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The Gifted and Talented of Benjamin Harrison Middle School:
South Valley, New Mexico

Ragina Moyers

 Academic Setting

I teach language arts and literature to sixth, seventh, and eighth grade gifted students at Benjamin Harrison Middle School (BHMS) in the South Valley, which borders and lies within the city of Albuquerque, New Mexico. According to city and state census statistics, the South Valley is home to approximately 39,060 folks, with 30,307 identified as having Hispanic origins.

A sketch of the student population at Benjamin Harrison Middle School, is interesting. Ethnically, approximately 84.9% of our students are Hispanic (or have Hispanic surnames). Those who receive free/ or reduced lunches are at about 92%. Many of the students are being raised by single parents or grandparents. Also, academically, we are currently on the State Department’s list of "Schools In Need of Improvement" (SINOI), due to low-test scores and attendance.

Our current enrollment (2000-01) is 667 students. Of this total, 23 students are designated as non-English proficient (NEP), 185 are designated as limited English proficient (LEP), 155 are fluent-English proficient in oral skills (FEP-M), and 114 are fluent-English proficient in oral and writing skills but need monitoring (FEP). Typically, students in the gifted program are fully proficient in utilizing English, and they are usually monolingual English speakers. (State of NM Dept. of Education).

For each gifted student, the design of this curriculum’s goals are to create and/or reinforce a sense of ethnic pride and a sense of belonging to the American scene, both historically and currently; to foster a feeling of fellowship with all Americans; to instill a sense of responsibility towards self and local and global communities; and to develop an appreciation of New Mexican culture and heritage.

The main objective of this curriculum is to meet the language arts and literature needs of the eighth grade gifted students at BHMS. Lesson plans, included in this curriculum consist of reading and discussing New Mexican Indo/Hispanic literature; writing essays, short stories, summaries, and poetry; conducting research; developing presentations; attending field trips; and inviting a variety of guests to facilitate workshop/seminars in their areas of expertise.

Content Standards and Benchmarks

The following are New Mexico content standards (CS)and benchmarks (indicated by bullets) which will be addressed through this unit:

Narrative

Rationale

After completing this curriculum, students will have a sense of belonging, which fosters a feeling of fellowship, responsibility, and commitment to their local and global communities and self.

This curriculum is designed for eighth grade students who are designated as gifted, according to federal and state definitions. The 1988 U. S. federal definition of gifted and talented students is:

…children and youth who give evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities(Davis/Rimm 19)

New Mexico’s definition is close to the federal definition, but there is a section which addresses additional factors that may interfere with an accurate assessment of a child’s ability. These factors are:

(1)(a) cultural background; (b)linguistic background (c) socioeconomic status; or (d) disability condition(s). ( NM Dept. of Educ.:SBE Regulation 90-2, Amendment 4, Section III (B) p.5 47).

Characteristics of the gifted/talented student have been kept in mind for the design of this curriculum. These include precocious language and thought, advanced reading and comprehension, logical thinking, creativity/divergent thinking, and problem-solving/critical thinking

A conscious effort has been made to meet the needs of Hispanic students who are in the majority. According to research, American students of Hispanic descent are "…the most undereducated in our country," and "are under-represented in honors and college-bound tracks." (Orum). Also "only five percent of the children enrolled in gifted programs are Hispanic American," and, "…the 1991 dropout rate for Hispanic American students was 35.3 percent." (Davis/Rimm 249).

The following facts come from the U.S. Census Bureau Public Information Office: The Census Facts For Hispanic Heritage Month (Last Revised: April 12, 2001).

Education:

Income and Poverty:

Coming to America:

In view of such information, the gifted and talented among American students of Hispanic origin need to be ferreted out and encouraged to fill leadership roles. Studies concerning disadvantaged youth indicate that the community, especially schools, provide the needed support for these students to succeed. Surrogate role models who set high expectations for at–risk children play critical roles in the social and academic achievement of these children.

Inspiring students, including our gifted students, to embrace learning is a daily challenge, and too many of our students exhibit a lack of concern towards the relevance of academic achievement and their future.

According to authorities on gifted/talented (G/T) education of culturally diverse and socioeconomically disadvantaged children, and my own personal experiences, maintaining ethnic identity is an important component in development for G/T students. There is a strong relationship between ethnic pride and the development of healthy self-concepts and achievement.

To meet the curriculum’s goals, standards, benchmarks, and objectives, students will read and discuss I, Columbus, edited by Peter and Connie Roop; Don Fernando Durąn y Chaves’s Land and Legacy by Dr. Joseph P. Sąnchez; Don Josč: The Last Patrón, by Josč Ortiz y Pino III; Fabiola Cabeza De Baca’s, We Fed Them Cactus; selections from the anthology Literature of the American Southwest; and excerpts from Josč A. Rivera’s Acequia Culture.

I, Columbus

Even though students have heard the Columbus story ever since they began attending school, it is an important starting point for us to trace their Spanish ancestry. They will realize the paramount influence that the Spanish occupation and colonization had, and continues to have, on the Americas. I, Columbus is Christopher Columbus’s personal journal, written in his own words. Students will experience the excitement, joy, and terror of his incredible journey, sanctioned and funded by Queen Isabella and King Ferdinand of Spain.

Students can be proud of the fact that their Spanish ancestors paved the way to America for future generations of varied immigrants, who would one day be part of the greatest nation of modern times.

Don Fernando Durąn y Chaves’s Land and Legacy

This is an historical account of one of the oldest settlements in New Mexico, the Atrisco Land Grant, which is also the oldest part of Albuquerque. Long before Jamestown, in 1598 Spanish frontiersmen founded communities and fathered genealogical lines that are over 300 years old.

This is an account of some of the first Albuquerque settlers, the Durąn y Chaves family, and their struggles to settle and retain Atrisco (their part of what is now Albuquerque). Students will note this family’s ability to survive, their strength of character and intelligence. These pioneers are credited with making political, economic, and military contributions as well as maintaining the historical legacy of their land.

Don Josč: The Last Patrņn

This is the historical account of a New Mexican Hispanic family, whose story lasted from 1852-1952. It outlines the way of life for those who lived under the almost forgotten Patrņn system in the village of Galisteo. Students will understand that this is part of their cultural heritage, a time when "respect for authority, and loyalty to those whom they served, signified the size of a man." (Ortiz y Pino).

Josč Ortiz y Pino III relates the story of his grandfather, Don Josč Ortiz y Pino, a role model who exemplified strength and gentleness, gave love and dignity to his servants, and created an empire that lasted into the 1950s.

In his telling, Josč relates Hispanic traditions which tie modern-day students to the experiences of their great-grandparents and similar cultures around the world.

We Fed Them Cactus

This is a book recording the memoirs of Fabiola Cabeza de Baca, born near Las Vegas, New Mexico on May 16, 1894. Her grandparents raised her because her mother died when she was four years old. She grew up as part of the Spanish ranching culture. She shares with her readers the activities of the Spanish pioneers that became part of the New Mexican culture: buffalo hunting, horse breaking, sheep-herding, practicing home medicine, educating children, enjoying rodeos, and participating in frequent celebrations.

Students will recognize the significance that Hispanics have placed on family, education, female professionalism, bilingualism, New Mexico’s indigenous peoples and their customs, and the land.Go to top of page.

Tey Diana Rebolleo explains:

The cactus of the title stands as a complex central symbol…The cactus holds water in reserve over times of drought and protects itself with thorns. The book refers, on one level, to the drought of 1918 when Hispanic farmers fed the cactus to their cattle for survival. On another level, it refers to the Hispanos themselves as survivors able to weather misfortunes.

Fabiola Cabeza de Baca was one of several from the first generation of Nuevomexicana writers who recorded the folklore and ways of Hispanic New Mexico.

Literature of the American Southwest

This anthology is a collection of essays, poems, stories, and tales which are indicative of the three cultures predominantly found in the Southwest. The selections vary in time period, genre, and the authors backgrounds. These poems and tales are touching, humorous, and culturally relevant.

First, it is important for the students to recognize that they have a shared heritage with the first people to occupy and settle what is now New Mexico. The Navajo or Dinč as they refer to themselves, are part of the indigenous peoples who occupied New Mexico long before the appearance of the Europeans. Luci Tapahonso, born in 1953 at Shiprock, New Mexico, shares her short story, "The Snakeman," which is based on Luci’s own experiences and the Dinč traditions. Also, her poem, "I Am Singing Now," reflects familial characteristics of the Navajo.

Another notable writer/poet, Leslie Marmon Silko, born in 1948 and raised on the New Mexico Laguna Pueblo reservation, shares her background experiences of listening to tribal stories told by her great-aunts and her great-grandmother. "Love Poem" is about nature in the southwest, and it appeals to our "environmental sense of place."

"A Story of How a Wall Stands" is a poem from Simon Ortiz. He was born (1941) and raised on the Acoma Pueblo in New Mexico. As a poet and writer of essays and fiction, Ortiz expresses his concern for the preservation of his native culture and examines the relationship of all people to the land.

Nan Benally’s poem, "Rug of Woven Magic", speaks of what goes into the Navajo tradition of rug weaving: ethnic artistry, creativity, resourcefulness, and pride- something which should strike a common note in us all.

Rudolfo A. Anaya, author of Bless me, Ultima, focuses on the "publicizing" of the Latino heritage through the retelling of Spanish cuentos, or folk tales, in English. Students will read "The Deer Thief" and "The Parrot Who Bought Firewood." In the former, the audience meets a "Sherlock Holmes" type character, who solves a mystery by way of deductive reasoning. The latter cuento, is a humorous tale which takes place in Santa Fe, New Mexico.

When students are introduced to Tomąs Rivera, many will identify with his childhood experiences as a migrant farmer, alternating schooling with work. There is a powerful picture of persistence in Rivera’s life reflected in his short story, "Picture of His Father’s Face." Rivera holds a Ph.D in Spanish literature, and he is one of the most renowned American authors of Mexican descent.

"Seńora X No More" is a touching poem of pride and inspiration. It is an account of an elderly Hispanic woman learning to write. Pat Mora, a native of El Paso, Texas, was born in 1942. Pat has taught at various high schools and universities, and is a writer who depicts pride in her cultural heritage and the harmony between Mexico and the U.S.

Acequia Culture: Water, Land, & Community in the Southwest

Like the title implies, Josč A. Rivera has produced a book about the tie that binds all New Mexicans. More specifically: the acequia (ditch or irrigation canal). Acequia culture is a heritage of the Hispanic population of the South Valley.

According to Mr. Rivera:

The parciante irrigators (members of the acequia association) own the acequia watercourses, regulate them, police them, and maintain them from generation to generation, all the while perpetuating a sense of place and a system of direct, participatory democracy.

Mr. Rivera is an administrator and Associate Professor of Public Administration at the University of New Mexico. As a local resident, he advocates the wise and efficient use of our water supplies. He reveres the reciprocal relationship between sustenance irrigation and the community. Mr. Rivera advocates the preservation of the acequia culture: a conservation ethic and a tradition of sharing.

As mentioned earlier, students will examine specific excepts from Acequia Culture. Chapters one through four will give students the historical background of the acequias and the origins and traditions of acequia administration. Chapter six poses questions about the preservation of the acequia institution. In Mr. Rivera’s words:

…the documents excerpted or cited…should help contemporary readers and water stakeholders appreciate why the roots of custom and tradition permeate much of acequia political philosophy to the present time…Go to top of page.

Implementation

Lesson Plan #1: Literature Selections

Introduction:

The teacher will post and discuss the goals and objectives for this curriculum unit. The content standards and benchmarks will be discussed at the beginning of each lesson plan.

The teacher will provide pertinent background information (including photos, maps, music, further references, etc…) in relation to each selection to be read and biographical information on each author.

Instruction:

Students will read each selection orally as a class. There will be class discussions after predetermined stopping points. Students will take notes based on these discussions.

Evaluation:

Upon completion of each reading selection, students will write summaries of not less than 150 words. They will pay particular attention to the characters, theme, setting and plot of each selection. In the case of poetry, attention will center on imagery and the aesthetic qualities.

Materials:

Time frame:

Eight weeks (32 classroom hours) are allotted for the reading and discussion of the six selections. I, Columbus, Acequia Culture, and the anthology should take about six hours (six class periods) to read and discuss. Chaves’s Land and Legacy should take about three hours, Don Josč is allotted eight hours, and We Fed Them Cactus will require the remaining 15 hours. The ninth week will be used for evaluations.

Lesson Plan #2: Featured Guests

Introduction:

The teacher will demonstrate the rules for constructing a friendly letter. Students will create invitations for the various authors, requesting their presence for writing workshop/seminars.

Instruction:

Featured authors will have two hours to dialogue and conduct a hands-on writing session with the students.

Evaluation:

Each student will write thank you notes to the guest author, outlining their appreciation for what they have learned.

Materials:

Time Frame:

Each author will have one two hour period in which to conduct their workshop.Go to top of page.

Lesson Plan #3: Field Trip A

Introduction:

The teacher will introduce the term "genealogy" and outline the research project for constructing family trees. The teacher will give a briefing on the students’ visit to Albuquerque’s Center for the Book (a genealogical library).

Instruction:

Students will record the term "genealogy" and the terms for conducting research in order to create their own family tree. The students will take a field trip to Albuquerque’s Center for the Book for the purpose of conducting genealogical research.

Evaluation:

Each student must produce an accurate family tree based on the research project’s requirements.

Materials:

Time Frame:

Students will have six hours (one school day) to complete the research, and five days after the fieldtrip to produce the final product.

Lesson Plan #4: Essays/Presentations

Introduction:

The teacher will present the guidelines for creating an opinion essay, speech outline, and speech, using the literature selections as a basis.

Instruction:

Students will copy the guidelines and produce a typewritten essay, speech outline, and speech based on their notes, readings, and discussions of the literature selections.

Evaluation:

Students will produce an essay, speech outline, and speech, according to teacher guidelines, within an allotted time frame. Each piece will hold equal weight in grading.

Materials:

Time Frame:

Students will have six class hours to brainstorm, outline, and produce their essay and speech.  The presentation of their speeches will be at least five minutes long and no longer than eight minutes.

Lesson Plan #5: Selective Writing

Introduction:

The teacher will introduce various literary genres and give different examples of each.

Instruction:

Using the appropriate literary genres, students will classify each of the curriculum’s literature selections, and will create a piece of writing from a self-selected genre.

Evaluation:

Each production will be assessed according to adherence of the characteristics of the genre chosen. All productions must be typewritten.

Materials:

Time Frame:

Three hours of class time will be allocated for the introduction and production of the activity (including typing).Go to top of page.

Lesson Plan #6: Poetry

Introduction:

The teacher will define and discuss the meaning of "aesthetic and moral dimensions of human experience." Also, different types of poetry will be examined.

Instruction:

Students will record definitions and types of poetry. They will construct poems based on their understandings of the definitions and the curriculum’s literature selections.

Evaluation:

Poems will be assessed on their aesthetic quality and their reflection of information gained from the literature selections. Extra credit will be given for accompanying graphics.

Materials:

Time Frame:

Two class hours will be allotted for the teacher’s introduction, and two class hours for students to produce their final product.

Documention

Bibliography

Cabeza de Baca, Fabiola. We Fed Them Cactus. Albuquerque, NM: UNM Press,1954.

This is a book recording the memoirs of Fabiola Cabeza de Baca, born near Las Vegas, New Mexico, on May 16, 1894. She grew up as part of the Spanish ranching culture. She shares with her readers the activities of the Spanish pioneers.

City of Albuquerque. Census and Statistics. www.cabq.gov/planning/statistics/census/place.pdf.

Davis, Gary A. and Sylvia B. Rimm. Education of the Gifted and Talented. Needham Heights, Ma: Allyn & Bacon, 1998.

Literature of the American Southwest. Upper Saddle River, NJ: Prentice-Hall, Inc., 1999.

This anthology is a collection of essays, poems, stories, and tales which are indicative of the tri-cultures predominantly found in the Southwest.

New Mexico. Department of Education-CESDP. New Mexico Standards-Language Arts-Standards and Benchmarks. Santa Fe:                      Dept. of Education CESDP, 2000 <http://www.cesdp.nmhu.edu/standards/content/lang/stan_ben/>

State of NM Department of Education. Demographic Fact Sheets. 16 July 2001.    
               http://www.sde.state.nm.us/divisions/ais/datacollection/dcrfactsheets.html                                                                            

State of NM Dept. of Education. Special Education State Regulations. 16 July 2001.
            www.nslearningservices/specialeducation/nmspecedregsapprvd.pdf            

Ortiz y Pino III, Josč. Don Jose: The Last Patrņn. Santa Fe, NM: The Sunstone Press, 1981.

This is the historical story of a New Mexican Hispanic family, whose story lasted from 1852-1952. It outlines the way of life for those who lived under the almost forgotten Patrņn system in the village of Galisteo.

Rivera, Josč A. Acequia Culture: Water, Land, & Community in the Southwest. Albuquerque, NM : UNM Press, 1998.

The acequia (ditch or irrigation canal) culture is a heritage of the Hispanic population of the South Valley, which borders Albuquerque, the largest New Mexican city which borders. Mr. Rivera, the author, advocates the preservation of the acequia culture: a conservation ethic and a tradition of sharing.

Roop, Peter and Connie, eds. I, Columbus. NY, NY: Avon Camelot, 1990.

I, Columbus is Christopher Columbus’s personal journal, written in his own words. Students will experience the excitement, joy, and terror of his incredible journey, sanctioned and funded by Queen Isabella and King Ferdinand of Spain.

Sąnchez, Dr. Joseph P. Don Fernando Durąn y Chaves’s Land and Legacy. Albuquerque, NM: National Park Service, 1998.

This is an account of one of the oldest Albuquerque settlers, the Durąn y Chaves family, and their struggles to settle and retain Atrisco, their part of what is now Albuquerque.

 Teacher’s Bibliography

Henderson, Alice Corbin. Brothers of Light: The Penitentes of the Southwest. Las Cruces, NM: Yucca Tree Press, 1998.

Julyan, Robert. The Place Names of New Mexico. Albuquerque, NM: UNM Press, 1998.

Loeffler, Jack. La Musica de los Viejitos. Albuquerue, NM: UNM Press, 1999.

Paz,Octavio. Mexican Poetry: An Anthology. NY,NY: Grove Press, Inc.,1985.

Tapscott, Stephen, ed. Twentieth-Century Latin American Poetry: A bilingual Anthology. Austin,TX: U of T Press, 1996.

Perrigo, Lynn I. Hispanos: Historic Leaders in New Mexico. Santa Fe, NM: Sunstone Press, 1985.

Rosner, Hy and Joan."The Built Environment – A Sense of Place." Albuquerque’s Environmental Story. 1996. City of Albuquerque.                  16 July 2001. http://www.cabq.gov/aesGo to top of page.