Developed under the direction of Demetrio Perez, Jr.

Introduction

The knowledge of a history of a country, its people and its culture is the best way to understand its current problems and the best way to be able to plan for a better future.

The history of Cuba demonstrates an incredible transformation of its inhabitants as a result the many changes that have taken place in their government.

Most importantly this program, has been especially developed to strengthen the Cuban roots of those children born in the United States of Cuban ancestry as well as bridge a deeper understanding among those American and Latin American students who care to know about the history of a country that even though small in size has had an enormous influence in the history of the United States and the world.

Any government who bring a dictatorship to its people, let it ideological or economically, sub misses itself to a foreign belief and or power, negates the essence of the Cuban historically process, by betraying the foundation of its principles and thus, betraying the future its children is an insult to the human race and a desecration on the blood of the country’s ancestors.

The Cuban history is a long and glorious process in which the transformation of its people became of their quest for freedom is always evident at all stages.

It is our intention that everyone touched by this curriculum: students, teachers and the community at large, gain a deepen knowledge of the Cuban quest as well as understand their significance as builders of a better tomorrow, for the "Pearl of the Antilles" and the world.

Remember that: man is not a slave of his race or of his language, as the direction of the rivers of the hills. A group of men with same spirits and passionate hearts create a moral conscience that is the essence which nations are built.

"Cara a Cuba" Cuban Curriculum Overview

The Cuban Heritage Curriculum will be presented in a six-week thematic unit cluster, which will include the following elements:

• Interdisciplinary connections
• Student involvement
• Critical thinking
• Civic conscience development

The theme-based units will provide excellent opportunities for students to identify with the Cuban history and it's culture as well as process the Cuban experience through subject matter connections across the curriculum. These units are designed to establish concrete references that make learning meaningful, and develop a common basis for oral and written communication in both, English and Spanish.

Organization

This six weeks curriculum contains instructional ideas and activities for each major theme including the following components:

• A "web", which displays critical attributes or characteristics of the theme
• A list of theme goals, concepts and key vocabulary
• A parent letter
• Instructional bulletin board ideas
• Introductory activities called "Linking Up"
• Activity suggestions for multiple content areas
• A list of theme related books

Major themes 

The Cuban Story - The Historical Quest for Freedom	Week 1
The Cuban Expression - Poetry, Theater, Folklore, Arts	Week 2
Beacons of Liberty - Great Cubans
Cuban Governments - Democratic/Communist	Week 3
"Learning from the Past to Create  Better Future". Building the New Cuba	Week 4
Culminating Activities - Cuban Festival	Week 5

Developmental Guidelines: 

(very flexible in content - Please note that this curriculum may be adapted according to age and ability level).

In order to obtain maximum success from these based instructional units, the teacher needs to consider the specific needs and interest of the students. Based upon the assessment of the personal and developmental data, instructor needs to modify activities or create additional supporting strategies to address the individual needs of the students.

To determine the development appropriateness of the activities and create supporting strategies that will promote individual interaction, developmental psychologist Jean Piaget's ideas can serve as useful framework for teachers.

According to Piaget, knowledge acquisition is a process where by each person constructs meaning for himself or herself through direct interaction with the immediate environment. Piaget formulated stages of cognitive development through which children typically progress. Every child new to a field of knowledge, such as language arts, social studies, science or mathematics, goes through developmental stages that begin with simple concrete actions and proceed to their different levels of development. It is strongly recommended that teachers recognize the appropriateness of any concept or process according to the learning needs of the individual student.

Tips of Effective Teaching

In order to provide a supportive environment that makes each theme come alive, teachers should connect to students prior experiences; provide depth as well as breadth: affect emotions, excite imagination, and allow children to experience success.

The introduction of each theme needs to provide initial activities designed to allow students to make content connections. To maximize involvement, make linkages between the student's lives and the content presented at every level of instruction.

Encouraging them to identify and investigate their own problems and questions related to the themes can enhance student's "ownership". Another very powerful way to grab students' attention both emotionally and cognitively, is to incorporate good literature and current event information, i.e. newspapers, T.V. news, into the unit.

These themes lend themselves to authentic assessment. Use a variety of strategies to evaluate student's progress, including collections of students' work and visual records of their performance and projects (using photographic and video cameras). The assessment should include something as simple as a sketch done by a single student or a complex as videotape documenting the class' preparation for the programs culminating activity.

In summary.

Remember, that in order to make this curriculum effective, the teacher needs to tailor to the needs of every student. The thematic approach offers an exciting and rewarding way for children to experience the joy of personalized learning. By integrating content and connecting it to children's lives, this curriculum will successfully teach Cuban history and culture as well as develop in students civic pride and responsibility as builders of a better tomorrow for their countries of birth and the Cuba of their ancestors.

Note: Please use the checklist for Super Students Projects Charts to support theme related activities as well as culminating activities.

Teacher's Overall Support Guide

• Blooms Taxonomy
• Planning Guide for Weekly Projects
• General Guidelines to Use Community Resources and People
• Resource People in the classroom
• Digging for Resources
• Exploring Community Resources
• Planning a Learning Experience
• Things to Do While You Are There
• Collecting Data
• A Listening Place
• Bookstore/Library Adventure
• Advertising Executives
• Promoting Books
• Think to Do After Your Return
• Success with Simulation
• Cooperative Learning Components
• Checklist for Super Students Projects - Refer to Culminating Activity Section

Bloom's Taxonomy is a system of defining different levels of thinking. There are six levels (shown below), and they are arranged in an increasing order of difficulty. Most teachers study this taxonomy and try to create questions, tests, and projects that encourage you to think at different levels about the material you are learning. For example, a test question that requires a simple factual answer shows that you have knowledge about the subject, but answering an essay question requires that you comprehend the facts, apply the information, analyze the subject matter, present it in a new way (synthesize), and often make your opinion or evaluation on it. Knowing about the different levels of thinking can help you perform well on papers, tests, and homework. Often scores will increase. If you include something in your answer, paper or project that shows you have analyzed, synthesized, or evaluated the subject matter. Studying the definitions and verbs below will help you apply these thinking levels to your own study habits. The sample tasks will help you think of projects and paper topics that show your greater understanding of the subject matter.

LEVELS	VERBS	SAMPLE TASKS
KNOWLEDGE Learn terms, facts, methods, procedures, and concepts.	Fill-in Quote Indicate Recall Locate Repeat Outline Select Pick Trace	1. Locate the seven continents and the major bodies of water on a world map. 2. Outline the major battles of the American Revolution, the Civil War, The Civil War I, and/or World War II.
COMPREHENSION  Understand uses and implications of terms, facts, methods, procedures, and concepts.	Account for Generalize Conclude Illustrate Describe Paraphrase Define Simplify Extend Summarize	1. Conclude that major contributions were made to the evolution of society by ancient Egypt, Ancient Greece, Ancient Rome, ancient India, and Ancient China. 2. Extend your understanding of the early African Empires by studying the accomplishments of the Ghanians, the Malians, the Songhai, the Zani, and the Zimbabwe peoples.
APPLICATION Practice theory, solve problems, use information, and poor logic, evaluate relevancy.	Apply Organize Construct         Put Into action Interview Restructure Investigate        Track Make               Utilize	1. Track the voting patterns in your own community over the past several years and suggest ways to improve voter turnout and support in these local elections. 2. Utilize globe, atlas, or world map to show someone how to read a map and interpret different types of geographic information about a specific locate.
ANALYSIS Analyze structure, recognize assumptions and poor logic, evaluate relevancy.	Analyze          Infer Categorize      Inspect Detect            Search Differentiate Subdivide Examine Uncover	1. Detect what factors led to the escalation and the decline of the Cold War with the USSR. 2. Search for ten artifacts that could be placed in a time capsule because they best represent the lifestyle of  today's teenager.
SYNTHESIS Write theme, present speech, plan speech, plan experiment, and put information together in a new and creative way.	Build Perform Combine Prescribe Develop     Revise Form	1. Prescribe a method for resolving a hurtful social issue. 2. Suppose you could have a personal appointment with a world leader. Who could you want to meet, and what would you say to him or her.
EVALUATION Set standards, judge with purpose, accept or reject on basis on criteria.	Consider     Rate Critique       Standardize Determine    Relate Discriminate Test Distinguish    Validate	1.- Critique the advertisements shown during during prime-time television and decide which ones are most effective in their message. 2. Rate the actions being taken to protect the environment of your local community.