second Grade:personal history, history of family, history of the school, time, history of

neighborhood, festivals and customs of Mexico.

Third Grade:Introduction to the study of the past, the eras of Mexican history

Fourth Grade:Pre-colonial Me x ico (major groups and civilizations), Spanish conquest,

colonial, independence, first years of the Republic, Porfiriato; Mexican

revolution. contemporary Mexico

Fifth Grade:Human evoknon of America, Major civilizations in Asia and

Mediterranean. ('I% thzanon in Mesoamerica, Middle ages in Europe,

Renaissam. e 1)1...mery of America. Spanish in America, Imperialism 16-

18 century. independence movement, Mexican Independence,

Independence 01 Spani.h colonies

First Grade:Review of independence of Mexican and other Latin American countries,

international conflicts and loss of territory (e.g. Texas), the reform, French

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invasion, restoration of the Republic, European development in 19th

century, Porfiriato (dictatorship of Porfirio Diaz), Mexican Revolution, the

world during Mexican revolution, the world in 1940

GeographyFirt Grade

the school, the neighborhood, cities and country side, time, Our country

Mexicofierand_gradt

School, community, trade, communicaiton between communities, states and

natural geographical boarders of Mexico.

Third GradeMexico, its neighbors, origin and significance of the name, natural

resources, climate, population, economic activities

Fourth GradeSolar system, physical characteristic of Mexico, its natural resources,

population, principle economic activities

Fifth Grade

Sixth Grade

The Universe, the earth, world map, continental drift, Latin America, its

natural resources and economic activities, its population, Mexico's role in

the economics of the American continent

Physical characteristic of the Earth, world environmental issues, natural

resources, world population, cultural diversity. Mexico in the context of the

world

Civic EducationFirst Grade

The children, types of families, the school, the neighborhood, "Our country

Mexico", common traditions and symbolism.

StratuLGradtschool and family (rights of children, abuse), local festivals and customs,

the municiple. Mexico: culture, tradition, patriotic symbols.

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32

Third GradeSignificance of name Mexico, individual and organizations, the

. government, the diversity and interdependence of the Mexican population,

equal rights, Patriotism

Fourth VradeThe Federal Republic of Mexico, the constitution, rights of citizens, the

wealth of the country, urban and rural people, forms of communicaiton, the

multi-ethnic and multi-cultural country of Mexico

Fifth Gradethe laws, individual rights, social rights, children's rights, rights of citizens

of the past, Mexico and the world, international relations

Sixth Gradethe Republic of Mexico, the government, democracy, ihe judicial system,

the constitution of 1917, diversity within Mexico, international relations

Art EducationStudents in each grade level are exposed to music, dance, fine arts and drama both

in forms of appreciation and participation.

Physical EducationThe physical education activities fall under four categories: visual-motor skills

development, development of physical ability, basic sports, and health. A copy of the

curriculum guide for this area is included for the reason that many of the activities are listed

by name only, such as "cats and rats", "pineapple and melon"... which I can translate but

do not know how exactly these games are played and what they are to help develop. The

PE teachers may want to use these as extra credits and have the Mexican children describe

or show the group how to play these games (or recommand games from the list given).

3tj

Who is usually "responsible" in the children's education in a family?The mother is the one. Normally the father is the one out working, and the mother

stays home to care for the family and make sure that the children do the homework. They

also are the ones who attend meetings at school. More and more women are now working

also to supplement family income, but the men do not usually get involved with the

children's education.

How valuable is education to the people in Mexico?Although Education means upward mobility, how it is valued varies, depending on

many factors, including the socio-economic situation. Most parents who have the money

woad send their kids to private schools. Public schools in Mexico are not, well,

prestigious. In areas where poverty is an issue (especially among the indigenous people),

the parents want the children to learn Spanish for social and economical progress in the

future, yet when the whole family has to work in order to eat NOW, education just isn't a

priority. (see section HI for more info)

Is there much parents participation in Mexican public schools?Traditionally in Mexico the parents to not participate a whole lot in schools

(meaning coming to school to participate in activities). Education is left up to the teacher,

and since many of the parents have not completed education beyond the primary level (see

statistics in section III), they are often intimidated, or simply do not know what they can do

to become involved in the school (or that their involvement is valuable).

What type of activities do the parents participate in the Most?Activities that do not require physical attendance and are not academic (this is my

personal impression). In Mexico. according to an elementary school principal whom I

spoke to, many of the parents would willingly donate money for graduation parties, but not

so for school equipment. simply because they can see and anticipate where the money will

go and how it will be used to benefit the students better in one case than the other.

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Is there any effort to push for parent involvement in Mexico? If so,what is being done?Currently there is an educational reform going on in Mexico, and one of the focus

areas is parent involvement. In the state of Chihuahua, PTAs are being formed at local and

state level. There are three experimental schools where parent-education courses are

offered at night, so that both parents can come (although most of the moms are housewives

and do not work outside of the home).

But how do they get the parents to show up in the first place?I do not think we can legally do this here in the U.S., but these parent education

courses are OBLIGATORY. The school tells the parents that "if you attend, your child will

(=et better grades." Because the child's grade is at stake, the child drags the parents to go

and keeps tack of the attendance. At the end of the program, the CHILD gets a certificate

of completion.

* So, "GUILT" is the best/most effective way to involve these parents?From what I gather, (especially in a Citholic environment), yes.

* Has there been any success in involving the male parents?There has been some success. Wliat the school does is use the "Machismo" attitude

to their advantage by assigning male parents important titles and make them feel needed,

and they began to help the women parents with the education because they are now "in

charge" and therefore obligated to participate (happily, I might add).

Who teaches these parent education courses? Is the government

funding it?As with the teachers in the United States, many Mexican teachers wish to help the

students and they give their own time to do so. At this time, all these courses are taught by

teachers on a voluntary basis (no additional pay). There is no state or national government

fundini.?

What can we do here in the United States to involve the parents and

show them that their involvement is essential in their children's

education?The best thing to do? PARENT EDUCATION! But until we can have that done

bilingually with focus on specific problems each culture faces, let's begin with something a

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little easier. Send home letters of invitation (have the kids write them as a class project)

about school functions. Thesc parents may not be as up to date and aware of these events.

Have letters translated into Spanish to invite parents to attend at least "Back-to-school

night" and "Open House." Remember to explain to them specifically the purpose and the

proiedure, and reassure them that they do not need to speak to the teachers,' if they do not

wish to do so. In addition to not being used to getting involved in schools in their own

culture, having to speak English here is intimidating to many parents, even if they do have

the time and the desire to become involved.

What do these parents need to know in addition to what we tell the"American" parents at Back-to-school-night?First of all, SSR teachers! Make sure.they are aware of the existence of the student

handbook, and that there is a calendar in there with school events, and most importantly,

when the grades are due. Let them know to expect a report card IN THE MAIL within a

week of those dates. Let them know the purpose of the student handbook, and reassure

them that if communication is difficult for them in English, the school will fmd interpreters.

Notes to teachers CAN be written in Spanish if necessary. Put them at ease.

* And then? How do we involve these parents in other activities ifEnglish is a problem?My suggestions is to invite the parents to participate in school activities first through

FOOD. Yes, have them participate in bake sales by cooking (not selling, unless they

volunteer), and make a big deal about the wondirful international varieties of foods we

have To many of these parents, they do not know whether their version of "cookies" and

"snacks" would suit the American palette, so instead of making them feel they have to cook

"American", make a big deal about how ethnic desserts are welcome. Remember to always

follow up with a phone call or a thank you note.

What about, you know, those "unknown" ingredients?If you are afraid of the unknown ingredients, specify that "most buyers prefer

something sweet, with lots of sugar or chocolate... do you have something like that in your

culture?" Trust me, you won't regret it.

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But we only have bake sale twice a year. That's hardly anyparticipation.

You can also have kids bring in food for their special holidays and give a

presentation. Depending on the subject, it can be a unit on health and nutrition, a unit on

corn, a unit on how heat energy can be used, a unit on different properties of matter (and

what happens when you mix them)... I am sure you can come up with something. I have

never had any trouble coming up with excuses to have food in my class (yes, I love to eat,

can you tell?). Or, better yet, have the parents cook IN CLASS (if the kid can serve as

interpreter). Then you will sample more than just snacks and cookies, but great dishes. If

you really have the time and resource, host a small international food festival at the school

site. I know the Claremont Colleges do that every year, but not many of our Mexican

students' parents are affiliated with the colleges.

* What if .our bake sale or the current unit has a theMe and we onlywant "American" cooking?If cookies and brownies are the only baked goods wanted, then have a few different

recipes and send the recipes home. Many of the students and parents enjoy trying out new

recipes. It also takes the pressure of choosing a "good" American recipe off of them. I

have sent home recipes from colonial days for extra credit at around Thanksgiving (or

when we are learning about the 13 colonies), and the results were delicious. It is not only a

way to involve parents but to teach a little 'aft of American culture to them as well.

3

30

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Is literature easily accessihle to children? QIN

No. First of all, there are few publications for children. Secondly, some of the

largest chain bookstores that I went to did not even cany children's books for the reason

that "there is no market." Books are also expensive (price comparable to U.S.). Most

people spend money on renting videos. Video rental stores can be seen even in the smallest

rand towns (that we were able to get to. I am sure they do not exist in areas where one

must walk hours to get to). As a result, there is not an abundance of children's literature,

andit is even more difficult to find good children's literature in Mexico. As of today, the

situation is that the number of books for children is less than the number of children in

Mexico.

What about the libraries in Mexico?We visited a few libraries on school sites (private schools) and the collections there

is quite small. Most public schools employees we spoke to were eager/desperate for

donations for books. Since we did not visit public libraries, we asked a publisher of

children's literature what type of books the library has for children and adolescents, and his

reply was "It's a mystery."

Where do children get the chance to read if books are so scarce?I am told that most children are exposed to reading for the first time in school, and

these reading assignments are from the text and are generally followed by exams. That

would make me really interested in reading, wouldn't you?

So where do I go to find good children's literature in Spanish?If "written in Spanish" is the only criteria, Spain publishes a wonderful collection

of children's literature. That would be where I would look. However, beware that Spain

is an European country and the language may be different from the Spanish spoken here on

the American Continent The background and content mayalso be difficult to relate to in

some cases. Use caution when choosing books. Don't just buy them because they are in

Spanish.

36 31

Do you have any suggestions?The publisher that I spoke to gave some names and book titles from Mexico that

looked very good. These books resemble the current children's literature in the U.S. more

than the traditional Mexican children's literature, which generally is either traditional

folklore, with religious themes and/or moral values.

Authors and titles:

Books written by Teresa Castello:5 who uses the name Pascual Corona reflect

country life in Mexico. She uses the name Pascual Corona because that was the name of

her nanny, who told her many stories. Her stories are "rich, full of poetry, recipes,

rhymes, and riddles." El Pozo de los Ratones is, I was told, the Mexican version

of 1001 lights that reminiscent the tales of the Grimm brothers, but at the same time very

Mexican, including parts about people preparing tamales.

Emilio Carballido has a very interesting book called El Pizarro:5n Magico (The magic

chalk board), where magic came out from playing with the words written on the board. It

is a very good book for children learning letter sounds and see what can happen when one

repraces a letter in a word (e.g. cat -> mat).

Juan Villoro has not written many children's books. He is an well-known Mexican

author who writes mostly for adults, but he is concerned about the lack of children's

literature. The twO books he has written are kaLcalminiu_scattas (a story for little kids)

andi,a fatRilosa guitarra del doctor Zipper (for young people).

Another interesting book is written by Magolo Cardenas. The name of the book is

called No era el tinico Noe. The story is similar to Noah's ark, but there was one from

each continent, including one from a fantasy continent carrying imaginary creatures such as

unicorns. It is a story about animals, geography, and the joy ofreading. mada_gsmila

vienm_yinara is a historical novel for young people, written also by Cardenas about the

life of a young woman during the conquest of Mexico.

Alicia Molina has published one book so far, called El agujero negro, a story that

she invented for her daughter. There is even a song now about the story.

BEST COPY AVAILABLE32

Carlos Pellicer has written and illustrated many books, including Los Zapatos de

Jima (Juan's shoes), a favorite of the publisher I spoke to, and Julieta y su caja de colores

(Julieta and her box of colors/color palette), a very cute book on colors and the magical

things Julieta can do with her paint brush.

One thing I found interesting was that no matter how small the town, how poor the

region, EVERY HOUSE HAS A TELEVISION! (Granted, again, that these were regions

that I was able to reach as a traveler, not as an anthropologist. But it is not uncommon to

put the purchase of a TV above other essentials). Some of these houses looked like they

would crash any minute because of the giant satellite dish (about as wide as the roof, and at

least half as high as the house in some cases) sitting on top of it.

Ntass media is powerful in Mexico. There is a variety of shows on TV, but the

invasion of Hollywood is everywhere. The prime time shows are alinost all shows from

the U.S.(dubbed, very well done, I might add), including Beverly Hills 90210, Saved by

the Bell, Mission Impossible, and some old shows that you don't even remember anymore.

The cartoons are generally from Japan (mainly sci-fi ones) or the U.S (cute little kiddy

cartoons).. There are Mexican versions of "Good Morning America" shows in the

morning, and there is news in Spanish. The only other Mexican products I saw.on prime

time were the game shows and SOAP OPERAS (ever wondered what happened to Eric

Estrada?)

I have often wondered that since mass media is so powerful, maybe if closed

captions is made available for all shows, it would help (at least somewhat) with the

illiteracy rate? It will not help those who do not speak Spanish (they do not usually own a

TV anyway), but imagine the number of people this can reach.

Also, I have found that teaching through video has worked very well for my

Mexicr Idds. Now I know wh .4111111111111L

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Plan

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44

par*

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94-9

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asig

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n de

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lan

de tr

abaj

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s fu

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info

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rias

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trib

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tdre

as

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añol

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sob

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posi

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e si

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cusi

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ació

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deb

ates

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re te

mas

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teré

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umno

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istr

ibuc

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unci

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nfor

mac

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med

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ate

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pósi

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rev

ista

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o de

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ollo

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as y

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mpl

ear

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te e

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gua

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ita

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abili

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aliz

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xtos

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para

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ual p

a ra

sol

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n, p

rese

ntar

una

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aso

licitu

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iliar

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mat

eria

les

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On

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o en

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ruct

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solid

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ativ

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term

edia

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gue"

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itulo

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os, d

e ar

ticu

los

peri

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stic

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de

divu

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iOn.

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cusi

em e

n eq

uipo 42

Plan

y p

rogr

amas

de

estu

dio:

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mar

ia

acer

ca d

e la

fun

d& d

e la

intr

oduc

ción

, el d

esar

ro-

110

y hi

con

clus

ion.

Aná

lisis

de

la s

ecue

ncia

de

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afos

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un te

xto

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tinci

ón d

e la

s id

eas

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cipa

les y

de

apoy

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ectu

ra d

e no

ticia

s de

l per

iodi

coy

reco

pila

ción

de n

ot ic

ias

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chad

as e

n ra

dio

o te

levi

sion

. Aná

-lis

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e su

est

ruct

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Rec

olec

cion

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atos

e in

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ctiv

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oco

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. Aná

lisis

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r la

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obre

tem

as d

e ot

ras

asig

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ras

Solic

itar

por

escr

ito in

form

ació

na

depe

nden

cias

ofic

iale

s so

bre

trám

ites

y ge

stio

ries

Bib

liote

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rgan

izac

iOn

de v

isita

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iada

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hem

erot

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0 c

ent r

os d

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e lib

ros

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nica

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est

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de tr

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os e

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que

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iera

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sque

da d

e la

s fu

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s in

dica

das

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bora

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timen

es p

or r

educ

ciem

, a p

artir

de la

dis

tinci

On

de id

eas

prin

cipa

les

- E

labo

raci

On

de r

estim

enes

par

afra

sean

do lo

ste

xtos

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aliz

ació

n de

idea

s pr

inci

pale

spa

ra o

rgan

izar

un g

uión

de

sint

esis

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Rec

reac

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liter

aria

Con

ocim

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os, h

abili

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actit

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Des

crip

ciO

n en

text

os n

arra

tivos

de

las

t rad

icio

nes

yfi

esta

s po

pula

res

de la

loca

lidad

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opila

ciO

nen

una

anto

logi

a

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bora

ción

de

prop

tiest

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ra o

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izar

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ntos

artis

ticos

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ultu

rale

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la e

scue

la

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nes

com

unic

ativ

as

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tura

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ectu

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rent

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gru

po d

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r lo

sal

umno

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tiliz

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nton

acio

n ad

ecua

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tura

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abor

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lexi

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ngua

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abili

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actit

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lexi

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aná

lisis

sob

re la

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asva

rian

tes

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espa

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cas,

gen

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601

Loc

aliz

Aci

On

de a

port

es d

e ot

ras

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uas

al e

spañ

ol:

galic

ism

os, a

nglic

ism

os. V

alor

ació

nde

l car

ácte

r ne

gati-

vo o

pos

itivo

de

la in

corp

orac

ión

dees

asap

orta

dofi

es

Los

tiem

pos

verb

ales

: rna

tices

de s

igni

fica

do e

ntre

el

copr

eter

ito y

el p

ospr

etér

ito

A m

plia

ción

del

voc

abul

ario

atr

avés

de

la f

orm

ació

nde

can

lpos

ser

nant

icos

apa

rtir

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térm

inos

poc

ous

uale

s y

de te

cnic

ism

os

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de

las

conj

unci

ones

"y",

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, "o"

, "u"

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de

las

prep

osic

ione

s "a

","c

on",

"de

", "

desd

e",

"hac

ia"

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acio

nes

com

unic

ativ

as

Tod

as la

s in

dica

das

pa r

a tr

abaj

arel

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teni

do d

e lo

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ros

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dam

enta

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tela

s re

feri

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l ver

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icul

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ama

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n, f

icha

s co

n ci

tas

de te

xt(

)s)

para

pres

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fren

te a

l gru

po y

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cutir

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re &

las

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tura

de

text

os s

elec

cion

ados

por

el m

aest

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n lo

scu

a le

s se

use

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unda

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ente

pa

labr

as p

rove

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-te

s de

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as le

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citin

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ific

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con

text

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iOn

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ctur

a de

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os s

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on-

de s

e em

plee

n te

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d ut

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n de

su

sign

ilica

do ti

e ac

uerd

oal

con

text

o

47

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ram

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cion

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gitu

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itude

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n in

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tes

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ayer

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mai

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act

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sem

ana

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bica

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n re

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so d

e la

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58

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agru

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82

Mat

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icas

Med

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Lon

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ició

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Com

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io m

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Mat

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del

are

a de

fig

uras

de

lado

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ctos

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lizan

-

do c

uadr

icul

asR

esol

ució

n de

pro

blem

asqu

e im

pliq

uen

la m

edic

ión

desu

perf

icie

s co

n el

cen

timet

ro y

el m

etro

cuad

rado

.

Intr

oduc

ción

a la

for

mul

a de

l are

a de

lrec

tang

ulo,

el

cuad

rado

y e

l tri

angu

lo

Res

oluc

ión

de p

robl

enia

s qu

eim

pliq

uen

el u

so d

ein

stru

men

tos

de m

edic

iOn:

la r

egla

grad

uada

en

mili

met

ros

y la

cin

ta m

étri

ca

Cap

acid

ad, p

eso

y tie

mpo

Situ

acio

nes

senc

illas

que

ilus

tren

el u

so d

el m

ililit

ro y

el

mili

gram

o (p

or e

jem

plo,

em

paqu

esde

med

icam

en-

tos)

Uso

del

rel

oj y

el c

alen

dari

o

El l

ustr

o, la

déc

ada,

el s

iglo

,el m

ileni

o,t4

^

Uso

de

inst

rum

ento

s de

med

iciO

n: la

bci

scul

a, r

eci-

pien

tes

grad

uado

s en

mih

litro

s y

cent

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os p

ara

med

ir li

quid

os

Geo

met

ria

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caci

ón e

spac

ial

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rese

ntac

ión

de p

unto

s y

desp

laza

nhen

tos

en e

l

pian

o

Dis

eilo

, lec

tura

e in

terp

reta

ción

de c

roqu

is y

pia

nos

Lec

tura

e in

terp

reta

ciem

de

map

as

92h3

Cue

rpos

gco

mét

rico

s

Cla

sifi

caci

ón d

e cu

erpo

s ge

omét

rico

s ba

jo lo

s cr

ite-

rios

: for

ma

de la

s ca

ms,

nfu

nero

de

cara

s, m

imer

o de

vert

ices

y n

umer

o de

ari

stas

Act

ivid

ades

par

a in

trod

ucir

la c

onst

rued

& d

ecu

er-

pos

geom

étri

cos

(por

eje

mpl

o, m

edia

nte

el tr

azo

defo

rros

con

res

tric

cion

es)

Figu

ras

geom

itric

as

Com

para

ción

de

fing

ulos

, en

form

a di

rect

a y

con

inte

rmed

iari

o

Uso

del

tran

spor

tado

r en

la m

edic

ión

de a

ngul

os

Cla

sifi

caci

ón d

e fi

gura

s ge

omét

rica

s a

part

ir d

el m

i-m

ero

de la

dos,

niu

nero

de

lado

s ig

uale

s, f

ingu

los

igua

les

y ni

uner

o de

eje

s de

sim

etri

a

Rec

onoc

imie

nto

de d

ifer

ente

s tr

iáng

ulos

res

pect

o a

sus

lado

s y

angu

los

(tri

ángu

lo is

ósce

les,

esc

alen

o y

equi

láte

ro; t

rián

gulo

rec

táng

ulo)

Tra

zo d

e la

s al

tura

s de

los

tria

ngul

os (

caso

s se

ncill

os)

Com

posi

ci&

y d

esco

mpo

sici

& d

e fi

gura

s ge

omét

rica

s

Tra

zo d

e lin

eas

para

lela

s y

perp

endi

cula

res

utili

zan-

do d

iver

sos

proc

edim

ient

os

Tra

zo d

el c

ircu

lo u

tiliz

ando

una

cue

rda

Tra

tam

ient

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la in

form

ació

n

Rec

olec

ción

y r

egis

tro

de d

atos

pro

veni

ente

s de

laob

serv

ació

n

64

J.4

93

Rep

rese

ntac

i& d

e in

form

ació

n en

tabl

as d

e fr

ecue

n-ci

a y

gráf

icas

de

barr

as

Uso

de

la f

recu

enci

a ab

solu

taen

el m

anej

o de

lain

form

ació

n

Aná

lisis

e in

terp

reta

ción

de

la in

form

ació

npr

ove-

nien

te d

e un

a pe

quen

a en

cues

ta

Proc

esos

de

cam

bio

Prob

lem

as s

enci

llos

que

intr

oduz

can

al a

lum

noa

lael

abor

ació

n de

tabl

as d

e va

riac

ión

prop

orci

onal

Pred

icci

ón y

aza

rR

egis

tros

de

los

resu

ltado

s de

exp

erim

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s a le

ator

ios

Rep

rese

ntac

ión

de lo

s re

sulta

dos

de u

n ex

peri

men

toal

eato

rio

en ta

blas

y g

ráfi

cas

Uso

de

las

expr

esio

nes

"más

pro

babl

e" y

"m

enos

prob

able

" en

la p

redi

cció

n de

res

ulta

dos

Rea

lizac

i& d

e ju

egos

o e

xper

imen

tos

cuyo

s re

sulta

-do

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pend

en d

el a

zar

BE

ST C

OPY

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AIL

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LE

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uint

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ado

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ntim

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ural

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osic

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ón d

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ue-

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jem

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timos

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veno

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ival

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Alg

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dra

zón

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divi

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imat

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ival

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atur

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---

Uso

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pro

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as

9665

Med

ició

n

Lon

gitu

des,

Are

as y

vol

timen

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I'lan

team

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o y

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luci

ón d

e pr

oble

mas

que

irnp

liqu

en e

l cA

lcul

o de

l per

imet

ro d

e po

ligon

os y

de

figu

ras

curv

iline

as u

tiliz

ando

div

erso

s pr

oced

imie

ntos

Res

olud

ón d

e pr

oble

mas

que

impl

ique

n el

cA

lcul

o de

lA

rea

de p

olig

onos

, tra

peci

os y

rom

boid

es p

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iang

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as u

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dra-

do, e

l dec

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mo

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e m

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a pa

ra

expr

esar

la s

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fici

e de

gra

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ext

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Rel

ació

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el p

erim

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l Are

a de

una

fig

ura

Var

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ón d

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rea

de u

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fun

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lam

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sus

lado

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rea

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de

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l vol

umen

del

cub

oy d

e al

guno

s pr

ism

asm

edia

nte

el c

onte

o de

uni

dade

s di

bica

s

El c

entim

etro

ctib

ico

com

o un

idad

de

med

ida

del

volu

men

Intr

oduc

ción

al e

stud

io s

iste

mA

tico

del s

iste

ma

me-

tric

o de

cim

al: m

ültip

los

y su

bmtil

tiplo

s de

l met

ro

Cap

acid

ad, p

eso

y tie

mpo

Re

laci

On

ei a

re la

cap

acid

ad y

el v

olum

en; r

elac

ión

entr

e el

ded

met

ro c

tibic

o y

el li

tro

66

9Pi

Rel

acio

nes

entr

e ia

hor

a, lo

s m

inut

os y

los

segu

ndos

,as

ocia

das

a la

res

oluc

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tie p

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emas

(co

nvem

ones

)

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de

inst

rum

ento

s de

med

ició

n: e

l din

arnó

met

ro y

la b

Asc

ula

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oduc

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al e

stud

io s

iste

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tico

del s

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ma

me-

tric

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cim

al: m

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los

y su

bint

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los

del l

itro

y de

lgr

amo

Geo

met

ria

Ubi

caci

ón e

spac

ial

Intr

oduc

ción

de

los

ejes

de

coor

dena

das

cart

esia

nas

para

ubi

car

sere

s u

obje

tos

en m

apas

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roqu

is

Las

coo

rden

adas

de

un p

unto

Cue

rpos

geo

mét

rico

s

Con

stni

aiin

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rmad

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pat

nnes

de

cubo

s y

pris

tmis

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ras

geom

étri

cas

Tra

zo d

e fi

gura

s ut

iliza

ndo

la r

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v la

esc

uadr

a

Uso

de

la r

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, esc

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a y

com

pAs

para

traz

ar f

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ras

a pa

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de

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de

sim

etri

a, li

neas

par

alel

as y

perp

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Uso

del

com

pAs

para

traz

ar c

ircu

los

Cla

sifi

caci

ón d

e fi

gura

s ut

iliza

ndo

dive

rsos

ci i

teri

os(p

or e

jem

plo,

igua

ldad

de

Ang

ulos

, igu

alda

d de

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dos,

par

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ism

o y

sim

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a)-,

( (I

CC

onst

rucc

ión

de f

igur

as a

eka

a (

caso

s se

ncill

os)

98

Mat

emát

icas

Tra

tam

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o de

ila

info

rmac

ión

Org

aniz

acio

n de

lain

iorm

ació

n en

tabl

as, d

iagr

amas

,gr

afic

as d

e ba

rras

opi

ctog

ram

as

Aná

lisis

de

las

tend

enci

as e

ngr

afic

as d

e ba

rras

:pr

omed

ios,

val

or m

ásfr

ecue

nte,

la m

edia

na

Rec

opila

ciO

n y

anA

lisis

de

info

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ión

de d

iver

sas

fuen

tes

Proc

esos

de

cam

bio

Ela

bora

ción

de

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as d

eva

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ión

prop

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onal

y n

opr

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para

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olve

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tosd

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a ta

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per

mut

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de d

os o

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obj

etos

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ista

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Arb

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lem

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abili

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even

tos

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ifif

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94-9

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Los

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rela

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oper

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nes

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Plan

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ador

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un

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mer

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ales

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On

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ecim

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num

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n fo

rma

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xto

grad

o

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anol

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erce

ptiv

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riz

Con

solid

ació

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orpo

ral c

on e

jerc

icio

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mbi

nado

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jerc

icio

:-

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rer

seis

met

ros

fibr

es, r

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al f

rent

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alta

rco

n m

edio

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o y

regr

esar

al p

unto

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part

ida

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o:"A

rom

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nJu

ego:

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jecu

ción

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cro-

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yect

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ecci

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ción

com

bina

ndo

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tern

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exte

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rcic

io e

n ci

rcui

to:

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orre

r de

scri

bien

do u

natr

ayec

tori

a cu

rva,

sal

tar

con

pies

junt

os e

n zi

g-za

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odar

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obje

to h

acia

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ar c

on u

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cen

tro

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tas

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n hi

lera

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resa

r al

pun

to d

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rás

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nea

rect

aJu

ego:

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que

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la m

ano

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la tr

as"

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arro

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e la

s ca

paci

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upos

mus

cu f

ares

Eje

rcic

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163

Plan

y p

rogr

arna

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est

udio

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mar

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puja

r, ja

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tran

spor

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pes

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abdo

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de

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nuev

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cans

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jerc

itaci

ón d

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la r

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ón

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arro

llo d

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jerc

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arre

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co m

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min

imo

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empo

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os q

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pliq

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carr

eras

cor

tas:

rel

evos

,be

isbo

l

Est

imul

ació

n de

la r

esis

tenc

ia e

n ac

tivid

ad c

onst

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rcic

ios:

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amin

ar, t

rota

r, c

orre

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area

s y

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ies

dife

rent

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in p

arar

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ante

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Est

imul

ació

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la f

lexi

bilid

ad e

n ej

erci

cios

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hap

n tr

abaj

ar m

üscu

los

y a

rtic

ulac

ione

s de

todo

el c

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o

Form

ació

n de

port

iva

bisi

ca

Prác

tica

de ju

egos

org

aniz

ados

y p

rede

port

ivos

Eje

rcic

ios:

- "B

otib

ol",

vole

ibol

por

terc

ias,

"el

que

met

e su

gol

pa r

a"

Eje

cuci

ón d

e fu

ndam

ento

sdep

ortiv

os e

n si

tuac

ione

sde

jueg

oE

jerc

icio

:"M

inih

ol"

164

Prot

ecci

ón d

e la

sal

ud

Impo

rtan

cia

del e

jerc

icio

par

a ay

udar

al d

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rollo

fisi

co d

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uerp

o

Impo

rtan

cia

de la

hig

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per

sona

l y d

e la

hig

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en

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omun

idad

Impo

rtan

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de m

ante

ner

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ondi

cion

es a

decu

adas

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gar

dond

e se

rea

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la a

ctiv

idad

fis

ica