Since I started designing my own curriculum, I’ve been trying to expose my students to the myriad of perspectives that exist within what is called here in the US, the Hispanic community. I design a unit about the end of the year holidays every year, and every year I strive to make this unit more inclusive by bringing the perspectives of minority groups within our culture.
I had sensed that my Jewish students were not feeling a great connection to all the Christian-based celebrations, therefore last year I decided to teach about Janucá celebration & the Jewish community in Argentina. I wanted those students to see that there are Hispanic people who shared their faith.
This year I’m including more Spanish speaking countries with strong historical ties to the Jewish faith in this unit.
With my novice-mid and novice-high students. I’m also discussing the Sefardí community in Spain and the religious purge that happened in 1492 en España (my students have background knowledge about 1492 because earlier on in the year, they learned about the Catholic King and Queen of Spain, Columbus and the colonization of the Americas.) I’m also mentioning the law that came into force in Spain allowing dual citizenship for the descendants of Jews forced out of Spain in 1492. The law — which aims to correct the “historical mistake” of sending Jews into exile in 1492, or forcing them to convert to Catholicism, among other atrocities, is discussed so students start becoming aware of historical reparations processes might look like.
I believe it is important to share these historical facts because they have had a ripple effect on nowadays Hispanic culture.
My goal is to activate my students’ critical thinking and make them aware of facts that turn out to be the root of so many problematic situations that are happening in the world today.
How did I do it?
Since I teach through storytelling, I researched and read different sources of information about the holiday. l also watched two documentaries about the influence of the Jewish community in Spain during medieval times, and the religious purge of 1492. I looked at the information from a cultural/historical/secular point of view. Then I found a common thread. I simplified and summarized my research and created flashcards with key vocabulary. I then introduced the topic in a very conversational way and differentiated the amount of content and vocabulary introduced depending on the proficiency level of the group I was teaching.
Below you’ll find the link to the flashcards. It is a freebie! It has keywords related to historical facts and also to the song Ocho Kandelas/Kandelikas.
Please do not remove the watermark on them, and tag me in social media if you are using them with your classes januc-5c-c3-a1-_34752188
✨ Y porque una celebración no es celebración sin música para bailar y cantar, comenzamos la unidad de ‘Fiestas de Fin de Año’ con la canción en Ladino, Ocho Kandelikas. Una de las favoritas de mis estudiantes!
Eight Little Candles is a Jewish song celebrating the holiday of Hanukkah. The song is sung in Ladino, a Spanish-derived language traditionally associated with the Sephardic Jewish community, whose ancestors lived in Spain before the 15th century.
Below you’ll find a video with one of the versions, and here is a PDF I created with the lyrics Ocho Kandelikas
To reinforce this newly acquired knowledge, I also ordered these two books that I’m planning to read as soon as they arrive. Click on the image to go to the link in Amazon.
I’m trying my best to decolonize my teaching and create an inclusive classroom that reflects the beautiful complexity of the Hispanic Community.
What are you doing to make your WL classes more inclusive?
PS: After this week, we will also be exploring the ‘Christian’ customs that are actually rooted in Pagan traditions, and even though I’m also teaching Navidad, Posadas, and Three Kings, we are also exploring the indigenous traditions that accompany these celebrations in some Latinx countries.