- How, when, from where, to where and why did the first Hispanics arrive in Oregon?
- How have the waves of Hispanic immigration to Oregon differed?
- What is the current demographic of Hispanic/Latino immigrantes in Oregon?
- What is the life experience of Hispanic/Latino Oregonians?
- What is the impact of the growing Latino population on the United States, on Oregon and on Portland?
- What are past and present issues of importance to this group?
- How can Spanish be used outside the classroom environment?
- What is the benefit of continued mastery in Spanish?
- How can this class and Spanish VH students get involved in our local Hispanic community?
*Grammar: Since this is not intended to be a grammar course, we address issues of grammar as they arise in the class
*Writing: summaries of information gathered from readings, one narrative where students are asked to become a Hispanic immigrant and describe their life taking into account all that we have studied, blog entries documenting personal experiences in the field during the service learning portion of the course, impressions of guest speakers, field trips and class activities
*Read and write for pleasure (ie. creative writing) and for developing skills
*Gain understanding of Hispanic presence in Oregon via readings, presentations, films, interviews, field trips and service-learning experiences
*Learn interview skills by conducting research for the Spanish VH oral and written history archive which strives to document the Hispanic presence and experience in Oregon
*Strive to achieve as near-native pronunciation as possible
*Moodle forum posts
*Completion of 15 service-learning hours outside of class
*Submission of service-learning time sheet
*Self and course evaluations
*Study famous Hispanics, such as César E. Chávez, and lesser know Hispanics who have played key roles in our state in the fields of education, politics, labor, law and the arts.
This is an experiential learning and service-learning course. This means that all Spanish VH students will graduate having spent time outside of the classroom volunteering in organizations which support the Hispanic languages and culture in Oregon. Students must serve in teacher approved organizations where they will have the opportunity to use Spanish outside the classroom. Most organizations are local non-profits. This service-learning experience moves students beyond the traditional borders of the classroom allowing them to put all that they have learned throughout their language acquisition process to the test. It offers students the opportunity to gain practical experience in their own community before going off to college. The service-learning requirement encourages students to get active in and engage with our rich and vibrant Hispanic community. For more information about how this teaching-learning model works, please visit http://www.catlin.edu/classroom/upper-school-spanish/spanish-v-honors/slide-presentation/service-learning-in-spanish