Catherine Fee
Introduction
Each one of us is born with a box of matches inside us, but we can’t light them by ourselves. We need the oxygen of the breath of the person we love and a candle. In this case, the oxygen comes from the breath of the person we love; the candle can be any kind of food, music, caress, word, or sound that can deceive our senses, awaken the chemistry that makes us human beings vibrate, that can light us up and allow us to burn completely. -Laura Esquivel, Like Water for Chocolate[1]
As an English Language Development (ELD) Lead Teacher at Monroe Demonstration Academy, I teach in a middle school with about 700 students located in an impoverished, semi-rural area on the north side of Tulsa. More than a 41% of our students require English Language Development, and within the ELD population, 92.1% are eligible for free and reduced-fee lunch. Our students, like all students, need a strong foundation of support. More specifically, my students have various English proficiency levels, ranging from newcomers to those born here but speak another language at home. As a result, in addition to the normal challenges of becoming teenagers, our diverse and multilingual learners must overcome unique emotional distractions, varying literacy levels, and different learning styles and motivations. These factors make it essential to create safe learning environments that foster both academic and emotional growth.
Over time, I have discovered that my students make significant progress when they work towards personal learning objectives, taking small but consistent steps toward their goals. It is crucial, therefore, for me to differentiate and scaffold my instruction to cater to students’ individual needs.
Accordingly, in this unit I have strived to create a cross-curricular learning experience to inspire students in 6th to 8th grade to explore Latino cultures through various historical periods and literary works, emphasizing symbolism and cultural identity. Through interdisciplinary approaches, the curriculum is designed to meet the needs of English Language Learners (ELLs) with varying proficiency levels, emphasizing student-centered learning, differentiation, and scaffolding. Key teaching strategies include hands-on activities, group discussions, textual analysis, and creative expression to foster comprehension, critical thinking skills, and language proficiency.
The unit maintains alignment with English Language Development (ELD) standards, seamlessly integrating language development into the curriculum to support students’ linguistic and academic growth across different subjects. Through this approach, the unit seeks to cultivate an appreciation for the richness of Latino History, with lessons that offer universal relevance and can benefit students across diverse content areas. Students engage in deep explorations of Mayan glyphs, emotional turmoil in a family’s struggle set during the Mexican Revolution, and indigenous agrarian wisdom.
Rationale
In the student community where I work, being a teacher allows me to gain insight into a world where I strive to understand and address the significant challenges associated with maintaining immigrant cultural pride. Specifically, the immigrant experience often compels these teens to assimilate into American culture, presenting a profound struggle as they navigate letting go of their native world. These students frequently find themselves bidding farewell to their extended families, familiar cuisines, and the sights and sounds of their homeland. Despite their family’s history of immigrating to the US, which constitutes an integral part of their understanding of America, they may inadvertently suppress crucial aspects of their native identity.
Given these challenges, my goal in developing this unit is to cultivate awareness and appreciation of Latino culture among my students. More specifically, the unit serves as a guiding journey, shedding light on three key areas analyzing symbolism found in Latino culture, highlighted through the perspectives of three distinct authors. Through this exploration, students are encouraged to develop an art portfolio that serves as a culmination of their understanding and creativity. This portfolio comes to life during a cultural day celebration, where our diverse student heritage is vividly showcased through visual mediums. The curriculum, carefully designed to span a 4–5-week period, is intentionally flexible to seamlessly integrate into various subject areas, ensuring accessibility for teachers across disciplines.
Content Objectives
The primary purpose of this unit is to delve into the vast array of Latino cultural influences throughout history, with a focus on three significant periods: Mayan civilization, the Mexican Revolution, and present-day agricultural practices influenced by indigenous populations in America. These touchpoints within the curriculum serve to illuminate broader questions about the impact of Central and South American culture and history on students and families in North America.
Divided into carefully crafted sections, this curriculum unit guides students on a multifaceted journey of discovery, with each segment contributing uniquely to their understanding of symbolism. For instance, students will learn about the advanced civilization of the Maya, exploring their achievements in architecture, mathematics, and astronomy. They will examine how Mayan cultural elements, such as hieroglyphics and calendar systems, have influenced modern-day society. Additionally, they will study excerpts from the novel, Like Water for Chocolate, engaging in discussion to better understand the themes of social justice, land reform, and national identity, gaining insights into the struggles and triumphs of the Mexican people. In the last section of the unit, students will explore contributions of indigenous populations in shaping modern agricultural practices in America. Throughout the curriculum unit, Latino foods and culture serve as the backdrop for our exploration, providing a rich and nuanced examination of symbolism within the diverse cultures of Central and South America.
Recognizing the importance of providing students with a diverse array of learning pathways and opportunities for expression is paramount. According to Bransford, J. D., Brown, A. L., & Cocking, R. R, in their seminal work, How People Learn: Brain, Mind, Experience, and School, the integration of various modes of study, such as reading, discussion, and hands-on activities, plays a pivotal role in fostering metacognitive growth in students.
By engaging in a multitude of activities, students are not only encouraged to think deeply about their learning process but also prompted to adapt and refine their approaches as needed. This dynamic process not only deepens their comprehension of the subject matter but also empowers them to become more adept and resourceful learners. Through exposure to diverse learning experiences, students develop a more comprehensive understanding of the material and cultivate essential skills crucial for success both inside and outside the classroom. Thus, offering a spectrum of learning opportunities is not just beneficial but essential for nurturing the intellectual and academic growth of students.[2]
Introduction to Symbolism and Mayan Glyphs
“Here lies the profound legacy of glyphs so grand, In Mayan script, ancient wisdom did stand. Symbols carved in stone, a language divine, Unlocking secrets of a glorious time.”-Michael D. Coe[3]
In the opening segment of this curriculum unit, students embark on a journey into the heart of the Maya, an ancient Mesoamerican civilization that thrived across present-day Mexico, Guatemala, Belize, Honduras, and El Salvador. Their art, architecture, and rituals were imbued with symbolism, transcending mere aesthetics, with glyphs at their core — intricate carvings that offered unique insights into Mayan culture and beliefs. To facilitate students’ grasp of symbolism’s essence, we draw upon foundational concepts from the influential works of Ernst Cassirer and Michael D. Coe. Cassirer’s philosophical treatise, An Essay on Man: An Introduction to a Philosophy of Human Culture, sets the stage by delving into the profound role of symbolism in human culture. This is complemented by Coe’s, Breaking the Maya Code, which offers a historical perspective on Mayan glyphs, unraveling their cultural significance and fostering an appreciation for this ancient civilization.
Employing Eric Skipper’s philosophical methods in A Recipe for Discourse: Perspectives on Like Water for Chocolate our discussion of Mayan glyphs in will metaphorically resemble the process of preparing and serving a dish. Preparatory activities contextualize understanding, akin to gathering ingredients (i.e., facts and details) and planning the cooking process (how we will comprehend and utilize the core concepts behind Mayan symbolism in the classroom). The communication strategy mirrors the structured approach found in recipes and the discipline observed in pristine agricultural practices. Students practice clarity in expression, a skill vital for effective communication. At this juncture, we delve into the role of Mayan glyphs in conveying complex ideas and concepts, amplifying symbolic expression. Cassirer’s exploration underscores the fundamental nature of symbols, while Coe’s research reveals the diverse interpretations stemming from the study of glyphs.
Discussions during the mixing phase blend theoretical concepts with research, fostering a collective understanding of Mayan culture. Through critical analysis akin to refining ingredients, students deepen their comprehension of Mayan symbolism, culminating in reflection, akin to tasting a dish, to enhance the experiential aspect. Students engage with air-dry clay and Mayan glyph stamps, bridging theoretical concepts with hands-on creation and interaction. This tactile approach enables students not only to comprehend but also to actively create and engage with symbols, forging a profound connection with ancient civilizations.
This phase concludes with an outcome — a deeper appreciation for Mayan culture. Section 1 culminates in the serving stage, where students showcase their interpretations, celebrated at a Monroe Cultural Day, fostering mutual respect, and understanding in a collaborative learning environment.
Nature Symbolism in Braiding Sweetgrass
“Unlock the wisdom held in the language of plants, fostering a deep connection between indigenous perspectives and the natural world.” –Robin Wall Kimmerer, Braiding Sweetgrass[4]
This section shifts the focus to the symbolic language of nature in literature. Guided by Robin Wall Kimmerer’s Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants, students gain insights into indigenous perspectives on nature symbolism, fostering a deep appreciation for the interconnectedness of culture and the natural world, specifically, uncovering the wisdom embedded in the language of plants.
Nature symbolism in Braiding Sweetgrass serves as a vital connection between literature and nature, encouraging students to delve into the profound perspectives of indigenous cultures. By integrating indigenous wisdom with scientific knowledge, students will gain a deeper understanding of symbolism and explore the insights within indigenous perspectives on nature. Through readings and discussions centered on themes such as reciprocity and the spiritual connection with nature, students analyze the symbolism of sweetgrass and its representation of purity, peace, and harmony.[5]
In Kimmerer’s work, students learn about the reciprocal relationship between humans and plants in the natural world. We will explore the Indigenous worldview through the Haudenosaunee creation story of Skywoman, highlighting the harmony between people and nature in a shared ecosystem. Kimmerer also shows us the concept of reciprocity through sweetgrass, which represents not just its physical form but also the cultural heritage passed down from ancestors. The planting method of the Three Sisters – corn, beans, and squash growing together – exemplifies reciprocity in Indigenous traditions, where each plant supports the others’ growth. This interconnectedness teaches students about indigenous perspectives on the relationship between humans and nature.
Integrating the concept of A Recipe for Discourse: Perspectives on Like Water for Chocolate, by Eric Skipper, students deepen their understanding of effective communication and discussion, applying these concepts to their exploration of nature symbolism. As they engage in dialogue, exchange ideas, and reflect on diverse viewpoints, students cultivate essential communication skills and develop a deeper appreciation for the wisdom embedded in the language of plants.[6]
In addition to discourse, students undertake artistic interpretation, creating artwork inspired by themes of nature symbolism and interconnectedness. Encouraged to incorporate elements from nature into their artwork, students utilize symbolism and metaphor to convey deeper meanings, fostering creativity and expression. Through these integrated activities, students not only deepen their understanding of indigenous perspectives but also cultivate empathy and respect for the natural world. [7]
Emotional Symbolism in Like Water for Chocolate
“Recipes of love and sorrow intertwined, A story of longing and desires confined. Tita’s heart, like a fire, forever ablaze, In the kitchen, her emotions found their maze. Through tears and laughter, her journey unfurled, In each dish, her love, a secret world. In memory, this tale will forever thrive.” – Laura Esquival[8]
In this section, my students dive headfirst into the captivating world of Laura Esquivel’s novel, Like Water for Chocolate. This wonderful book, originally published as Como Agua Para Chocolate in 1989, challenges established norms by celebrating the significance of diversity. At the heart of the novel lies the traditional domain of women, particularly within the symbolic realm of the kitchen, where protagonist Tita defies the marginalization imposed upon her as a daughter of European descent. Through her culinary creations, traditionally overlooked individuals like the servant Chencha and the Native American surrogate mother Nacha gain agency, reshaping societal power dynamics. However, this shift is not without its complexities and ongoing processes of displacement and transformation.
Amidst the turmoil of the Mexican Revolution of 1910-1920, students will delve into the emotional dimensions of warfare as experienced by ordinary citizens, reflecting on the generational trauma endured in the struggle for freedom from oppressive rule. Esquivel employs the literary device of magical realism to amplify the characters’ emotions, desires, and cultural beliefs, blurring the lines between reality and fantasy.
Central to the narrative is the profound relationship between food and emotions. Tita’s culinary skills serve as a conduit for her intense feelings, infusing her dishes with her deepest desires and longings. For instance, her tears mingling with the wedding cake she bakes evoke profound sadness in those who partake, symbolizing her suppressed emotions and longing for love.
Throughout the novel, cultural and folkloric elements abound, enriching the story’s magical realism and cultural resonance. These references deepen the emotional depth of the narrative, offering readers a sensorial and evocative experience beyond conventional storytelling. As my students analyze the novel’s themes and symbolism, we will embark on a journey of discovery, exploring selections of age-appropriate text that illustrate how emotions are embedded within cultural contexts and inviting nuanced discussions that extend far beyond the confines of the text.
Just as in cooking, where precise measurements and quality ingredients are essential, clarity of expression and respect for diverse perspectives are crucial as students explore emotional symbolism in literature. We will use the structure outlined in A Recipe for Discourse to gain a comprehensive understanding in the role of discourse in shaping a deeper empathy for underlying meaning of Esquivel’s novel. [9]
During active participation, students share their interpretations of emotional symbolism, blending insights from Esquivel’s narrative with theoretical frameworks. Through dialogue and exchange, my students will contribute to a collective understanding of the emotional landscape depicted in the text. Ideas will be refined through discussion and debate, as my students critically analyze the emotional dimensions of literary symbols. For example, the kitchen serves as a symbolic space where the reality of marginality is constructed and reconstructed, representing the identity of Mexican women. Tita de la Garza’s relegation to the margins of the household parallels the oppression experienced by citizens during the Mexican Revolution, highlighting the unjust treatment faced by marginalized individuals.
By examining the parallels between historical events and fictional storytelling, students will gain a deeper understanding of the revolution’s impact on Mexican society and culture. Through diverse perspectives, this text offers insights into how literature can reflect significant historical moments, enriching our understanding of the past. To assess their understanding of the key excerpts from Esquivel’s novel students will be asked to create a recipe of their own using figurative language and symbolism.
As my students reflect on their own emotional responses to the text, they will deepen their engagement. Through this process, they can emphasize the emotional experience of the novel and identify areas for further exploration that they are interested in. Ultimately, this journey leads to a deeper understanding of the emotional dimensions of Hispanic culture, fostering appreciation, and a more inclusive learning community.
Culminating Projects and Cultural Day Celebration
At the culmination of the unit, we will organize an immersive art exhibition that interlaces Mayan glyphs, nature symbolism, and emotional expression, inviting students to delve into the rich tapestry of Hispanic history and culture. This comprehensive approach aims to foster a profound appreciation for the enduring power of symbolism. The art exhibition will serve as a vibrant showcase of symbolism found in Hispanic history, featuring prominently Mayan glyphs, recipes inspired by Like Water for Chocolate, and original artwork crafted to illuminate nature symbolism. Students will be encouraged to infuse their creations with personal insights and emotional expression, amplifying the resonance of their artistic interpretations.
We will extend invitations to parents, teachers, and students, inviting them to immerse themselves in the artistic journey of our students as they present their artwork and articulate the symbolism behind their creations. This interactive component of the exhibition will provide a platform for students to share their perspectives, fostering dialogue and deeper understanding among attendees. In conjunction with the art exhibition, we will host a cultural day celebration in May to mark the culmination of the unit. This celebratory event will honor outstanding projects and presentations, recognizing the dedication and creativity of our students. Additionally, the cultural day celebration will feature a diverse array of food and music, representing cultures from around the school community. By embracing cultural diversity through culinary delights and musical performances, the celebration will further reinforce the spirit of unity and appreciation for multiculturalism within our school community. Through these culminating activities, students will not only showcase their learning but also celebrate the richness and diversity of Hispanic heritage, leaving a lasting impact on all participants.
Teaching Strategies
In the first section, my goal is to deconstruct the concept of symbolism by engaging students in an icebreaker activity, such as a symbol recognition game. This activity aims to activate their prior knowledge and make symbolism more tangible and relatable. Additionally, we will adopt a comparative approach to lay the groundwork for multicultural exploration, discussing examples of symbolism from various cultures, including Mayan glyphs. Encouraging students to share their cultural perspectives will be integral to this process.
To anchor students’ ability to connect theoretical concepts to real-world examples, we will assign readings from Breaking the Maya Code, focusing on how Mayan glyphs serve as prime examples of symbolism. Combining lectures, readings, and group activities will cater to different learning styles and deepen comprehension. Visual aids, such as images and diagrams, will complement these activities by providing an overview of Mayan civilization and the significance of glyphs.
To facilitate collaborative learning, students will work together to decipher symbols and analyze different glyphs in small groups. This approach fosters cooperative learning and enables students to learn from each other. Additionally, we will incorporate kinesthetic learning through hands-on activities, such as creating personal glyphs using clay and glyph molds, to promote creative expression. [10]
In the second section, students will delve into nature symbolism in literature through textual analysis, focusing on excerpts from Braiding Sweetgrass to explore concrete examples. Discussions on the cultural significance of plants and natural elements will encourage students to think critically about cultural perspectives. Furthermore, students will embody their understanding by creating artwork inspired by nature symbols, providing a platform for creative expression.
For their illustration project, students will sketch an illustration of the three sisters – corn, beans, and squash – growing together in a traditional Native American planting mound. They will experiment with different compositions, such as a close-up of each vegetable or an aerial view of the garden. Additionally, they can use vibrant colors to depict the lush foliage and ripe vegetables, emphasizing the symbiotic relationship between the plants.
The third section will delve into emotional symbolism in literature through textual analysis, with a focus on excerpts from Like Water for Chocolate to gain diverse perspectives and insights into emotional symbolism in the novel. Following this analysis, a creative writing activity will invite students to craft recipes expressing emotions through symbolism, fostering a holistic approach to literary exploration.
In the final culminating 4th section, students will synthesize their learning and reflect on their work. Their final portfolio will showcase their artwork and written reflections, highlighting the connections between themes. The unit will conclude with a symbolic art exhibition, weaving together Mayan glyphs, nature symbolism illustrations, and emotional expression found in creative recipes. This exhibition, with a thematic focus on Hispanic history, will provide students with a tangible representation of their learning and insights.
To enhance the exhibition experience, student work will be displayed in a gallery of symbolic art, accompanied by written reflections on the symbolism in their pieces. This collaborative display will emphasize the interconnectedness of diverse symbolic languages. Parents, teachers, and fellow students will be invited to listen to the creators as they explain the symbolism embedded in their artwork, fostering effective communication of ideas and deeper understanding. The artwork will foster metacognition and symbolism reflection, stimulating group discussions and promoting research and presentation skills. The assessment will involve peer-to-peer feedback, with students conducting a gallery walk to provide feedback on their peers’ artwork, fostering a sense of community and shared learning.
The unit will conclude with a cultural day celebration in May, which will include an awards ceremony to recognize outstanding projects and presentations. This celebratory event will feature elements such as food, refreshments, music, and cultural activities, showcasing various cultures within the school community. Through these culminating activities, the unit aims not only to celebrate academic exploration but also to promote unity and appreciation for the rich symbolism of different cultures, particularly their own Latino culture as they assimilate into North America.
Appendix
Section 1- Introduction to Symbolism and Mayan Glyphs
ELD.PI.6-8.5 – Engage effectively in a range of collaborative discussions. Students engage in a symbol recognition game, promoting collaboration and communication as they share and discuss symbols.
ELD.C.6-8.1 – Compare and contrast diverse individuals’ experiences, ideas, or information. Encourages students to compare symbolism across various cultures, promoting language proficiency and cultural understanding.
ELD.C.6-8.7 – Use information gained from texts to demonstrate understanding. Students use readings from Breaking the Maya Code to anchor theoretical concepts in real-world examples, demonstrating understanding through discussions.
Section 1- Standards: Mayan Glyph Exploration
- ELD.C.6-8.5 – Make strategic use of digital media in presentations to enhance understanding. Integrates various media in presentations to cater to diverse learning styles, fostering language development and comprehension.
- ELD.C.6-8.4 – Determine the meaning of words and phrases in a text relevant to a grade 6-8 topic or subject area. Students enhance vocabulary and understanding by interpreting visual aids, contributing to language development.
- ELD.PI.6-8.2 – Constructively contribute to discussions, responding thoughtfully to diverse perspectives. Group analysis of glyphs promotes collaborative learning, requiring students to contribute and respond to diverse perspectives.
- ELD.PI.6-8.8 – Adapt speech to a variety of contexts and tasks, demonstrating command of formal English. Explanation: The hands-on activity engages students in creating glyphs, promoting language adaptability and creativity. Kinesthetic Learning: (Clay work)
Section 2- Standards: Emotional Symbolism in Like Water for Chocolate
- ELD.C.6-8.6 – Identify aspects of a text that reveal an author’s point of view or purpose. Reading excerpts prompts students to analyze the author’s point of view regarding nature symbolism, enhancing comprehension. – Textual Analysis.
- ELD.C.6-8.3 – Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Stimulating discussion on the cultural significance of plants encourages critical thinking and analysis. Critical Thinking.
- ELD.PI.6-8.9 – Adapt speech to a variety of contexts and tasks, demonstrating command of formal English. The art project provides an avenue for creative expression and adapting language to describe personal connections to nature symbolism. Creative Expression.
Section 3- Standards: Natural Symbolism in Braiding Sweetgrass
- ELD.C.6-8.6 – Identify aspects of a text that reveal an author’s point of view. Reading excerpts prompts students to analyze the author’s point of view regarding emotional symbolism. Text.
- ELD.PI.6-8.1 – Engage in a range of collaborative discussions. Discussion encourages effective communication as students share interpretations and gain diverse perspectives.
- ELD.PI.6-8.5 – Make strategic use of digital media in presentations to enhance understanding. Class discussion enhances language development as students articulate connections between Mayan glyphs, nature symbolism, and emotional expression. Discuss.
- ELD.PI.6-8.2 – Constructively contribute to discussions, responding thoughtfully to diverse perspectives. Creative Writing.
- Explanation: The creative writing activity integrates analytical and creative skills, promoting language development in expressing emotions through symbolism.
Section 4- Standards: Culminating Projects and Cultural Day Celebration
- ELD.PI.6-8.9 – Present information, findings, and supporting evidence clearly, concisely, and thoughtfully. The culminating project involves presenting information in a thoughtful and clear manner, promoting effective communication. Art Gallery.
- ELD.PI.6-8.10 – Write routinely over extended time frames. Assessment: Symbolism
Bibliography:
Bransford, J. D., Brown, A. L., & Cocking, R. R. How People Learn: Brain, Mind, Experience, and School, 2000.
- Cassirer, Ernst. An Essay on Man: An Introduction to a Philosophy of Human Culture. Yale University Press, 1944.
- Coe, Michael D. Breaking the Maya Code. Thames & Hudson, 1992.
- Kimmerer, Robin Wall. Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants. Milkweed Editions, 2013.
- Esquivel, Laura. Like Water for Chocolate. Doubleday, 1989.
- Nussbaum, Martha C. Upheavals of Thought: The Intelligence of Emotions. Cambridge University Press, 2001.
Skipper, Eric. A Recipe for Discourse: Perspectives on Like Water for Chocolate. 2010. Boston: BRILL. Accessed March 26, 2024. ProQuest eBook Central.
End Notes:
[1] Laura Esquival, Like Water for Chocolate
[2] J.D. Bransford, A.L. Brown, & R. R. Cocking, How People Learn: Brain, Mind, Experience, and School.
[3] Michael D. Coe. Breaking the Maya Code
[4] Robin Wall Kimmerer, Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants.
[5] Robin Wall Kimmerer, Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants.
[6] Eric Skipper, A Recipe for Discourse: Perspectives on Like Water for Chocolate.
[7] Robin Wall Kimmerer, Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants.
[8] Laura Esquival, Like Water for Chocolate
[9] Eric Skipper, A Recipe for Discourse: Perspectives on Like Water for Chocolate.
[10] Michael D. Coe. Breaking the Maya Code.