<p><strong>This resource is designed to accompany the Smithsonian's National Museum of the American Latino and National Museum of American History's video <em>Latinas Talk Latinas, <strong>Ashley Mayor Talks About Graciela: The Power of Music</strong>. </em> After watching the video, which is located in the second tile of this collection, please return to this page to learn more about the objects and resources we have in our digital collection as well as additional information that will help you further explore the topics and themes presented in the video.</strong></p> <p><strong>Graciela helped popularize Mambo music during the 1950s in the New York City Latin music scene. Her unparalleled voice allowed the trailblazing Afro-Cubana to use music to break color lines and stereotypes.<br></strong></p>

<p><strong>This resource is designed to accompany the Smithsonian's National Museum of the American Latino and National Museum of American History's video <em>Latinas Talk Latinas, <strong>Taína Caragol Talks About Luisa Capetillo: Breaking the Mold</strong>. </em>After watching the video, which is located in the second tile of this collection, please return to this page to learn more about the objects and resources we have in our digital collection as well as additional information that will help you further explore the topics and themes presented in the video.</strong></p> <p><strong>Luisa Capetillo was a feminist and a labor organizer. Born and raised in Puerto Rico, Luisa Capetillo dared to dress as a man at a time when women were not wearing suits or even pants! It was her intellect that made her a fearless labor organizer.</strong></p>

<p><strong>This resource is designed to accompany the Smithsonian's National Museum of the American Latino and National Museum of American History's video <em>Latinas Talk Latinas, <strong>Margaret Salazar-Porzio Talks About Sylvia Mendez: From Classrooms to History Books</strong>. </em>After watching the video, which is located in the second tile of this collection, please return to this page to learn more about the objects and resources we have in our digital collection as well as additional information that will help you further explore the topics and themes presented in the video.</strong></p> <p><strong>Sylvia Mendez has dedicated her life to bringing awareness of discrimination in schools. Her activism began as a young child attending school in Southern California. During the 1940s, her family joined others to fight for fair schooling for non-white children.</strong></p>

<p>This resource is designed to accompany the Smithsonian's National Museum of the American Latino's book <em><em>Cocuyo Lights the Way </em></em>created in collaboration with Capstone and written by Danielle Smith-Llera and illustrated by Juan Manuel Moreno.<br></p> <p>In the summer of 1493, eleven-year-old Cocuyo is eager to find her place within her Taíno community on the island of Quisqueya. But in less than a year, her home, her family and friends, and her daily life will be forever changed by the arrival of Europeans. As Cocuyo learns more and more about the strangers who arrive by sea—and what they want from Quisqueya and its people—she looks for ways to help her community. At first, the Taíno try to befriend the strangers, but later they must protect themselves from invasion, disease, and enslavement. As the Taíno resist and survive, Cocuyo becomes determined to help preserve the culture that she loves. In diary format, the <em>Nuestras Voces</em> series profiles inspiring characters and honors the joys, challenges, and outcomes of Latino experiences.</p> <p>This Learning Lab helps identify objects in the Smithsonian's collection that could be found in <em>Cocuyo Lights the Way</em><em>.</em> They are grouped into themes for easier viewing.</p> <p>What is in a collection? It has objects that were used or worn by someone. Examples of objects include articles, photographs, artifacts, and videos. Objects can be anything from a baseball to a piece of clothing. It could even be a space shuttle! Objects help museums tell more complete stories. Museums also take care of objects. That way, future visitors can see them, too.</p> <p>Each Learning Lab includes a thinking routine. They are from the Harvard Graduate School of Education's Project Zero. These questions can help create discussion around the stories and objects here. This Learning Lab can serve middle school and high school students. Especially if they are interested in Latino culture. It can help with a Spanish project exploring family traditions.<br><br></p> <p>For more information on the <em>Nuestras Voces </em>series, please visit www.latino.si.edu.</p>

<p>This resource is designed to accompany the Smithsonian's National Museum of the American Latino's book <em><em>Wishing on a Star With Estrella </em></em>created in collaboration with Capstone and written by Vanessa Ramos and illustrated by Eugenia Nobati.<br></p> <p>Sixth grade is hard enough, but Mexican American Selena Estrella Herrera has to do it in a new town. Her family has moved to El Paso to help care for her grandfather (who seems not to want them there and insists on speaking only Spanish). One upside to being at a new school, though, is that she can finally leave behind her embarrassing obsession with musical megastar Selena—whom her parents named her after even though she can’t sing. She renames herself *Strella, avoids her grouchy grandfather, and tries to move on with her life. Then *Strella starts a National History Day project. The topic her team chooses? Selena. Can *Strella embrace her Tejano heritage and her old love of Selena and still become her own person? And will she ever discover what her own gifts are? In diary format, the <em>Nuestras Voces</em> series profiles inspiring characters from yesterday and today, and honors the joys, challenges, and outcomes of Latino experiences.</p> <p>This Learning Lab helps identify objects in the Smithsonian's collection that could be found in <em><em><em>Wishing on a Star With Estrella</em></em>.</em> They are grouped into themes for easier viewing.</p> <p>What is in a collection? It has objects that were used or worn by someone. Examples of objects include articles, photographs, artifacts, and videos. Objects can be anything from a baseball to a piece of clothing. It could even be a space shuttle! Objects help museums tell more complete stories. Museums also take care of objects. That way, future visitors can see them, too.</p> <p>Each Learning Lab includes a thinking routine. They are from the Harvard Graduate School of Education's Project Zero. These questions can help create discussion around the stories and objects here. This Learning Lab can serve middle school and high school students. Especially if they are interested in Latino culture. It can help with a Spanish project exploring family traditions.<br><br></p> <p>For more information on the <em>Nuestras Voces </em>series, please visit www.latino.si.edu.<br></p>

<p>This learning lab collection explores the origins and history of the Cuetlaxóchitl (phonetic spelling cuet-lax-o-chitl) plant. Find out interesting facts about the plant that we have all come to know as the Christmas plant. Discover the legend behind the plant and the science behind the magical color. Then, try your handicraft skills out and make your own poinsettia plant using materials found at home or in the classroom. The learning lab includes additional resources and videos to continue exploring. </p>

<p><em>El Día de los Muertos</em> or Day of the Dead is a celebration to honor and commemorate the cycle of life and the lives of the recently departed. This Pre-Columbian celebration has been observed in Mexico since before the arrival of the Spanish. Although many cultures see death as a cause for sadness rather than celebration, the cultures that observe el <em>Día de los Muertos</em> view death as a part of life. This is also a special celebration among some Native American and Mexican American communities in the United States.</p> <p>The National Museum of the American Latino has created this resource as a guide to learn more about the Day of the Dead. Use this Learning Lab as a starting off point to celebrate with your community, family, and/or students. Our on-line learning kit includes general information and the history of the tradition. Smithsonian collections, video resources, music, and hands-on activities for in-school or at-home learning are also included.</p> <p><br>This Learning Lab collection also includes links to a special exhibit and mural gallery on the Healing Uvalde Mural Project from Texas. <br><br><br></p>

<p><strong>Introduction: </strong>What is <em>Civil Intersections</em><strong>?</strong></p> <p><em>Civil Intersections</em>: Asian-Latino Solidarity Movements and Cross-Cultural Dialogue is a new educator resource kit and capacity-building workshop developed by the Smithsonian’s Latino Center (SLC) and Asian Pacific American Center (APAC). Entering its pilot year (2021) with Cobb County School District in Georgia, <em>Civil Intersections</em> strives to serve as a multi-year effort in partnership with school districts across the United States. SLC and APAC educators are aiming to present US Latino and Asian American regional and national histories to middle and high school educators who are looking to weave first-voice Latino and Asian American narratives and primary source materials into their curriculum. For its pilot year, <em>Civil Intersections</em> centers its resource kit and workshop on the story of the Farmworkers’ Movement and the organizers behind it, Larry Itliong, Cesar Chavez, and Dolores Huerta. The story of the Farmworker’s Movement and the leaders behind it is an important story in American history because it secured better pay, established workers’ rights to organize, and created better working conditions on many farms.</p> <p>While this history took place in Delano, California, it has national resonance as many Latino and Asian migrants and immigrants are working on farms and other industries across the United States to make a living. According to the organization Farmworker Justice, an estimated 2.4 million farmworkers work on farms and ranches in the United States in 2015-2016—of this number, 49% of farmworkers were immigrants, and 75% of the workforce were foreign-born. Women make up 32% of the agricultural workforce, and there have been increasing numbers of new migrants arriving in the U.S. from indigenous communities in Mexico and Guatemala. According to the US Department of Agriculture, in 2017, a higher proportion of Asian producers in the US identified as female, and younger on average, showing there are many farmers are at the beginning of their careers. Asian producers account for 0.7% of the country’s 3.4 million food producers and are primarily located in California and Hawaiʻi. Woven into these numbers are historic and contemporary stories of migration, immigration, belonging, identity, and equity. The legacy and impact of the Farmworkers’ Movement can be seen today through better pay and working conditions—however, inequities that Latino and Asian workers face in farming, and other industries, persist today. The COVID-19 pandemic unraveled issues of race, belonging, workers’ rights and safety, access to healthcare, and equity. The impacts of the pandemic have disproportionately impacted Latinx farmworkers in the US, who are deemed essential workers unable to practice preventative measures, such as staying at home and working from home. As we reflect on the history of the Farmworkers Movement, how can we bridge the past to current events impacting communities today? What have learned, and not learned, from the Farmworkers’ Movement, and who are the leaders today fighting for equity and justice? How can the practice of civil discourse lead to change?</p> <p><em>Civil Intersections</em> aims to spark new conversations with educators and students</p> <p>We hope that this resource kit and methodology leads to new conversations between educators and students in the classroom, and that it sparks new ideas for bringing first-voice narratives into the classroom. We also hope that the story of the Farmworkers Movement inspires users to think about the humanity of Asian and Latino communities throughout the United States, not solely through a contributions lens, but through a lens of belonging, identity, and equity, with all of its triumphs and challenges.</p> <p>How do I use this resource kit? The Civil Intersections resource kit comes in two collections. The first collection, part one, dives into historical context of the Farmworkers Movement, and the second collection, part two, dives into the kit’s six-step methodology. As you use both collections, look for a yellow paperclip in the left-hand corner of the tiles. The paperclip indicates that there is more information in the tile--simply click on the tile to see what more information is included.  Some tile annotations include discussion questions, or more information about the step or resource. There is a specific order for how to navigate each collection--start with the top left tile and move left to right, moving down row by row. </p> <p>Overall, the two collections include access to:</p> <ul><li>Primary source materials from the Smithsonian Institution and community organizations across the United States,</li><li>Multimedia, such as short videos,</li><li>Images of objects, photographs and other archival materials from the Smithsonian Institution and community organizations,</li><li>A six-step methodology that focuses on reflection, transferable skills, and more,</li><li>Discussion and reflection questions and worksheets that you can use with colleagues and students</li><li>Strategies for using and applying primary source materials into existing curricula,</li><li>Ways to send in your feedback to the project’s developers.</li></ul> <p>Civil Intersections is an ongoing project, edited and informed by educators like you. We welcome feedback on the design, framing, and usability of this methodology and resource kit at any time.</p> <p>If you would like to contact the organizers of this kit to discuss its content and approach, please email:</p> <ul><li>Emily Key (Director of Education, Smithsonian Latino Center) at <a href="mailto:KeyE@si.edu" target="_blank" rel="noreferrer noopener">KeyE@si.edu</a></li><li>Andrea Kim Neighbors (Manager of Education Initiatives, Smithsonian Asian Pacific American Center) at <a href="mailto:NeighborsA@si.edu" target="_blank" rel="noreferrer noopener">NeighborsA@si.edu</a></li></ul> <p>With your feedback and insights, we will continue to develop and refine this methodology and accompanying resources based on your feedback. We aim to make Smithsonian and community-created resources usable and relevant for educators across the United States so that a fuller American story may be shared with students and future generations.</p> <p>This resource kit received federal support from the Latino Initiatives Pool, administered by the Smithsonian Latino Center.</p>

<p><br><strong>Introduction: </strong>What is <em>Civil Intersections</em><strong>?</strong> </p> <p><em>Civil Intersections</em>: Asian-Latino Solidarity Movements and Cross-Cultural Dialogue is a new educator resource kit and capacity-building workshop developed by the Smithsonian’s Latino Center (SLC) and Asian Pacific American Center (APAC). Entering its pilot year (2021) with Cobb County School District in Georgia, <em>Civil Intersections</em> strives to serve as a multi-year effort in partnership with school districts across the United States. SLC and APAC educators are aiming to present US Latino and Asian American regional and national histories to middle and high school educators who are looking to weave first-voice Latino and Asian American narratives and primary source materials into their curriculum. For its pilot year, <em>Civil Intersections</em> centers its resource kit and workshop on the story of the Farmworkers’ Movement and the organizers behind it, Larry Itliong, Cesar Chavez, and Dolores Huerta. The story of the Farmworker’s Movement and the leaders behind it is an important story in American history because it secured better pay, established workers’ rights to organize, and created better working conditions on many farms. </p> <p>While this history took place in Delano, California, it has national resonance as many Latino and Asian migrants and immigrants are working on farms and other industries across the United States to make a living. According to the organization Farmworker Justice, an estimated 2.4 million farmworkers work on farms and ranches in the United States in 2015-2016—of this number, 49% of farmworkers were immigrants, and 75% of the workforce were foreign-born. Women make up 32% of the agricultural workforce, and there have been increasing numbers of new migrants arriving in the U.S. from indigenous communities in Mexico and Guatemala. According to the US Department of Agriculture, in 2017, a higher proportion of Asian producers in the US identified as female, and younger on average, showing there are many farmers are at the beginning of their careers. Asian producers account for 0.7% of the country’s 3.4 million food producers and are primarily located in California and Hawaiʻi. Woven into these numbers are historic and contemporary stories of migration, immigration, belonging, identity, and equity. The legacy and impact of the Farmworkers’ Movement can be seen today through better pay and working conditions—however, inequities that Latino and Asian workers face in farming, and other industries, persist today. The COVID-19 pandemic unraveled issues of race, belonging, workers’ rights and safety, access to healthcare, and equity. The impacts of the pandemic have disproportionately impacted Latinx farmworkers in the US, who are deemed essential workers unable to practice preventative measures, such as staying at home and working from home. As we reflect on the history of the Farmworkers Movement, how can we bridge the past to current events impacting communities today? What have learned, and not learned, from the Farmworkers’ Movement, and who are the leaders today fighting for equity and justice? How can the practice of civil discourse lead to change? </p> <p><em>Civil Intersections</em> aims to spark new conversations with educators and students </p> <p>We hope that this resource kit and methodology leads to new conversations between educators and students in the classroom, and that it sparks new ideas for bringing first-voice narratives into the classroom. We also hope that the story of the Farmworkers Movement inspires users to think about the humanity of Asian and Latino communities throughout the United States, not solely through a contributions lens, but through a lens of belonging, identity, and equity, with all of its triumphs and challenges. </p> <p>How do I use this resource kit? The Civil Intersections resource kit comes in two collections. The first collection, part one, dives into historical context of the Farmworkers Movement, and the second collection, part two, dives into the kit’s six-step methodology. As you use both collections, look for a yellow paperclip in the left-hand corner of the tiles. The paperclip indicates that there is more information in the tile--simply click on the tile to see what more information is included. Some tile annotations include discussion questions, or more information about the step or resource. There is a specific order for how to navigate each collection--start with the top left tile and move left to right, moving down row by row. </p> <p>Overall, the two collections include access to: </p> <ul><li>Primary source materials from the Smithsonian Institution and community organizations across the United States, </li><li>Multimedia, such as short videos, </li><li>Images of objects, photographs and other archival materials from the Smithsonian Institution and community organizations, </li><li>A six-step methodology that focuses on reflection, transferable skills, and more, </li><li>Discussion and reflection questions and worksheets that you can use with colleagues and students </li><li>Strategies for using and applying primary source materials into existing curricula, </li><li>Ways to send in your feedback to the project’s developers. </li></ul> <p>Civil Intersections is an ongoing project, edited and informed by educators like you. We welcome feedback on the design, framing, and usability of this methodology and resource kit at any time. </p> <p>If you would like to contact the organizers of this kit to discuss its content and approach, please email: </p> <ul><li>Emily Key (Director of Education, Smithsonian Latino Center) at <a href="mailto:KeyE@si.edu" target="_blank" rel="noreferrer noopener">KeyE@si.edu</a> </li><li>Andrea Kim Neighbors (Manager of Education Initiatives, Smithsonian Asian Pacific American Center) at <a href="mailto:NeighborsA@si.edu" target="_blank" rel="noreferrer noopener">NeighborsA@si.edu</a> </li></ul> <p>With your feedback and insights, we will continue to develop and refine this methodology and accompanying resources based on your feedback. We aim to make Smithsonian and community-created resources usable and relevant for educators across the United States so that a fuller American story may be shared with students and future generations. </p> <p>This resource kit received federal support from the Latino Initiatives Pool, administered by the Smithsonian Latino Center. </p> <p> </p>

<p style="text-align: center;">This resource is designed to accompany the Smithsonian's National Museum of American History's and the Smithsonian's Latino Center's video <em>Latinas Talk Latinas, Ellen Ochoa: Beyond the Barrier.</em> After watching the video, which is located in the second tile of this collection, please return to this page to learn more about the assets we have in our digital collection as well as additional resources that will help you further explore the topics and themes presented in the video.</p> <p style="text-align: center;"><em>Ellen Ochoa was the first Latina astronaut</em> in space and <em>first Latina, only the second woman, </em><em>to serve as the Director of the</em> <em>Johnson Space Center</em><em>, responsible</em> <em>for</em> all astro<em>naut activities for NASA. Find out how this daring and tenacious Latina </em><em>went beyond the barrier and set new heights for young girls to reach for the stars. </em> </p>

<p>This resource is designed to accompany the Smithsonian's National Museum of American History's and the Smithsonian's Latino Center's video <em>Latinas Talk Latinas: Celia Cruz, The Queen of Salsa.</em> After watching the video, which is located in the second tile of this collection, please return to this page to learn more about the assets we have in our digital collection as well as additional resources that will help you further explore the topics and themes presented in the video.</p> <p><strong>Through the story of Celia Cruz we learn about the complexities of belonging and how her music gave her the sense of “home.” Exiled from Cuba, she succeeded in New York and through the world. She was an icon larger than life taking salsa music beyond borders and musical boundaries.</strong></p>

<p style="text-align: center;">“El voto es el agente de cambio no violento más poderoso que tenemos en una sociedad democrática. Debemos usarlo porque no está garantizado. Hasta podríamos perderlo”. </p> <p style="text-align: center;">– Rep. John Lewis, 2020</p> <p>La historia del derecho al voto en los Estados Unidos es compleja. Hasta 1870, solo los hombres blancos y dueños de propiedades podían votar. En sus primeros 100 años, la democracia estadounidense era muy distinta a la de hoy. Se fundamentaba en privilegios económicos, raciales y de género, reforzados por la institución de la esclavitud basada en la raza. Los afroamericanos no han dejado de luchar por sus plenos derechos como ciudadanos, que incluyen el derecho al voto. En la 15.a enmienda de la Constitución se afirma que los estados no pueden negar el derecho al voto "por motivos de raza, color o condición previa de servidumbre". Esta enmienda fue ratificada en 1870. Sin embargo, muchos gobiernos estatales aprobaron leyes para impedir que los afroamericanos votaran; para ello, usaron diversas tácticas como los impuestos al voto y las pruebas de que una persona sabía leer y escribir. Estas medidas buscaban eludir lo estipulado en la 15.a enmienda que prohibía la aplicación de leyes electorales basadas en la raza. Otras estrategias eran el fraude y la intimidación.</p> <p>Estas mismas tácticas privaron de derechos a las comunidades latinas en diferentes regiones del país. Varias organizaciones pioneras, como la Liga de Ciudadanos Latinoamericanos Unidos (LULAC, por su sigla en inglés), fundada en 1929, lucharon por los derechos civiles de los mexicanos americanos, incluido el derecho al voto. Aun antes del comienzo del siglo XX, los puertorriqueños residentes en el continente han luchado por tener representación en el Congreso. En Nueva York, en 1899, tuvo lugar el primer juicio relativo al voto de los puertorriqueños. En la década de 1960, algunas organizaciones, como la Legión de Votantes y la Asociación Nacional de Derechos Civiles Puertorriqueños, lucharon  contra la discriminación electoral.</p> <p>Los afroamericanos, los latinos/as/xs, los indios americanos, los asiáticos americanos y los miembros de otras comunidades han organizado protestas para crear conciencia acerca de la supresión del voto. Una protesta es una manera de que las personas expresen sus creencias acerca de una persona, lugar, cosa o idea. Las personas pueden manifestar esas creencias por medio de una declaración o una acción. Las marchas públicas y los mítines son ejemplos de protestas. Escribir cartas, cantar, negarse a comer o usar la violencia son otros tipos de protesta. Mediante las protestas y la promoción de su causa, las mujeres y las comunidades de color han podido lograr su derecho al voto. El voto permite elegir a funcionarios que representen a las comunidades a las que sirven.</p> <p>Ahora, analicemos juntos la Ley del Derecho al Voto y algunas de sus enmiendas subsiguientes. Además,  veremos el juicio presentado ante la Corte Suprema de los Estados Unidos, cuyas partes litigantes eran el Condado Shelby de Alabama y Holder. Veremos de qué manera esta ley y las decisiones de los tribunales afectan directamente a las comunidades de color y su derecho al voto. Le daremos una mirada breve a cómo contribuye nuestro voto a la elección de funcionarios a distintos niveles, incluso del presidente.</p> <p>En este laboratorio de aprendizaje se presentan obras de arte, videos, fotografías y signos de protesta. Tiene también rutinas de pensamiento del <em>Project Zero</em> de la Escuela de Posgrado en Educación de Harvard. Estas nos ayudarán a conversar en torno a las imágenes o pancartas de protesta que se encuentran en la colección. Las hojas de actividades del Centro Latino Smithsonian <em>Expresiones culturales: arte para el cambio social</em> se encuentran al final de esta colección. Están adaptadas para alumnos de la escuela primaria, intermedia y secundaria. El personal de atención al público o los maestros pueden usar las preguntas de las actividades para crear afiches de protesta y obras de arte a favor del cambio social. </p> <p></p>